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By Steve Skelhorn

Edmonton South LRT is the latest expansion of the Subway system in Edmonton, Alberta, Canada: Consisting of twin 5.8m segmental lined tunnels, 280m long, driven by a Lovat EPB machine. The key challenges were as follows. A 6% downhill grade. Tight radius curves of 250m.Overlying structures within 3m of the tunnel. Strata consisting of sand above the water table, glacial tills and bed rock below the water table. Located within The University of Alberta Campus and adjacent to a hospital. Northern Alberta climate with winter temperatures routinely falling below—minus 30 degrees Celsius. This paper provides a case history and outlines the challenges involved in completing this project.

Jan 1, 2005

By AIME

BORN in 1899, in Bridgeport, Conn., E. A. Anderson grew up in a center of the nonferrous metal industry. Perhaps that had something to do with his selection of mining as a career while an undergraduate in Yale. After securing his Ph.B. in mining he worked for a year at Handy & Harman. By this time physical metallurgy had supplanted his interest in mining and he entered the Yale graduate school where he secured his M.S. degree in metallography under C. H. Mathewson. After completing his graduate work he entered the employ of The New Jersey Zinc Co. in their research division where he has remained ever since. The transition from graduate study to industry involved no disruption of technical interests. Academic research relating to the zinc-aluminum alloys, then coming into use for die-casting, was followed by extensive and productive industrial research in the perfection and commercialization of these alloys. Research on rolled zinc and rolled zinc alloys, corrosion and stress corrosion, dry cells, electroplating on zinc, and electrodeposition of zinc followed in overlapping succession as time passed.

Jan 1, 1947

By Walter Campos, Yuri Gallegos, Sául Vigil

El proyecto Educación Digital Rural ha sido analizado con instrumentos de corte cuantitativo, a través de la aplicación de encuestas a docentes y personal directivo de escuelas del área de influencia directa de Minera las Bambas; además, del uso de la técnica de análisis documental sobre el estado de las matrículas y situación final de estudiantes en el año 2020 y 2021 (Hernández et al., 2020). Los resultados muestran que la intervención ha evidenciado la importancia de tener el personal capacitado sobre el aprovechamiento de las tecnologías digitales en el proceso educativo y sobre la intervención clave del liderazgo del directivo para orientar el trabajo docente y asegurar condiciones que permitieron dar continuidad al servicio educativo en las II.EE. rurales de Fuerabamba, Huancuire y Pamputa.

Sep 30, 2022

By Cynthia Faura

Educando para tu Futuro es un proyecto de inversión social dirigido a las comunidades de influencia de la refinería Cajamarquilla. Fue creado en 2013, a través de una alianza entre Nexa Resources y la ONG Perspektiva, con el objetivo de contribuir a la mejora de la calidad educativa y brindar mayores oportunidades de educación superior e inserción al mercado laboral formal. Este proyecto beneficia directamente a alumnos de 4° y 5° de secundaria de las dos instituciones educativas públicas más grandes de Cajamarquilla. Hasta 2019, ha atendido directamente a más de 2000 jóvenes, a través de una intervención educativa integral que incluye tanto las necesidades académicas como el desarrollo psicoafectivo del alumno y su creación de un proyecto de vida. Asimismo, el proyecto involucra a docentes y padres de familia y ofrece un programa de becas para estudiantes destacados.

Sep 20, 2019

By Jerry M. Whiting, Neil J. Duncan

"Does Canada need a mining industry? Isn't it a chronically depressed collection of businesses that pollute the air and water and tear up the countryside? Wouldn't it be better if Canada's investors devoted their attention to high-technology endeavours, tourism, and other relatively pleasant tasks?Probably the answer to whether Canada needs a mining industry in the 21st century is to look at the real mining industry that is in operation today. The facts indicate that mining is a very important contributor to Canada. It has certainly encountered some challenging times during periods of recession, and it face s severe and continuing problems of cost and competition in world markets. However, uneconomic mines have been closed, others suspended, and productivity has risen dramatically with employment at 77 000, down from 101 000 in 1981. The country's metal and non-metal mines, metallurgical plants and semi-fabricated metals industries employed an estimated 378000 workers in 1986, and paid wages than any other sector of the Canadian economy. This effort resulted in the production of 60 different metals, non-metals and structural minerals valued at $13.5 billion.The trade aspects of the mining industry are of paramount importance. If there is a reason for this situation to change during the next century. it eludes the authors. Canada has the well-developed expertise to discover, evaluate, develop, operate and profit from existing and new businesses based in an enormous area endowed with a nearly unbelievable variety of mineral resources. Many countries throughout the world must rely on producers like Canada, if they are to maintain and/or improve their standard of living."

Jan 1, 1988

By Tad S. Golosinski

The paper describes Online Master of Engineering Program at the University of Missouri-Rolla and discusses the experience gained during the first three years of its offering. This innovative educational program is designed primarily for mature students with an engineering or science background who want to acquire or upgrade their knowledge of mining engineering. Students can specialize in several different areas of mining, such as surface mining, underground mining, mine environment and the like. All courses constituting the program are taken online, through the Internet, without the need to attend the UMR campus in person.

May 1, 2004

By T. S. Golosinski

The paper reviews current status of online education related to mining, and reports on the online Master of Engineering programme in Mining Engineering that is offered at the University of Missouri-Rolla since 2001. Keywords: Online education, learning, teaching, mining engineering, mining education online

Jan 1, 2003

By R. Webber-Youngman

The Department of Mining Engineering at the University of Pretoria accepts that the process of teaching and learning improvement is an ongoing exercise with the ultimate aim to deliver well-rounded mining engineering practitioners. Various challenges impact on the success of this process. An integrated and innovative process was developed and is followed in the Department to overcome these challenges. The aim of the Department is to apply a holistic teaching approach by introducing multiple integrated interventions with regards to teaching and learning strategies. Three phases of this process are discussed in this article, and are illustrated in Figure 1. During the first phase, prior to 1999, several teaching and learning challenges were identified in the Department of Mining Engineering. These challenges are discussed in the next section. In the current phase, a variety of interventions to address the challenges are being developed, implemented (in some cases piloted), and evaluated. The future phases will focus on the improvement, successes, and full roll-out of current interventions, as well as on training, development, and support for all staff members to participate in the process. (Figure 1)

Jan 1, 2011

By D R. Cohen

As one of the four basic sciences, the study of geology is intrinsically worthy as a means of increasing fundamental knowledge of the behaviour and evolution of the universe. Geological knowledge can also be translated into practical outcomes for society such as resource discovery and protection of the environment. Australia has a long tradition of providing very high quality geoscience programs to prepare graduates for a range of occupations. We are, however, reaching a nexus in the way universities should or can deliver engaging programs. This has been triggered by the rapid evolution of the digital world (the Internet of Things), new technologies, unprecedented access to information, better understanding of the processes by which we learn and adapt our thinking, growing complexity in the problems we must face or opportunities to grasp, and university funding models. Designing education programs for the next generation of geologists extends far beyond tinkering with syllabuses. We must develop skills sets that will allow graduates to work in rapidly changing landscapes, but in doing so may have to sacrifice content to build capability in our graduates. Whereas universities must respond to changing demands on graduates by ensuring degree programs contain an appropriate balance of material and high quality of delivery, industry and government must also fulfil their responsibilities to provide additional training programs for graduates to assist their rapid transition into independent professionals. This paper examines various educational issues being considered in developing the new Decadal Plan for the Earth Sciences, and reflects on directions that education is heading in many of our universities.CITATION:Cohen, D R, 2017. Educating the next generation of geologists, in Proceedings Tenth International Mining Geology Conference 2017, pp 3–10 (The Australasian Institute of Mining and Metallurgy: Melbourne).

Sep 20, 2017

By H. R. Spedden

As part of its broad program of educational assistance-including grants, fellowships, and scholarships -Kennecott Copper Corp. offers summer employment opportunities for college students at each of its operations. Originally, summer job programs were intended primarily to help students defray their educational expenses. But as the nation's economy expanded with increased production and a growing demand for well-trained engineers, summer employment became an important means to help qualify future professionals and fill industry's need for them. Both the employer and the student thus derive benefits from such training.

Jan 6, 1967

By L. E. Young

The progress of mineral industry education will be limited to the period prior to World War II and will be considered as primarily a division of engineering education. Its relation to progress in the mineral industry and to the activities of the American Institute of Mining and Metallurgical Engineers will be emphasized. The history of mineral industry education has been recorded most completely and authoritatively by Dr. T. T. Read in his recent volume in the Seeley W. Mudd Series of American Institute of Mining and Metallurgical Engineers publications, entitled, The Development of Mineral Industry Education in the United States. Therefore, most of the historical details will be omitted from the discussion and an effort will be made to point out significant developments and to analyze trends. Introductory Statement and Significant Points in Progress Among the significant points in the development of mineral industry education in the United States since 1871, the following deserve particular mention: 1. The number of institutions offering undergraduate instruction has increased, particularly during the years 1890 to 1925; the number of students enrolled in undergraduate study has increased greatly, largely on account of the development of courses in petroleum engineering and increasing interest in metallurgy. 2. The selection of students to be admitted to undergraduate courses has been improved through the advisement, counseling, and guidance programs sponsored by the Engineers' Council for Professional Development. 3. Improved instruction methods all the training of the teaching staff have been promoted by the educational institutions themselves, but with the most effective stimulus and guidance of the American Society for Engineering Education and the Engineers' Council for Professional Development. 4. The accrediting of undergraduate curricula through the Engineers' Council for Professional Development, consitlering both qualitative and quantitative criteria, has done much to improve standards of instruction in engineering education for thc mineral industry. 5. Undergraduate curricula and courses are revised currently to meet the needs of the American mineral industry. New curricula are developed currently to permit specialization in technical fields, particularly in the fourth year of undergraduate work. 6. There has been a strengthening of the fundamental courses in mathematics, physics, mechanics, and chemistry, and at the same time these courses are being adapted to the most recent developments in the industry, including metallurgy, geophysics. petroleum engineering, petroleum technology, ceramics and SO forth. 7' There has been continuing improvement in plant and laboratory facilities of the educational institutions.

Jan 1, 1949

By V. C. Wansbrough

First, permit me to say with what very great pleasure we find ourselves assembled in this most ancient and honourable city of Quebec. It is a city which we deeply respect as the fountain-head of the culture of French-speaking fellow citizens, and the seat of government of a province which is steadily recording new achievements in Canadian mining. Such achievements prove what can be accomplished when enlightened and progressive government policy, technical and scientific competence, and private initiative pull forward together in harmonious rhythm. It is a most happy and auspicious event also that the guiding control of the affairs of the Institute and of the fine traditions of provincial administration have for the past year been united in the person of our honoured President, Dr. A. O. Dufresne. This year, again, we have bad prepared for us by our hosts a splendid programme of technical sessions and social entertainment. Each year we pay an unspoken compliment to the Institute, expecting as a matter of course nothing but the highest standards in both these spheres. In its annua1, semi-annual, and regional meetings, in the constant activity of its local Branches, the Institute continues with marked success to perform its great dual service, social and educational. We are all its beneficiaries to the extent to which we choose to profit by participation in its affairs. But, one imagines, to none are the advantages of Institute membership more valuable than to young men embarking on their professional careers.

Jan 1, 1951

The success of any industry depends on the planned integration of the policies and resources of the key components of the Australian economic and political structure - government, industry management, education, research, and the human resources of the industry. The Australian Mineral Industry, like Australia itself, has grown and developed at a rate not foreseen by many of our founding fathers and early industry leaders. Hence, now, as we approach the 21st Century, we need to re-think our approach to the significant new problems that are beginning to face both government and the Mineral Industry. Government initiatives, government information and support services, industry re-structuring, and research and development support, need to be carefully re-evaluated, re-diredted,. and strengthened, so that government, the community, and the Mineral Industry produce and receive the optimum education and research strategies and services. The support of academics and researchers, the development of facilities, and the design of new Courses for the future successful and beneficial exploitation of minerals need particular consideration.

Jan 1, 1986

The Australian mining industry faces skills shortages across a broad spectrum of disciplines and levels, as it enters another major growth phase. Critical amongst the areas of most significant shortage in the professional sphere is the discipline of geotechnical professionals. More mines, deeper mines, ageing workforces are all contributing to this chronic shortage. But the shortage is not just at the operating sites, it is across a range of employment fields including sites, head offices, consultants, researchers and educators. This paper reviews the status of a number of these fields and explores some of the issues being faced. The different roles of a site geotechnical professional and a specialist geotechnical consultant are explored, together with some of the trends in terms of how such people are operating, and the skills they are expected to have to fulfill their job requirements. The paper also considers the move towards possible mandatory statutory geotechnical positions at mine sites and some of the implications if this were to come into force. Finally, the paper considers the current provider programs for mining geotechnical education, and how additional offerings are going to be needed in order to address the current shortages and the inconsistencies in terms of job expectations for people assigned to geotechnical roles without adequate education and training.

Nov 25, 2010

By Charles H. Fulton

CHARLES H. FULTON, chairman, presided at the first session of the Mineral Industry Education Division on Wednesday morning. Reporting for the program committee, Edward Steidle, its chairman, pointed out that its function was not to arrange programs for meetings but to plan a program for the Division to follow in the development of its activities. This was appropriately followed by presentation and discussion of his paper, "Basic Trends in Mineral Industries Education," which, being available in printed form, was only presented in oral abstract. Jay A. Carpenter submitted interesting written discussion that was read, in his absence, by A. M. Smith. Most of the morning was devoted to the discussion of the paper, which was too extensive and ranged too widely to attempt to report in much detail. H. T. Mann, H. P. Hammond, Cadwallader Evans, C. H. Fulton, T. T. Read, D. F. McFarland and P. B. Bucky joined in the discussion, Mr. Hammond making a plea for more unification in mineral industry education, saying that in the study he made for the Society for Promotion of Engineering Education about 35 different curricula preparatory to work in the mineral industry were discovered to exist. He felt that most of the needs of the mining industry could he met by men who had had four years of engineering training of good enough basic quality to permit them to advance along special lines. However, there was apparently a growing demand, as reflected by the increasing number of candidates for the Master's degree in engineering, for men with more thorough training in the fundamentals.

Jan 1, 1933

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 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

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

By Andrew R. Thomas

As the demand for most industrial minerals on the world market continues to climb, educational institutions maintain traditional policy in emphasizing chiefly metallic ore deposits and energy resources in addition to the general disciplines. In spite of their increasing importance, few universities exhibit great depth with respect to industrial minerals courses due to the shortage of specialized faculty in a category this broad. As new ideas are formulated and technological advances are developed in the field of industrial minerals, the classroom still exists as a student's primary source of information. This opportunity to give today's students the benefit of modern developements has not been utilized to its utmost potential.

Jan 1, 1981