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By Francis A. Thornson

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

Jan 1, 1939

By J. B. Macelwane

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

Jan 1, 1953

By J. B. Macelwane

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

Jan 1, 1953

By M. D. Cooper

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

Jan 1, 1951

By M. D. Cooper

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

Jan 1, 1951

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

Sep 1, 2012

By Charles H. Fulton

THE Engineering Education group began its sessions Tuesday morning, Feb. 16, as a Committee and wound up the day as the Institute's fifth " Division." C.II. Fulton presided. The first paper for discussion was entitled "Teaching Management in Engineering Schools,"' by Eugene McAuliffe, president of the Union Pacific Coal Co., space for which may be found later in these pages. In it, Mr. McAuliffe argued that an engineering student should be taught the knowledge of men, much as a medical school teaches surgery. He then went on to indicate, out of the wealth of his administrative experience, the problems an executive needs to be equipped to handle, and said that every student engineer should look on himself as a potential manager.

Jan 1, 1932

By Thomas T. Read

REVIEWING the events of the year in mineral industry education, a certain amount of either amusement or irritation, depending upon one's viewpoint, can be derived front the section dealing with mining engineering in Walter B. Pitkin's "New Careers for Youth" which appeared during the summer. On p. 102 Prof. Pitkin says "The mining engineer is disappearing .. . because . . . the profits of mining decline rapidly with the age of the mine." In his "Are Too Many Students Taking Mining Courses?" published in the May issue of this journal, W. B. Plank presents statistics showing that there was some decline in student enrollment in mining and metallurgical courses in 1932-3 and 1933-4, compared with 1930-31, but that the decline was proportionate to that in all lines of engineering study combined. Informal reports from Institute officials that have visited tinning schools during the fall indicate that nearly all schools showed an increase in enrollment for the current school year. Pre else statistics will be made available by Prof. Plank at the Annual Meeting. His study last year provided, for the first time, accurate and complete information on the enrollment in mining schools, as well as the number of various courses and the degree granted, and it will be interesting to have comparable figures for this year. Prof. Pitkin's views on the future opportunities for mining engineers were discussed at some length - on pages 439-4.40 of the November issue of MINING AND METALLURGY.

Jan 1, 1935

By Reynolds JO

This contribution by. The Australasian Institute of Mining and Metallurgy has three main thrusts. First, an Institute (and industry) view on academia and the need for more entrepreneurship at top academic levels, second the need to lift our technological game, and third, professionalism and the perceived role of mineral industry education. While I will deal with each of these separately they are of course inter- related and can be brought together under the frequently used, but insufficiently practised title, "communications". First then, The Institute and industry view of academia. There are some academics in the audience and I imagine they may wish to reply to my remarks with an academic view of industry. That is not unreasonable. Like all human institutions, academic institutions vary in quality and characteristics. Some are successful and some less so. Some historically are well renowned. Others that were once successful schools have declined. Lesser known schools have grown into prominence. What is it that sets apart 'good' highly regarded schools from those that are not so well regarded? It comes down to one main ingredient - "leadership". The strong mining schools in the past 100 years have been strong because they have had outstanding and clearly identified leaders. Strong clearly identified leadership has always had rapport with, and the support of the industry. The two go hand- in-hand, each nourishing and supporting the Other.

Jan 1, 1986

By Thomas T., Read

SUGGESTIONS that existing schools give instruction bearing on the mineral industry, or that schools for that purpose should be established in the United States, began to be made early, and it would require too much space to catalogue them all. Some of the more important may be mentioned to indicate their general character. In the "advertisement to such parents as have now (or expect to have) children prepared to be educated in the College of New York," which appeared in the New York Mercury of June 3, 1754, Samuel Johnson, the first president of King's College, the predecessor of Columbia, said that it was the "design of this college to instruct and perfect the youth," among other things, "in the arts of Numbering and Measuring of Surveying, and Navigation and Geography. . . . and in the Air, Water and Earth around us, and, the various kinds of Meteors, Stones, Mines and Minerals, Plants and Animals; and in the knowledge of all Nature in the Heavens above us, and of everything useful for the Comfort, Convenience and the Elegance of Life . . . " Though the concept that natural science should be used to enlarge the bounds of human life was thus implicit at Columbia from the very beginning (John Stevens graduated from it in 1768, James Renwick in 1807, Horatio Allen in 1823, and A. W. Craven in 1829), it was only during the period of Renwick's professorship of Natural and Experimental Philosophy and Chemistry (1820- 1853) that much attention was given to applied science.* Among the Austin papers, published by the American Historical Association,2 there is a draft in Stephen F. Austin's handwriting of a proposed memorial from the legislature of Missouri to Congress, not only urging "the propriety and utility

Jan 1, 1941

By Donald H. McLaughlin

MINERAL industry activities have not been seriously hampered by a lack of men with higher training. The balance between opportunities for employment and advancement and available personnel has been a happy one, with enough competition to stimulate effort but not the unfortunate conditions arising from an overabundance. of employment seekers. Nearly all mineral industry educational institutions have been concerned about the falling enrollment in mining and metallurgical courses of study during the past decade. But industry has drawn upon a supply of many types of technically trained men apart from those who prepared their careers specifically in the mineral industry. Some schools have made this possible by uniting geologists, mineralogists, and others with students in mining and engineering. On the other hand, some schools have combined their department of mining engineering with an over-all engineering department and continue to send their graduates into the mineral industry by another route. On the whole, this seems to be a good trend and is likely to result in men better trained for current problems than would have been possible under the older rigid curricula.

Jan 1, 1947

By Roger V. Pierce

"WITHOUT mineral wealth, modern man would not exist. True, man could survive on a stone-age basis with an average life expectancy of, say, 25 to 30 years -once he got past infancy.However, no metal would tip his arrow in a hunt for protein; no steel plough would break the soil for the organized planting of seed; and no coal, nor oil, nor natural gas nor uranium fuels would pro-vide him with light or beat or safety from either beasts, or other men, or an unkind nature that threatened him and his family.Modern agriculture, fishing and forestry represent the other three wealth-producing industries. With-out metals, non-metallics and energy minerals, however, it would be impossible to fit any of these to man's modern needs."

Jan 1, 1967

By Hillary W. St. Clair

Mining activity began in colonial times with ironmaking operations scattered along the eastern seaboard. Iron furnaces and forges manufactured iron implements from bog iron ores using charcoal from the extensive forests as a fuel. Lead ores were mined in the Mississippi Valley and copper ores in the Lake Superior region. However, the real beginning of the American mining industry did not occur until the 19th century. The history of American mining is organized around three epochal events. The first was the discovery of gold in California in 1848, which marked the beginning of a period of apprenticeship in mining and metallurgical techniques. The second was the discovery of the fabulous Comstock Lode in western Nevada in 1859, which expanded mining throughout the Far West and led to large-scale underground mining and the development of smelting techniques for lead, silver, and copper ores. The third event was the building of a transcontinental rail-road system after the Civil War, which brought about the consolidation of the industry from a large number of independent mines, mills, and smelters into integrated operations run by large corporations. Thus developed the mining industry that today supplies the energy and critical materials for the great-est industrial complex the world has known.

Jan 1, 1977

By A. M. Gaudin

In the first place, let me thank you for inviting me to appear before you today to speak to you on "Mineral Industry Problems - Present and Future". It is a distinguished honor for me to have this opportunity, and I am highly appreciative of this distinction. The beautiful surroundings of Gatlinburg and the pleasantness of a summer occasion are a wonderful tonic for all of us, yet they should not blind us to the seriousness of our Industry's problems No doubt, because of my past appearances before members of the Society of Mining Engineers, at which I discussed wholly scientific topics, or research in the Applied Sciences, you may be expecting me to revert to these subjects. But I intend to venture in a field that is new to me, yet old to all of us, the field of Economics.

Jan 1, 1962

Polluted air and water, despoiled land and excessive noise are the unwelcome results of the population growth and a rising standard of living. The consumption of goods and services, including metal products and minerals, by all people is increasing so rapidly that civilization is in danger of destroying the environment in which it lives. This is true because every human activity affects the environment, whether it is air, water or land. While E. F. Osborn, director, U.S. Bureau of Mines, says . . . "some members of the mineral industry are reluctant to recognize environmental demands" . . . William T. Pecora Under Secretary of the U.S. Department of the Interior.. . says that, "to maintain levels of resource development and environmental quality needed to satisfy our affluence, we must trade off values rather than turn off troublesome operations." What it seems to boil down to is how much control of its operations is the mineral industry willing to accept-internal policing or strict government control? The answer lies in how well the mineral industry maintains a balance between mineral development and environmental quality.

Jan 1, 1971

This report is the first in a "final" series of publications on the Juneau Mining District (JMD). This volume summarizes the results of Bureau of Mines (Bureau) investigations in the JMD during the period 1984-1988. Volume 2 consists of a detailed description of Bureau investigations of mineral de-posits, prospects, and occurrences. Volume 3 is a report on industrial minerals within the district. This study has identified and examined more than 300 mines, prospects, and occurrences containing gold, silver, copper, zinc, lead, nickel, cobalt, tungsten, molybdenum, chromium, and PGM. More than 20 of these were discovered during this study. An additional 20 prospects not mentioned in the literature were rediscovered during the JMD study.

Jan 1, 2012

By Pina P, Pereira MJ

The increasing exhaustion of raw materials entails the exploitation of poorer orebodies where the target mineral occurs frequently in a very fine dissemination. Consequently it is necessary to grind more and more fine to achieve an adequate mineral liberation. In other words, it is of fundamental importance to know what size one should grind in order to avoid the following detrimental situations: 1. Excessive grinding - giving rise to the generation of ultra-fine slime particles which may be lost in the ulterior concentration process and simultaneously leading to higher energy consumption. 2. Incomplete grinding - giving rise to insufficient liberation and consequently leading to considerable losses of the valuable components in the tailings. Although this issue constitutes one of the most important steps in mineral processing, little research has been done compared to other processes, mainly due to the fastidious experimental work required. This paper describes a complete and integrated system of image analysis, where some algorithms to determine automatically the degree of li beration, for different levels of grinding, are proposed. These algorithms, mainly based on mathematical morphology theory were tested with images obtained from polished sections of different grain size fractions. Cases studies on a complex sulphide ore from an important copper and tin deposit located in the South of Portugal are discussed. Samples of the unbroken ore are also studied by image analysis to predict the degree of liberation obtained according to the fineness of grinding.

Jan 1, 1993

By J Addai-Mensah, W Skinner, C Kelsey, J R. Kelly, E Baawuah

Comminution continues to be the most capital-intensive unit operation in mineral processing. The fundamental purpose of comminution is to liberate the valuable minerals so that they can be economically concentrated into saleable products. Declining ore quality characterised by lower grade and increased complexity requires significant energy consumption for comminution. Low-grade magnetite ores are typically fine-grained and require fine to ultra-fine grinding (P80 ~ 30 - 40 µm) to enhance its liberation from the typically siliceous gangue matrix. Historically, this has been achieved using multi-stage crushing and grinding technologies, which require high energy consumption with low energy efficiency. This motivated innovations in energy efficient technologies for comminution. Such technology has been developed in the IMPTEC super-fine crusher. It is an innovative, dry (with the potential to be operated wet), media-free, energy efficient crusher that can to reduce 10 mm feed particles to 19 – 30 µm with very low recycle loads. In this study, the mineralogical and physicochemical characteristics of crushed magnetite ore using the IMPTEC super-fine crusher have been investigated in comparison with those of rod milling. The super-fine crusher generated higher liberated magnetite minerals in the – 300 + 212 µm and < 45 µm size fractions compared to rod mill. Both comminution devices generated large low-grade hematite and goethite middlings. However, the rod mill produced higher locked/unliberated hematite and goethite compared to that of the super-fine crusher. Quartz mineral had the highest liberation irrespective of the comminution device used. The super-fine crusher generated higher entrapment of other minerals within the silica matrix compared to the rod mill. The breakage mechanism of the super-fine crusher which is predominantly through high compression with shear, generated improved mineral liberation in the coarse size fractions compared to the predominant abrasion and attrition breakage mechanisms of rod milling. The higher mineral liberation generated by the rod mill is potentially due to the prolonged batch milling of the ore compared to the single-pass open circuit of the super-fine crusher.CITATION:Baawuah, E, Kelsey, C, Kelly, J R, Addai-Mensah, J and Skinner, W, 2018. Mineral liberation studies of IMPTEC super-fine crusher – 130 crushed product, in Proceedings 14th AusIMM Mill Operators' Conference 2018, pp 313–326 (The Australasian Institute of Mining and Metallurgy: Melbourne).

Aug 29, 2018

By Jack E. Thompson

Thank you Tom and JM for that nice introduction. The remarks I am about to make rely on a large way on comments made by Barrick's Chief Counsel, Patrick Garver, to an internal meeting of Barrick's senior staff. I plagiarized so much from his notes that I thought that I should provide attribution. I did get his consent to borrow so freely. What I have done is take his general comments and used my conversations with CEO's and other participants in the industry to enhance the message with concrete examples that underscore the points I wish to make. What you are about to hear is my personal view – I am not speaking as a representative of any company. With that introduction, now would be a good time to give you the main theme of my talk: The SEC should change its rule making to a more public cooperative approach. If that were to happen the SEC would avoid some of the harm it has been doing to the companies in this sector and the very shareholders it seeks to protect.

Jan 1, 2003

By Frank R. Field, Joel Clark, Walter C. Labys, William A. Vogely

Mineral models provide a systematic and comprehensive approach for analyzing and fore- casting the behavior of mineral markets and industries.' They also permit the analysis of a wide range of policy decisions. Obviously such models cannot capture all of the intricate relationships that shape the behavior of a mineral market. However, such models have become extremely useful and in many cases support the decision making approach of judgmental analysts. They tend to narrow the range of likely outcomes and thus reduce the risks and uncertainties of investing, trading, and speculating in minerals. Mineral models provide not only answers to "what-if" questions, they also inform analysts of the benefits and costs associated with mineral investment decisions. More recently they have been applied to specific mineral issues of the possible impact of buffer stock stabilization schemes and of import supply restrictions. Mineral Models Defined Because mineral models are so diverse, we must begin with a fairly broad definition. A mineral model is a formal representation of a mineral market, industry or system where the behavioral relationships included reflect the underlying economic and engineering factors as well as the political and social institutions. Of ten, but not always, a mineral model will consist of some combination of the following components: demand, supply, inventories and prices. Modeling of demand behavior normally begins with an interpretation of basic demand responses to prices and income (i.e., the associated price and income elasticities). Price elasticities vary among different minerals and among their diverse uses. They tend to be lower for minerals without close substitutes than for those where such substitutes exist. In addition, these elasticities vary with time as well as with the actual excess demand or excess supply. Variations like these, coupled with the relative instability of prices for a number of minerals, make explanations of demand behavior difficult. The degree to which demand responds to changes in income depends on the income elasticity of the end products to which the minerals serve as inputs. Those products with a relatively low income elasticity tend to experience proportionally smaller swings in sales than those with higher elasticities. The transmission of demand cycles to minerals producers comes through a series of stage-of-process effects. Demand measurement also is influenced considerably by mineral substitution patterns. The cross-price elasticity of a competitive or complementary commodity also varies with minerals, markets, and time. Where minerals easily substitute for one another, as in the case of cop- per and aluminum in electrical conductor applications, cross-price elasticities are relatively high. Modeling of mineral supply behavior normally involves consideration of resource development, economic conditions, geologic

Jan 1, 1985