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By Robert E. Lovett

The truly educated man is better prepared to meet the challenge of the times. This challenge can be either beneficial or harmful depending upon one s orientation, Certainly man can no longer continue in the way of his father or even in the manner of his own previous experience as he seeks self-fulfillment, unless he is willing to sacrifice inner integrity--unless he is willing to compromise self-determination and self-expression. He must make a choice as society moves rapidly into high gear in the areas of automation and cybernetics. Industry, a unit of society, has a high stake in meeting this challenge, The better prepared and more mature its personnel, the better the end result as it attempts to meet the challenge. It therefore has a vital concern in proper training of such personnel, that their contribution will be of maximum quality. The specialized training required demands a broad liberal arts background which gives the individual a wider perspective upon which to base judgment. This greatly aids his development as he enters graduate school or goes directly into industry. In either case, his value to industry is enhanced. It would seem that the small liberal arts college provides the best environment for such a program, Consideration of several factors will, I hope, throw some light on the severity of the problem.

Jan 1, 1966

This paper reviews the manpower requirements of the Australian mining industry. It has been necessary to provide general background information in order to support the view that university education in mining and mineral process engineering should be strengthened rapidly in Australia to provide graduates for the industry.

Jan 1, 1969

By Potter OE

There appears to have been a swing away from the study of mathematics, the physical sciences, foreign languages and the classical humanities subjects by many students in high schools in Victoria. The same trend is believed to be occurring in other states as well. This has the direct result of many students entering tertiary studies inadequately prepared academically. This is particularly true in engineering and commerce. The position as far as postgraduate training in the areas of concern to the minerals industry is critical with almost no Australian nationals undertaking advanced technological studies.

Jan 1, 1981

EDUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the fist really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at fist, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By Thomas T., Read

E DUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the first really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at first, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work, as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

The curbing of expansion in tertiary level education in Australia and the question- ing of its objectives which are now occurring are likely to have important effects on mining and metallurgical education. Student enrol- ments are low but the serious shortage of specialised minerals industry graduates pre- dicted during the boom of the late 60's has not eventuated. Other manning problems of a less quantitative but possibly equally import- ant kind have been identified. They point to a need for a full and deep review of the education and training programmes available to Australian graduates planning to enter product- ion areas of the minerals industry. An alter- native educational structure providing greater flexibility is suggested.

Jan 1, 1977

By T. Yameogo

Many ideas, tools, technologies, and methodologies are believed to have staked their claims on the future of mining. For example, automation is strongly positioned as the platform within which mining will be practiced. A subset of automation ? intelligent mining ? will add some smart interactions between machines, technologies, the rock, and the environment. The future also calls for an improved approach to sustainability and corporate social responsibility. Mines of the future are dreamed of to be more ethical and more balanced. They will boast optimized designs, integrated value and supply chains, produce less waste, recycle and reuse, and will require less energy to operate. Then, what about the people that will operate this optimized ecosystem? How is the education system teaching the operators of the mines of the future? What kind of a future should mining education foresee to prepare the workers appropriately? In recent years, the shortage of skilled labor for mines around the world has created a tough competition to attract, retain, and train the very people without whom mining will cease to exist. In Australia, Canada, and the United States in particular, the war for talent has resulted in higher-than-usual labour costs. Such costs have dented the unit costs of many mining businesses. Concomitantly, mining contractors? and consultants? prices have increased to reflect the escalation of labour costs across the value chain. From labourers to engineers, from juniors to seasoned professionals, the increase in compensation is unprecedented. Yet, the shortage is still hurting the industry, and the high calibre candidates continue to be rare gems. The industry has been implementing aggressive solutions that include the increased hiring of skilled immigrants, the training and recruitment of minorities, and the retaining of near-retirement experienced employees. Public relation campaigns about the benefits of embracing careers in mining are also common. The CIM has also devoted a ?M4S? section to its pan-Canada meetings to educate the public, especially the youth, about the importance of the mining industry for Canada. Moreover, mining associations and universities are enticing students? enrolment through scholarships and financial support. Still, the balance between quantity and quality of workers can be discussed. This paper intends to discuss the present state of mining education as an essential part of the future of mining. The authors brush the picture of the education of miners, technicians, and engineers, against the backdrop of the technology-advanced mines of the future.

Aug 1, 2013

Geological. engineering is a field of engineering practice concerned with design and construction of excavations and structures in soil and rock masses. The role of geological engineering in mining practice is defined in this paper, and the scope of the various disciplines in engineering science and geoscience which support geo-engineering research is discussed. The current national research capacity in geo-engineering is considered, and current and future needs for geo-engineering research for mining practice are proposed. Education programmes to sustain the proposed level of research and its industrial implementation are Suggested.

Jan 1, 1986

By Charles Willis

MANY of the failures in vocational education are due to the fact that the educational methods were not designed to the capabilities, habits, and environments of those to be trained; rather they were based on the policy that education is education and lessons are lessons, whether for youngsters of fifteen or for men of forty. Vocational education among miners involves, first, a study of the men themselves, their habits, and the use of their leisure time; second, a study of the differences between the methods of teaching required for men and for children. Certain fundamental requirements of training methods for miners are reasonably universal and may be applied with success to any ordinary mining community. The rate of labor turnover is another consideration; it would be useless to design a four-year course for men who remain in one place only a few months.

Jan 7, 1919

G. M. TAYLOR,* Colorado Springs, Co1o.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one mine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every plan who is working for wages is looking for n lease-everyman has mined for him- self, he has been his on7n boss on n lease, either on our own property or

Jan 1, 1919

G. M. TAYLOR,* Colorado Springs, Colo.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one urine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every man who is working for wages is looking for a lease-every man has mined for him-self, he has been his own boss on a lease, either on our own property or on some of the other properties, and it makes a different class of employees.

Jan 12, 1919

By K. H. McDaniel

People are our most valuable resource. It is as true today as any point in mining history as we face unprecedented personnel shortages aggravated by a workforce that is aging, significant generational gaps and difficulties recruiting younger professionals all amidst increasing global mineral demand. The educational system has a similar, but slightly contrary problem. Many historically strong mining engineering programs have died. Now, fewer mining oriented universities are trying to produce more students in order to meet the demand. Moreover, their situation is aggravated by a similarly aging workforce, a general lack of mid-career PhD?s with the interest and field experience to teach effectively, an extremely slow hiring and funding process, and an inability to be competitive against private industry compensation packages. The traditional instructional model, while not necessarily broken, is most certainly dated, and can penalize programs and students where schools do not have in-house expertise in a given topic. Mining companies, like Rio Tinto, have the opportunity, if not necessarily the obligation, to positively influence how this model works. Educational Partnerships may be the key. This paper will address some observations, and possibilities, associated with Rio Tinto?s efforts in this area.

Feb 23, 2014

By Wijnand Dalmijn, Hans de Ruiter

Experience over the past eight years has proven that partnership and cooperation in mineral engineering education is essential to maintain programs in this field. At this moment the joint European Mineral Masters Engineering Course (EMMEC) has three programs in the areas of mining, minerals engineering and geotechnical/environmental engineering, offered by combinations of nine universities in seven European countries. About 25 companies are associated with the universities in the Federation of European Mineral Programs (FEMP) which coordinates these activities. The EMMEC has applied for recognition under the newly launched EU “Erasmus Mundus” program in which the EU makes 280 million Euro available for bursaries for non-European students and scholars.

Jan 1, 2005

By Robert T. Beckman

Education of inspection and operating personnel is essential to protection from radiation hazards in the mining industry. For over 10 years, MSHA has presented the only formal course on radiation measurements and control available to the mining community. Course objectives and content are described in this paper.

Jan 1, 1981

By D. D. Hogarth

"Edward Haycock, Engineer and Public Contractor Edward Haycock was born in Shrewsbury, England, June 14, 1813. His father was John Haycock, a timber merchant and soap manufacturer, residing at Swan Hill Court, Shrewsbury, and his mother Esther was the daughter of William Hilton of Hempstead, Hertfordshire. Edward's paternal grandfather, John Hiram Haycock, was the first of a line of architects that ""changed the face of Shrewsbury"" and ""provided some of the best examples of typical Victorian architecture in Shropshire""(1). Nothing is known of Edward's early life or education, although it appears that he made no attempt to follow this artistic trend. In 1833, Edward immigrated to Canada. The following year, he married Mary Butler, daughter of Johnson Butler, a Lieutenant-Colonel in the Lincoln Militia during the War of 1812. Mrs. Haycock, as co-heiress of Johnson Butler's estate, was assigned 600 choice acres of farmland in Brooke Township near present-day Sarnia. This alone would have guaranteed a tidy income, but the Haycocks soon disposed of this land, the last lots being sold in May 1840. Instead, Haycock turned his hand to engineering and, for a number of years, was employed by the Great Western Railway first in Woodstock and later in Hamilton. He then moved to Port Hope, tried farming, worked in the engineering office of the Port Hope, Lindsay and Beaverton Railway Company, and later constructed a portion of this railway(2). During his stay in Port Hope, Haycock met his future partners Ralph Jones, a contractor, and Thomas Curtis Clarke, chief engineer with the P.H.L. and B. Railway Company. The alliance was styled Jones, Haycock and Company and their most successful venture was the construction of the Government Buildings in Ottawa. This work was the crowning achievement of Haycock's career and, no doubt, his proudest moment was at 11:30 a.m., April 2, 1860, when his daughter Mary Emily, then a little girl of 4, with a special silver trowel ceremoniously laid the first stone. Of special interest in this project were the quarrying operations, which introduced Haycock to the art and difficulties of mining as well as to the potential returns of mines. Sandstone, for facing, was drawn from four quarries, 10 to 12 miles from the Departmental Buildings. Haycock seems to have been in charge of these operations, which in the early stages involved an average labour force of 86 men and 43 teams. However, by 1861, quarrying had declined in importance and the contractors were able to concentrate whole-heartedly on the construction site."

Jan 1, 1999

By A. C. Neiva

An energy-dispersive x-ray fluorescence spectrometer was assembled with the aim of analysing alloys and corrosion products of artistic, ethnological and archaeological pieces. The spectrometer is semiportable and consists basically of an 60kV/1.5mA X-ray tube with W anode and a Si-drift X-ray detector with Peltier cooling, with no need of liquid nitrogen. It was used for the analysis of the alloys and occasional corrosion products of several metallic pre-Hispanic pieces of the Museum of Ethnology and Archaeology of the University of São Paulo. Special care was taken to account for the contribution of spurious radiation from both the Pb primary collimator and the Zr detector collimator. The main components of most alloys were Au, Ag and Cu, but Pb, Ca, Fe and other elements were also identified. The characterization of the alloys and corrosion products is important for the subsequent conservation of the collection.

Jan 1, 2006

By Sanna Mustonen, Seppo Mellanen, Mellanen, Pekka Kantia

In Finland Posiva Oy (Company) is responsible for implementing the final disposal programme for spent nuclear fuel of its owners. Company is preparing for the geological disposal in Olkiluoto crystalline bedrock. Excavation will be executed using drill and blast method. Method unavoidably causes variable excavation damaged zone (EDZ) on tunnel surfaces. The EDZ constitutes a risk for long term safety and therefore good control methodology of the blasting technique is required. The thicker the EDZ, the greater is the likelihood for detrimental transport pathways for ground water to transport radio nuclides, should those be present.

Jan 1, 2016

By Flavio Begazo Mamani

Recientemente Southern Perú desarrolló un nuevo proyecto donde se modernizaba la planta de Fundicion y se reemplazaba el convencional horno reverbero por la tecnología del ISASMELT, capturando más del 92% de los gases generados durante el proceso de fusión de los concentrados de cobre. En ese sentido, el presente texto describo los efectos de la modernización de la Fundición sobre la calidad anódica. Antes de la modernización de la Fundición, los ánodos fueron producidos en la planta de ánodos ubicada en la Refinería de Cobre de Ilo. Ahora los ánodos son producidos directamente en la Fundición y como resultado, la composición química de los ánodos ha cambiado, principalmente en el contenido de bismuto, antimonio, plomo y zinc, siendo diferentes a los parámetros de diseño original de la Refinería. Asimismo, este factor impulsó a revisar el proceso de remoción de impurezas y los parámetros de la refinación electrolítica en la Refinería para evitar la contaminación del cobre refinado, logrando mantener la continuidad de la producción de cátodos de cobre de alta calidad superando los estándares interna-cionales de la norma ASTM-B115.

Sep 12, 2011

By José Pariona Z.

En el presente trabajo se presentaran los avances en la reducción de silicatos con el uso del CMC y sus efectos en los diferentes puntos de dosificación.

Sep 1, 2017

By Flavio B. Begazo M

Dentro del proceso de refinería, el lodo generado en las celdas es menor de 2,3 kg de lodo/t de cátodos, debido a que la cantidad de plomo es menor a 100 ppm en los ánodos. De acuerdo a los yacimientos mineros y al proceso de modernización de fundición, se prevee que el contenido de plomo se incrementará 2.000 ppm y el peso del lodo en más del 200%. En ese sentido, las nuevas celdas han sido diseñadas para soportar un incremento en peso de lodo de hasta 200% sin que el lodo alcance el borde inferior de los cátodos. Sin embargo, se desconoce el modelo de volumen que alcance el lodo para un incremento de peso mayor al 200%. Por ello, el presente texto busca formular un modelo del proceso que permita predecir el comportamiento del lodo durante el proceso electrolítico y su efecto sobre la calidad del cobre refinado a través de la modelación el peso en lodo formado (m) Vs. en el plomo en ánodos y así determinar el efecto de este en los ánodos sobre la calidad de los cátodos.

Jul 31, 2003