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By David B. Doan

This regional report covers 1993 mining and related activity in approximately 40 countries and territories of Canada, Latin America, and the Caribbean Basin. These countries of the Western Hemisphere, as with the United States, are endowed with a great variety of minerals, including metals, industrial minerals, and energy minerals. For most of these countries, such mineral production helps form foundations for their economies and earns export credits including hard currencies. Table 1 depicts an overall view of Latin America and Canada's production of its major mineral commodities in 1993; subsequent tables show the role of Latin America and Canada in world mineral production, trade, and import dependency on minerals from Latin America and Canada by the United States. Overall, the picture emerges of a rich mineral diversity throughout the hemisphere, attracting increasing interest and investment, and complementing the mineral resources of the United States.

Jan 1, 1995

By George A. Morgan

The production and processing of crude petroleum and natural gas are the dominant economic sectors of the Middle East. The IS countries that constitute the region accounted for 26% of world crude petroleum output, 17% of world natural gas plant liquid production, and almost S% of world dry natural gas production. About 66% of total world crude petroleum reserves and 31 % of total world natural gas reserves are in the Middle East. Transportation and port facilities in the region are geared to expediting efficient and rapid shipment of these materials. U.S.-dollar-denominated export sales of these fuels, estimated at $120 billion in 1989, provide funding for further diversification of the mineral industry. This is usually through development of downstream facilities for producing energy intensive metals such as aluminum and byproducts of the fuels such as petro-chemicals and fertilizers. Earnings from the industry are also channeled by sever-al Governments in the region to mineral industry projects in Africa and elsewhere. A fairly wide range of nonfuel minerals is produced in the region. However, the variety of minerals produced, output levels, and the size of the overall nonfuel mineral economy is dominated by Iran and Turkey. Turkey, with a diverse mineral production and strategically situated between Europe and the Middle East, ranked among the top three world producers of boron, chromite, pumice, and strontium. It was also a significant world producer of magnesium com-pounds, mercury, and sodium sulfate. Iran had generally lower output owing to 9 years of neglect to the mining sector between 1979 and 1988. It was a significant producer of gypsum and fifth in world production of strontium. Despite a very small domestic mineral industry, Israel was second in world production of bro-mine and a significant producer of phosphate rock and potash. Jordan ranked fifth in world production of phosphate rock. Iraq ranked about eighth in world production of sulfur, a commodity of major importance in the metallurgical, petrochemical, and fertilizer industries.

Jan 1, 1992

The production and processing of crude petroleum and natural gas are the dominant economic sectors of the Middle East, providing more than 80 % of the region's foreign exchange. In 1992, the 15 countries that constituted the region accounted for 29.5 % of world crude petroleum output, 20 % of world natural gas plant liquid production, and 5 % of world dry natural gas production. Only Cyprus and Lebanon were not crude petroleum producers. A fairly wide range of non fuel minerals is also produced in the region. The most significant are boron minerals, bromine, chromite, gypsum, phosphate rock, potash, strontium, and sulfur. However, the variety of minerals produced, output levels, and the size of the overall non fuel mineral economy of the region is dominated by Iran and Turkey. Turkey, with a diverse mineral production and strategically situated between Europe and the Middle East, was first in world production of run-of-mine boron minerals, second in strontium behind Mexico, and fourth in pumice. It was also a significant world producer of chromite, magnesi'lm compounds, mercury, and sodium sulfate. Turkey was also the Middle East's largest cement and steel producer. Iran continued to expand output of most mineral commodities following the war with Iraq from 1980 to 1988. It was a significant world producer of gypsum and strontium and on its way to becoming a major iron and steel producer in the region. Despite a very small domestic mineral industry, Israel was second in world production of bromine and a significant producer of phosphate rock and potash. In terms of processed minerals, Israel was a major world diamond cutting center and exporter of cut diamond. Jordan ranked sixth in world production of phosphate rock. Saudi Arabia was eighth in world production of sulfur.

Jan 1, 1994

By George A. Morgan

The production and processing of crude petroleum and natural gas are the dominant economic sectors of the Middle East. The 15 countries that constitute the region accounted for 28% of world crude petroleum output, 17.2% of world natural gas plant liquid production, and 5.3% of world dry natural gas production. Only Cyprus and Lebanon were not crude petroleum producers. About 66% of total world crude petroleum reserves and 31 % of total world natural gas reserves are in the Middle East. Transportation and port facilities in the region are geared to expediting efficient and rapid shipment of these materials. Export sales of these fuels provide funding for further diversification of the mineral industry. Additional development of downstream facilities for producing energy-intensive metals such as aluminum and byproducts of the fuels such as petrochemicals and fertilizers can be expected. Earnings from the industry are also channeled by several Governments in the region to mineral industry projects in Africa and elsewhere. Several countries in the region own major petroleum refineries and distribution facilities worldwide. Petroleum prices rose overall during the year owing to the invasion by Iraq of Kuwait in August 1990. Output from both countries, the fourth and fifth largest producers, respectively, in the Middle East, was negatively affected by the war. Kuwaiti crude oil wells and pipeline facilities suffered extensive war damage while exports of petroleum and petroleum refinery products by Iraq ceased owing to a U.N. embargo. The embargo also impacted Jordan, an exporter of phosphate and potash. Shipments of crude petroleum by pipeline from Iraq through Saudi Arabia and Turkey and by vessel through the Persian Gulf were terminated. However, the loss in production from Iraq and Kuwait was more than made up by accelerated output from other Middle East and world producers. Saudi Arabia, in particular, with its excess production capacity, accounted for the largest portion of the increase.

Jan 1, 1992

By George A. Morgan

The production and processing of crude petroleum and natural gas are the dominant economic sectors of the Middle East. Development of downstream petrochemical and fertilizer industries continues as a major investment area. In 1993, the 15 countries that constituted the region accounted for 29 % of world crude petroleum output, 19 % of world natural gas plant liquid production, and 6 % of world dry natural gas production. Only Cyprus and Lebanon were not crude petroleum producers. Regional output was up for most major mineral commodities. A major exception was phosphate rock, which declined sharply owing to reduced worldwide demand. Total crude petroleum output declined by over 100 Mbbls, again owing to slack demand in the major industrial countries.

Jan 1, 1995

The Mineral Industry, Published by McGraw-Hill Book Co, New York, N Y. The Mineral Industry is an annual review of the mineral industry It is a standard and complete reference on the mineral industry for the year covered Through the cooperation of the A I M E its publication in 1933 was made possible Mineral Industry for 1930 contains sections devoted to the production, consumption, trade, market, uses and technology of the following headings: Abrasives, aluminum and bauxite, antimony, arsenic, asbestos (b), asphalt, barium and strontium, chromium (b), coal and coke, cobalt (b), copper, diatomite, fluorspar, gold and silver, graphite, gypsum, iron and steel (b), lead, magnesite, manganese, mica, molybdenum, nickel, petroleum and petroleum products, phosphate rock (b), platinum group metals (b), potash, precious and semiprecious stones (b), quicksilver, radium (b), uranium and vanadium, slate (b), sodium salts, sulfur, pyrite, sulfuric acid, talc and soapstone, tin, titanium and zirconium, tungsten (b), zinc, minor metals, minor nonmetals, ore dressing and coal washing (b). Sections marked (b) have appended a bibliography of recent literature on the subject. Each section is written by an acknowledged expert. Other volumes contain similar material Prices -The Mineral Industry, 1892-1930, vols. 1 to 39. Complete sets of this work, uniformly bound, except vols 25 and 26,

Jan 1, 1933

By Henry J. Sandri

ACQUISITION JUSTIFICATION There are many reasons why companies consider acquisitions as a means to expand their operations. Some wish to reduce the impact of business cycles on their businesses. Others seek firms within the same industry for expansion and increased market share. Still others diversify in order to avoid takeovers. Whatever the reasons or justification, an evaluation of an acquisition candidate should be systematic and thorough. To many financial managers the concept of a systematic acquisition evaluation indicates the need for a regular set of evaluation criteria. While these are available from numerous sources, one basic parameter frequently overlooked is the application of these criteria to an industry which is different from the acquirer. This becomes particularly important when evaluating firms within the mineral industry. The mineral industry is significantly different from other industries to require different valuing techniques. • This paper will present a number of reasons why an acquisition candidate in the mineral industry should be evaluated differently from other acquisitions, including by other mineral firms. Additionally, this paper will review the most appropriate means of valuing a mineral firm. • Firms considering the acquisition of a mineral firm should understand the nature of the industry before ever making a tender offer. Some of the general considerations include the following: • Level of Capital Intensity: In the mid-1980's the start up cost for a gold mine has been between 20-200 million dollars and 500-1,500 million dollars for a bauxite operation. • Global Nature of Competition: Except for certain industrial minerals, most minerals and metals are traded worldwide and many on national exchanges, such as COMEX. • Start-Up Time: Many mining operations in developed and developing countries have long lead times, 7 to 10 years in some cases, prior to the start-up of production. • Long Term Nature of Investment: For most mineral operations payback usually occurs at least 7 years after production has started. Additionally, many mining operations will continue producing for 80-100 years. • High Level of Risk: The number of factors that a mining firm cannot control such as grade, volume, world supply and demand, plus the long payback periods tend to classify mineral firms at a higher than average risk compared to other investments. • Cyclical Nature: The mineral industry is cyclical in nature, experiencing long troughs and explosive peaks, thus making timing a critical issue. • Labor Intensive: Even with the large capital requirements needed to operate a mine, most mines are labor intensive in proportion to their capital equipment. • Location: Obviously, the nature of this industry requires operators to work in difficult locations, frequently far from civilized localities, in poor weather conditions and without proper supply and distribution infrastructure. One of the most important considerations is an understanding of asset replacement and asset value. Unlike manufacturing concerns, firms in the mineral industry are working toward the elimination, through depletion, of their asset base. Product flexibility is not available to a mining operation. A mineral firm basically has two options as its resource base is depleted: 1) replace the asset with new production, or 2) deplete the asset and close down operation, as in the South African gold mining model referred to later in this paper. An understanding of the

Jan 1, 1985

By Richard Thomas Newcomb

Chapters 5a, 5b, and 6 discuss the long- run supply of minerals and the characteristics of reserve search and production peculiar to extractive industries. It is now necessary to complete the picture by examining supply and demand in commodity markets to show how mineral prices are determined and how both price and production trends might be predicted over long periods of time. These practical interests can be served best by reviewing first some of the characteristics of the short-run static market models familiar to all readers of elementary economic texts, and then extending the theory to models of a more dynamic nature. It is important at the outset to note that economic theory provides a wide variety of economic models based on varying assumptions concerning the behavior of economic agents, the properties of the goods, the time period considered, and so on. Each variety of model offers certain analytical advantages and suffers certain shortcomings. The art of the applied economist or practioner lies in knowing enough both about the technology and practice of his problem and about theory to select the appropriate models for his analysis. In our approach it will be useful first to consider the role of markets for minerals and mineral products in relation to the efficient determination of what and how goods are produced in the whole economy, i.e., a general system of markets, before getting down to the task of analyzing supply and demand conditions in specific markets. The former study is called general equilibrium analysis, while the latter is called partial. By equilibrium is meant a state of the sys- tem under study in which supply equals demand in each market, and the prices which equilibrate the quantities offered and asked are called equilibrium prices. The tendency of prices to return toward equilibrium values if temporarily displaced, or to converge to new equilibrium values if important new conditions for supply or for demand are placed, defines "stable" equilibrium systems. The short-run describes a period in which adjustments to fixed capital are not made, although variable factors such as labor or materials can be adjusted. The long-run envisions a period in which fixed capital and other such constraints can be adjusted. Thus, it may take a sharp increase in price to bring out additional supply of a factor in the short-run with existing plant, while new capacity might permit additional quantities in the long-run without an increase in supply price.

Jan 1, 1976

By William R. Chedsey

ALTHOUGH few changes can be reported in educational methods at the mineral technology schools during 1940, other events have taken place of direct interest to, and that will have a profound effect upon, mineral industry education on the United States. In the erection of new buildings, some notable changes have been made on the campus, The U.S. Bureau of Mines Experiment Station at the University of Utah, Salt Lake City, was dedicated on May 20. The construction and equipment of this building cost between $300,000 and $400,000. It will be the general headquarters for the metallurgical division of the Bureau and will have a pronounced effect upon the mineral industries research program at the University.

Jan 1, 1941

By Francis A. Thomson

IN reviewing mineral industry education a year ago, occasion was taken to congratulate the Institute in general and to felicitate the Education Di- vision in particular on "the most gratifying growth which is taking place in Institute consciousness in regard to its responsibility for the recruitment and adequate training of student personnel and for the successful bridging of the difficult gap between graduation and achievement of professional status." Continuation of this growth of interest throughout 1939 is a recognition of the validity of the splendid statement of George Otis Smith that the mining students of today are the ore reserve of the Institute for the future. In this connection one recalls the equally apt expression of another distinguished geologist, George M. Fowler, who, speaking of exploration for ore deposits, says, "The place to look for elephants is where elephants have been found."

Jan 1, 1940

By W. B. Plank

RETURNS already received from a current survey of the enrolment of students in the mineral technology schools indicate a degree of activity and prosperity in those schools never before equalled. The returns are as yet too meager for accurate analysis, but those at hand point LO considerable increase in the metallurgical and petroleum engineering groups, and indicate that the total of 5011 two years ago in the United States schools will be substantially increased. Generally speaking, the enrolment is not only maximum in quantity but optimum in quality. Better income has sent the boys back to school, but the improved employment conditions have somewhat reduced the number of graduate students. Laboratories are commonly filled to capacity, in some instances overcrowded. Increased enrolment of foreign students from both Canada and South America is noticeable.

Jan 1, 1937

By Francis A. Thornson

WITHOUT desiring to perpetrate an Irish bull I think we may safely say that the major developments of the year in mineral industry education have taken place outside of the field itself. I refer to the remark- able and-to us of the Education Di- vision-most gratifying growth which is taking place in Institute consciousness regarding its responsibility for the recruitment and adequate training of student personnel and for the successful bridging of the difficult gap between graduation and achievement of professional status. Outstanding in this respect is President Jackling's interest in the students and schools of the mineral industry. Recalling his own hard struggle to ac- quire a technical education, Mr. Jack- ling is evidently anxious to smooth the path for the youngsters of this generation. Witness his splendid gift to the

Jan 1, 1939

By William B. Plank

AN outstanding development in the field of education for the mineral industries during the past year has been an unprecedented eagerness by young men for college training in this field. The enrollment of students in the 53 mineral technology schools in the United States in 1936-'37 reached the all- time high of 7190. This represented an increase of 43 per cent in two years and was about ten per cent of all engineering students. Of these 7190 students only 980 graduated and were available - for positions in the industry. That the supply of graduates did not equal the demand can be substantiated by every school dean and by the personnel agents of many mining, metallurgical, and petroleum companies. Some of these companies last summer inaugurated the plan of employing, for the

Jan 1, 1938

By J. B. Macelwane

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

Jan 1, 1953

By J. B. Macelwane

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

Jan 1, 1953

By M. D. Cooper

UNDERGRADUATES in mining engineering may be prepared for work by giving them sound instruction in the courses generally considered essential to the profession. The industry is not deeply concerned about the details of those courses. The average man in the coal industry does not wish to insist upon a rigid program. Therefore, he differs little from those in the teaching profession who evidently are not unanimous in their opinions, or all college catalogs would be alike. For the good of the profession, it is just as well that there should be differences in regard to details. It appears that students graduating in mining engineering from the accredited institutions receive similar instruction. It is taken for granted that the graduate will have a good understanding of English, mathematics, mechanics, electricity, chemistry, physics, geology, and surveying, in addition to his major courses in mining. Somewhat belatedly, industry hopes he will have had at least an introduction to the subject of labor relations, the importance of which is only too clear at present. The coal industry expects, of course, that students in mining engineering will be taught the strictly mining subjects by men who have had practical experience in the mines and who keep themselves well informed in regard to current methods. While the undergraduate is subject to the control of members of the teaching profession, industry expects him to be trained in certain ways that are not a part of his textbooks, but can be made an inseparable part of his development by the skillful supervision of his teachers. Of the desired characteristics, dependability is of the utmost importance. Probably most employers would overlook certain short-comings if the young graduate demonstrated that he was thoroughly dependable. If he always appeared at the right place at the right time with the proper equipment, he would soon be well established as a welcome member of his organization. The graduate who gets a reputation for being undependable will have little opportunity for advancement. Closely allied to dependability is loyalty. Athletic teams and social groups in college tend to develop loyalty which may well be carried over into industry. This does not mean that the graduate has to be satisfied with customary practices. The average manager is glad to see the graduate make constructive criticism as long as he demonstrates his loyalty at the same time. It is important that his loyalty keeps him alert arid ready to take helpful action for the benefit of his organization, and especially to stand with it during times of stress. With or without an introduction to labor relations in college, the graduate is expected to develop ability in this most important field. Beginning with himself, he will find it essential to deal agreeably with his immediate associates. Getting along in friendly fashion with his own small group will be a great help as his responsibilities increase and he is required to deal with larger numbers of persons. On a higher scale, his interest in his community may grow at the same time by voluntary work in any one of a great number of useful activities. Industry expects the graduate engineer to be a mature man at the time he gets his first job. Supposing that he has better than average intelligence, industry expects him to continue to grow intellectually and to fit himself for responsible jobs when they are offered to him. For this reason, employers are apt to look over his college record to see what he did that would indicate his fitness for leadership. There is interest in knowing what he did beyond the requirements. As evidence of his mental growth, it is expected that the graduate will do independent thinking; that he will not take too much for granted. When he reads a report, he should develop the ability to see whether the subject is new or whether it is just a description of an old method that has been superseded by something better. For the same reason, the graduate should be able to accept conditions that have been arrived at by sound experience rather than cling to something else that seems better in theory. In this connection, it may be remarked that the ability to operate successfully a personal budget will be noteworthy, as it may be assumed that a man who knows how to conduct his own affairs will be prepared to assume the larger responsibilities of industry. Membership in AIME will indicate to the employer that the graduate is interested in the mining industry as a whole. Therefore, it is good evidence of something more than a local outlook. Quite apart from college training and mental ability, the newly employed graduate will be expected to be willing to do hard manual labor for a time. This will give him an understanding of the actual conditions of work done by those he supervises later. He will gain their confidence and be able to see that the work is carried on in a safe and efficient manner. Part of this experience may be acquired in his summer vacations during his undergraduate career. Such work would make a favorable impression on a prospective employer, especially if the graduate showed a willingness to continue it until he was prepared for something better. To summarize, the man in authority in the coal industry will not quarrel with the professor of mining engineering over details of curriculum. He will be pleased if the school sends him graduates who possess a good foundation in the courses studied, and who may be depended upon to do their work faithfully and intelligently. Such men will be ready when the time comes to assume their places as leaders of an essential industry.

Jan 1, 1951

By M. D. Cooper

UNDERGRADUATES in mining engineering may be prepared for work by giving them sound instruction in the courses generally considered essential to the profession. The industry is not deeply concerned about the details of those courses. The average man in the coal industry does not wish to insist upon a rigid program. Therefore, he differs little from those in the teaching profession who evidently are not unanimous in their opinions, or all college catalogs would be alike. For the good of the profession, it is just as well that there should be differences in regard to details. It appears that students graduating in mining engineering from the accredited institutions receive similar instruction. It is taken for granted that the graduate will have a good understanding of English, mathematics, mechanics, electricity, chemistry, physics, geology, and surveying, in addition to his major courses in mining. Somewhat belatedly, industry hopes he will have had at least an introduction to the subject of labor relations, the importance of which is only too clear at present. The coal industry expects, of course, that students in mining engineering will be taught the strictly mining subjects by men who have had practical experience in the mines and who keep themselves well informed in regard to current methods. While the undergraduate is subject to the control of members of the teaching profession, industry expects him to be trained in certain ways that are not a part of his textbooks, but can be made an inseparable part of his development by the skillful supervision of his teachers. Of the desired characteristics, dependability is of the utmost importance. Probably most employers would overlook certain short-comings if the young graduate demonstrated that he was thoroughly dependable. If he always appeared at the right place at the right time with the proper equipment, he would soon be well established as a welcome member of his organization. The graduate who gets a reputation for being undependable will have little opportunity for advancement. Closely allied to dependability is loyalty. Athletic teams and social groups in college tend to develop loyalty which may well be carried over into industry. This does not mean that the graduate has to be satisfied with customary practices. The average manager is glad to see the graduate make constructive criticism as long as he demonstrates his loyalty at the same time. It is important that his loyalty keeps him alert arid ready to take helpful action for the benefit of his organization, and especially to stand with it during times of stress. With or without an introduction to labor relations in college, the graduate is expected to develop ability in this most important field. Beginning with himself, he will find it essential to deal agreeably with his immediate associates. Getting along in friendly fashion with his own small group will be a great help as his responsibilities increase and he is required to deal with larger numbers of persons. On a higher scale, his interest in his community may grow at the same time by voluntary work in any one of a great number of useful activities. Industry expects the graduate engineer to be a mature man at the time he gets his first job. Supposing that he has better than average intelligence, industry expects him to continue to grow intellectually and to fit himself for responsible jobs when they are offered to him. For this reason, employers are apt to look over his college record to see what he did that would indicate his fitness for leadership. There is interest in knowing what he did beyond the requirements. As evidence of his mental growth, it is expected that the graduate will do independent thinking; that he will not take too much for granted. When he reads a report, he should develop the ability to see whether the subject is new or whether it is just a description of an old method that has been superseded by something better. For the same reason, the graduate should be able to accept conditions that have been arrived at by sound experience rather than cling to something else that seems better in theory. In this connection, it may be remarked that the ability to operate successfully a personal budget will be noteworthy, as it may be assumed that a man who knows how to conduct his own affairs will be prepared to assume the larger responsibilities of industry. Membership in AIME will indicate to the employer that the graduate is interested in the mining industry as a whole. Therefore, it is good evidence of something more than a local outlook. Quite apart from college training and mental ability, the newly employed graduate will be expected to be willing to do hard manual labor for a time. This will give him an understanding of the actual conditions of work done by those he supervises later. He will gain their confidence and be able to see that the work is carried on in a safe and efficient manner. Part of this experience may be acquired in his summer vacations during his undergraduate career. Such work would make a favorable impression on a prospective employer, especially if the graduate showed a willingness to continue it until he was prepared for something better. To summarize, the man in authority in the coal industry will not quarrel with the professor of mining engineering over details of curriculum. He will be pleased if the school sends him graduates who possess a good foundation in the courses studied, and who may be depended upon to do their work faithfully and intelligently. Such men will be ready when the time comes to assume their places as leaders of an essential industry.

Jan 1, 1951

By W. B. Plank, A. C. Callen

WAR and normalcy do not walk hand in hand, whether it be in industry, the educational field, or in the daily lives of individuals. Schools and departments offering curricula in mineral engineering have been seriously disrupted, beginning with 1942 and reaching a low during 1944. Selective Service regulations and voluntary enlistments have effectually stopped the flow of college-trained men into the mineral industry, and the flow into the colleges is little more than a dribble. The year just closed has been a most serious one for our institutions. Until March many of our faculties had been kept reasonably intact because of the large training programs of the Army and Navy. Although the number of

Jan 1, 1945

This paper discusses current workforce demand projections for mineral processing engineers and emerging trends in mineral processing education. Attempts are made to identify gaps that often result in a mismatch between skills taught and skills needed by the practicing engineer. Clear examples of this include a less than uniform training in chemical aspects of mineral processing, and an understanding of the statistical and experimental design tools necessary to tame the often-large variation in operational parameters and plant data. The end goal is an educational system modernized to prepare mineral processing specialists for productive careers in the sustainable development of natural resources. A framework for revamping education based on an integrated modular approach is also presented. Keywords: mineral education trends, mineral processing programs

Sep 1, 2012

Development of Technical Education for the Petroleum, Industry. By H C GEORGE (Min & Met, June, 260 2000 words) With a growth of 718 per cent in the petroleum industry from 1901 to 1931, there was a corresponding increase in the demand for technically trained men in the industry This was first met by increasing numbers of college graduates from the old established courses m chemistry, geology and engineering However, there began to be felt a need for scientists and engineers specially trained for the petroleum industry In 1912 the University of Pittsburgh established the first department in any university in the world that offered major work in petroleum engineering and petroleum geology In Europe, the first major work in petroleum engineering was offered in England in 1913 at the University of Birmingham The University of California and Stanford University offered major work in petroleum engineering in 1915 Since that time at least 10 other American universities and colleges have offered major work and at least 12 others are now offering some courses dealing with petroleum, and the petroleum industry.

Jan 1, 1935