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By E. A. Holbrook

LOCAL yearly taxes levied on bituminous coal lands in Pennsylvania have become a cost of first importance to the coal industry of the State. In Pennsylvania there is no State tax on real estate, but local taxation of real estate furnishes the greater part of the revenue necessary for the small governmental unit, as counties, townships, boroughs, and local school, road, and poor districts. Coal in place in the ground, whether or not title thereto has been severed from ownership of the surface, is assessed as real estate and on its supposed sale or market value. There are eight classes of counties in Pennsylvania, based on population; in populous counties of the first, second and third class, assessments are made by a county board appointed by the county commissioners and are fairly uniform throughout the county. In counties of the fourth to the eighth classes inclusive, property assessments are made by property assessors elected by and for each township within a county. In these counties the board of county commissioners acts as a board of equalization and review to hear appeals. In most counties, therefore, where there is a large unmined reserve of coal, assessments on that coal vary for each township, irrespective of the fact that the coal bed is continuous under many townships.

Jan 1, 1933

By Granville S. Borden

The fruits of industry are divided between capital, labor, and governments. Capital takes its redemption and remuneration through profits or dividends; labor takes its share through wages; governments take their share through taxes. Each must have a just share, and the question of what is a just share and the question of who-shall make the allocation are vital current political and economic issues. Certain political philosophies con- tend that government should take all the fruits and that some dictator or politician should have irrevocable discretion and power to distribute the fruits. Believers in democracy and free enterprise adhere to the view that capital is entitled to redemption and fair remuneration; that labor shall have a fair wage; and that governments shall make equitable levies. But since all human beings, both individually and in groups, are inherently selfish, there are many variable views in regard to the question of what ratios shall be applied in a division of the fruits and who shall have the power to fix these ratios. Perhaps all parties should devote more energy to means of increasing the crop, and not so much time to quarreling over a division of the existing crop. Moreover, all three parties must guard against killing the goose that lays the mineral eggs. For example, if the tax burden becomes oppressive and the taxpayer refuses to carry it, then business stagnates, with consequent unemployment, reduction of profits, and curtailment of government revenue. If a producer assumes the increased tax burden, marginal operations must be closed down, and again the consequences are increased unemployment and diminished government revenue. Quite often an increase in a rate of tax results in a reduction of government revenue. Perhaps the worst detrimental feature of selfishness and greed on the part of any one of the three distributees of the fruits of industry is the retardation of expansion of the enterprise. Growth means new jobs, more government revenue, better trade, and better standards of living. Explorations and discoveries have resulted in tremendous contributions

Jan 1, 1959

By Granville S. Borden, Frank H. Madison

The fruits of industry are divided between capital, labor, and governments. Capital takes its redemption and remuneration through profits or dividends; labor takes its share through wages; governments take their share through taxes. Each must have a just share, and the question of what is a just share and the question of who shall make the allocation are vital current political and economic issues. Certain political philosophies con- tend that government should take all the fruits and that some dictator or politician should have irrevocable discretion and power to distribute the fruits. Believers in democracy and free enterprise adhere to the view that capital is entitled to redemption and fair remuneration; that labor shall have a fair wage; and that governments shall make equitable levies. But since all human beings, both individually and in groups, are inherently selfish, there are many variable views in regard to the question of what ratios shall be applied in a division of the fruits and who shall have the power to fix these ratios. Perhaps all parties should devote more energy to means of increasing the crop, and not so much time to quarreling over a division of the existing crop. Moreover, all three parties must guard against killing the goose that lays the mineral eggs. For example, if the tax burden becomes oppressive and the taxpayer refuses to carry it, then business stagnates, with consequent unemployment, reduction of profits, and curtailment of government revenue. If a producer assumes the increased tax burden, marginal operations must be closed down, and, again the consequences are increased unemployment and diminished government revenue. Quite often an increase in a rate of tax results in a reduction of government revenue. Perhaps the worst detrimental feature of selfishness and greed on the part of any one of the three distributees of the fruits of industry is the retardation of expansion of the enterprise. Growth means new jobs, more government revenue, better trade, and better standards of living. Explorations and discoveries have resulted in tremendous contributions

Jan 1, 1964

By Louis Ware

A leading executive finds this a bad time to "cry" about taxes. Needed reforms must cede to emergency demands.

Jan 7, 1951

By Henry S. Drinker

THE Musconetcong tunnel is situated in New Jersey, near the line of the Central Railroad of New Jersey, about twelve miles from Easton, on the Easton and Amboy Railroad, the latter being the extension of the Lehigh Valley Railroad to tide-water. Up to the present time, the terminus of the Lehigh Valley Railroad has been at Phillipsburg, N. J., opposite Easton, passengers connecting there with New York by the Morris and Essex (D. L. and W.) and New Jersey Central lines; freight and coal being forwarded by the Morris and Essex to tide-water at Hoboken, and by the Central Railroad to Elizabethport and Port Johnson ; also, by the Belvidere and Delaware connections through Trenton to South Amboy.

Jan 1, 1875

By Stewart. J. W.

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only. 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, q gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remain¬ing to schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I), It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the I5 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remaining 10 schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By David Keys

APPLIED geophysics is the youngest child of that old branch of learning, that has been known from Aristotle's time as physics-the constitution and laws of nature. The mother science, with the help of mathematics, has given birth to many children, who, on becoming of age in the scientific sense, wedded more practical applications which later became known as electrical engineering, physical chemistry and acoustical engineering. Some vigorous sons still retain the family name, among which the most recent to take its place as a division of science is geophysics, which deals with the physics of the earth. Geophysics in its broad sense has many departments-meteorology, oceanography and seismology, to mention only three. Within the past 20 years, however, a special interest has arisen in the application of physical principles to, problems in geology, mining and civil engineering, with the consequent rapid growth of what has now been called "applied geophysics." Applied geophysics in this narrower sense is the application of experi-mental and theoretical physics to determine variations: and discontinuities in underground structures that cannot be ascertained from surface inspec-tion. It seems evident, then, that the physics department is the natural place in a university where the principles and methods involved should be taught and developed, for the physicist will also have had the requisite training in mathematics that the proper understanding of many methods now used will require. A knowledge of the procedure and principles, however, is not sufficient for the successful application of geophysical, methods. One may know the dynamics of flight of golf balls and of impact and yet not play a par game of golf ! The proper selection and use of the right club to suit the circumstances of the lay of the ball and an acquaintance with the possibilities and limitations of the strokes as well as the practical execution of the play is essential to a successful game. So, also, in the application of geophysical methods, it is important for the geophysicist to use the best device under the conditions presented, to know the limitations of the conclusions deduced from his physical measurements and to make the proper interpretation of the results. A knowledge of geology will be of great aid in coming to the correct con-

Jan 1, 1938

By O. L. Kowalke

THE measurement and control of temperatures have assumed positions of great importance in many industries. The manufacturers of byproduct coke and carbureted water gas find that proper temperature control helps to produce a better product and economizes in the use of raw materials. In the manufacture of glass, enameled ware, brass, and high-temperature refractories, temperature control is now regarded as being coordinate in importance with the control of materials used. To control such processes as malleablizing cast iron, and hardening, tempering, and annealing of steel in a manner to meet exacting market requirements has, within recent years, involved the installation of large and expensive pyrometer equipments. In many of these installations, it was necessary not merely to measure but also to record the temperatures over a period of time and thus obtain a record of the entire heat treatment and an effective check on the workmen in charge. In view of the importance of temperature measurement and control in such a wide variety of industries and the necessity for proper supervision of the installation and operation of the outfits, the following questions may be pertinent: What instruction is offered by the engineering colleges and what departments in the colleges are responsible therefor? The latest available catalogs of ten prominent engineering colleges east of the Mississippi River showed courses in high-temperature measurements given by the departments of physics. These courses, in general, were described as comprising classroom and laboratory instruction in the theory of high-temperature measurements, together with exercises in the calibration of the various devices used. In some cases it was stated that consideration would be given, in the courses, to the practical applications in the industries. In only one. college was the course required of all engineering students; in most colleges it was optional; in a few colleges, it was required only of certain groups. In colleges offering a course in metallurgical engineering, instruction in pyrometry was always given in connection with metallurgical laboratory work. The students in ceramic,

Jan 8, 1919

By George Wendell

THE fact that a symposium on pyrometry is being held under the auspices of the American Institute of Mining and Metallurgical Engineers may very properly be taken as a recognition of the importance of temperature measurements and control in production and in the industries, and of the need for instruction in pyrometry in our schools of engineering. Though there may be general agreement as to the need of some instruction along this line, there will undoubtedly be divergence of opinion as to the amount of time that can be allowed to such instruction, as well as to its character. Those who have given little attention to the complexity of high-temperature measurements will be apt to think that a few simple experiments are all that is required. They fail to distinguish between the artisan, who merely has to learn how to use any piece of apparatus that is installed, and the technically trained man, who must be prepared to assume the responsibility for the supervision and maintenance of the pyrometric equipment, for the calibration of the instruments, and for the solution of any temperature problems that arise. In approaching this subject two questions present themselves: What should be the character of the instruction in pyrometry in an engineering school, and what can be expected of the students who have had this instruction? In brief, it may be said that the aims of a course in pyrometry should be to give: (1) A thorough grounding in the fundamental principles of thermoelectric, resistance, radiation, and optical pyrometry, and of liquid and gas thermometry; (2) practical instruction in the calibration of pyrometers; (3) acquaintance with the errors that are likely to arise and the precautions that must be observed in practice; (4) information regarding the limitations of the various classes of instruments, their relative reliability, and the accuracy attainable with them at different temperatures; (5) acquaintance with the commercial instruments on the market, their construction and relative merits; (6) a knowledge of the chief sources of information relating to the measurement of high and low temperatures. To sum up, the aim should be to turn out resourceful young men familiar with the leading instruments on the

Jan 9, 1919

By C. E. Mendenhall

FOR the purpose in hand, pyrometry may be taken to include all temperature measurements from, say, 200° C. to the highest attainable, especially when considered from the technical or applied side. It will be convenient first to consider the entire content of a course of study grouped under the headings of the various methods of measurement, which are quite distinct in principle and involve different equipment. Brief suggestions will be given under each heading, and the summary will be followed by comments on the purpose of such a course and methods of conducting it. 1. Expansion and pressure methods: mercury thermometers (glass and quartz), liquid, gas, and vapor-pressure thermometers, especially recording instruments. Especial attention should be given to the limitations of these methods, which, particularly in high-temperature mercury thermometry, are often overlooked. Range approximately to 700° C. 2. Resistance thermometers: both bridge and potentiometer methods, of indicating and recording. Calibration; lead compensation; design of thermometers for special purposes. Range to 1200° C. 3. Thermoelectric pyrometers: potentiometer and deflection methods indicating and recording. Calibration, leakage errors, contamination errors, base and noble couples. Range to 1500° C. 4. Total radiation methods: thermoelectric, resistance, and expansion indicators, mirror and lens collectors, calibration, permanence of characteristics, absorption errors. Range, to highest attainable temperatures. Methods of producing perfect radiators-true, and virtual or "black body" temperatures. 5. Partial radiation methods: absorption and spectroscopic methods of getting partial radiation, various comparison sources, polarization, electric, sector, and absorption methods of controlling intensity (Morse, Lummer, and Wanner types). Calibration, permanence of calibration, absorption errors. Methods of producing perfect radiators -improvised methods; true, and virtual or black-body temperatures.

Jan 9, 1919

No greater opportunity for public service has ever been presented to the engineers of the United States, as a class, than the campaign to make thrift a permanent American habit, conducted through the Savings Division off the Treasury Department. The engineer owes a duty to his community, to his country, by reason of the very fact that he is an engineer. By reason of his position and influence, his education and experience, he owes to his country the duty of public service. The public understands that the opportunities of the engineer have allowed him to equip himself to handle logically and properly questions affecting the public. He has been trained to maintain a constructive viewpoint. His work is constructive and he builds for the future. The qualities that the public deems necessary for public service have been bred in him. The time has gone by when the professional man can perform his whole duty to himself and his community by shrouding himself and his calling in mystery and locking himself away from the public in office or laboratory. The duty of public service is calling for every man whose training has fitted him to perform that service. The engineers of the country have demonstrated their capacity and their willingness for public service. Throughout the war period they, have been found in every branch of governmental and. civilian activity which could contribute to national success, doing their share to promote national efficiency. Their duties are not over.

Jan 7, 1919

By ir. H. Eraly

The allocation of miners to teams, and of teams to production faces, is complicated by the high degree of absenteism of miners in Belgium. Therefore, the exact knowledge of who is actually present at the beginning of a shift and of the exact skills of those present, enables the foremen and mine captains to constitute their teams before all men go down into the mine in the most effective way possible. This paper describes the system of attendance recording and of displays which the foremen use to constitute their teams and/or to interrogate the personnel data base in order to do so. It shows how the foremen dialogue with the computer, to change the function of a miner within a team, to another team, or the function of a team as a whole. The implementation of the system, data bases, and data communication equipment and procedures, is described. The benefits obtained are presented for each level of the company: foremen and team supervisors, engineers, mine management.

Jan 1, 1977

By Rztssell H. Bennett

A SURVEY of the Mesabi Range iron-ore industry demonstrates that a satisfactory degree of technical progress has been achieved in the last fifteen years. This advance has not been made over a uniform front, but, by salients and bays, according to the different initial positions, economic and technical, of the component producing companies. The producers endowed with rich ore have in general, because of natural advantages, progressed more slowly than their neighbors with leaner properties. The advance has been made step by step all along the line -blasting, loading, hauling and concentrating-and without the benefit of radical innovation. There have been, for instance, no such parallel discoveries in iron ore as leaching and flotation in copper. The much lower unit price of iron operates, of course, to bar the application of these and other practices developed for the higher-priced metals. There exists, however, a radically new concentration process whose technology is well worked out and which may become economically operative in the not too distant future; this, as so often happens in engineering advance, because of recent developments in an entirely unrelated field. First, however, let me devote a paragraph or two to the more important economies effected in mining.

Jan 1, 1932

By G. C. RIDDELL

THE metallurgist, chemist, and physicist are blazing trails that lead far afield. Pushing on into an "Alloy Age" they see a non-ferrous era over- taking iron and steel. Delving into the nature of the physical world, they break down a supposedly indivisible element, hydrogen. Not content with terrestrial problems, they peer back along the cosmic ray into iaterstellar space, glimpsing forces that are, apparently, still busy with the task of atom-making. Mastering and organizing the material and physical, they advance steadily toward that borderland of science where the concept of matter itself seems abandoned, and force is the substance left.

Jan 1, 1930

By Milton H. Ward

This paper contains a review and discussion of the major design parameters of a block caving mine, with special attention given to access, development, and operational methods. Information will be provided on the economics and costs of various design alternatives, and how they can influence financial results of a particular project. Technical and economic factors that pertain to an actual operation, Freeport Indonesia, Incorporated's block caving mine in Indonesia, will be provided, and highlights of the planning, development and operation of this mine will be presented. The major thrust of the paper will be to emphasize the importance of good planning and to encourage economic analysis of various methods of layout and design.

Jan 1, 1981

By Thomas P. Bispham

INTRODUCTION From the lender's point of view, the greatest period of risk in a project financing occurs during the construction phase. Therefore, most projects are supported during this phase by completion guarantees supplied by some credit-worthy entity; for example, the project sponsors in the case of a joint venture, such as that of W.R. Grace, Hanna Mining, and Liberty Capital; or by a strong contract with a utility or foreign importer/investor, such as the way North American Coal Corporation has structured many of its transactions. THE PROJECT LOAN REQUEST A project financing is a more complex form of term loan than one using an ongoing corporation's balance sheet as a credit base and, therefore, a potential lender will subject the loan request to a more rigorous analysis. To support this effort, the financial institution will require a more detailed information memorandum to evaluate the credit and technical risks of a project - especially since much of the necessary information is not otherwise available. (See also Gibbs and Sroka paper above in this Chapter) A well-prepared information memorandum will impress prospective lenders with the planning ability and general competence of management. Also, the process of preparing the memorandum will help management understand the true extent of the opportunities and limitations of its venture. Appendix A outlines the topics which comprise a complete information memorandum for a loan request. Of some interest to those seeking to sell a currently-operating mining venture, a similar information memorandum should be prepared i.e., covering the same topics discussed here, for the investment banker to use with potential purchasers. For that purpose, though, one might not want to prepare quite as much detail as for a lender. Appendix B outlines the elements of a reserve evaluation and feasibility study, often called the "Bankable Document." Usually, these studies are prepared by independent engineering consultants for use by potential borrowers and sellers. (Potential purchasers will often contract for a similar study for their use in evaluating an acquisition.) ELEMENTS OF A LOAN INFORMATION MEMORANDUM 1. Outline: The information memorandum should begin with a one-page outline covering such topics as: a. The borrower's name, address, and phone number. b. Principal contact at the borrower. c. Amount of the proposed financing. d. Desired pricing and structure of the proposed financing. This should include a description of the amount and source of equity in the proposed financing. e. Use of the proceeds and timing. 2. Summary: The most important information contained in the memorandum should be summarized in two pages. Note - If the borrower is a recently-formed single-purpose company, then elements 3, 4, and 5 will apply to the guarantors of completion and to the project sponsors. 3. The Borrower: This section is a brief biography of the borrower including such topics as date and state of incorporation, founder(s), lines of business, etc. 4. Capitalization: The borrower's current debt and equity position, including leases and trade debt, with amounts, terms, names, and addresses enumerated. Equity owners, and percentage ownership, should be identified. 5. Historical Financial Statements: If available, a minimum of five year's worth of complete historical financial statements

Jan 1, 1985

By R. J. Miller, W. A. Bates

ALTHOUGH cresylic acids have been standard frothers in flotation for many years, there has been little discussion of their nature in the metallurgical literature. Aside from references in the patent literature, the paper by Landolt, Hill, and Lowy1 in 1930, which presented a study of the frothing and collecting properties of some of the constituents of crude cresylic acids, represents the only contribution of this type. The close froth control required in the delicate selective separations of present-day flotation operations have required the flotation metallurgist to choose his frothers with care, and have caused him to require of the manufacturer a closely controlled, uniform product. A background of knowledge of the chemical composition and physical and chemical properties of the frothers, by which their action may be correlated, should aid in selecting frothers for particular flotation requirements. Further, the recent almost complete replacement in flotation of coal-tar cresylic acids by those derived from petroleum makes it especially desirable to review the flotation behavior of the acids from the old and the new sources. In view of these facts the Milling Methods Committee of the A.I.M.E. suggested to the Oronite Chemical Co. of San Francisco the preparation of a paper on the subject, and this paper has accordingly been prepared as a contribution by the California Research Corporation, the research affiliate of the Oronite Chemical Co. The discussion is from the following aspects: (I) constitution and properties; (2) sources; (3) comparison of coal-tar and petroleum cresylic acids ; (4) characteristics as frothers, with particular reference to the effect of the substitution of petroleum acids for coal-tar acids. CONSTITUTION AND PROPERTIES Cresylic acids are commonly regarded as mixtures of orthocresol, metacresol and paracresol. This was, indeed, the former meaning of the term, but in recent years it has been loosely applied to any mixture of alkyl phenols boiling above 190°C.; that is, excluding only phenol itself. This means that cresylic acids, as they are known today, may consist of mixtures, not only of the three isomeric cresols, but of six xylenols and of a variety of higher boiling homologues. Generically the constituents of cresylic acids are alkyl phenols, and they are often so designated in the literature to avoid the more indefinite term, "cresylic acids." They form an homologous series starting with phenol, which has the familiar benzene ring, with an hydroxyl group in place of one of the hydrogen atoms. The series of alkyl phenols is formed by the substitution of alkyl side chains, such as methyl, ethyl, propyl, butyl, etc., for hydrogen

Jan 1, 1946

By C. B. Foster, S. I. Freedman, E. M. Jamgochian

Coal-oil mixture (COM) combustion technology is regarded by the US Department of Energy (DOE) as near term and Potentially applicable to existing utility and industrial steam generators and for injection into blast furnaces. From work done previously, it has been established that COM can be burned in existing boilers and blast furnaces. Therefore, the issues being addressed by the current DOE program are: (1) determination of best available technology to achieve environmentally acceptable long-term reliable operation and (2) determination of applications for which COM can be utilized economically. Some of the technological options have begun to be determined by projects already under way. However, many projects are still in the early stages of development.

Jan 1, 1980