Arts et Métiers ParisTech
Arts et Métiers ParisTech is a French engineering and research graduate school. It is a general engineering school recognized for leading French higher education in the fields of mechanics and industrialization. Founded in 1780, it is among the oldest French institutions and is one of the most prestigious engineering schools in France; the school has trained 85,000 engineers since its foundation by François Alexandre Frédéric, duc de la Rochefoucauld-Liancourt. It is a "Public Scientific and Professional Institution" under the authority of the Ministry of Higher Education and Research and has the special status of Grand établissement; the École nationale supérieure d'arts et métiers, which adopted the brand name "Arts et Mėtiers ParisTech" in 2007, was a founding member of ParisTech, héSam and France AEROTECH. Arts et Métiers ParisTech consists of eight Teaching and Research Centres and three institutes spread across the country, its students are called Gadz'Arts. The school was founded in Liancourt, Oise, by Duke of Rochefoucauld-Liancourt in 1780.
After 1800, the institution became known as the École d'Arts et Métiers. Under Napoleon's reign, it was known as the "Ecole impériale des Arts et Métiers", he intended to use the school to train "Non-commissioned officers of Industry". The empire decided to move the school to a bigger city, Compiègne, in 1799; when Napoléon Bonaparte visited the castle where the school was located, he thought that it was inappropriate for such an industrial school to occupy the place. He decided to relocate the school to Châlons-en-Champagne in 1806, where two former monasteries were made available to offer much more space. Many students and alumni enlisted in the armed forces during the World War I, it is estimated that of the 6500 gadzarts who joined the army, 1100 died the first year of the conflict. Many campuses were damaged by the war that of Châlons-sur-Marne, in the middle of the Battle of the Marne; the Lille campus was occupied by the Germans and used as a military hospital. The other campuses were closed from 1916–17 and the new Parisian campus was undamaged.
Between the wars, the rapid industrialization of Europe favoured the Gadzarts. The arms race pushed industry to hire more engineers and the gadzarts matched their needs perfectly; the other important factor was the creation of new ranks in the hierarchical working organization. The middle management and upper management positions were perfect for the gadzarts engineers who filled these positions in most industries. During World War II, the school tried to keep a certain level of activity; the only campuses to experience some difficulties were Lille and Châlons-sur-Marne: in 1939 no new students were admitted. The Cluny campus was the target of a roundup in 1943 and a large part of students and staff were deported; the death of Jacques Bonsergent left a mark on the conflict, he became a symbol of resistance to the oppressor. The second school of this kind was founded in 1804 at Beaupréau and transferred to Angers in 1815. Three decades a third school was built in Aix-en-Provence in 1843, in former barracks and monasteries.
At the dawn of the 20th century, the development of the school expanded to three new campuses. In 1891, the ancient abbey of Cluny was chosen to host the activities of the 4th school. To go hand in hand with the industrial revolution, the members of parliament decided to create a 5th campus in Lille, a city, growing; the facilities of Lille were the first ones to be built expressly for the school. The campus of Paris, a long-standing project, was built between 1906 and 1912, it became the biggest campus of the Arts et World War II delayed the school's opening. By the end of the war, the campus had over 500 students. In the middle of the "Trentes Glorieuses", the 7th campus was created near Bordeaux, in the science park of Talence; the modern buildings were operational in 1963. The latest campus established was Metz; the campus was built in the science park, close to the transportation hubs. The school wanted this campus to become an international one, being close to Belgium and Germany, its construction was motivated by partnerships with German and American universities.
Between 1990 and 2000, the 3 institutes of research were created: Chambéry in 1994, Chalons-sur-Saône in 1997 and Bastia in 2000. The school has 2 satellite campuses in Bouc-bel-Air and Laval that are under the authority of the main campuses of Aix-en-provence and Angers; these satellites are linked to the research laboratories of the school. In 1817, the school's military status was removed by royal order and the official goal of the school was set to train qualified technicians. However, in practice, the organisation remained military and the students continued to wear the uniform; this tradition continues today. In 1826, a second royal order confirmed this new status and the military organisation was removed; the students were granted the right to wear the uniform as a civil one. After a third attempt, the students gained the right to form an association of the Arts et Métiers alumni in 1847; the regional campuses were transformed into engineer training institutions in 1907. In 1963, the curriculum was modified in order to recruit new students from the Classes préparatoires.
In 1964, the first woman was enrolled at the Arts et Métiers. The school became a grande école in 1976 and received the EPSCP status in 1990. In 2007, the school created the PRES ParisTech and adopted the brand name "Arts et Métiers
Mechatronics, called mechatronic engineering, is a multidisciplinary branch of engineering that focuses on the engineering of both electrical and mechanical systems, includes a combination of robotics, computer, telecommunications, systems and product engineering. As technology advances over time, various subfields of engineering have succeeded in both adapting and multiplying; the intention of mechatronics is to produce a design solution that unifies each of these various subfields. The field of mechatronics was intended to be nothing more than a combination of mechanics and electronics, hence the name being a portmanteau of mechanics and electronics; the word mechatronics originated in Japanese-English and was created by Tetsuro Mori, an engineer of Yaskawa Electric Corporation. The word mechatronics was registered as trademark by the company in Japan with the registration number of "46-32714" in 1971. However, afterward the company released the right of using the word to public, the word begun being used across the world.
Nowadays, the word is translated into many languages and the word is considered as an essential term for industry. French standard NF E 01-010 gives the following definition: "approach aiming at the synergistic integration of mechanics, control theory, computer science within product design and manufacturing, in order to improve and/or optimize its functionality". Many people treat mechatronics as a modern buzzword synonymous with robotics and electromechanical engineering. A mechatronics engineer unites the principles of mechanics and computing to generate a simpler, more economical and reliable system; the term "mechatronics" was coined by Tetsuro Mori, the senior engineer of the Japanese company Yaskawa in 1969. An industrial robot is a prime example of a mechatronics system. Engineering cybernetics deals with the question of control engineering of mechatronic systems, it is used to regulate such a system. Through collaboration, the mechatronic modules perform the production goals and inherit flexible and agile manufacturing properties in the production scheme.
Modern production equipment consists of mechatronic modules that are integrated according to a control architecture. The most known architectures involve hierarchy, polyarchy and hybrid; the methods for achieving a technical effect are described by control algorithms, which might or might not utilize formal methods in their design. Hybrid systems important to mechatronics include production systems, synergy drives, planetary exploration rovers, automotive subsystems such as anti-lock braking systems and spin-assist, everyday equipment such as autofocus cameras, hard disks, CD players. Mechatronics students take courses in various fields: Mechanical engineering and materials science and engineering Electronics engineering Electrical engineering Computer engineering Computer science Systems engineering Control engineering Optical engineering Telecommunications Machine vision Automation and robotics Servo-mechanics Sensing and control systems Automotive engineering, automotive equipment in the design of subsystems such as anti-lock braking systems Computer-machine controls, such as computer driven machines like CNC milling machines, CNC waterjets, CNC plasma cutters Expert systems Industrial goods Consumer products Mechatronics systems Medical mechatronics, medical imaging systems Structural dynamic systems Transportation and vehicular systems Mechatronics as the new language of the automobile Computer aided and integrated manufacturing systems Computer-aided design Engineering and manufacturing systems Packaging Microcontrollers / PLCs Mechanical modeling calls for modeling and simulating physical complex phenomena in the scope of a multi-scale and multi-physical approach.
This implies to implement and to manage modeling and optimization methods and tools, which are integrated in a systemic approach. The specialty is aimed for students in mechanics who want to open their mind to systems engineering, able to integrate different physics or technologies, as well as students in mechatronics who want to increase their knowledge in optimization and multidisciplinary simulation techniques; the speciality educates students in robust and/or optimized conception methods for structures or many technological systems, to the main modeling and simulation tools used in R&D. Special courses are proposed for original applications to prepare the students to the coming breakthrough in the domains covering the materials and the systems. For some mechatronic systems, the main issue is no longer how to implement a control system, but how to implement actuators. Within the mechatronic field two technologies are used to produce movement/motion. An emerging variant of this field is biomechatronics, whose purpose is to integrate mechanical parts with a human being in the form of removable gadgets such as an exoskeleton.
This is the "real-life" version of cyberware. Another variant that we can consider is Motion control for Advanced Mechatronics, which presently is recognized as a key technology in mechatronics; the robustness of motion control will be represented as a function of stiffness and a basis for practical realization. Target of motion is parameterized by control stiffness which could be variable according to the task reference. However, the system robustness of motion always requires high stiffness
University of Western Brittany
The University of Western Brittany is a French university, located in Brest, in the Academy of Rennes. On a national scale, in terms of graduate employability, the university oscillates between 18th and 53rd out of 69 universities depending on fields of study. Overall, the University is ranked 12th out of 76 universities in France; the University of Western Brittany is on the north-western coast of France. It is a multicampus university, with the main site in Brest and satellite campuses in Quimper and Morlaix. Brest is four hours by train. Brest is one of the world's marine science capitals and is home to 60% of French marine researchers, as well as several major organizations such as IFREMER and IPEV; the city is famous for its sailing activities. Brittany’s economic development is driven by the agri-food and telecommunications sectors. French universities function via a system of collegiate administration; each institution is led by a team of lecturer-researchers and overseen by a president, bringing together representatives from all affiliated faculties and institutes, as well as student-elected delegates.
Universities are chiefly financed by the French government. 6 faculties Humanities and Social Sciences Science and Technology Law and Management Education and Sports Sciences Medicine and Health Sciences Dentistry7 specialized institutes Institut Universitaire de Technologie de Brest, Institut Universitaire de Technologie de Quimper, Institut d’Administration des Entreprises in Morlaix, Institut Universitaire Européen de la Mer, École supérieure du professorat et de l'éducation, Euro Institut d’Actuariat, Institut de Formation en Masso-Kinésithérapie, in partnership with the University Hospital of Brest.1 engineering school École Supérieure d’Ingénieurs en Agroalimentaire de Bretagne atlantique 1 midwifery school École de sage-femme, in partnership with the University Hospital of Brest. French research is academic in nature, encompassing the work of university laboratories and their partner organisations. UBO is home to 37 laboratories, some of which are supported by prestigious French research bodies, such as CNRS, INSERM, IRD.
There are four principal areas of research at UBO: Marine Sciences Health and Materials Maths-ICT Humanities and Social Sciences Philippe Collin, anchor for France Inter radio Benoît Hamon and former minister of National Education François Cuillandre and current mayor of the city of Brest Didier Le Gac and member of the National Assembly of France for the city of Brest Joëlle Bergeron and current member of the Europarliament Christophe Miossec and singer Tristan Nihouarn and singer Christian Gourcuff, former football player and manager Paul Le Guen, former football player and manager Chantal Conand, marine biologist Kofi Yamgnane and engineer List of public universities in France by academy
École nationale supérieure des mines de Nancy
Mines Nancy is one of the French generalist engineering Grandes Ecoles. It is located in the campus Artem, in the city of Nancy, Eastern France, is part of the University of Lorraine. Around 400 students are taught general science and management and 300 follow specialised Master programs; these students are taught by 60 permanent professors. There are 400 researchers including a hundred doctorants. Despite its small size, it is well represented in the French industry. Most of its students hold executive positions in the industry and large corporations or scientific research positions in France or abroad, it was created in 1919 on the request of the University of Nancy in order to contribute to the reconstruction of the mining and steel industry in the east of France after World War I. At the end of the 1950s, under the impulse of its then-director Bertrand Schwartz, the school reorganized its curriculum to include a balanced blend of engineering and social sciences. At the time, it was an innovative educational model for engineers, extended to other Grandes Ecoles.
The school was aimed at training mining engineers. In 1957, its director Bertrand Schwartz began its transformation into a modern "generalist" school; the school focuses on training innovative managers for the industry and researchers, with a broad generalist and high scientific knowledge, able to communicate in different languages. The Ingénieurs civils des Mines degree, is ranked among the best French Grande Ecole degrees. 20% of the students are international students from Morocco and China. In addition to the general science and management classes, the students have to specialise from their second year to the third year: "Département Matériaux" "Département Énergie" "Département Génie industriel" "Département Information et Systèmes" "Département Géoingénierie"; the students must learn English and at least another language. The students have to do at least three internships. Operator internship, whose aim is to discover the reality of work, become aware of the repetitive nature or physical difficulties of the tasks and understand human relations within a company.
Assistant-engineer internship. Engineer internship, the end of course thesis has to be research oriented; the engineer internship is an opportunity for the companies to hire the students. For students having taken studied in the Classe Préparatoire aux Grandes Ecoles, admission to the Ingénieur Civil des Mines degree is decided through a nationwide competitive examination and there origin is different: MP, PC, PSI... with a nombre of places for each option in 2015 is: MP: 54 PC: 32 PSI: 40 PT: 4 TSI: 3 CCP: 5 AST: 5It is possible for any student to be accepted for specialised masters or an exchange program in particular through the partnerships with other schools or universities in the world. Master's Degree in Mechanical Engineering. Master's Degree in Production Management. LSG2M: science and engineering of materials and metallurgy LSGS: science and engineering of surfaces LPM: physics of materials LAEGO: environment, buildings CRPG: petrography and geochemistry LORIA: computer science and its applications ERPI: innovative Processes The students of the ENSMN organize their own meeting with professionals, who present their companies and their activities.
The FORUM EST-HORIZON is the biggest meeting between the professional world and the students in the East of France. With 50 exhibitors covering a large variety of economic and industrial fields, the forum gathered last year more than 1000 students, looking for advice and internships. Jean-Claude Trichet, president of the European Central Bank from 2003 to 2011 Jacques Bouriez, chief executive officer of Louis Delhaize Group Patrick Cousot, professor at New York University Louis Doucet, chief executive officer of GE Money Bank Bertrand Méheut, chief executive officer of Canal+ group Amina Benkhadra, former Moroccan minister of energy, mines and environment since 2007. Kofi Yamgnane, mayor of Saint-Coulitz, mayor of Saint-Briac, French junior minister of social integration in 1991-1993 and deputy of Finistère in the French Parlement in 1997-2002, he ran for the 2010 Togolese presidential election. Philippe Guillemot, chief executive officer of AREVA T&D among its members: Anne Lauvergeon, chief executive officer of AREVA Claude Imauven, chief executive officer of Saint-Gobain PAM, chief executive officer of Saint-Gobain Jean-Yves Koch, managing director of Capgemini École nationale supérieure des Mines d'Albi Carmaux École nationale supérieure des Mines d'Alès École nationale supérieure des Mines de Douai École nationale supérieure des Mines de Nantes École nationale supérieure des Mines de Paris École nationale supérieure des Mines de Saint-Étienne École Nationale Supérieure des Mines de Rabat Site of the école nationale supérieure des mines de Nancy Promotional site of
Henri Poincaré University
The Henri Poincaré University, or Nancy 1, nicknamed UHP, was a public research university located in Nancy, France. UHP was merged into University of Lorraine in 2012, was a member of the Nancy-Université federation, belonging to the French Nancy-Metz academy; the first University of Lorraine was created in 1572 by the Duke Charles de Lorraine and the Cardinal Charles III, in a city near Pont-à-Mousson. Nancy 1 merged with Nancy-II, Paul Verlaine University – Metz, the INPL forming the University of Lorraine; the merger process started in 2009 with the creation of a "pôles de recherche et d'enseignement supérieur" or PRES and was completed 1 January 2012. UHP figures in the Academic Ranking of World Universities made by the Shanghai Jiao Tong University. In the year 2007, UHP ranked 305th at 124th at European scale. Uhp had five Faculties: Science and Technology Medical School Pharmacy Dentistry SportsThree Engineering Schools: Telecom Nancy Polytech Nancy ENSTIBThree Institutes of Technology: Nancy-Brabois Longwy St DiéAnd one Institute for Teacher Training.
The University included a total of 44 laboratories, linked with the most important French research organizations: CNRS, INSERM, INRA and INRIA. List of public universities in France by academy Faculty of Science and Technology The Nancy-Université federation
The École Navale is the French naval academy, in charge of the education of the officers of the French Navy. They are educated at the academy for responsibilities onboard surface ships and submarines, in French Naval Aviation, with the fusiliers marins and commandos, on the general staff; the École Navale and its research institute are in Lanvéoc-Poulmic, south of the roadstead of Brest. The academy was founded by order of King Louis-Philippe; the academy was based on ships, anchored in the harbour of Brest, such as the Borda, hence the nickname of "Bordache" given to the students. In 1914, the École Navale was transferred ashore in Brest; the school was destroyed by Allied bombing raids during World War II, was moved to nearby Lanvéoc-Poulmic, on the opposite side of the bay of Brest. The academy remained in this location after the war, was inaugurated by Charles de Gaulle in 1965; the École Navale, created in 1830, was located onboard vessels harboured in Brest all of which were nicknamed Borda.
The first vessel to house the École Navale was named Orion. This ship had an inappropriate name for a naval academy, so it was renamed Borda. In 1863, the academy was transferred to the Valmy in 1890, to the Intrépide, in 1913, to the Duguay-Trouin, a school vessel for those applying to the Navy between 1900 and 1912. With the exceptions of the Orion and the Duguay-Trouin, each of these vessels was still christened as Borda; the new pupils are boarded from one day before the others. Crammed like sheep in a gunboat, they were bouncy and happy while launching a goodbye to their families; as soon as arrived, they were sorted, undressed in order to give them the white blouse and linen trousers. Their hair was shorn. Two days the parents were authorised onboard for the opening mass for the new cadets. Flags were placed around the altar, a single seat was reserved for the "Pope", the nickname of the captain commanding the academy; the parents took place on bench, the pupils entered, the senior ones first, tiding themselves on the sides, the new cadets in their new suit under the quip of the others who were screaming "Caillou!
Caillou!" to recognize the new cadets. This was followed by the first formal dinner of the new students. A traditional ceremony onboard the Borda was the presentation and delivery of the sword to the son by his "baille" father, for the first day of outing. In the spring, when the first outing in dinghy occurred, another consecration took place, this of baptism of the new cadets by the senior cadets of the academy, as the latter throw water buckets upon the former; the École Navale is traditionally called "La Baille". Its jargon comes principally from maritime slang. Like every "Grande Ecole", the jargon is wide-used among its student body. For example, the commander in second is the "widow"; the elephants, or the "pékins", are the civilians. The "chafustard" is the mechanic; the songs of the board are crude, but of high musical and literary standard. Nowadays, the student body uses some expressions coming from other military academies and from military high schools; the standard reference book about the jargon at "La Baille" was written by Commander Roger Coindeau, illustrated by Luc-Marie Bayle.
All this will not impede the future Navy officers to work hard. It is the first step. Comes the climbing of the second hune, little by little, everyone gets accustomed not to have dizziness, but to run on the footboard stretched beneath each yardarm, to unfurl the sail. All this is commanded by a whistle. If the job of topsman had become unuseful with the modern war boats, it was still taught to the student-officers, in order for them to be able to bring back a catch in time of war with its sails, because it was part of the old traditions of the French Navy; the two years of school were well filled up with everything that a Navy officer had to learn: rowing, the machines, armed drill and weapons instruction, combat training aboard or onshore, signal flags, vessel maintenance, superior mathematics, hydrography, English language, a lot more. At the 3rd year of studies, the 2nd classmen left the Borda for their training cruises to various parts of the world. In the beginning of the 20th century, a project to move the Ecole Naval, to the ground, had made its way.
The chosen place was in the district of Recouvrance. The project failed due to a lack of money; however the school settled in 1915 in buildings built in Laninon situated in Recouvrance, as the First World War was raging. Work for the campus began November 14, 1929 and was presided by Georges Leygues, minister of the Navy, the school was inaugurated on 30 May 1936 by Albert Lebrun, President of the Republic. Regardless of the grounding of the school, the final year of formation and training at sea has been preserved in the form of traditional cruisi
Agrocampus Ouest is a French higher education institution of university-level, grande école-type. Its official name is Institut supérieur des sciences agronomiques, horticoles et du paysage, it operates under the supervision of the French Ministry of Agriculture. It trains agricultural sciences engineers and research scientists, it has one in Rennes and the other in Angers. Agrocampus Ouest was created in 2008, as the merger of two institutions: Institut National d'Horticulture et de Paysage in Angers. Agrocampus Rennes in Rennes, its head office is located in Rennes, has a second campus in Angers. Agrocampus Ouest trains engineers, 4 specializations being available: agricultural sciences engineer horticulture sciences engineer landscape sciences engineer food industry sciences engineerDepending on the chosen specialization, trainings are held in one or the other campus. Agrocampus Ouest offers 16 Master's degrees and 9 Bachelor's degrees in life sciences. Moreover, Agrocampus Ouest has 6 doctoral schools: Life-Agro-Health Plants, health Materials science Human sciences and society Mathematics, telecommunications, signal, electronics Law, management, environment and territories The institution has 80 acamedic partnerships across the world.
According to its website, Agrocampus Ouest has: 14 research units in partnership with the INRA research institute 398 associated researchers. According to the 2011 ranking published by the L'Etudiant and L'Expansion, Agrocampus Ouest is the third French grande école for agricultural sciences, ex-æquo with l'ENSA de Toulouse. List of agricultural universities