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By K. Thambi

Environmental rehabilitation has increasingly become a central concern in the regulatory and fiscal landscape governing South African mining operations. A key issue within this domain is the extent to which mining entities may claim tax deductions for expenditures incurred in fulfilling their environmental rehabilitation obligations. The Supreme Court of Appeal's decision in Sishen Iron Ore Company (Pty) Ltd v Commissioner for the South African Revenue Service [2025] ZASCA 16 addresses pivotal questions regarding the tax treatment of such expenditures. The judgment offers authoritative clarification on the interpretation of the Income Tax Act 58 of 1962—specifically sections 11(a), 11(c), and 36(11)(e)—as they pertain to mining activities and the environmental responsibilities imposed under the Mineral and Petroleum Resources Development Act 28 of 2002. This commentary critically examines the multifaceted implications of the Sishen ruling, highlighting the intersection of statutory interpretation, operational realities, and environmental accountability within South Africa’s mining sector.

May 8, 2026

The Government signalled its intention in the Economic Statement on 17 December 1987 to improve the fairness of the taxation system and to facilitate the process of economic adjustment by: removing tax concessions that benefit some taxpayers at the expense of other taxpayers,ensuring that those who can afford it shoulder their fair share of the tax burden,securing a revenue base which will provide sufficient resources to maintain effective social services,reducing artificial protection and concessions that discriminate against some sectors, and encouraging confidence through an economic environment with a medium-term orientation. The Government has clearly stated to all sectors that tax preferences will be phased out and businesses need to look inwardly to their investment policies if they are to survive in an open economy. This paper will address the effect of these Government objectives on the taxation structure for all forms of mineral exploration in New Zealand. The present tax structure will firstly be analysed, in particular setting out the tax advantages available to the industry. The effect of changes to the tax system within the recent past which relate to mineral exploration will then be examined. Finally the paper will address the question of possible future changes, particularly in the light of Government's intention to move towards a tax system which does not provide an advantage for any one sector of the economy.

Jan 1, 1988

By E. D. Fox

Introduction The financial statement of the hypothetical Gold Mining Company, which forms the background of this survey, was designed for the Institute with the express abject of having it assessed in respect to Profits by the several taxing bodies representing the Federal and Provincial Governments, which comprise the Dominion of Canada. On the completion of the figures, copies were sent to the several Ministers of Mines, accompanied by a request that they be submitted to their taxing authorities and assessed accordingly. The response, while it was not general, was very favourable, and at all times we were treated with the utmost courtesy and patience, and what has been set forth in the compilation bears the authentication of the various government officials who are immediately concerned with taxation. The data itself constitutes a fairly comprehensive digest of taxation as it directly applies to gold mining profits in Canada. The Hypothetical Balance-Sheet (See Exhibit A) In the balance-sheet schedules 1 and 2 (Exhibit A), income is divided between taxable and non-taxable classifications, and here it should be noted that the division contemplates only the assessment for Dominion income tax. The same applies to the factors of exchange and depletion. Therefore, in making comparisons, it is to be borne in mind that the set-up for assessment to the Provinces, that is, Manitoba and Alberta, will stand as if the gross non-operating income is taxable, with the reservations as shown in the notes below the schedules.

Jan 1, 1934

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 C Caris, K Fowle, M Schmid, E van Wyk, D Schofield, A Squelch, M S. Kizil

This paper has been written collaboratively by members of the International Mining VR Group. It is the first of a series of papers. Mining in the 21st century is a high technology industry that strives to reduce risk and improve safety through the use of improved processes and procedures. This risk reduction process is aligned with the innovative use of technologies often developed for other industries. Computer-based visualisation systems and their content are such innovative technologies, in particular the use of virtual environment systems and mixed reality. A primary objective of developing virtual environment systems and the mixed reality content displayed in them for the mining industry is to allow mine workers and operators to practice mine processes and demonstrate competency in tasks that will be encountered in day-to-day mining operations at mine sites. It is anticipated that providing easy access to virtual environment systems will facilitate the avoidance of high-risk situations through improved knowledge, skills, understanding and decision making. Via virtual environment systems mine workers will also be able to practice infrequent or emergency events and maintain preparedness for such events. Day-to-day mining practices can also be evaluated. The rapid pace of technology innovation and the decreasing cost of simulation hardware and software present a plethora of technology to the uninitiated. This can be confusing. In this paper taxonomy is presented that classifies hardware, what it can display and also content that can be included or displayed on the various computer-based visualisation systems. The taxonomy provides insight into where technology can and may be implemented in the future as virtual environments are a dynamic and evolving technology. The taxonomy should also assist in the decision making process when scoping or selecting technology for a particular purpose.

Jan 1, 2008

By Joseph A. Dos Santos

The largest TBM (Tunnel Boring Machine) tunnels are typically along modest slopes, but not always. Occasionally high slope angles are required beyond the capabilities of conventional open trough trailing conveyors. A 2019 project required a large TBM to ascend to an incline angle of 25°. A Sandwich Belt high angle conveyor could easily solve the high angle conveying problem but such a system must include all of the features of the conventional trailing conveyor, particularly the ability to extend with the TBM advance. The writer responded to the challenge and developed a TBM trailing Sandwich Belt high angle conveyor with all of the needed features. The invention (U.S.A. patents awarded October, 2021 and November, 2022) however goes beyond the 2019 project requirements and extends to any high angle incline. This writing first presents the broad Sandwich Belt high angle conveyor development, then its use in various construction and tunneling projects prior to this TBM Sandwich Belt trailing conveyor invention. Finally we present the new TBM Trailing Sandwich Belt high angle conveyor with all of its features and implications.

Jun 13, 2023

By H Vigil, G. Peach

Long tunnels with only one access shaft pose many program problems for logistics, combine these with the requirement to drive directly out under the seabed for 10.2 km, and the program issues become even more challenging. The Musaimeer outfall tunnel was one such tunnel and to meet and eventually improve on the planned completion date required a complex and extensive management of all tunnel logistics required to support consistent tunneling for a two-year period. This technical paper will discuss the management issues and solutions implemented to meet the challenges of the Outfall tunnel construction.

Dec 1, 2022

By Serge Moalli

The Ashlu Creek Hydro-electric project, located north of Squamish, BC, at the confluence of Ashlu Creek and the Squamish River, comprises a 49 MW run-of-river project and features a 4.08 m diameter, 4.4 km power tunnel and a 128 m deep drop shaft. The Ashlu Creek Hydro-electric project is being developed by Innergex under Ashlu Creek Investments Limited. Site civil works are being completed by Ledcor CMI of Vancouver with tunnel construction by Frontier Kemper Constructors ULC under a lump sum design-build contract. Site works got underway in September 2006 with the construction of the tunnel portal and laydown area. These site works required rock slope stabilization over a 50 m rock slope to secure the laydown area as well as the construction of a tail track muck tipping station and structural wall to facilitate TBM excavation and spoil removal. Starter tunnel construction commenced in early 2007 and TBM tunneling started in the late spring of 2007 and is planned to continue until early 2009. The power tunnel is being excavated using a 1,200 kW Wirth open-type hard rock TBM dressed with 31?17' cutters. The TBM featured two fixed mounted rock bolt drills behind the finger shield: these were removed and replaced with jacklegs to improve access. A probe drill at the end of the main beam is also present. The geology along the 4.4 km power tunnel comprises very strong and generally massive granitic bedrock with rock strength greater than 225 MPa. A unique feature of the project is that no subsurface investigations have been completed for the tunnel however extensive bedrock outcrops are present along the Ashlu Creek valley. A historical quarry exists approximately mid-way along the tunnel alignment that has exposed good quality granitic bedrock. TBM tunneling to date has achieved advance rates of 10?20 m/day with a maximum of 23 m and has encountered all of the anticipated six major fault zones where the installation of various standard high capacity tunnel support was successful to facilitate TBM advance through these sections.

By M. Rîsteiu

The authors aim to analyze the behavior of smart sensors using Transmission Control Protocol/Internet Protocol (TCP/IP) infrastructure in hazardous applications, because of their advantages regarding safety, expansion and Quality of Service (QoS). Initially, some constraints are discussed for these applications. Then, the possibility is analyzed of using 2.4 GHz TCP/IP based transmission for sending data out of an industrial area. In this setup the authors evaluated the round-trip implementation (which requires a database of packet lengths), related to the delay introduced by the radio transmission algorithms from 802.15.4, and 802.11d/g protocols. Tuning results of different varying time-delays were compared to the constant delay cases from the literature (Deák, 2003; Lincoln, 2003). Both the hardware and software setups are implemented. Based on TinyOS specific software for hardware checking/ initiating communication/ starting/ closing measurements the authors have developed separate/combined procedures for testing the integrated devices. Measured time delay is presented and analyzed, for both beaconed and non-beaconed 802.15.4 transmission, with power optimization criteria. By testing two different implementations (Zhang et al., 2001), (ATmega256 RZAV - 256KB flash memory, the CC2420 IEEE 802.15.4 and ZigBee-compliant RF transceiver core - 128KB flash memory) the authors have found some time delay variations as a result of local processing by the ZigBee controller with an amount of flash memory. The work is also focused on adapting industrial measuring standard systems to the smart sensors, but not only through the 4-20 mA standard.

Jan 1, 2008

By Jochen Petersen

This paper gives an overview of the various strands of postgraduate and undergraduate training offered in the Department of Chemical Engineering at UCT. Since 2003 the Department is offering a formal postgraduate MSc programme in hydrometallurgical engineering aimed especially at graduate work-based engineers, with 5 weeks of intensive course work plus a research dissertation on a work-related project. This programme has now run 5 times over the years and produced some 20 degrees. The paper reflects on the experiences with running the course, especially the difficulties experienced with supervising industry-based external students. Furthermore, through the Department a graduate training program is offered for all junior metallurgists at a major South African minerals company. This 2-year program, which is currently on its 12th cohort, offers 1 or 2 week intensive blocks of course work alternating with longer stints where the candidates are based at various operations. Although primarily focussed on minerals processing, it has a significant element of hydrometallurgy in it and in recent years an advanced hydrometallurgy stream has been introduced. The paper reflects on the development of the program over the years, the benefits it has provided to the company as well as some of the challenges that remain. Finally the paper gives an overview of hydrometallurgy related undergraduate and research-only postgraduate MSc and PhD projects at the university. Some emphasis is placed on the recently launched South African Minerals and Metals Research Initiative (SAMMRI), a joint government-industry programme to support university-based research in the area of applied metallurgy.

Jan 1, 2014

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 M. Albrecht

In the mining industry and particularly in the processing plants, we use some large and unusual equipment. Understanding what it is and what it does is important to good operations, but how do you teach a new employee. When I started out in this field, the information on the processing equipment was easy to come by. Equipment manufacturers readily supplied it; their salesmen, often engineers themselves, knew how important the availability of this information was. Old engineers used their notebooks to train the new engineers. Over time this has changed. Equipment manufacturers have changed hands or gone out of business, and often the older engineers are gone. As a start in reversing this, this presentation will be an introduction to sizing, selecting, and operation of some of this equipment, in particular gravity separating equipment. Major portions of this have been excerpted from A Mining Engineers Notebook: Mineral processing (2).

Feb 23, 2014

By Arthur E. Morris

The primary market driver for improving process technology is innovation, which requires a skilled and educated workforce. However, many Materials Science and Engineering departments have eliminated extractive metallurgy and chemical thermodynamics from their curricula, yet these topics contain the necessary fundamentals for process innovation. As a result, most MS&E students are ill-prepared for careers in processing. The dearth of processoriented MS&E curricula has prompted some Universities to develop a “shared” effort to offer distance education between multiple institutions [1]. A target audience for a shared process simulation course would not only benefit students, but also be a basis for an on-line course for practicing engineers faced with new or changing career choices. To fill the gap, the basics of a process simulation course was developed in an abbreviated form as series of eleven articles and Excel workbooks published in Industrial Heating magazine between July 2012 and July 2013.

Jan 1, 2014

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 Robert P. Harrison, Marie-Christine Patoinel, Kristian E. Waters

This paper describes a collaboration between McGill University and Hatch Ltd. to expose undergraduate students to real-world industrial projects. As part of the final-year design course, the students receive a detailed lecture on Scale-Up of New Technologies', including seven case studies drawn from over fifty years of full-scale industrial projects. The students are taught the basic concepts of scale-up, including the limits of pure theory and the need for empiricism. Insights from real scale-up failures and successes are fictionalized as Projects A, B, C, etc. The students are then asked to identify the guiding principles that can be distilled from these case studies.

Jan 1, 2011

By H. Staton, XPS Consulting & Testwork Services, T. Deng, M. Kelvin

"Lundin Mining’s Eagle Operation, located in Marquette County, northern Michigan consists of a mine and concentrator that processes a Ni-Cu-(PGE) ore. Mine production began in 2014 and is expected to achieve production of approximately 23,000 tonnes of Ni and 20,000 tonnes of Cu per year. The ore is trucked to the Humboldt Mill, where both a Ni and Cu concentrate is produced.XPS Consulting & Testwork Services (XPS) has assisted the team at Eagle since 2013. Prior to start up, the ore was piloted at the XPS lab in Sudbury, Ontario to demonstrate the concentrator flowsheet and establish flotation operating strategy. XPS consulting metallurgists worked closely with the Eagle team during the commissioning of the plant providing troubleshooting, sampling, metal balancing expertise and support. Finally, a series of monthly composites over a 6 month period was submitted for mineralogical characterization to assess plant performance, identify opportunities for improvement and to provide a baseline for the future operation.Lundin’s investment to test the ores ahead of mining and to team with XPS’s experienced mineral processing engineers to help commission the plant has led to the plant achieving concentrator production targets shortly after startup. The commitment to training and implementation of best practices, and a culture where ongoing testing is the norm, puts the Eagle Operation on sound footing for future operation.INTRODUCTIONLundin’s Eagle Mine is a subsidiary of Lundin Mining located in the upper peninsula of Michigan. The mine itself is an underground operation and the ore is trucked from the Eagle mine site 2 hours to the Humboldt mill.The ore is an ultramafic hosted high grade Cu Ni deposit and exists as either massive or semi massive sulphides. The high resource grade of Cu (2.49%) and Ni (2.93%) make this a valuable ore source. (Owen & Meyer, 2013) A metallurgical team was put together by Lundin to ensure the mill was designed and commissioned to optimize metallurgy in the shortest time from this valuable deposit. The commissioning plan targeted commercial production by Q1 2015."

Jan 1, 2016