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By Alberto Tremea

The eddy current system is universally recognized as a most suitable method to point out discontinuities or modifications on the roll surface. The automation of the controls through the implementation of sophisticated equipments on the grinding machine has favoured its employment in the roll shop. A big effort is still going on to clarify the best way to promptly identify situations that could be really unsafe for the roll life. The results presented in this paper have been obtained through an intensive activity conducted in field by Innse Cilindri on work rolls of finishing stands of hot strip mills. The correct interpretation of the eddy current signals and a good calibration of the automatic system have allowed, in many cases, a substantial optimisation of regrinding practices.

Aug 16, 2017

By Kumar P. Dharmasena, Haydn N. G. Wadley, Bill W. Choi

"Non-contact eddy current sensing methods have been developed and applied to Cd0.955Zn0.045Te crystal growth to obtain a better understanding of the melt, solid nucleation, and the growth process. The application of this sensor approach relies on a large difference in liquid and solid electrical conductivities near the melting point and requires knowledge of the relationships between the electrical conductivity, melt composition, and temperature. Using a multifrequency encircling eddy current sensor, the electrical conductivities of three different Cd1-xZnxTe (x=0.00, 0.045, and 0.08) alloys were measured as a function of temperature in a laboratory-scale vertical Bridgman furnace. The measured solid and liquid electrical conductivities were then used in electromagnetic finite element models to analyze the multifrequency responses of eddy current sensor designs during the simulated growth of a crystal. These eddy current sensors were fabricated and installed in a vertical Bridgman furnace and used to monitor many Cd0.955Zn0.045 Te growth runs. One sensor was placed in the vicinity of the ampoule tip to detect undercooling/spontaneous nucleation and two other sensors (""absolute"" and ""differential"" designs) placed to monitor the movement/curvature of the liquid-solid interface during crystal growth. The sensor data was used to characterize the initial melt state, detect the onset of nucle-ation, determine the growth velocity, and identify the shape of the interface.IntroductionSingle crystal CdTe and its solid solution Cd1-xZnxTe alloys (0.03<x<0.05) are used as infrared transparent substrates for infrared focal plane array (IRFPA) detectors [1-6] and as solid state y- ray detectors [7-9j. Cd1-xZnxTe substrates are normally ""mined"" from large polycrystalline boules grown by the unseeded directional solidification of Cd1-xZnxTe melts using either a vertical or horizontal Bridgman process [10-14]. The vertical Bridgman method is particularly popular for growing CdTe and its related compounds. In this process, a Cd1-xZnxTe ingot is produced by first melting a charge in the hot zone of the furnace and then vertically translating the furnace (with its associated axial temperature profile) relative to the stationary crucible to cause directional solidification. In spite of many experimental efforts to investigate the relationships between material purity, stoichiometry, the controllable growth parameters (furnace temperature profiles, ampoule geometries/materials, furnace translation rates and starting position) and the resulting material characteristics (grain structure, dislocation densities, IR transmission, macro-segregation etc.), the yield of Cd1-xZnxTe of a quality suitable for large area (e.g. 4 cm x 6 cm) substrates remains low (<10%). Since much of this poor yield is directly associated with the crystal growth process (e.g. melt stoichiometry, solidification velocity, interface shape, temperature gradients, cooling rate, etc.) intensive efforts are under way to improve this technology."

Jan 1, 1997

By Berger. P.

The accepted definition of the function of an edge protector fails to specify adequately the several tasks which it must perform to be functionally effective: detailed analysis of these tasks leads to the reasoned conclusion that they cannot satisfactorily be fulfilled by the conventional types of "edge-strips". The true cost of edge protector failure is cumulative: renewal costs are dwarfed by the increased operating expenses and production losses which result from but partial or incipient failure of the edge-strip; yet, the several supposedly improved types, for use with starter-blanks, generally were "built down to a price", prolonging the agony, as it were. Clearly, a fresh appraisal of the problem was overdue, and more especially so with the advent of "permanent" cathodes. As a result, new methods of edge .protection have been developed, including the so-called "EDGEWISE" system in which the present author as patentee *) has a vested interest-which he hereby declares. Due mention is made of recent progress in protecting the edges of aluminium "Jumbo" cathodes in zinc electrowinning operations, although the present Paper is more concerned with edge protection of starter-blanks and permanent cathodes in copper ER/EW processes, where most of the "old" problems now may justifiably be claimed to have been overcome, Mention is also made - albeit at this time necessarily only briefly, and confined to edge protection - of "rigidized" metal blanks and permanent cathodes: a most recent development**) which may prove to represent a "breakthrough": time will tell.

Jan 1, 1987

THERE have been two important accomplishments of the Truman administration; the Hoover Commission report on inefficiency and waste in government and the report of the Paley Commission on the natural resources of the United States. Both reports are in the interest of the American people and should transcend the boundaries of political parties. Both reports are starting points for the formulation of policies which must be continuously revised to meet changing conditions. Regardless of the outcome of the election the principles embodied in these two great documents must be kept alive. The Paley report is right in our own bailiwick of mineral raw materials and it behooves us to study it carefully as our responsibility to posterity. To those in the mining industry who have limited their field of observation to moving rock or to metal prices it may come as a surprise that our production of such staples as copper, lead, and zinc has fallen behind increased requirements to the point that substantial tonnages must be imported. Iron ore is next on the list and everybody knows that such metals as tin, tungsten, chromium, manganese, nickel, and cobalt are imported almost exclusively. The crisis in raw materials pointed up by the Paley report has been reported annually by Elmer Pehrson and others to small gatherings at the Mineral Economics Division sessions at the Annual Meeting for as long as we can remember. In September 1949, the United Nations Economic and Social Council held an international resource conference at Lake Success which disclosed these same grave conclusions: - Consumption of raw materials is multiplying at an alarming rate, faster than discoveries or replacements are being made. - Production has been wasteful and utilization lavishly beyond enginee¬ing and practical requirements. - Industrialized nations are depleted and many raw materials consumed by industry are not found in the industrialized countries. - Nations formerly exporters of raw materials are increasingly building their own consuming industries. - Political forces in the world are limiting access to raw materials. The Paley Commission selecting the quarter century, 1950 to 1975, to project raw material requirements for the United States, pointed out obstacles to meeting these requirements, and made recommendations for procurement. It is not important that we disagree that cobalt consumption will reach 344 pct of present, or fluorspar 187 pct when iron and ferroalloys are only expected to increase 75 pct. What is important it that the fabulous appetite of the United States for mineral raw materials has consumed more since World War I than was consumed by the entire world in all recorded history prior to 1914. And, unless the people of the United States are satisfied to remain at their present standard of living (which is unthinkable) this consumption is correctly plotted by the Paley Commission as continuing to expand. If the U. S. is to continue on a course of progress, it must procure raw materials wherever it can at the lowest possible cost. Natural resources are clearly an area in which the broadest cooperation between industry and government must exist to achieve efficient exploitation, economic consumption, and expansion of sources of supply. The message of the Paley report requires action comparable to that of the North Atlantic Pact. Its implication is as significant as military preparedness. It is a world problem. It is a mining engineering problem. Don&apos;t let it die!

Jan 1, 1952

EDUCATION is a business; and, if the consumer is satisfied with the product, no one has any grounds for complaint. "Pretty well satisfied" about slims up the attitude of the mining industry toward the young graduates presently entering the field. Yet, with amazing regularity the controversy over the five-year curriculum recurs in educational circles. The educational mills grind out their products, some higher grade than others, depending on individual proclivity. The cycle continues almost without interruption. Arthur Taggart, however, takes his bowie knife to some of the sturdiest limbs of the tree of knowledge in his article on engineering education on page 770 of this issue. As all who know him might suspect, the pruning is not restrained. With one swing of the knife, such practically-labeled courses as Mine Design are stricken from the tree and transplanted to the field of Graduate Education. Emphasis on the basic sciences and the study of man through courses in history, economics, and literature are recommended to constitute an undergraduate curriculum. Such courses show the least depreciation and therefore give the student the most for his money. Partial justification for this dramatic departure from tradition is explained by the increasing number of companies giving training courses. Why make the student pay for what he can get paid for learning after graduation, the author argues. Other leading educators espouse this doctrine. Dean S. C. Hollister of Cornell, for the Committee on Adequacy and Standards of Engineering Education, recommended to ECPD in 1951 that emphasis be placed on the basic sciences. "Sifting back through the curriculum, it seems clear that instruction in the basic sciences, if taught in a manner such that knowledge of them makes available working tools, contributes the most sustaining part of the curriculum", reported the committee. Note that he would utilize practical problems from the fields of engineering in teaching the sciences. In our opinion the important thing to learn in college is how to think the engineering approach. Recitation on traditional solutions of classic problems sharpens the memory, not the ingenuity of the student. The engineering schools of the nation recognize the advantage of great emphasis on fundamentals, and the inclusion of cultural courses in the curriculum. However, industry presently requires graduates to have a substantial knowledge of the tools of the trade upon graduation. This means that the colleges are forced to pare to the bone to encompass the required studies in the time allotted. In addition, there is the limitation of student money. College educators also claim that entering freshmen are often improperly prepared in such subjects as writing and mathematics. These considerations make it difficult for the critic of the engineering graduate to make any headway with the educators. Actually with the mounting problems imposed by lower grade and more complex ores, a new breed of engineers is needed. The impetus for this new product must come from industry. If there was a concerted effort from industry for an improved type of engineer, the colleges would modify their aims to meet the demand for the kind of individual desired.

Jan 1, 1952

BEING at the crossroads, metaphorically speaking, seldom has the advantages of the literal sense of the words. One seldom has precise knowledge of the existence of the metaphorical crossroads or forks in the road of life. A case in point is the Committee on Education of the Engineers&apos; Council for Professional Development, which for twenty years has been accrediting the engineering curricula in the educational institutions of the United States. The committee is now at odds with itself and with the National Council of State Boards of Engineering Examiners over the accrediting of courses which in the opinion of many engineers are not strictly speaking engineering curricula at all. Such courses include: fire protection engineering, crystal engineering, nuclear engineering, and geological engineering. The crossroads might be placed arbitrarily somewhere between 1936 and 1938 when the committee first started accrediting curricula and included the first course in industrial engineering. Purists might argue that the committee first wandered from the straight and narrow when it recognized subdivision of engineering into the major branches of mining, metallurgical, civil, mechanical, electrical, and chemical engineering. Accrediting is certainly an important function because it provides a standard for engineering education and it should be done on a national basis by an unbiased group like the Education Committee of ECPD. Students, educational institutions, and industry derive great benefit from proper standards. The autonomous State Boards of Engineering Examiners have long accepted ECPD accreditation as evidence of the required academic training of engineers aspiring to licensing. But the State Boards today question the wisdom of applying the name engineer to graduates of some of the so-called fringe curricula. The Education Committee, having gone so far in accrediting some of them, has numerous applications pending for accreditation of similar curricula and even new courses never before accredited. Arguments against recognizing highly specialized engineering curricula are numerous. The Salary Stabilization Board has disallowed industrial engineering from classification as engineering for its purposes. A graduate of a specialized course in geological engineering at a school in the Southwest slanted heavily for practice in the petroleum industry might not be interchangeable with a graduate of a similarly designated curricula at one of the institutions in the North Central states where the emphasis might be on metallic. mineral deposits. Industry in general should not expect the universities to supply a degree in each of the specialized engineering classifications it might set up for purposes of salary or job designation. Having gone so far, it is easy to understand the difficulty of the Education Committee. ECPD might well call a moratorium for the purpose of taking stock of its position. If the present trend is allowed to continue, it is apparent that an engineering institution could be subdivided into a multiplicity of departments teaching specialized curricula resulting in a subordination of the basic concepts of engineering. Although the parallel of the medical profession is trite, it should be pointed out that degrees in medicine are not labelled by the numerous specialities practiced by doctors. For practical purposes the ECPD would do well to accept the fact that the crossroads have been overreached "and protect the engineering profession by coming up with minimum standards for an engineering curriculum.

Jan 1, 1952

THERE has been a lot of talk about the shortage of engineers and we have done our share of it; but recently we heard a spot radio commercial-between broadcasts-urging high school seniors to study engineering. We think this is going too far. Engineering is an exacting profession requiring the highest personal qualifications. Publicity for the purpose of interesting capable young people in choosing courses in engineering should emphasize qualification. The opportunities for a career in a great constructive profession which is the basis of our high standard of living should be properly evaluated. Although there is a need for more engineers today, nobody knows what the employment potential is going to be four years hence. The profession may do itself a grave disservice by attempting mass recruitment in the face of an unpredictable national economy. The mining and metals industries are in a special position as fewer engineers are needed in these fields. Only 10 pct of all engineers are mining and metallurgical engineers. Today&apos;s shortage is not so much in recent graduates, but in trained practicing engineers. The shortage has served the profession to good effect because it directed the talents of engineers into more productive channels. In some areas high school graduates have been put into routine jobs such as, surveying. If there is one thing the mining profession does not want, it is an oversupply of graduates which would relegate college men to years of work and discouragement in routine jobs. The public has a clear cut picture of the legal and medical professions and thus the respect knowledge imparts. But the engineer is variously thought of as a man who pulls the throttle lever on a locomotive, tends a furnace, or builds a bridge. The term engineer is too loosely used. For instance we have heard of "crowd engineers" and "exterminating engineers." In some unions an engineer designation has been established to describe a person doing routine checking or other control job. We do not disparage these positions but they are different from the work done by the man qualified by years of experience and study. Many of these so-called engineers are not engineers at all. The engineering profession has cooperated closely on a program of recruiting high school graduates for engineering study. It should start a cooperative public relations program to enlighten the public on the accomplishments and work of engineers. This type of publicity need not be of the bombastic type. It can be educational and dignified. Radio, television, and the periodicals can be used to convey information. It is time that laymen and interested young people learn to make a distinction between the true engineer and the technician. Such a program would instruct parents and high school students and thereby interest the right type of people in the engineering profession. The Centennial of Engineering sponsored by the American Society of Civil Engineers is a step in the direction of instructive public relations. This fine start should not be allowed to remain as a one pass venture. The engineering profession as a whole should follow this exposition with a sustained, well directed effort to inform the public of the engineer&apos;s work and the possibilities it holds for a constructive career.

Jan 1, 1952

The celebrations which took place in 1986 to mark South Australia&apos;s Jubilee 150 served to focus attention on all aspects of the State&apos;s heritage. Until that time the sites and relics of South Aus- tralia&apos;s early mines had been generally neglected. Marked by the ruins of enginehouses and littered with the remains of the massive technology of the Industrial Revolution, these sites have now been recognised as containing the threads of a fascinat- ing story. In the early days of settlement the economy of the Colony was based on land and farming. Droughts caused periods of economic depression which were alleviated by chance discoveries of gold, lead, silver, and copper ore. Some of the mines which were opened on the copper deposits were the largest in the world at that time and their names well-known throughout mining circles. Working by hand with primitive equipment, the early miners excavated vast networks of shafts and stopes often extending to great depths: at Moonta- Wallaroo Mines for example workings extended to 860 m below ground. Because of the presence of underground water, mining to these depths would not have been possible without the Cornish pumping engine. Operated by steam power these massive engines and their associated equipment were transported from Cornwall by clipper and delivered to the mines by bullock cart. At this time the engines were at the peak of their devel- opment and, although expensive to import and install, they were highly reliable: the engine oper- ating Hughes pump at Moonta worked continu- ously for sixty years without a major breakdown.

Jan 1, 1987

By Jerry M. Whiting, Neil J. Duncan

"Does Canada need a mining industry? Isn&apos;t it a chronically depressed collection of businesses that pollute the air and water and tear up the countryside? Wouldn&apos;t it be better if Canada&apos;s investors devoted their attention to high-technology endeavours, tourism, and other relatively pleasant tasks?Probably the answer to whether Canada needs a mining industry in the 21st century is to look at the real mining industry that is in operation today. The facts indicate that mining is a very important contributor to Canada. It has certainly encountered some challenging times during periods of recession, and it face s severe and continuing problems of cost and competition in world markets. However, uneconomic mines have been closed, others suspended, and productivity has risen dramatically with employment at 77 000, down from 101 000 in 1981. The country&apos;s metal and non-metal mines, metallurgical plants and semi-fabricated metals industries employed an estimated 378000 workers in 1986, and paid wages than any other sector of the Canadian economy. This effort resulted in the production of 60 different metals, non-metals and structural minerals valued at $13.5 billion.The trade aspects of the mining industry are of paramount importance. If there is a reason for this situation to change during the next century. it eludes the authors. Canada has the well-developed expertise to discover, evaluate, develop, operate and profit from existing and new businesses based in an enormous area endowed with a nearly unbelievable variety of mineral resources. Many countries throughout the world must rely on producers like Canada, if they are to maintain and/or improve their standard of living."

Jan 1, 1988

By H. R. Spedden

As part of its broad program of educational assistance-including grants, fellowships, and scholarships -Kennecott Copper Corp. offers summer employment opportunities for college students at each of its operations. Originally, summer job programs were intended primarily to help students defray their educational expenses. But as the nation&apos;s economy expanded with increased production and a growing demand for well-trained engineers, summer employment became an important means to help qualify future professionals and fill industry&apos;s need for them. Both the employer and the student thus derive benefits from such training.

Jan 6, 1967

By L. E. Young

The progress of mineral industry education will be limited to the period prior to World War II and will be considered as primarily a division of engineering education. Its relation to progress in the mineral industry and to the activities of the American Institute of Mining and Metallurgical Engineers will be emphasized. The history of mineral industry education has been recorded most completely and authoritatively by Dr. T. T. Read in his recent volume in the Seeley W. Mudd Series of American Institute of Mining and Metallurgical Engineers publications, entitled, The Development of Mineral Industry Education in the United States. Therefore, most of the historical details will be omitted from the discussion and an effort will be made to point out significant developments and to analyze trends. Introductory Statement and Significant Points in Progress Among the significant points in the development of mineral industry education in the United States since 1871, the following deserve particular mention: 1. The number of institutions offering undergraduate instruction has increased, particularly during the years 1890 to 1925; the number of students enrolled in undergraduate study has increased greatly, largely on account of the development of courses in petroleum engineering and increasing interest in metallurgy. 2. The selection of students to be admitted to undergraduate courses has been improved through the advisement, counseling, and guidance programs sponsored by the Engineers&apos; Council for Professional Development. 3. Improved instruction methods all the training of the teaching staff have been promoted by the educational institutions themselves, but with the most effective stimulus and guidance of the American Society for Engineering Education and the Engineers&apos; Council for Professional Development. 4. The accrediting of undergraduate curricula through the Engineers&apos; Council for Professional Development, consitlering both qualitative and quantitative criteria, has done much to improve standards of instruction in engineering education for thc mineral industry. 5. Undergraduate curricula and courses are revised currently to meet the needs of the American mineral industry. New curricula are developed currently to permit specialization in technical fields, particularly in the fourth year of undergraduate work. 6. There has been a strengthening of the fundamental courses in mathematics, physics, mechanics, and chemistry, and at the same time these courses are being adapted to the most recent developments in the industry, including metallurgy, geophysics. petroleum engineering, petroleum technology, ceramics and SO forth. 7&apos; There has been continuing improvement in plant and laboratory facilities of the educational institutions.

Jan 1, 1949

By Harry H. Power

The Specific purposes of forma! engineering education include training in the basic sciences, the engincering-prob]em method, the rudimentary development of technical skills, an appreciation of values and costs, and an understanding of the art of engineering as distinguished from its science, Two major divisions of an educational program in engineering are recognized: (I) the scientific-technological, and (2) the humanistic-social. Hence, the entire curriculum for the four-year program in specialized petroleum engineering schools must be designed to give the student an initial impetus in the directions indicated. In accordance with suggestions from the Engineering Council for Professional Development, Inore attention is being given to the fundamental approach in the undergraduate curriculum. This paper presents a cross-sectional viewpoint of the various educators in the petroleum engineering schools concerning course contents in the specialized curricula An outline is suggested for the content of the specialized courses wherein the engineering problem method or quantitative approach is emphasized. Although the particular viewpoints of the author have been stressed, yet due acknowledgment is made to a considerable number of petroleum engineering educators and in in industry interested in educational work, for their contribution of course outlines or helpful suggestions with respect to programs that will be of maximum value to students, institutions, and the industry they serve. Although "standardization" of course material is not suggested, the advantage to be gained by cooperative determination of purpose and scope are apparent paiticular1y from &apos;he standpoint of the proper accreditment of petroleum engineering schools by petroleum engineering educetors who have laid a basis from which to measure educational values. Petroleum engineering has "come of age" and deserves the same careful attention with respect to. curricula that has been accorded other engineering branches. Introduction Engineering schools have a major responsibility to the public, to industry and to the professions they serve. The specific purposes of formal education include training in the basic sciences, the engineering-problem method, the rudimentary development of technical skills, an reciaciation of values and costs, and an understanding of the art of engineering as distinguished from its science. Other purposes implied include the ability to read, write, and speak the English language effectively, an understanding of social and human relationships, a knowledge of the duties of citizenship, a broad appreciation of cultural interests, and an indoctrination in professional standards and relations. Throughout these educational processes is the development in the student of habits of accuracy, thoroughness, powers of analysis, creative ability and integrity with respect to all phases of his work. Major Divisions of Program In the Report of the Society for the Promotion of Engineering Education,† two † Report of Committee on Engineering Education after the War, dated January 1944.

Jan 1, 1945

By P. H. Bohart

THe answer to the title question will be found by considering the ultimate influence of the petroleum engineers on industry and by considering the tools with which petroleum engineers must be equipped. Some 2000 to 3000 petroleum engineers are being absorbed by the industry yearly, indicating the magnitude of influence which they may exert on the industry. The petroleum industry is a highly technical one and it is inevitable that management be entrusted more and more to executives with technical training. The industry, therefore, expects the petroleum engineering schools to provide a broad basic training and a social and economic orientation which goes beyond merely supplying the minimum technical qualifications necessary to discharge responsibilities for a particular job. Because of the many branches of industry, emphasis must be placed on the Student&apos;s being trained in fundamentals, as well as grounded in other engineering branches, such as mechanical, civil and electrical engineering. The petroleum engineering graduate must know how to outline and organize the material for an engineering report and should be thoroughly grounded in English, both written and spoken. Even to the end that a five-year course may be required, they should receive instructions in auxiliary cultural and social science courses, industrial relations, and public speaking. Training in the method of approach to an engineering problem is something in which industry is deeply interested. A standard of ethics, a desire to arrive at the truth, and leadership training should be stressed. Introduction The basis of an an to any ques- tion concerning the petroleum engineering schools&apos; responsibility to the industry will be found by considering the ultimate influence of the petroleum engineers on the industry and by considering also the tools with which petroleum engineers must be equipped in order to achieve success and happiness in the role in which their training, individual talents and choice of a profession ultimately will cast them. The problem must always be considered as it relates to a large group and not as it relates to a particular individual possessing strong natural talents and destined, by virtue of them, to pursue a certain course. The question implies that petroleum engineering schools have a responsibility, and indeed they do, not only to the industry but also to the students and even to the public. Because the responsibility is concentrated in a relatively few schools whose graduates are absorbed largely by the one industry, the responsibility is more apparent and the effect of failure to discharge the responsibility fully is more serious than the effect of similar failure on the part of schools supplying a smaller portion of the industry&apos;s intake of engineering graduates. This fact is especially true with respect to an industry such as the petroleum industry whose ratio of technical to nontechnical employees is relatively high and is increasing.

Jan 1, 1948

By P. H. Bohart

THe answer to the title question will be found by considering the ultimate influence of the petroleum engineers on industry and by considering the tools with which petroleum engineers must be equipped. Some 2000 to 3000 petroleum engineers are being absorbed by the industry yearly, indicating the magnitude of influence which they may exert on the industry. The petroleum industry is a highly technical one and it is inevitable that management be entrusted more and more to executives with technical training. The industry, therefore, expects the petroleum engineering schools to provide a broad basic training and a social and economic orientation which goes beyond merely supplying the minimum technical qualifications necessary to discharge responsibilities for a particular job. Because of the many branches of industry, emphasis must be placed on the Student&apos;s being trained in fundamentals, as well as grounded in other engineering branches, such as mechanical, civil and electrical engineering. The petroleum engineering graduate must know how to outline and organize the material for an engineering report and should be thoroughly grounded in English, both written and spoken. Even to the end that a five-year course may be required, they should receive instructions in auxiliary cultural and social science courses, industrial relations, and public speaking. Training in the method of approach to an engineering problem is something in which industry is deeply interested. A standard of ethics, a desire to arrive at the truth, and leadership training should be stressed. Introduction The basis of an an to any ques- tion concerning the petroleum engineering schools&apos; responsibility to the industry will be found by considering the ultimate influence of the petroleum engineers on the industry and by considering also the tools with which petroleum engineers must be equipped in order to achieve success and happiness in the role in which their training, individual talents and choice of a profession ultimately will cast them. The problem must always be considered as it relates to a large group and not as it relates to a particular individual possessing strong natural talents and destined, by virtue of them, to pursue a certain course. The question implies that petroleum engineering schools have a responsibility, and indeed they do, not only to the industry but also to the students and even to the public. Because the responsibility is concentrated in a relatively few schools whose graduates are absorbed largely by the one industry, the responsibility is more apparent and the effect of failure to discharge the responsibility fully is more serious than the effect of similar failure on the part of schools supplying a smaller portion of the industry&apos;s intake of engineering graduates. This fact is especially true with respect to an industry such as the petroleum industry whose ratio of technical to nontechnical employees is relatively high and is increasing.

Jan 1, 1948

By V. C. Wansbrough

First, permit me to say with what very great pleasure we find ourselves assembled in this most ancient and honourable city of Quebec. It is a city which we deeply respect as the fountain-head of the culture of French-speaking fellow citizens, and the seat of government of a province which is steadily recording new achievements in Canadian mining. Such achievements prove what can be accomplished when enlightened and progressive government policy, technical and scientific competence, and private initiative pull forward together in harmonious rhythm. It is a most happy and auspicious event also that the guiding control of the affairs of the Institute and of the fine traditions of provincial administration have for the past year been united in the person of our honoured President, Dr. A. O. Dufresne. This year, again, we have bad prepared for us by our hosts a splendid programme of technical sessions and social entertainment. Each year we pay an unspoken compliment to the Institute, expecting as a matter of course nothing but the highest standards in both these spheres. In its annua1, semi-annual, and regional meetings, in the constant activity of its local Branches, the Institute continues with marked success to perform its great dual service, social and educational. We are all its beneficiaries to the extent to which we choose to profit by participation in its affairs. But, one imagines, to none are the advantages of Institute membership more valuable than to young men embarking on their professional careers.

Jan 1, 1951

By Potter OE

There appears to have been a swing away from the study of mathematics, the physical sciences, foreign languages and the classical humanities subjects by many students in high schools in Victoria. The same trend is believed to be occurring in other states as well. This has the direct result of many students entering tertiary studies inadequately prepared academically. This is particularly true in engineering and commerce. The position as far as postgraduate training in the areas of concern to the minerals industry is critical with almost no Australian nationals undertaking advanced technological studies.

Jan 1, 1981

By Dorricott M. G

This paper reviews the present status of mining engineering education in Australia, outlines the main objectives of current programs, and looks at some of the difficulties that need to be overcome to maintain and improve current standards.A case is made for greater co-ordination and co-operation between the institutions themselves, and between industry and the professional bodies to ensure the highest standards are achieved in the most efficient way.

Jan 1, 1992

By D. D. Hogarth

"Edward Haycock, Engineer and Public Contractor Edward Haycock was born in Shrewsbury, England, June 14, 1813. His father was John Haycock, a timber merchant and soap manufacturer, residing at Swan Hill Court, Shrewsbury, and his mother Esther was the daughter of William Hilton of Hempstead, Hertfordshire. Edward&apos;s paternal grandfather, John Hiram Haycock, was the first of a line of architects that ""changed the face of Shrewsbury"" and ""provided some of the best examples of typical Victorian architecture in Shropshire""(1). Nothing is known of Edward&apos;s early life or education, although it appears that he made no attempt to follow this artistic trend. In 1833, Edward immigrated to Canada. The following year, he married Mary Butler, daughter of Johnson Butler, a Lieutenant-Colonel in the Lincoln Militia during the War of 1812. Mrs. Haycock, as co-heiress of Johnson Butler&apos;s estate, was assigned 600 choice acres of farmland in Brooke Township near present-day Sarnia. This alone would have guaranteed a tidy income, but the Haycocks soon disposed of this land, the last lots being sold in May 1840. Instead, Haycock turned his hand to engineering and, for a number of years, was employed by the Great Western Railway first in Woodstock and later in Hamilton. He then moved to Port Hope, tried farming, worked in the engineering office of the Port Hope, Lindsay and Beaverton Railway Company, and later constructed a portion of this railway(2). During his stay in Port Hope, Haycock met his future partners Ralph Jones, a contractor, and Thomas Curtis Clarke, chief engineer with the P.H.L. and B. Railway Company. The alliance was styled Jones, Haycock and Company and their most successful venture was the construction of the Government Buildings in Ottawa. This work was the crowning achievement of Haycock&apos;s career and, no doubt, his proudest moment was at 11:30 a.m., April 2, 1860, when his daughter Mary Emily, then a little girl of 4, with a special silver trowel ceremoniously laid the first stone. Of special interest in this project were the quarrying operations, which introduced Haycock to the art and difficulties of mining as well as to the potential returns of mines. Sandstone, for facing, was drawn from four quarries, 10 to 12 miles from the Departmental Buildings. Haycock seems to have been in charge of these operations, which in the early stages involved an average labour force of 86 men and 43 teams. However, by 1861, quarrying had declined in importance and the contractors were able to concentrate whole-heartedly on the construction site."

Jan 1, 1999

By Edwin Ludlow

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

Jan 1, 1924

By A. C. Neiva

An energy-dispersive x-ray fluorescence spectrometer was assembled with the aim of analysing alloys and corrosion products of artistic, ethnological and archaeological pieces. The spectrometer is semiportable and consists basically of an 60kV/1.5mA X-ray tube with W anode and a Si-drift X-ray detector with Peltier cooling, with no need of liquid nitrogen. It was used for the analysis of the alloys and occasional corrosion products of several metallic pre-Hispanic pieces of the Museum of Ethnology and Archaeology of the University of São Paulo. Special care was taken to account for the contribution of spurious radiation from both the Pb primary collimator and the Zr detector collimator. The main components of most alloys were Au, Ag and Cu, but Pb, Ca, Fe and other elements were also identified. The characterization of the alloys and corrosion products is important for the subsequent conservation of the collection.

Jan 1, 2006