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By Edwin Ludlow

EDWIN LUDLOW, president of the American Institute of Mining and Metallurgical Engineers for the year beginning Feb. 15, 1921, is a well-known figure in the state that was the birthplace of the Institute-Pennsylvania-although he was born and educated in New York and is again one of its residents, after years of active work in the field. Mr. Ludlow was born at Oakdale, Long Island, and was graduated from the School of Mines at Columbia University with the class of 1879. After graduation, he became a civilian worker with the U. S. Engineer Corps under General William Ludlow, his brother, and for two years did river and harbor surveying along the New Jersey coast.

Jan 1, 1921

Jan 1, 1950

Jan 1, 1910

By Hayes Theiling Dorton

This paper describes the record-keeping and reporting responsibilities of the West Virginia Department of Mines and tells about the pilot project conducted to demonstrate the feasibility and worth of implementing a computer-based formation management system encompassing the large amount of data used by the Department and to lay the groundwork for future implementation of a state-wide information network. The paper briefly discusses the equipment and software that was used. It also discusses the system data files and subfiles that were constructed (or will be constructed in later phases of the project). Finally, the paper describes how the system will expand in the next several years.

Jan 1, 1983

1. Any society of undergraduates at a technical school, comprising students in any branch of engineering, metallurgy, chemistry, geology, etc., may be recognized by the Board of Directors in its discretion as an Affiliated Student Society, and its name, together with the names of its President and its Secretary, may be published in the MINING AND METALLURGY of the Directory of the Institute. The members of such a society will not be named individually on the membership list of the Institute, but may at any time be proposed for election as associates or junior associates of the Institute, in the usual way. 2. Membership in an Affiliated Student Society, certified by the official representative thereof, and accompanied with suitable testimony as to character and qualifications, will have special, weight with the Membership Committee of the Institute, in its consideration of the proposal of a candidate for membership or for Junior membership.

Jan 1, 1923

Apr. 9, AIME, Chicago Section, Chicago Bar Assn., 29 S. La Salle St., Chicago. Apr. 11-12, Geological Society of America, Cordilleran Section, annual meeting, University of Arizona, Tucson. Apr. 15, AIME, Morenci Subsection, Longfellow Inn, Morenci, Ariz. Apr. 15-17, AIME, South West district meeting, Jefferson Hotel, St. Louis, Mo. Apr. 17, AIME, Utah Section, New House Hotel; Salt Lake City. Apr. 21-22, American Zinc Institute, annual meeting, Hotel Statler, St. Louis. , Apr. 21-23, Chemical, Metallurgical, and Mining Society, and Diamond Drilling Research Laboratory, symposium on diamond drilling, Johannesburg, South Africa. Apr. 22, Assn. of Consulting Chemists & Chemical Engineers, Inc., general symposium, Hotel Belmont Plaza, New York. Apr. 25-26, AIME, New England Regional Conference, Kenmore Hotel, Boston. Apr. 26-May 11, Liege International Fair, Liege, Belgium. May 4-8, Electrochemical Society, Inc., Spring meeting, Benjamin Franklin Hotel, Philadelphia.

Jan 1, 1952

On Sept. 22 to 26, the Institute will hold its 120th meeting in Chicago. The program arranged provides for technical sessions on: Mine Taxation, Non-ferrous Metallography, Coal and Gas, Milling, Oil, Industrial Organization, Geology, Non-ferrous Metallurgy, Mining and Local Resources, Iron and Steel, Symposium on Sulfur Coals, Symposium on Pyrometry. Inspection trips have been arranged to: Gary Steel Plant. La Salle District: Zinc smelters, coal mines, cement works, America's first permanganate plant, many varied industries, scenic trips. North Chicago and Milwaukee: Mining-machinery manufacturing plants, tungsten and molybdenum reduction plants. East Chicago and Whiting: Lead refinery, oil refinery. Franklin and McCoupin: Coal fields. Chicago: Nearly every kind of metallurgical and manufacturing industry. MONDAY, SEPT. 22d Morning Registration, Non-ferrous Metallurgy, Coal and Gas. Afternoon Coal and Gas Milling Industrial Geology, etc. Evening Smoker. TUESDAY Morning Gary. Afternoon Gary. Iron and Steel. Evening Oil, Iron and Steel.

Jan 9, 1919

Prospectors were digging silver in the Ray mine area in 1873, and by 1880 high-grade copper ore was feeding a 30-ton copper furnace. In 1910, D. C. Jackling and his associates organized the Ray Consolidated Copper Company, known in mining circles as Ray Con, to exploit the Ray orebody. For 50 years, all mining was underground and the Ray mine was known the world over for innovations in mining methods. It was the first to mine important tonnage (8,000 tpd) by block caving methods. The mill at Hayden, 26 miles (41.6 km) from the mine, kept pace with the new mining methods developed at Ray and in the early 1920's flotation replaced gravity concentration by the vanner machines. First mining by open pit methods began in 1950 and in January 1955 all underground mining was discontinued. The new primary crushing plant, installed in early 1967, featured design simplicity with a low capital cost. The 54 in. gyratory crusher was installed within a total height of 6 1 ft (18.65 m) from the truck dump road bed to the floor beneath the feeder-conveyor under the surge pocket. The crusher is fed by 120-ton trucks dumping from one side only into a 200-ton hopper equipped with a horizontal splitter bar to protect the crusher spider. The crushed ore pocket, of 120 -ton live capacity underneath the crusher, discharges to a 0 to 200 fpm (61.2 mpm), variable-speed, 72 in. by 80 ft long (1.83 m by 24.4 m) sloped belt feeder, probably a first in the industry. Wood-picking stations are provided on either side of the belt so that old mine timbers and tramp iron can be removed from the crushed ore and the wood can be dropped into Dempster containers located below the belt. Counter-weighted finger gates control the bed depth on the belt at 14 in. (356 mm) and a low- level radiation unit automatically maintains a minimum of a 3 ft bed (900 mm) of material on the belt directly under the surge pocket. The conveyor is skirted for its full length and is approximately 60 in. (1.52 m) wide inside its metal skirt liners. Ten impact idlers at 12 in. (305 mm) spacing are provided under the loading pocket and remaining idlers are spaced at 18 in. (457 mm). The belt is 1 ¼ in. (31. 8 mm) thick; and, while it has occasionally been damaged by tramp material, belt life averages 11 million tons. When the belt is changed, the coiled new belt is lowered into position onto one of two belt stands mounted over the feeder, the old belt is cut, and one end is attached temporarily to the new belt. The other end of

Jan 1, 1978

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By Alexander Sutulov

The Western industrial nations are facing today what can be defined as a gradual takeover of their investments in the developing world and more importantly, they are beginning to feel approaching problems with their adequate raw materials supply. This puts them into a strategically hazardous situation, which years ago would probably have been solved by conventional wars. However, the present political and military situation, and particularly the development of nuclear arms, makes such confrontations almost impossible or at least extremely dangerous. Thus other peaceful and more pragmatic solutions should be sought. This is particularly important because the present supply-demand situation in raw materials has a very strong political and ideological background. In the ultimate analysis there are two economic systems, that of free enterprise and the other of the collective or socialistic ownership. Both are competing for world domination, and it seems that both are eager to prove their advantages to the yet uncommitted Third World, which commands the great majority of the human race and a large part of its natural resources.

Jan 7, 1974

By W. G. Pfann

A simple method of obtaining multistage batch separations by crystallization was described recently. Known as zone-refining, it comprises passing short molten zones through a long solid charge. This technique can now be used on a continuous basis by means of the zone-void method described in this paper. Feed enters, at an intermediate point, a column down which molten zones travel, and waste and product leave at the ends. Materials move in the column through the agency of voids, which are introduced at the ends and travel toward the feed inlet. The voids and molten zones are moved by external heaters in a simple manner, and the principle of reflux is utilized. ANEW method of obtaining multistage separations by crystallization was described recently.' Named zone-refinina.,-, the method comwrises slowly passing a series of molten zones through a long solid charge. Solute becomes concentrated at one or the other end of the charge, depending on whether it raises or lowers the freezing point of the solvent. The separation increases with the number, P, of zone-passes, approaching a limit as P approaches infinity. Zone-refining has been highly effective in purifying germanium and other substances.2,3 and new applications are steadily increasing. Zone-refining is a batch method and as such it has certain limitations inherent in batch operation. If it could be made continuous, its scope and utility would be greatly broadened. This end has been achieved by the zone-void method described in this paper. In the zone-void method feed is introduced continuously at an intermediate point in a column down which molten zones travel, while impure waste and purified product leave at the ends. Both the flows of feed, waste and product, and also the travels of the zones, are actuated by external moving heaters in a simple manner; and the system utilizes the principle of reflux. The method provides, in the field of crystallization, the counterpart of the continuous fractiona-tion column in the field of distillation. The following will be discussed: apparatus and mode of operation, fundamental nature of the separation, design theory, and practical considerations. The method will be described in terms of a binary solute-solvent system in which the solute is an impurity to be removed and the solvent is the desired product. The distribution coefficient, k, defined as the ratio of solute concentration in the solid freezing out of a molten zone to that in the liquid in the zone, is assumed to be constant and less than one. The process is equally effective for k's greater than one and for ternary or higher order systems. Method and Apparatus The essential features of a continuous zone-refining process are represented in highly generalized form in Fig. 1. A series of molten zones, produced by moving heaters, travels slowly down the column or charge (to the left in Fig. 1). If there were no flows of feed, waste, or product, the process would simply be batch zone-refining, the action of the molten zones being to sweep solute down the column, solvent up the column. For the process to be con- tinuous, with stripping and enriching sections in the column, feed must enter, and waste and product must leave, as indicated. The zone-void process accomplishes both objectives, namely, the indicated movements of zones and the indicated flows of material. Zones are moved by moving heaters, just as in batch zone-refining. Materials are made to flow by creating voids at the waste and product exits and causing these voids to move to the feed inlet. Since there must be a net flow of material from the feed inlet to each of the outlets, the indicated movements of voids are in the desired directions, because movement of a void in a given direction corresponds to flow of material in an opposite direction. In order to produce the desired movements of voids, the column is folded into two vertical sections having the feed inlet in common at their upper ends. Voids are displaced upward by the liquids in the molten zones and their travel is actuated by the motions of the zones. Voids travel with the zones in the enriching section and move continuously. Voids travel opposite to the zones in the stripping section and move intermittently. Creation and travel of voids will now be examined in detail. The enriching section of a column in operation, with its void generator, is shown in Fig. 2. The column section is a vertical tube around which a series of closely fitting, regularly spaced heaters travel slowly upward. Each heater produces a molten region, the temperatures of the heaters and the cooling between heaters being controlled so as to maintain the molten zones approximately constant in size. A void is normally present atop the molten zone in each heater. As the heater rises, it continuously melts solid above it, which drips through the void into the molten zone and continuously freezes out solid below it, of concentration k times that of the liquid in the zone. When a molten zone and void reach the feed inlet, which is kept molten, the void is displaced by an equal volume of feed liquid. Generation of voids of controlled size in the enriching section is shown in Fig. 3. The void generator is a tube of small cross-section, provided with lateral heat-conducting fins which sense the position of the heater. Liquid can escape only when the entire outlet tube is within the heater. If any part of the outlet tube is outside the heater, liquid cannot escape,

Jan 1, 1956

By Joseph M. Dawson

Although eight new fields were discovered along the south central fault-line district of Texas during 1938, only one can be considered as of major importance. and as a whole the year was one of no very great development. Several prospects, particularly two, were condemned through drilling, which had been considered important for probable Edwards limestone production. The oil produced was approximately the same as during 1937; namely, about 9 million harrels. This, of course, does not represent potential production but that allowed under proration. The year witnessed the very rapid decline of operations and interest in Austin chalk production. It has been found that only in rare instances mill chalk production pay for itself, because the wells decline extremely rapidly and the recovery per acre, formerly estimated at 2500 bbl., is now considered to he around 1000 barrels. There was an intent interest in the drilling arid producing of edge and abandoned properties in the three Edwards lime producing fields; namely, Luling, Salt Flat and Darst Creek. Many good wells were completed on properties formerly considered below the water level or produced beyond the economic limit The Edwards is penetrated only a few inches and a very small charge of acid is used. The results have been surprisingly

Jan 1, 1939

By Graham Swan, Ove Alm

In-situ fracture toughness experiments have been performed with a scanning electron-microscope. The rock, Stripa granite, was loaded both in tension and three-point bending using the same size notched plates. Observations, which included crack extension measurements as a function of load, are presented in the form of R-curves. The data does not sup- port the proposition that R-curves can be regarded as independent of specimen configuration for this granite. Typically crack extension was seen to begin at loads of 70-80 % failure load. Tensile specimens showed considerably greater sub-critical crack growth than the bend specimens. Evaluation of the approximate fracture toughness Km for both specimen types produced as expected erroneously low estimates Of KIC, being worst in the case of the tensile specimen. Some crack extension data for Stripa granite using the indirect methods of compliance calibration, fluorescent dye penetrant and acoustic emission are compared. In a material such as Stripa granite it is considered that no single method is without its limitations.

Jan 1, 1982

By Joseph M. Dawson

Although eight new fields were discovered along the south central fault-line district of Texas during 1938, only one can be considered as of major importance. and as a whole the year was one of no very great development. Several prospects, particularly two, were condemned through drilling, which had been considered important for probable Edwards limestone production. The oil produced was approximately the same as during 1937; namely, about 9 million harrels. This, of course, does not represent potential production but that allowed under proration. The year witnessed the very rapid decline of operations and interest in Austin chalk production. It has been found that only in rare instances mill chalk production pay for itself, because the wells decline extremely rapidly and the recovery per acre, formerly estimated at 2500 bbl., is now considered to he around 1000 barrels. There was an intent interest in the drilling arid producing of edge and abandoned properties in the three Edwards lime producing fields; namely, Luling, Salt Flat and Darst Creek. Many good wells were completed on properties formerly considered below the water level or produced beyond the economic limit The Edwards is penetrated only a few inches and a very small charge of acid is used. The results have been surprisingly

Jan 1, 1939

By R. Schuhmann

As a response to rapidly growing specialization in various branches of metallurgy, it is proposed that undergraduate education in metallurgical engineering should be built up around four principal scientific themes: 1—thermodynamics, 2—structure, 3—mechanics, and 4-—rate processes. THE following quotation from a recent article by von Bertalanffyl describes very well the situation which today challenges curriculum designers in all branches of science and engineering: "Modern scientific education is presented with a well known dilemma. The amount of facts in modern science, and in any of its smallest branches, is enormous. Life in general, and the academic curriculum in particular, is short. The abundance of factual data, as well as the intricacy of modern scientific techniques, experimental and theoretical, necessitates utmost specialization. This specialization, unavoidable though it is, involves serious danger for both the education of the scientist and the social function of science. "In so far as the advancement of science is concerned, history shows that interconnection of different fields and problems is a most important basis of progress. Many of the paramount achievements of science arose on borderlines, and from the synthesis of formerly separate fields . . ." Specialization in subfields of metallurgy has become a serious educational problem only in about the last decade. The growth in specialization, almost as a necessity, has paralleled the rapid growth in metallurgical knowledge during this period. Moreover, in planning future educational policies, the educator must be concerned not only with the rate of increase in metallurgical knowledge and with the concomitant rate of increase in specialization, but also with the second derivatives, that is, with the rates of increase of the rates of increase. These second derivatives are positive and large; the growths being dealt with are self-catalyzing, or like a chain reaction. As a measure of specialization, the length of the list of different kinds of metallurgies can be considered, the kinds of metallurgy which represent one person's particular interests and those of other practicing metallurgists. To start with, there are physical metallurgy, process metallurgy, and mineral dressing, then mechanical metallurgy, metal processing, foundry metallurgy, corrosion, solid state physics, high temperature metallurgy, welding, powder metallurgy, nuclear metallurgy, etc. Each of these fields is growing so rapidly that any one metallurgist can hope at best to keep up to date in only one or two. What is the impact of all these "metallurgies" on metallurgical education and metallurgical curricula? In answering this question, it can be said, first, that educators have resisted fairly well the temptations to split up metallurgy, with different curricula, different options, degrees with different labels, and the like—degrees are still given in plain Metallurgy and Metallurgical Engineering. In other ways, though, the pressures of specialization have had noticeable effects. There is a tendency to think of these "metallurgies" as the important subdivisions of Metallurgical Engineering and to work up

Jan 1, 1956

By F. S. McNicholas

UNTIL the fundamentals of the physical behavior of rocks are completely understood, progress in block caving must proceed upon a cut and try basis. Criteria of rock failure are many and varied. If a rock mass behaved as a homogeneous isotropic solid, the problem would be greatly simplified. In practice we are never dealing with isotropic or homogeneous rock but with one that has been acted upon by geologic processes and which has pre-existing planes of failure. Under these complex conditions we do not find agreement. Actually there is little agreement between elasticians and physicists as to manner of failure in an isotropic homogeneous solid, although much progress has been made in the study of rock failure in recent years.

Jan 11, 1950

By Nicholas T. Camicia

A career in the coal mining industry today offers students one of the most interesting and challenging opportunities available in the industrialized world. As reserves of other fossil fuels dwindle in face of the world's demand for energy, it has become apparent that coal, once the king of energy sources, must be relied upon again as the major fuel for powering industrial growth in developed and developing nations. Centuries of coal supplies lie beneath the earth's surface, assuring the world of a steady, plentiful supply of energy until science and technology can produce a way to harness and efficiently use renewable sources, such as solar. The need to increase our use of coal during the last two decades of the 20th century is reason enough to believe that the future growth of the coal industry is assured. A major impediment to that growth might be backward national public policies that could restrict the full utilization of our coal reserves. These policies could result from overregulation and a failure of the public to recognize that coal use, with proper techno- logical safeguards, is compatible with our society's environmental-quality objectives. Communication of this problem and its solution is a major undertaking of the coal industry in the 1980s. At the end of the 1970s7 the American coal industry was producing approximately 635 Mt/a (700 million stpy) of coal. To meet the nation's projected energy needs by 1985, the annual tonnage must be doubled. A similar scenario is predicted for the rest of the world. Such growth in the modern international business world will require huge additional amounts of capital, equipment, and people who know how to wisely raise and apply the capital; use the equipment productively; and deal with the many community, public, and governmental problems such expansion will create. Whether a student's interest is in actual mining operations, business administration, engineering, finance, law, industrial relations, marketing

Jan 1, 1981