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By A. B. Hooker, J. W. Paul

"There was a time when any suggestion that the Davy flame (safety) lamp be discarded, would have evoked unlimited, criticism. However, that time is past.Investigations both here and abroad have shown conclusively that the Davy lamp does not have the necessary factor of safety against ignitions of mine gas, and England, the lost stronghold of the Davy lamp in Europe, has eliminated this lamp and substituted safer types.In the United States there are companies who still use the Davy lamp in spite of all that has been said and published as to the dangers connected with its use.Recently the purchasing agent of an anthracite coal company requested the Department of the Interior, Bureau of Mines, to pass upon the safety of some braise gauzes for use in a shielded Davy lamp. A shielded Davy lamp is an ordinary Davy safety lamp equipped with a circular brass shield that is attached to the lamp posts. This shield extends about one-half way around the gauze and one-half of the gauze height. The main purpose of the shield is to prevent the lamps being extinguished by a sudden increase in the velocity of the air current past the lamp.The brass gauzes submitted for this test represented two grades of brass - a yellow brass and a red brass. The analysis of these brasses was not determined. Two shielded Davy lamps that were submitted for the tests each had a steel gauze. These steel gauzes were also tested. Tests were made in horizontally moving mixtures of Pittsburgh natural gas and air at velocities of 400 to 1,000 feet per minute. The gas percentages used were 7%, 8.6%, and 11%. Tests were made with the lamp shield in two positions relative to the lamp and direction of flow of the gas-and-air mixture. In one position the shield was between the gauze and flow, as normally used. In the other position the shield was on the downstream side of the lamp. The tests were continued until one or more failures or gas explosions been obtained with each of the six gauzes. The results of these tests summarized as follows:"

Jun 1, 1923

By L. C. Ilaley

The Buresa. ot Mines at its Pittsburgh Station conducted tests aa earl7 a.a 1911 looking into the satety of miniature electric bulba. The first teata were maie with bulbs euch as were being sold with the partly developed lamps then on the market. 'l'he.sa aarly teats demonstrated the da.nger of using minia.tu:re bulbs in explosive mine atmospheres unless the current that enet gized the glow!ng filament was in aome minner inter.N.ptecl if the glass surrounding the filanant should be broken.

Jun 1, 1922

By Elaine T. Cullen, Albert H. Fein

Federal law mandates that all miners receive safety and health training when first entering the mining industry and at least 8 hours annually thereafter. Although the mining industry has historically relied on an experiential master-apprentice model for training new employees, the formal safety training provided to miners is generally done in a classroom, with mixed results. In a series of stakeholder meetings held by NIOSH across the West in 1997-2000, trainers identified significant gaps in materials that were available to teach new and experienced miners. They asked whether NIOSH could develop effective materials to fill these perceived gaps, as well as make training more effective for those who were required to attend, but who often refused to be attentive. Adult learning theories, social learning theories, mentoring, and storytelling were all employed in the development of a series of safety training videos that have become very popular in the mining industry. This Report of Investigations describes the theoretical frameworks that were used, the process that was developed to produce the videos, and the results of the evaluations as to whether or not they were effective in training new and experienced miners.

Jan 8, 2005

By J. J. Forbes

The investigation of major and minor coal-mine disasters has been a routine function of the Bureau of Mines since its inception in 1910, and the facts obtained during such investigations have been used as a basis for determining the precautions that the managements and employees of many mines are observing to forestall similar occurrences. The Bureau has conducted research on roof-control and other mine problems, but a comprehensive study of other fatal accidents was not attempted until February 10, 1950, when the policy of investigating all coal-mine fatalities in the United States was approved by Bureau of Mines Director James Boyd. The investigations are being conducted by Federal coal mine inspectors functioning under the provisions of the Coal Mine Inspection and Investigation Act of May, 1941, Public Law 49; and reports covering the investigations are distributed to management, the State mine-inspection agency, and representatives of the mine workers' organization have jurisdiction at the mine.

Jan 1, 1951

By Floyd D. Varley, C. M. K. Boldt

Toolbox training is often described as short, informal training conducted at a worksite by technically competent persons for the benefit of a work team. The key feature of toolbox training is the focus on a work team and what is important to that group in its workplace. Toolbox training conducted by peers can connect miners and establish the feeling that the hazard is a real threat to them. This feeling can bridge the gap between delivery of a safety message and behavioral changes that can prevent an accident. Toolbox training is a popular form of "maintenance" training that should not be used to teach a new skill. The 10- or 15-minute toolbox session is simply too short a time to teach or learn a new skill and test for skill development. However, the toolbox format is an excellent way to inform workers of changes in workplace rules, conditions, or hazards by bringing the discussion of change to the level of the work group and suggesting how a change will affect the way workers perform their jobs. Toolbox training should be structured to address a very specific hazard. That is, the hazard source should be identified and the effect of the hazard on the worker described. The temptation to discuss a safety subject in broad terms will result in an equally vague result. For instance, discussing "equipment guards" is inappropriate for a 15-minute training session. There simply is not enough time to cover all the hazards and their remedies. A more appropriate topic would be "placing guards on a conveyor return roller" or "hazards of cleaning a conveyor return roller." Each topic is concise enough to allow the trainer time to define a particular threat to the safety of miners and discuss ways to defend against that threat. The clearest way to a safe workplace is to identify hazards methodically and eliminate them. This cannot be done with sweeping, generalized training. Some best practices that will protect a worker from the hazard should be presented, and the hazard should be located at the specific worksite. Toolbox training is an opportunity for the work team to participate in learning and share experiences and knowledge, often through storytelling. Storytelling is an ancient form of passing along information in an entertaining way. It is entertaining because it draws the listener in with imagination and creativity. Stories told within work groups are a way for miners to exchange experiences in which they made mistakes that resulted in an accident or a near-miss and learned a valuable lesson. Thus, co-workers can learn from others without the pain or fear that accompanied the storyteller's learning path. To encourage these shared experiences, the people in the group must be comfortable with one another. Participation doesn't stop with listening to a near-miss story or informing the group of an unsafe work practice. Participation by sharing experiences, knowledge, and skills should lead toward action in changing the unsafe tool, practice, or machine (Wallerstein, 1992). This power to change is called empowerment. Empowered workers use toolbox training sessions to discuss a problem; direct their own knowledge, experience, and talents in the context of their work environment to solve the problem; and put into practice what they have learned by sharing (Baker, 1992). A worker is much more likely to implement changes they have contributed to creating than changes forced upon them. Toolbox training functions best when the group size is small (under 20) and composed of workers with similar job functions. While combining all workers on a shift or multiple shifts may be convenient, the level of participation will drop dramatically as group size increases and participants are less connected. Similarly, when the work group participants are from different job functions, keeping the materials relevant to the individual becomes more difficult. The role of management in the toolbox training system is to communicate among various groups so that all groups at a mine site are hearing the same message. In very small operations, combining work groups can be productive if the trainer can promote open discussions and lead the group to solutions that address the needs of all and not let one group or individual dominate the discussion. WHY USE NARRATIVE METHODS An effective communications tool is to use stories as a means of describing a hazard and its consequences. Historically, using stories to transfer knowledge between individuals of the same and different generations is well established. All good stories share the same elements required to communicate safety principles. Stories require a setting (the part of the workplace), a plot (the circumstances that lead to a hazard), the solution (best practices), the lesson (what can happen), and the result (what will be done to prevent the hazard) (Dennehy, 1999).

Jan 1, 2002

By Robert H. Peters

Groundfall accidents have been the leading cause of fatalities in the underground coal mining industry for many years. Statistics from the Mine Safety and Health Administration (MSHA) indicate that approximately half of the victims of these fatal accidents were in an area where no devices had been installed to support the mine's roof. This report was prepared by the U.S. Bureau of Mines to summarize the opinions of 268 coal miners, 29 rust-line supervisors, and 30 MSHA inspectors concerning why people go under unsupported roof, and how to prevent this behavior. Interviews were conducted at six minesites.

Jan 1, 1991

By W. J. Fene

A comprehensive study of all bituminous coal-mine fatalities occurring in Pennsyl¬ vania during the 5-year period, 1926-1930, was made to try to determine the factors that in¬ fluence accidents which cause these fatalities. During this study some two thousand reports of fatalities were reviewed, and pertinent information as to causes and influencing factors were tabulated therefrom. These tabulations are discussed in detail, and in some instances recommendations are made with a view to reducing the hazards in certain classes of these accidents.

Sep 1, 1931

By V. F. Parry

Under the present emergency every consumer should store as much coal as he can. Although there is no shortage of coal, there is likely to be a shortage of labor to mine excessive quantities in the fall, and railroads cannot be expected to deliver coal promptly on account of the need for transporting war materials. Some miners must join the armed forces, and those who are left may be unable to mine coal as rapidly as you will need it when winter comes. When the first cold days arrive, there may be a shortage of trucks to deliver coal. Deliveries may be planned in advance, and your turn might not come until it is too late.

Jan 1, 1942

By John Dasher

The impetus given to mineral dressing arid chemical engineering by the war has placed many persons without previous experience in positions where they are concerned with the size of solid materials they are testing. Many good textbooks cover this field in considerable detail but are more concerned with the "why" than with the "how" For beginners and those to whom size is not of primary concern, this brief circular has been prepared. Refer-

Jan 1, 1942

By Victor R. Spironello

Applications of three experimental design techniques to smelting operations are explained. The report describes a factorial design using three variables at two levels, a fractional factorial design which investigates seven variables, and response-surface methodology for optimization of electric- furnace smelting processes. These methods may be applied with a minimum of trials and at little expense. Further, the writer knows of no reasons why the same methods could not be applied to other operations as well, such as steelmaking.

Jan 1, 1970

By Irving Hartmann

Falls of roof in coal mines and means of preventing them have been subjects of study for many years, and ran extensive literature has resulted, Usually each individual paper has placed 'emphasis on one phase of the subject, such as fatalities, nature and extent of nonfatal injuries, methods of tembering (particularly in rooms or other wide places), safety along retreating rib lines, and methods of causing falls in abandoned areas. It is only in recent years that there has been persistent question as to why

Jan 1, 1941

By Irving Hartmann

Falls of roof in coal mines and means of preventing them have been subjects of study for many years, and an extensive literature has resulted. Usually each individual paper has placed emphasis on one phase of the subject, such as fatalities, nature and extent of nonfatal injuries, methods of tembering (particularly in rooms or other wide places), safety along retreating rib lines, and methods of causing falls in abandoned areas. It is only in recent years that there has been persistent question as to why

Jan 1, 1941

By Robert H. Peters

Are the safety rules in your work place effective? Do supervisors enforce them as they should? Do supervisors abide by these rules? Safety rules are an important aspect of many company safety programs, particularly if employees must work in an intrinsically hazardous environment such as a coal mine. However, for various reasons, supervisors sometimes fail to enforce safety rules (Arvey & Jones, 1985; Hartshorn, 1998). This paper presents some findings obtained from interviews with coal miners about why supervisors sometimes fail to enforce an important mine safety rule. It also contains a few suggestions addressing what could be done to help supervisors perform this job function more effectively.

Researchers with the National Institute for Occupational Safety and Health (NIOSH) have developed a training module to educate both new, inexperienced miners as well as veterans on important issues related to self-rescue and escape procedures. These include: (1) physical and environmental conditions that can be encountered in a mine after a major explosion, (2) knowledge of emergency meeting locations and escape routes, (3) the importance of using self-rescuers, even in seemingly clear air, to keep the lungs isolated from contaminants, and (4) why miners should not go off to look for others who are missing. In addition, the module may stimulate miners to think about and discuss mine explosions and the devastating effects of such an event.

May 1, 2009

Miners, like everyone else, must be able to see well in order to work well. But simply hauling bigger and brighter lights into the mines does not necessarily produce better mine illumination. This chapter tells why. Increasing the power of the light source can create problems of portability, glare, adaptation and contrast. This chapter also discusses some ways to increase illumination by Improving the reflectability of walls, roofs and other exposed surfaces. In Chapter IV you learned that the "brightness" of a room or work area was really a matter of how much light was reflected from the walls, roof, and other surfaces. Therefore, if you want to Improve visibility you should increase the amount of reflected illumination. O HOW DOES ONE DO THAT? One way of Increasing reflected illumination would be to increase the power of the light source.

Jan 1, 1976

By L. D. Wyant

That natural gas-gasoline can be used to advantage as a refrigerant is suggested by the fact that the "make" tanks and other parts of the equipment of gasoline plants frequently become coated with frost. The experiments reported in this paper confirm this assumption and indicate that volatile gasoline can be use used to advantage in many refrigerating plants. The Bureau of Mines is making a study of wax distillates in order to find out why satisfactory lubricating oils and waxes can be made easily from certain crude oils and only with difficulty from others. In the commercial distillation of crude petroleum it is customary to separate the distillates into the following groups: (A) Gasolines and naphthas, (B) Kerosenes, (C) Gas oil, and (D) Wax distillate (consisting mostly of light lubricating oil together with small amounts of paraffin Wax).

Jan 1, 1923

By William E. Souder

Behavioral accidents are a particular type of accident. They are caused by inappropriate individual behaviors and faulty reactions. Catastrophe theory is a means for mathematically modeling the dynamic processes that underlie behavioral accidents. Based on a comprehensive data base of mining accidents, a computerized catastrophe model has been developed by the Bureau of Mines. This model systematically links individual psychological, group behavioral, and mine environmental variables with other accident causing factors. It answers several longstanding questions about why some normally safe behaving persons may spontaneously engage in unsafe acts that have high risks of serious injury. Field tests with the model indicate that it has three important uses: It can be used as an effective training aid for increasing employee safety consciousness; it can be used as a management laboratory for testing decision alternatives and policies; and it can be used to help design the most effective work teams.

This chapter defines light as a type of energy, and tells how different features of light are measured. It 1s important to understand the units of light measurement because they are used throughout the rest of the book. But more Important, this will help you to understand the "regs" and how to get the best out of the lighting you have available! By the time you complete this chapter, you should know what candle-power, foot-candle, and foot-lambert refer to, and you will also be able to tell why the helmet that the new miner wears appears orange to human eyes. Light that you "see" is really radiant energy that hits the retina of the eye. Radiant energy moves out from a light source much like a series of bullets from a number of machine guns being fired at the same time in all directions.

Jan 1, 1976

By Stephen C. Tadolini, Raymond A. Mazzoni

The International Ground Control Conference in Mining has always provided an open forum for the publication, presentation, discussion, and often heated debate on roof bolting systems mostly with attention to how, when, and why they work. During the last 24 Conferences at least 170 papers have been presented by International Experts on these “simple” devices that range in length from 30-inches to 20 ft and from 5/8 to 2 inches in diameter. Roof bolts are primarily mechanically anchored, glued, cemented, or driven. Bolts are placed vertically, angled, or tied together with special fixtures (trusses and slings). They have been termed active, passive, stick-slip, and several other descriptive acronyms or mining slang expressions. This retrospective paper will present the changes in bolt types and usage, point out some of the biggest myths and hail the most significant advances (according to the authors’ opinions of course).

By L. R. Herrmann

The most fundamental feature of fracture is that it involves separation. Such separation can arise by either separation of molecules, more or less along the line joining their centers (tension), or by d sliding separation roughly perpendicular to that line (shear). Theoretically, a perfect crystal could never be broken by the application of perfectly axial compressive stress (until some sub-molecular actions occur). In tension fields the calculated forces between molecules are extremely high. Consequently, calculations based on the forces known to exist in materials at the molecular and crystalline levels always lead to strengths which are two or three magnitudes higher than the strengths obtained in service or in the laboratory. It has been a major problem, therefore, to explain: (a) How fracture can occur in compressive stress states. (b) Why the observed strength of a material is always much lower than its calculated strength.

Jan 1, 2012