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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 R. D. Brown

For the first time in years, the spring budgets of federal and provincial governments have not brought down major new proposals affecting the tax burdens of the mining industry in Canada. It seems appropriate to use this unaccustomed period of tranquility to set out an extremely abbreviated summary of the principal features of the federal and provincial income and mining tax rules affecting the mining industry.

Jan 1, 1977

By Valcana Stoyanova

Data and information for this study were collected in June-July 2009 onboard the RV Yuzhmorgeologiya in the area covers about 7000 km2 in the eastern part of the CCFZ between 10º05? - 10º55?N and 119º25? ? 121º08?W. In accordance with the IOM research program the cruise was intend to acquire both geological and environmental data and information necessary for delineation of nodule deposits and also data for identification of the baseline of benthic ecosystem. Having implementation of its 15-year plan of work for exploration under the contract with ISA, current activities of IOM were focused on nodule fields within prime areas that could be mined in the future. Bottom photographs obtained by towed deep-sea vehicle NEPTUN along 6 profiles with common length about 300 km (Fig. 1). In total, about 11,500 digital photographs (what cover approximately 40,000 m2 of the ocean floor) were analyzed for assessment of nodule coverage and investigation of megafauna (animals, visible in photographs, the dimension more than 2 cm). The giant single-cell organisms Xenophyophorida were the most multiple animals in seabed photographs. Their number on the site area averaged 1187 ind/ha. However, the vertical camera position does not allow counting all xenophyophorids, therefore their valid number is represented 10 times more. According to all available information these protozoans play the relevant role in assemblage of deep-water environment, giving for other animal groups an [ ] additional source of nutrition and a substratum for settlement and attachment. The ophiuroids are found in assemblage with xenophyophorids in many cases, standing on a sediment at their base.

Jan 1, 2010

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

The last decade has seen a very rapid development in TBM tunnelling. Some trends are purely technical or economical and others relate more to preferences of different interests. Power levels have more than doubled and thrust levels too. Shield machines are developed to be able to handle harder rock and the open TBMs are made more feasible for `difficult' rock. What is right and what is wrong is more a matter of opinion, but one thing is certain: TBMs now are a useful tool and no longer an experimental work-shop for the enthusiasts.This paper highlights some recent developments and indicates some probable future ones. A few features that have increased the open TBMs' ability to cope with ever harder rock and also to overcome problems with poor rock are discussed in detail, using the Atlas Copco JARVA Mk 27 -the most powerful TBM built so far - as a reference.

Jan 1, 1993

By Francesco Chiappalone, Franco Gasperin, Fabrizio Fara

This document describes the challenging task of mining through tiebacks using a 21'-8" diameter Tunnel Boring Machine (TBM) as part of the Ship Canal Water Quality Project. The mining operation involves navigating through 17 tie-backs that are evenly spaced at 8-foot intervals, with many intersecting the full face of the cutterhead. Detailed analysis and review of TBM parameters specific to this area have been conducted to ensure operational efficiency and safety. Hyperbaric interventions have been planned and coordinated, encompassing pre-mining preparations, continuous monitoring and adjustments during the mining process, as well as post-mining measures. The document highlights the complexity and importance of strategic planning and execution to successfully overcome the tie-back intersections during the mining operation.

Jun 23, 2024

By Devan Naik, Matthew Stokes, Andy Nigro

This paper describes the surgical removal of a 24 ft dia. Slurry Shield TBM entombed beneath one of the country’s busiest commuter rail interlockings, the Harold Interlocking in Queens, NY, and the construction of the interface to a cut/cover tunnel which extended the mined tunnel section. A sophisticated SOE was built around the TBM to support active track loads within 8ft. of the excavation. Once the TBM head and guts were removed, a full round CIP lining was installed connecting the existing precast tunnel liner to the C/C tunnel under construction. All this construction was done on a narrow island of land without road access nestled between 7 mainline LIRR/Amtrak rail lines.

Jun 13, 2021

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 John W. Leonard

The typical tunnel boring machine in use on today's tunnel project uses 15'2-inch diameter cutters at a nominal load of 45 kips per cutter. The cutterhead rotates at a speed of 120 over D revolutions per minute where D is the cutterhead diameter in feet. The typical machine operates about 50 percent of the time. Delivery of a new machine takes 12 to 15 months. The TBM is a specialized tool and not applicable to all jobs. There is a range of job conditions that limit the economic use of a TBM. The machine should provide a thrust per cutter at least twice the compressive strength of rock in psi and up to three times the rock strength is required if in "granitic rocks." The rock strength in psi must be at least three times the cover above the tunnel in feet or the machine may stick. For example, 2,500 feet of cover requires at least 7,500 psi rock to avoid problems. When the RQD's over a significant distance of the project are less than 50, the TBM becomes support-bound. When a large percentage of the time is spent waiting while the ground is supported, the TBM cannot perform well (See Figure 1). This problem increased inversely with tunnel diameter. We are finding that increasing the RPM's does not significantly increase progress. The increased RPM results in a substantial decrease in cutter penetration. The explanation for this decrease appears to be vibration, cutterhead drag, or lack of stiffness in the cutterhead (See Figure 2).

Jan 1, 1981

By P B. Card

"The website www.economicevaluation.com.au, which had its origins at the Project Evaluation Conference 2009, provides a free way for industry professionals to teach themselves economic evaluation. At its core is a set of fast-moving modules and three worked examples.The website recognises that economic evaluation is a discipline with a hierarchy of three levels:decision-makingevaluating the project/businesshands-on modelling.There are a set of modules for each level that describe the concepts and activities in detail. These emphasise that the most important and rewarding work is the evaluation of Level 2. The economic model created in Level 3 is merely a working tool and should not become a sophisticated ‘trophy’ in Excel that only one or two people can comfortably use.Hands-on modelling contains three sets of practices designed to make any model rigorous and intuitive so that it can be easily understood and used by others in the project team. Even if the model develops into a long, detailed and complex workbook, it should remain easy to follow and be intuitive. The website advocates freedom to devise any architecture that best suits the project under study, but promotes rigour through the following practices:four cash streams and graphsthree architectures – concept, prefeasibility and feasibilitysix principles.The modules in the Level 2 evaluation use conversational language to describe in detail the broad range of activities needed to properly understand and characterise a project/business. It stresses that net present value is nothing more than the mathematical treatment of a whole set of opinions, is not an absolute truth and is only a fraction of the evaluation process. The modules describe in detail the range of economic metrics that should be computed and the full spectrum of equally important characterisations required to make the decision in Level 3.CITATION:Card, P B, 2016. Teach yourself economic evaluation, in Proceedings Project Evaluation 2016, pp 160–171 (The Australasian Institute of Mining and Metallurgy: Melbourne)."

Mar 8, 2016

By Gil Espejo, Denise Duncan

"In Alberta, several initiatives are under way to form partnerships between educators and industry to work together in preparing a skilled and technically competent workforce for the future. One successful initiative is the Teachers in Business program which provides high school teachers one month paid internships in Alberta businesses. Initiated by the Science Alberta Foundation in 1992, this program has offered participating teachers a variety of work experiences and job shadowing tours in industry.A Growing Need of Education and Industry PartnershipsIn our ever evolving world, industry is in a tight race to keep up to date with new technology and to remain competitive. Industry is relying on the education system to provide them with the core base for their future workforce. To accomplish this, the education system needs the support of industry to develop the right focus to prepare its students for the race. What skills will our future workforce need? How can we best prepare our students for these needs?Teaching the latest in technology, especially at the high school level, is a major challenge. It is difficult for educators to keep abreast of the rapid changes in technology. High school graduates need exposure to the latest advancements. And so do their teachers. Students must be prepared to adapt to the challenges of the future, Le. global competition, rapid technological change and an expanding knowledge base."

Jan 1, 1995

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 David Keys

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

Jan 1, 1938

The teaching of geophysics in Canada at the present time presents a variety of approaches to the subject, and the different paths adopted imply, in turn, an uncertainty in the minds of some educators as to the role this science is to play in the future progress of geology, and a hesitancy to commit themselves to foster its development. The pedagogical attitudes vary from a whole-hearted acknowledgment that the science of geophysics is fundamental to the understanding of terrestrial phenomena (including, of course, geological processes) to a hesitant immersion of the toe to test the water's temperature (which is, of course, essentially a geophysical experiment) before deciding whether or not the time is ripe for total immersion. The present discussion has been organized in the hope that it will help to clarify the roads to geophysics and assist educators in making a more understanding choice of the best paths for them to follow, according to their particular requirements and objectives. Before proceeding further, however, it is necessary to define the term geophysics and circumscribe the field it covers. In the first place, it should be emphasized that geophysics is NOT confined to the art of geophysical prospecting. The popularization of geophysics has unfortunately engendered a general misconception of the word, and consequently a tendency to ignore the wider meaning of the term. Etymologically, geophysics means the physics of the earth. It is so understood by the International Union of Geodesy and Geophysics and the various geophysical societies which adhere thereto. To them, geophysical prospecting is but a very small field indeed, which they consider had best be left to engineering and prospecting organizations.

Jan 1, 1951

By Juan C. Diaz, Juan P. Carmona, Manuel Z. Salgado, Oscar J. Restrepo

The “Teaching Kids” project is an educational initiative for young people and children from elementary schools. It is carried out by Mining, Geological, and Environmental Engineering students from the SME Student Chapter of the Universidad Nacional de Colombia, Medellin. The primary purpose of the Teaching Kids project is to share knowledge about geosciences and mineral resources in a didactic and attractive way, emphasizing the importance of identifying the use of minerals in daily life and responsible and sustainable mining in our society. Furthermore, this project aims to promote the importance of pursuing geoscience majors in the new generations and improve the mining industry’s public perception. Different methodologies related to early childhood education are implemented, such as gamification, in which the dynamics of games are adapted during the development of workshops to teach and learn in an active and motivated environment. Furthermore, the Montessori Method is used. It implements textbooks, sensory mineral boxes, and presentations to allow learning through experimentation itself (Montessori 2003). The implementation of this methodology has been successful; it has shown high engagement, participation, and retention of the basic concept of geoscience and mining.

Feb 1, 2025