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By J. Armanet

THREE MINING colleges are maintained in France; the École Nationale Supérieure des Mines, of Paris; École Nationale Supérieure des Mines, of Saint Etienne; and the École Supérieure de la Metallurgie et des Mines at Nancy. Besides graduates of these schools, a few graduates of the École Centrale des Arts et MIanufactures and of the École Polytechnique are employed as ]nine managers or engineers; however, most of the latter have taken a graduate course at one of the mining schools.

Jan 1, 1939

By Denis McDermott

This paper describes the process used at three mines to devel­op safety and training programs. The mines are located in Australia, New Zealand and the United States of America. The aims of the programs were to promote and reinforce safe and healthy behaviour, increase productivity and efficiency and to provide a fair and objective basis for the payment of wages. There were common aspects to each of the projects: • mandatory legislation required employers to provide employ­ee training in work performance • employees had little previous involvement in the design and development of the training provided • training had been unstructured with employees relying on the "buddy system" to acquire new skills; the degree of skill acquired by an employee depended on the knowledge and teach­ing capacity of the worker to whom the novice was assigned • appointments and promotions had been based on judgements by supervisors and these were not generally understood by employees • employment conditions for employees were covered by an industrial agreement between management, unions and employ­ees. The degree of sophistication of the industrial agreements varied however none provided a description of work performed in each classification, nor the career or promotional path for an individual • supervisors with the responsibility to train, develop, motivate and reward employees expressed concern that there were no structured processes ( eg work standards or wage progression cri­teria) to support their role.

Jan 1, 1998

By N. V. Sujathkumar, I. Vasudhevan, R. Santhakumar

"Freshwater ornamental fish culture is gaining importance in India and cheaper and nutrient rich live foods such as infusorians, daphnids, copepods and tubifecids are needed urgently. In this regard, adequate research has been conducted to produce such live feeds through recycling of agriculture and animal wastes. By this venture, besides generation of additional income, environment is also kept clean. In order to popularise the technologies relating to production of live foods from wastes and generate employment opportunities, training programmes were conducted for 100 Self Help Group women belonging to Thoothukudi district. The topics of the training included, breeding of ornamental fishes by utilizing the building material wastes, production of live foods through recycling of agricultural and animal wastes. A study on feed back was conducted with 100 respondents represented from different villages. The variables such as socio economic status, economic motivation, usefulness of training and constraints were included in this study. The impact assessment of this training of rural women indicated that 79 percent respondents were in favour of using the training for self employment by utilizing different kinds of wastes. Similar training programmes have also been planned in other parts of Tamilnadu. Introduction Ornamental fish culture is one of the most appropriate sectors to provide opportunities of employment to uplift the status of rural women. To ensure women utilize their full potential in useful and profital activities like freshwater ornamental fish culture, it is necessary to provide training and support for rural women which will ultimately lead to empowerment. Self Help Group Women are being trained routinely in India on the production of live foods for ornamental fish culture through recycling of agricultural and animal wastes. In this regard, training programmes were organized for the Self Help Group Women on freshwater ornamental fish culture. Which is gaining much importance in India. Cheaper and nutrient rich live foods such as infusorians, daphnids, copepods and tubifecids are needed urgently. The techniques of live feed production through recycling of agricultural and animal wastes would not only generate additional income by would also keep the environment clean."

Jan 1, 2008

By Michael J. Brnich

Since 1991, Pittsburgh Research Center (PRC-formerly part of the Bureau of Mines) researchers have recorded extensive interviews with 30 individuals who are experts in the area of mine emergency response. These individuals, who have an average of 35 years of mining experience and 29 years of mine emergency response experience, related stories and observations from events that they experienced during their combined 850 plus years in mine emergency response. The purpose of this effort was to gather information that could be passed on to both today?s and tomorrow?s mine emergency responders to train and guide them in handling future events. This is the first of two articles which report the responses that these experts gave when asked how they think people who may have to respond to a future mine emergency should be trained. During the interviews they discussed how training should be conducted, who should be trained, and what topics should be included. This article will cover the first two areas: what training methodologies would be most effective and who needs to participate.

Jan 1, 1997

By Michael J. Brnich

Since 1991, Pittsburgh Research Center (PRC- formerly part of the Bureau of Mines) researchers have recorded extensive interviews with 30individuals who are experts in the area of mine emergency response. These individuals, who have an average of 35 years of mining experience and 29 years of mine emergency response experience, related stories and observations from events that they experienced during their combined 850 plus years in mine emergency response. The purpose of this effort was to gather information that could be passed onto both today?s and tomorrow?s mine emergency responders to train and guide them in handling future events. This is the second of two articles which report experts responses to questions about training for future mine emergencies. During the interviews they discussed how training should be conducted, who should be trained, and what topics should be included. This article will cover the third area: Topics that should be included in training for mine emergency response managers.

Jan 1, 1997

By Michael J. Brnich

Since 1991, Pittsburgh Research Center (PRC- formerly part of the Bureau of Mines) researchers have recorded extensive interviews with 30 individuals who are experts in the area of mine emergency response. These individuals, who have an average of 35 years of mining experience and 29 years of mine emergency response experience, related stories and observations from events that they experienced during their combined 850 plus years in mine emergency response. The purpose of this effort was to gather information that could be passed onto both today?s and tomorrow?s mine emergency responders to train and guide them in handling future events.

Jan 1, 1997

In 1965, Peter Flawn author of the famous text-book on Mineral Resources (1966) published a paper in Economic Geology with the delightful title `Who took the `Economic' out of Economic Geology?'. He opened this most interesting article with the following paragraph:If one were called upon to cite an example of a fish out-of-water he could hardly pick a better one than a recent graduate of geology of an America university who is suddenly faced with the responsibility of evaluating or appraising a mineral property. And I venture to say that the 'ftsh' with a doctorate - even in economic geology - is not much better equipped than one holding a lesser degree. The new graduate with a major in economic geology probably knows the significance of the various sulphur isotopes, he surely knows a great deal about the chemistry of the ore forming fluids and he recites with ease the arguments which prove deposits are epigenetic rather than syngenetic. However he is a rare bird indeed if he knows anything about the economics of the mineral industry. The truth is that geologists who are engaged in evaluation work are largely self taught. I ask my more distinguished and experienced colleagues - `Has it always been this way? Who took the `economic' out of economic geology?

Jan 1, 1993

By Shanahorn C

During the last decade the proper training of operating and maintenance staff has been recognised as directly contributing to the successful startup and continuing operations of a metallurgical project. During this period Bechtel has assisted clients in the design, development and implementation of such training. The clients have been located in Australia, Papua New Guinea, Africa, China and North America. The programmes have addressed mobile and fixed plant operations and maintenance in coal, copper, gold, borax and other mining environments. The level of sophistication has varied from highly structured and documented instruction to less formal, yet controlled efforts to reorient and enhance the skills of experienced workers to training personnel with no previous work experience. Many lessons have been learned, some easier than others. This presentation will recount the elements of various projects which enhanced and detracted from the cost-effective achievement of the goals which training was

Jan 1, 1986

By W. S. Nel

Training in the mining industry by W. S. Nel, B. A. (Wits) (Visitor) After defining training and discussing the present level oftraining in the South African Mining Industry, the paper proposes the adoption of a centralized training system for the Industry and suggests several ways in which this should function. The finance required for the implementation and running of such a system should be obtained from State aid and from the institution of a levy and grant system for the whole Industry.

Jan 7, 1974

By E. P. Mathewson

DURING the past 35 years it has been my privilege to deal with hundreds of recent graduates from engineering schools all over the world. In consequence, I, feel that I have learned something about the training of, engineering students. In the first place, I believe that too great specializa-tion is a mistake. A student should receive general training in engineering for at least three out of the four years of the course, and any specializing that may be required should come in the fourth year. Too great emphasis can not be laid upon the fact that the four years' training does not make an engineer; on the contrary, the graduate is only fitted to enter the pro-fession. He becomes an engineer in the true sense of the word only after years of practice; the college train-ing merely shows him where to look for information and develops his intellectual powers. Some of our engineering schools have lengthened the term of study to five years and talk of increasing it still further. This, in my opinion, is a mistake. A young man who spends more than four years in college is apt to become too academic and theoretical. It is better to stiffen the matriculation examinations than to prolong the years of study in college. No matter how good the faculty may be and how carefully selected the course of study, the graduate can never become an engineer unless he has some natural qualifications for the vocation. There are one or two subjects in which most recent graduates seem to be weak; these are accounting, the command of English, and training in the writing of reports. A short course in general accounting should always be included in the curriculum. To this should be added instruction in the preparation of estimates and cost statements. In making reports it should be borne in mind that these reports are to be submitted to busy men,-and not to technical men. The busy man wants the gist of the report summarized on the front page of the report. He wants to know that if he expends a certain sum of money in a certain way, he will get certain results and make so much profit. This should be put clearly before him in short statements, free from technical terms. The details of the report can follow .at greater length; it should be remembered that the employer is not going to read these details, but will confine his attention to the summary.

Jan 1, 1923

By E. C. Wright

THE following article is based on observation of college graduates entering the steel industry in technical work made during the past 25 years, the first five of which were spent as a college instructor in two engineering schools, and the last 20 in the employ of a large steel company that has hired hundreds of engineering graduates for steel-mill operations. The college graduates encountered during this period have come from many, colleges representing schools in Eastern States, Midwestern Universities, many Southern colleges, and many smaller colleges and normal training schools mostly in western Pennsylvania and Ohio. The college training of these students for engineering work naturally has varied widely and the educational qualifications of the entrants have been in many ways different. It was found at an early date that graduates of standard engineering colleges were much more adaptable than graduates in science from nontechnical schools. The engineering students seemed to be more suited to actual work in steel' plants and in general were better able to grasp a knowledge of the operations they observed. However, although the graduates of engineering schools have had somewhat better training -in physics, mathematics, and engineering, it has been a general and continual observation that most of the students employed have had inadequate training in the fundamental sciences. Since this discussion relates entirely to metallurgical engineers, it should be emphasized that students taking metallurgical engineering courses in college seem to be poorly trained in organic chemistry, physics, physical chemistry, thermodynamics, and any higher form of mathematics than simple calculus. It has been noted frequently that young engineers faced with problems in a mill that involve some mathematics generally flounder badly, and that they have little conception of physical chemistry. Another common deficiency lies in the young graduate's lack of knowledge of where to look for the more detailed literature on any subject. He reverts instinctively to some college textbook whose coverage is usually very elementary. It is recommended that such textbooks contain a bibliography of the source literature, and that students be taught to use theoriginal data. Many of the students had had previous courses in college dealing with metallurgical work such as steel melting, metallography, etc., but it was found that their grasp of these subjects was extremely sketchy. It was soon realized that an ordinary engineering graduate could be taught more about steel melting and manufacturing processes in a, few weeks in a. plant than he could learn in a college course on such subjects. A similar statement may be made regarding the ability of students to conduct laboratory work. Their lack of technique and skill in handling equipment and setting up experiments was soon apparent. It became neces-

Jan 1, 1946

By A. E. Hall

"This paper summarizes findings of a two-month investigation in Zambia and Zimbabwe and a one-month visit to Britain in1990-1991. United States contacts have supplied information about that country.Zambia's political unrest and severe devaluation, combined with developments in Namibia and South Africa, enhanced staff recruiting problems in the School of Mines. Zimbabwe has a strong and developing mining department. The departments of mining in the United States and Great Britain are readjusting and contracting due to the reduction in the scale of the industry.The above factors are reviewed and their impact on the countries evaluated.IntroductionCanada trains the majority of its mining engineers domestically but a significant number are recruited from other countries. Examination of the qualifications of 200 professional engineers registered in the mining discipline in British Columbia showed that125 received their first degree from a Canadian university, 33 graduated from institutions in the United States and 42 from the rest of the world including 30 from the United Kingdom. This is a rough and-ready sample but it indicates that developments in the education of mining engineers in the United States and in Britain are relevant to the Canadian mining industry.The recent changes in the world economy and political structure have significant implications for the mining industry and for the supply and training of engineers. Change in eastern Europe coupled with the downturn in mining, especially in the European coalfields, has enabled many engineers to travel freely to the West. The low gold price and the legislative changes in Africa that have improved access to education for Africans with the ability to fill responsible positions, have reduced the South African mining industry’s overseas recruitment to a minimal level. The Australian recession has also lowered their recruitment of mining engineers from other countries."

Jan 1, 1993

By A. Pope

I have attended two Explosives Engineers’ Conferences in the past 4 years. The first was in Brighton, England with the European Federation of Explosives Engineers in 2005 and the International Society of Explosives Engineers in New Orleans, USA in 2008. At both of these conferences I listened to papers presented on European and English training methodologies and ideologies. As I have been training Shotfirers for the past 18 years in Queensland and the Northern Territory for some 8 years previously, I would like to present our methods of training in Queensland, which I believe is among the best in the world. In Queensland, this training is carried out by a training organisation that is registered by the Department of Education, Training and the Arts under the guidelines of the Australian Quality Training Framework (AQTF). Not only is this Registered Training Organisation (RTO) required to operate under these very comprehensive guidelines, but also those designated by the Explosives Inspectorate of the Queensland Department of Mines and Energy.

Jan 1, 2009

By F. C. Stanford

THE work of an engineer is to direct natural forces so that they bring about the results that he wishes to secure. Heretofore he has concerned himself chiefly with physical forces and inanimate objects, until he has secured a truly marvelous degree of control over them. The great problem of the present age is to secure a like degree of knowledge and control of the human factor. Progress has already been made along this line, but, it is only a beginning. Wilhelm Ostwald says that scientific knowledge enables a man to be a true prophet; but it must be remembered that a good many people do not seem to be able to maintain a high average in prophecy. In short, the average of knowledge is not equal to the average needs of the present time, but continually fails to keep pace with it. It has been aptly said that the really essential need of the period is for more brains; if we only had sufficient knowledge and sagacity we could not only solve all difficulties, but prevent them from arising. This generalization holds good for an industrial organization. The most vital need of the management is for more brains. The logical course for an engineer in charge of an industrial organization is, therefore, to direct whatever forces may be at his command toward the development, training, and guiding of all the brains in his organization. This is easier said than clone, for it involves the carrying on toward two objectives, the maximum of productive work, and the development of the individuals who perform it. This is essentially like the rebuilding and enlarging of a plant, keeping it in full operation the while. On the other hand, if the aim is merely for maximum production from an organization, without offering opportunity for development, the final outcome will necessarily be like that f a plant that is driven at full capacity without stopping for repairs or improvements; it eventually becomes so run down that either a complete rebuilding is necessary or else it has to be abandoned.

Jan 2, 1918

By Cadwallader Jr. Evans

THE Hudson Coal Co. is an anthracite concern with 22 mines, employing, when operating full, something around 18,000 men. We have, there-fore, necessity for a large number of subordinate officials and for a considerable number of major officials, and we carry on two separate courses of training in our endeavor to develop these two groups. The one in which college professors will be most interested is that which we call our two-year course. A man to be eligible for it must have completed a college course at one of several institutions from which we regularly seek our men, but he need not necessarily be a graduate of the course in mining, although we have been giving prefer-ence to graduates of schools of mines. Each year we take a number of men from these col-leges, sometimes five, six or seven, and put them through this two-year course, which is carefully. laid out so as to give them experience in the various details of our business. A schedule of the typical two-year course laid out for a man who started in July, 1925 shows that he was employed in the mining engineering department first for a period of four months, then for six months in inside mine work, three months in the mechanical and electrical departments, two months in "preparation," which with us means the cleaning of our product for market, one month in the study of statistics, one month on transportation and safety, and seven months in loading coal at the face, working with a shovel, making twenty-four months in all. We started this training in 1915 and in the first year we gave six months in the mining engineering depart-ment. We have now cut that to four. We gave six months in inside mine work and have continued that. We gave four months in the mechanical department, which is now cut to three; five months in preparation, now cut to two; two months in statistics, now cut to one; one month on transportation and safety which re-mains, and we have added seven months in loading coal. This last class of work gives them experience with the miner at the mining face.

Jan 7, 1928

Accountability for profit realized or lost, and responsibility for continued safe operation are the main impetus behind operator training. Efficiency in operation enables production at lower unit costs. An inefficient operation eats profitability of the operation, creating short term losses, and also affecting longer term viability particularly when commodity prices fluctuate and competition erodes market share. Safe operation and efficient operation are ultimately conjoined entities which may not be able to be sustained without dual effort. Training is a very valuable tool to engage operations in adopting more efficient and safe practices. Training requires time, facilities and trainers. One novel way of minimizing both the trainers and the facilities is through the use of Computer Based systems. Included amongst this are Computer based equipment simulators, following an identical philosophy as flight simulators used for pilot orientation and training for different aircraft types.

Feb 1, 2008

By S. Kaushik

The control room in a mineral processing plant has become increasingly complicated with complex unit operations coupled with rapidly evolving systems of sensors and control. Even with significant automation, human intervention is required to counter various scenarios that play out every day. A typical control room operator must monitor over 300 individual points of data in order to ensure the safe and efficient operation of the plant. At the same time, the experience of the workforce is decreasing as operators retire and the new generation enters the concentrators. Global competition for skilled operators continues to be strong and the opportunity to apprentice has diminished. The challenge is to provide a skill foundation for the operators so that they can be effective in the concentrator in a timely and safe manner. Progressively, the industry is turning to dynamic simulation tied into the control system. The simulator environment operates behind the control system to emulate the plant operation, reacting as the plant would when a change is made. The operator drives the process, with realistic feedback, which enables learning in a safe environment. This paper will take the reader through a green-field case study and discuss the effectiveness of integrating an operator training simulator (OTS) on the operator’s learning curve.

Jan 1, 2014

By M Davis

Increasing growth in the minerals industry over the past decade has raised the question of whether the standard of training for new geologists has been negatively impacted. This hypothesis was tested by means of a survey. Factors considered included the quality of training and whether it has changed over the past 50 years, preferred styles of training compared to styles of training received and whether the quality of training provided by a company changed with the type or size of company. Data from 435 survey respondents showed a consistent standard of training, but a significant increase in the level of responsibility allocated to new geologists. Those with increased responsibility also had reduced access to additional support and were often asked to perform tasks for which they had little or no training. New geologists were more likely to receive better quality training in a large company (over 100 employees) that owned the mine or exploration lease. A more structured training program was more likely to provide a higher quality result than those with minimal or no structure.

Aug 22, 2011

By C. E. St. Denis

"Training Program at Sherritt Gordon's Ruttar:. ConcentratorA formal training program for mill operators is being developed and employed at Sherritt Gordon's Ruttan Concentrator. The program was set up to fulfil the needs created by a shortage of skilled reliable labour, a 200% turnover of personnel within the first six months of operation and the rapid advances in mineral processing technology. All new employees are introduced into the Mill Department through an orientation program designed to familiarize them with the operation of the plant. All training and orientation of new employees is the responsibility of a. small training section consisting of two training foremen and one assistant. Using a combination of classroom and supervised on the job training, the training times have been cut by at least one half. High operating standards have been set and are maintained through the use of detailed manuals for each work area and competent instruction at all operating levels. The major portion of training costs arise from the salaries of the training staff but are negligible when compared to the improved recoveries, smaller turnover and less downtime. Government assistance is available to all industrial employers to offset the costs of training employees."

Jan 1, 1974

"The Kidd Creek concentrator is situated adjacent to Highway 101, twenty-four kilometres east of the center of the city of Timmins, Ontario. Sulphide ore, received by train from the minesite twenty-nine kilometres away, is processed at a rate of twelve thousand metric tonnes per day. Saleable concentrates of copper, zinc, lead and tin are produced.The concentrator contains secondary crushing, grinding, flotation, gravity separation and concentrate handling facilities. The total concentrator manpower complement is one hundred and sixty-four which includes supervision and operating personnel. Twenty-one shift personnel are required to operate the processes involved and they occupy fifteen different operating positions in addition to that of the supervisor. These positions include:1 Central Control Operatorl Metallurgical Leader1 Dryer Control Operatorl Crusher Leader3 Copper-Lead-Zinc Flotation Circuit Operators1 Pyrite Flotation Circuit Operator1 Tin Plant Operator2 Grinding Operators1 Concentrate Operator2 Crusher Operators1 Spare Operator1 Tailings Area Operator1 Automatic Sample System Operator1 Dryer Area Helper1 Crusher Helper1 Tin Plant Helper"

Jan 1, 1981