DOCSLIB.ORG

Metallurgy Short List

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Metallurgy Short List Metallurgy Short List CHEMICAL / METALLURGICAL ENGINEER (DR256308L) BSChE, (Metals focus) University of Dayton. Ambitious and passionate recently graduated Chemical Engineer with 6 months of co-op experience in the metals industry. Experience includes metal samples, imaging via scanning electron microscopy, evaluating microstructures, metal compositions and formulating unique cleaning and polishing procedures based on metal diagnoses. Proficient with scanning electron microscopy, ChemCAD, Visual Basic, MS Office including expert level understanding of Excel. Salary $52,000/year R&D / PROCESS ENGINEER (DC255898F) BSChE, University of Akron. 3.2/4.0 GPA. Innovative engineer with 4 years experience involving R&D for materials, products and processes for high profile projects from conception / prototypes, testing / qualification / quality control to large scale production. Experienced working with ceramic and powdered metal materials and processes. Processes include mixing / blending, molding, extrusion, die casting and machining as well as working with kilns and furnaces. Deals with international customers and suppliers. Salary: $55,000/year METALLURGIST / ENGINEER (DR24551M) BS Metallurgical Engineering 3.6/4.0 GPA. Well qualified Metallurgist / Engineer with 20 years experience in the field. Responsible for product development, process engineering and quality control for metals industry products ranging from friction materials to casting, heat treating and electro deposition processes. Experience includes failure analysis and root cause using full range of Metallurgical lab instrumentation and SEM, EDS equipment. Proficient with AutoCAD. TS16949 and MS Office. Salary: $63,000/year METALLURGIST (GJ254843M) BS Materials Engineering, 3.4/4.0 GPA. Highly skilled metallurgist with over 20 years experience involving material development, quality control and process improvements for the metals industry. Responsible for conducting metallurgical investigations including ultrasonic testing, material fatigue failures, XRF, SEM, microscopy, tensile, impact and hardness testing. Experienced with forging, annealing, machining, heat treating, casting and rolling processes. Experienced with ISO- 9001, AS-9000 and TS 16949 standards. Salary: $65,000/year PLANT METALLURGIST (JB249937N) BS Metallurgy. Well qualified metallurgist with over 20 years experience improving processes to reduce cost and improve quality in the metals industry. Responsible for leading continuous improvement projects, developing process routings and maintaining manufacturing equipment for casting, annealing and heat treating processes. Experience includes metallurgy lab operations, performing material testing and microstructure analysis. Led implementation of ISO 9001, 14001 and 17025. Salary: $70,000/year WELDING ENGINEER (DC255921F) BSME / MS Welding Technology. Results driven engineer with 20 years experience involving product and process engineering / design and project management. Experienced with Gas tungsten arc welding, electron beam welding and laser welding. Responsible for qualifying welders, developing / approving new welding technology, processes, procedures, non-destructive testing and stress evaluation including MSC / NASTRAN Stress Calculation Certification. AWS Certified, proficient in SolidWorks, AutoCAD and SAP. Salary: $72,000/year METALLURGIST / LAB MANAGER (JB255291J) BS Metallurgical Engineering. Well qualified professional with over 15 years experience in analysis and testing in the metals industry. Experience in physical and non-destructive testing of non-ferrous, ferrous, electrical contact, hard and soft magnetic, and high temperature alloys. Experience includes process engineering involving heat treating, casting, forging, welding, brazing, and coatings. Responsible for communicating failure analysis of components with internal and external customers. Salary: $85,000/year METALLURGICAL ENGINEER / MANAGER (JB255994M) BS Engineering / Metallurgy MBA. Highly qualified metallurgical professional with 15 years experience involving R&D, product / process engineering and development, quality control and technical leadership in a foundry casting environment. Experience includes ingot casting, investment casting and rolling processes for aluminum and super alloys. Responsible for Lean / Six Sigma processes, 5S projects, ISO documentation and international customer / vendor relations. Proficient in SolidWorks. Salary: $95,000/year PRINCIPAL / PROCESS EQUIPMENT ENGINEER (DJ255216O) MSME, 3.8/4.0 GPA. PMP. Hands on engineer with the ability to wear multiple hats and over 18 years experience in machine design. Experience includes leading teams of scientist and engineers in concept, design and development of metallurgical process equipment. Managed projects throughout life cycle ranging up to 12 MM from concept to production of capital equipment, negotiating and cost estimating. Proficient in PLC programming, SolidWorks, AutoCAD and SolidEdge. Salary: $100,000/year VP of HEALTH, SAFETY & ENVIRONMENTAL PROTECTION (DR255338J) MS Degree Environmental Management. Well qualified professional with over 20 years experience involving EHS policy and regulatory compliance in a metal / metallurgical environment. Responsible for establishing policies and procedures, assessing site compliance with regulatory requirements and impacts on new EHS laws and regulations. Experience includes technical support and compliance in Title V, NPDES, RCRA, SWPPP, EPCRA, SARA, DOT, NFPA and Office. Salary: $110,000/year Over 10,000 Successful Searches Successfully Completed Phone: (216) 781-5300 Email: [email protected] Fax: (216) 377-1130 .
Load more

Recommended publications
  • Metallurgical Engineering
    ENSURING THE EXPERTISE TO GROW SOUTH AFRICA Discipline-specific Training Guideline for Candidate Engineers in Metallurgical Engineering R-05-MET-PE Revision No.: 2: 25 July 2019 ENGINEERING COUNCIL OF SOUTH AFRICA Tel: 011 6079500 | Fax: 011 6229295 Email: [email protected] | Website: www.ecsa.co.za ENSURING THE Document No.: Effective Date: Revision No.: 2 R-05-MET-PE 25/07/2019 Subject: Discipline-specific Training Guideline for Candidate Engineers in Metallurgical Engineering Compiler: Approving Officer: Next Review Date: Page 2 of 46 MB Mtshali EL Nxumalo 25/07/2023 TABLE OF CONTENTS DEFINITIONS ............................................................................................................................ 3 BACKGROUND ......................................................................................................................... 5 1. PURPOSE OF THIS DOCUMENT ......................................................................................... 5 2. AUDIENCE............................................................................................................................. 6 3. PERSONS NOT REGISTERED AS CANDIDATES OR NOT BEING TRAINED UNDER COMMITMENT AND UNDERTAKING (C&U) ..................................................... 7 4. ORGANISING FRAMEWORK FOR OCCUPATIONS ............................................................. 7 4.1 Extractive Metallurgical Engineering ..................................................................................... 8 4.2 Mineral Processing Engineering ..........................................................................................
    [Show full text]
  • Is EE Right for You?
    Erik Jonsson School of Engggineering and The Un ivers ity o f Texas a t Da llas Computer Science Is EE Right for You? • “Toto, I have a feeling we’re not in Kansas anymore.” • Now that you are here, diii?id you make the right choice? • Electrical engineering is a challenging and satisfying profession. That does not mean it is easy. In fact, with the possible exceptions of medicine or law, it is the MOST difficult. • There are some things you need to consider if you really, really want to be an engineer. • We will consider a few today. EE 1202 Lecture #1 – Why Electrical Engineering? 1 © N. B. Dodge 01/12 Erik Jonsson School of Engggineering and The Un ivers ity o f Texas a t Da llas Computer Science Is EE Right for You (2)? • Why did you decide to be an electrical engineer? – Parents will pay for engineering education (it’s what they want). – You like math and science. – A relative is an engineer and you like him/her. – You want to challenge yourself, and engineering seems challenging. – You think you are creative and love technology. – You want to make a difference in society . EE 1202 Lecture #1 – Why Electrical Engineering? 2 © N. B. Dodge 01/12 Erik Jonsson School of Engggineering and The Un ivers ity o f Texas a t Da llas Computer Science The High School “Science Student” Problem • In high school, you were FAR above the average. – And you probably didn’t study too hard, right? • You liked science and math, and they weren’t terribly hard.
    [Show full text]
  • Robotics Engineer
    CONTENTS Robotics Engineer at a Glance 6 Introduction 7 Turning Science Fiction into Reality Chapter One 11 What Does a Robotics Engineer Do? Chapter Two 18 How Do You Become a Robotics Engineer? Chapter Three 26 What Skills and Personal Qualities Matter Most —and Why? Chapter Four 31 What Is It Like to Work as a Robotics Engineer? Chapter Five 37 Advancement and Other Job Opportunities Chapter Six 42 What Does the Future Hold for Robotics Engineers? Chapter Seven 49 Interview with a Robotics Engineer Source Notes 53 Find Out More 56 Index 59 Picture Credits 63 About the Author 64 5 ROBOTICS ENGINEER AT A GLANCE te’s Ba cia che so ee de lo As gr gr r’s de ee l D o r o o o t d c h n e t c o a le g s r r m a e a h v t o e l i e g i p u i q H d e Personal Minimum Educational Qualities Requirements Problem solving Creativity Working Conditions Attention to detail Indoors Strong science, math, and computer- programming skills Median Salary $81,591 Percent job increase by 278,000* 2024 Number of jobs *Numbers are for mechanical 5% engineers, a group that includes robotics engineers. Future Job Outlook Source: Bureau of Labor Statistics, Occupational Outlook Handbook. www.bls.gov. 6 CHAPTER 3 What Skills and Personal Qualities Matter Most—and Why? First and foremost, robotics engineers must be very good prob- lem solvers. They must have suffi cient technical skill to recognize and understand a problem and enough creativity to think up an original solution.
    [Show full text]
  • Photonic Design Engineer
    Photonic Design Engineer Are you looking for the ultimate startup challenge? Have you always wanted to transform innovative technology into real products? Are you ready to join OPTIUS among the first employees with all the advantages and opportunities? Optius is a new startup with the vision to transform the field of efficient AI computations by using optical computing. By joining OPTIUS, you are contributing to a growing team of motivated entrepreneurs and researchers passionate about bringing this vision into reality. The Photonic Design Engineer role will involve the design, optimization, and layout of photonic integrated circuits (PICs) and photonic devices. Your opportunity and benefits: • Solve problems by commercializing cutting edge technology – Major impact! • Mentorship, coaching and support – we are here for you! • Cool Startup environment – celebrations, endless lattes, healthy snacks What we offer: • Competitive compensation package • Opportunity for growth and personal development • Insurance benefits such as health, dental and vision • Cool Startup environment – celebrations, endless coffee, healthy snacks • Lunch and Learns What your day-today will look like: • Design and optimize photonic integrated circuits (PIC’s) • Layout photonic devices with common EDA • Conduct numerical electromagnetic simulation of photonic devices • Interacting with photonic foundries to understand design environment and rules • Designing optical bench experiments for device characterization • Collaborating with the team on research and development
    [Show full text]
  • Position Description
    position description Date: September 2017 Title: Engineer 1 Department: Biomedical Engineering School: Case School of Engineering Location: Bingham 308 Supervisor Name and Title: Ron Triolo, Professor POSITION OBJECTIVE Under general supervision, perform engineering objectives as a member of multidisciplinary research and development teams designing and investigating new medical devices and restorative technologies, and provide high level computing infrastructure support. Responsible for microprocessor, mobile device, or computer based software system design, testing and operation on specific research and development projects for new assistive technologies for individuals with neuro-musculo-skeletal disabilities, limb loss or cognitive dysfunction. The engineer will apply methods and techniques, adjust and correlate data, determine errors in results, and follow the operation through a series of related steps to completion. ESSENTIAL FUNCTIONS 1. Develop embedded control and operating systems for new and emerging assistive technologies and medical devices, and create both low and high level user and clinician interfaces. (20%) 2. Set system processing specifications, design and verify software operation of new computer- microprocessor- or mobile computing platform-based assistive technologies. (20%) 3. Construct embedded applications and integrate information from networks of distributed sensors in new medical devices. (20%) 4. Identify the work to be done to fulfill project requirements and objectives, plan and carry out the procedural and technical steps required, seek assistance as needed, independently coordinate work efforts with outside parties, and characteristically submit only completed work. (10%) 5. Design, maintain and interrogate databases for research-related operational information. (10%) 6. Fully document, test and validate design and system performance according to standard design controls and quality system practices, including incident reporting, error/bug tracking and repair, and version/release control.
    [Show full text]
  • Engineer I/Ii/Iii
    ENGINEER I/II/III DEFINITION Under direct and general supervision, performs professional civil engineering work in the planning, design, technical investigation, inspection, and construction of projects in several areas of public works and civil engineering, and performs related work as required. SUPERVISION RECEIVED AND EXERCISED Receives general supervision from assigned supervisory and managerial staff. Exercises no direct supervision of staff. CLASS CHARACTERISTICS Engineer I/II/III is a flexibly-staffed class series. Advancement from the Engineer I level to the II level is at the discretion of the appointing authority, provided that the following criteria are met: (1) the minimum qualifications and time-in-grade requirements, (2) demonstration of the ability to independently perform the full scope of the assigned duties. Advancement from the Engineer II level to the III level is at the discretion of the appointing authority, provided that the following criteria are met: (1) the minimum qualifications and time-in-grade requirements, (2) demonstration of the ability to independently perform the full scope of the assigned duties. Engineer I is the entry level engineer classification. Incumbents perform less complex office and field civil engineering work under direct supervision in preparation for advancement to the journey level of Engineer II. Engineer II is the advanced level class in the engineering series, not requiring registration. Positions in this class are flexibly staffed and are normally filled by advancement from the lower class of Engineer I, or if filled from the outside, require prior professional level experience and possession of an Engineer-in- Training Certificate. Incumbents in this class work under general direction and perform moderately difficult professional engineering work in civil engineering.
    [Show full text]
  • Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
    Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions.
    [Show full text]
  • Fire Protection Engineers: Using Science and Technology to Make the College Campus Safe from Fire
    Fire Protection Engineers: Using Science and Technology to Make the College Campus Safe from Fire Chris Jelenewicz, P.E. Engineering Program Manager, Society of Fire Protection Engineers As colleges and universities are trying to compete for • Investigate fires to discover how fire spreads, why the best students, there is an increasing demand to protective measures failed, and how those meas- improve and modernize college campus facilities. To ures could have been designed more effectively. keep up with this demand, colleges and universities are building larger stadiums, more modern laboratories and They can also assist campus administrators by working more comfortable housing units. These newer facilities with architects and other engineers, state and local are larger, taller and their designs are more complex. building officials and local fire departments to build Consequently, the fire protection systems that are and maintain fire safe campuses. In addition, they needed to protect students and faculty from fire are make recommendations for cost effective fire protec- also more complex. tion solutions to ensure that the structure, and the property and occupants contained within are ade- Furthermore, recent tragic fires in dormitories and fra- quately protected. ternity houses have placed a new interest in upgrading the fire protection features in existing residential fa- What are the Educational and Licensure Require- cilities. As financial resources are limited for such up- ments for Fire Protection Engineers? grades, it is essential that the most efficient fire pro- Like engineers in other disciplines, fire protection en- tection be provided. gineers are required to earn college degrees from ac- To help make their campuses safe from fire, many col- credited engineering programs.
    [Show full text]
  • Engineer I/II DEFINITION DISTINGUISHING CHARACTERISTICS TYPICAL DUTIES
    Class Code: 428,429 Engineer I/II DEFINITION Under supervision, performs a variety of professional environmental engineering work in connection with water quality studies, treatment and distribution system operations, water quality regulations, facility improvements, and other related work; assists other engineering disciplines on assigned projects; provides administrative support to District projects and programs; may exercise technical and functional oversight over engineering support staff; and performs other related work as required. DISTINGUISHING CHARACTERISTICS Engineer I is the entry level in the engineering series. Under close to general supervision within a framework of established policies and procedures, incumbents perform a variety of engineering and administrative tasks of limited to moderate difficulty. Assignments are given in specific terms and are subject to frequent review while in progress and upon completion, except where tasks are well defined by established standards, policies and procedures. Assignments may cover the entire field of environmental engineering and may include other engineering and technical disciplines. There is limited latitude for independent judgment. This class is distinguished from the intermediate-level Engineer II (Environmental) class by the routine nature and limited complexity of work assignments and the level of supervision received. Upon recommendation of the immediate supervisor and approval by the department manager, incumbents in this class may advance to the Engineer II classification after gaining experience and achieving proficiency that meets the Engineer II experience requirements. Engineer II is the intermediate level in the environmental engineering series. Under general supervision within a framework of established policies and procedures, incumbents perform a variety of engineering and administrative tasks of moderate difficulty requiring the use of some independent judgment.
    [Show full text]
  • Chemical & Biological Engineering Department History (PDF)
    Chemical & Biological Engineering The University of Alabama A Century of Excellence and Quality A Legacy of Leadership 1910 – 2010 By Gary C. April University Research Professor & Head (Emeritus) A Century of Excellence and Quality A Legacy of Leadership 1910-2010 Gary C. April University Research Professor & Head Emeritus Chemical & Biological Engineering The University of Alabama October 2010 ii Dedication The author would like to dedicate this brief history of the Chemical Engineering Department at The University of Alabama to Lynne, his wife, partner and soul mate of 48 years, to his children, Andrew, Brian and Elizabeth, who lived most of their lives while he was a professor there, and to his granddaughters, Andrea, Abigail, Caroline and Olivia who continue to provide him with encouragement by sharing a vision for the future that is filled with hope and opportunities. iii Table of Contents Preface ..................................................................................................................... v 1. The Beginning of Engineering Education at The University of Alabama 1 ................................................................................................................. 1 2. The Emergence of the Chemical Engineering Profession ........................... 7 3. Chemical Engineering at the University of Alabama – A Century of Excellence and Quality – A Legacy of Leadership 5 ....................................... 11 4. The Significance of Who We Are .................................................................
    [Show full text]
  • Business Process Engineering Release 3.0 E20216-03
    Oracle® Practitioner Guide Business Process Engineering Release 3.0 E20216-03 December 2010 Business Process Engineering, Release 3.0 E20216-03 Copyright © 2010, Oracle and/or its affiliates. All rights reserved. Primary Author: Mark Wilkins Contributing Author: Dave Chappelle, Bob Hensle, Stephen Bennett, Anbu Krishnaswamy, Cliff Booth, Jeff McDaniel Contributor: Meera Srinivasan, Barry O’Reilly Warranty Disclaimer THIS DOCUMENT AND ALL INFORMATION PROVIDED HEREIN (THE "INFORMATION") IS PROVIDED ON AN "AS IS" BASIS AND FOR GENERAL INFORMATION PURPOSES ONLY. ORACLE EXPRESSLY DISCLAIMS ALL WARRANTIES OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. ORACLE MAKES NO WARRANTY THAT THE INFORMATION IS ERROR-FREE, ACCURATE OR RELIABLE. ORACLE RESERVES THE RIGHT TO MAKE CHANGES OR UPDATES AT ANY TIME WITHOUT NOTICE. As individual requirements are dependent upon a number of factors and may vary significantly, you should perform your own tests and evaluations when making technology infrastructure decisions. This document is not part of your license agreement nor can it be incorporated into any contractual agreement with Oracle Corporation or its affiliates. If you find any errors, please report them to us in writing. Third Party Content, Products, and Services Disclaimer This document may provide information on content, products, and services from third parties. Oracle is not responsible for and expressly disclaim all warranties of any kind with respect to third-party content, products, and services. Oracle will not be responsible for any loss, costs, or damages incurred due to your access to or use of third-party content, products, or services.
    [Show full text]
  • Defining Engineering Education
    Paper ID #9586 Defining Engineering Education Dr. Alan Cheville, Bucknell University Alan Cheville studied optoelectronics and ultrafast optics at Rice University, followed by fourteen years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering edu- cation. While at Oklahoma State he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Founda- tion, he took a chair position in electrical engineering at Bucknell University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education. c American Society for Engineering Education, 2014 A Century of Defining Engineering Education Abstract The broad issue question addressed in this paper is how the complex interface between engineering education and the larger contexts in which it is embedded change over time. These contexts—social, intellectual, economic, and more—define both the educational approaches taken and how various approaches are valued. These contexts are themselves inter-related, forming a complex system of which engineering education is a part. The interface between engineering education and the larger system is not unidirectional; while environmental changes can affect engineering education so too does engineering education affect the larger environment. This paper adopts a philosophical perspective in exploring some interrelationships between engineering education and the larger social-technical-economic system. To explore the extent to which a meaningful conceptual ontology exists for dialog of the role on engineering education in society, definitions of how engineering for the purpose of engineering education are examined.
    [Show full text]