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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

An attempt has been made in tftis paper to review the general situation regarding the needs of the Mining and Minerals Industry for skilled and qualified personnel. Having defined the behavioural objectives of the courses of study, reference is thereafter made to the factors influencing the effective design of courses for apprentices, technicians and Technologists.

Jan 1, 1981

The Australian mining industry has suffered from a decline in its public image during the past decade. This has occurred partly as a result of increased questioning of accepted social and economic values since the mid-1960s and the greater restrictions placed on industry since then, and partly ò from the industry's inability to effectively answer its critics. Public opinion surveys have shown the depth of the decline in the industry's community acceptability and highlighted those issues which people regard as disadvantages of mining. The industry's poor public image has contributed to the difficulties of attracting young people to take up professional careers in mining. All those involved in the industry have a responsibility to assist in activities designed to improve the industry community Acceptability.

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

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

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

About 60 persons are admitted to the graduate course every year after passing the entrance examinations. The entire course of studies is free of charge and the universities provide accommodation for the students who need it. The five years of studies are divided into 10 semesters. One semester lasts 15 weeks. Automatics can be studied at three separate faculties. At the University of Mining and Metallurgy, it is offered by the Faculty of Electrical Engineering, Automatics and Electronics as well as the Faculty of Mining and Metallurgical Machines (metrology can also be studied there); at the Silesian Technical University in Gliwice, the Faculty of Mining offers the course. The educational plans and programmes comprise 3 groups of subjects: common for a given course of studies (foreign languages, political science and the basic technical knowledge) common for the speciality and subjects of diploma courses. The whole time of studies covers about 4400 hours excluding 3 periods of professional training and the physical training. The classes, laboratory classes, seminars and design classes are obligatory and the attendance is strictly checked. Students may extend their knowledge by participating and working in the Science Clubs. The students' work is checked not only during the classes but also by the examinations held at'the end of respective semesters. Those who fail the exams can repeat them only if very important reasons are presented. At the very end of the studies there is a diploma examination together with a discussion on the diploma thesis, written by the student. The successful result entitles the student to recieve the title of "magister inzynier",M.Sc. of his speciality. The graduates, after working for 2 years, can attend another course of studies lasting 2 semesters and called "Postgraduate Course", or start "Doctoral Studies" finished by the defence of a doctor's thesis. In'these cases the expenses are usually covered by the graduates' employers.

Jan 1, 1985

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 A. A. Mular

Examining a typical curriculum for mineral process engineers shows that traditional subjects remain important, namely, engineering, earth and basic sciences, mathematics and mineral proc¬essing technology. However, Table I shows additional subjects that may be woven into a modern curriculum, because of micro- and macro-engineering advances over the years. The ways to incorporate these subjects into the curriculum will vary from school to school. Such changes are in response to evolutionary technological and political needs as determined by society and business. Beginning with the 1950s, engineering empiricism was strengthened through micro-engineering, where fundamentals and mechanism serve as foundations. Scientific apparatus unique to the basic sciences (Zeta meter, FTIR spectroscope) was adapted to test new hypotheses. Coincidentally, as computers became more available, complex differential

Jan 1, 1992

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 Edwin Ludlow

EDWIN LUDLOW, the 41st President of the A. I. M. E., died in Muskogee, Okla., on Feb. 10, 1924, after a brief illness of influenza followed by pneumonia. He was born in Oakdale, Long Island, N. Y., March 12, 1858, a son of William Handy and Louise (Nicoll) Ludlow, attended Flushing (L. I.) Institute 1868-75: and Columbia School of Mines (N. Y.) where he graduated with the degree of Engineer of Mines with the Class of 1879. After graduation his first employment was as assistant engineer in river and harbor work on the Delaware River near Philadelphia. In 1881 he went to Mexico as one of the engineers on the Mexican Central Railroad, then building from Laredo, Texas, to Mexico City. The road being in financial difficulties he returned to the United, [states, and shortly thereafter was made superintendent of the Union Coal Co.'s collieries located in the western middle anthracite field, between Shamokin and Mt. Carmel. Ludlow and Arthur H. Storrs, then superintendent of the Neilson Shaft Colliery, in Shamokin, were known throughout that section as the baby superintendents, both under 25 years of age. The appointments of such young men were at that time unique and set a record for youthful assumption of re-

Jan 1, 1924

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