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By Robert Mehl

PART I. ORIENTATION RELATIONSHIPS IN OXIDE LAYERS Oriented overgrowths and intergrowths among both metallic and nonmetallic substances have been recognized and studied for well over a century. The work of Widmanstätten in 1808 on the geometrical struc-ture in meteorites, a structure known by his name, demonstrated that oriented intergrowths can occur in purely metallic systems. This fact led to much of the early microscopic study of alloys, contributing greatly to the advance of physical metallurgy. The problem has been attacked again in recent years in a comprehensive fashion, with the object of dis-covering what atomic movements may occur during phase changes in alloy systems. Much of this work has appeared in the A.I.M.E. TRANS-ACTIONS in a series of papers published by Mehl and coworkers beginning in 19311. Although many aspects of this general problem remain unsolved, it may be said that the orientation of a new phase forming by precipitation from solid solution or by transformation invariably bears, a unique relationship to the orientation of the phase from which it formed, and that similarity in atomic patterns on atomic planes in the two phases play an important part in determining the orientation relationship. Analogous orientation relationships exist in oriented intergrowths in nonmetallic systems-mineral or inorganic. In 1827 Haidinger2 dis-covered natural intergrowths of hematite and magnetite, and demon-strated that the rough form of the magnetite octahedrons was delineated by small crystals of hematite, of which the basal (00.1) planes lay parallel to the octahedral cleavage planes of the magnetite. The description of this orientation relationship was later completed by von Rath3, who showed that the edge (00-1):(10-1) in hematite lies normal to the [111]

Jan 1, 1937

By Brad W. Taylor

"During the past several months, I have introduced to civil and structural engineers an innovative solution for the integrity testing of concrete using the Thermal Integrity Profiler (TIP) Wire Cable System by Pile Dynamics. While in the process of “educating” highly-trained professionals about a technological breakthrough, I ended up being educated myself about their needs for quality control/quality assurance (QA/QC). With that in mind, I would like to focus on their two key areas of concern:• How complex is the TIP installation process?• How does the QA/QC engineereffectively analyze and report TIP test results?A few months ago, during a discussion with a senior QA engineer, he asked a question that stopped me in my tracks: “Why should we do foundation testing at all?” Turning it around, I asked, “Why wouldn’t QA/QC personnel want to know everything they could about their critical infrastructure foundation?” Honestly, I didn’t answer his question nor did I fully comprehend what he was trying to say. With his experience, the engineer understood that there has not been an integrity test or a combination of integrity tests that could deliver an inside the cage and outside the cage (cover) complete data set that would provide a definitive profile of the entire shaft. Crosshole sonic logging (CSL) becomes more effective the larger the diameter of the shaft becomes, with a maximum effectiveness between 70% and 80%, but does not provide any data of the integrity of the shaft beyond a straight line between CSL tubes. Gamma-gamma logging (GGL) provides qualitative information about the concrete surrounding the GGL tube and device, and it provides information about a small percentage of the drilled shaft concrete near its outside edge."

Jan 1, 2017

By S. F. Emmons

" The obscurity which still veils from us the true nature of veins will become more and more cleared up when they can be considered in connection with the geological structure of the regions in which they occur."* These words, according to Lossen, the biographer of the late Dr. A. von Groddeck, of Clausthal, were the last received by him from that eminent man, perhaps the most far-sighted and carefully progressive of recent writers on ore-deposits. They seem to me to form a fitting text for what I am about to say; since I find that many of the conclusions at which I have arrived by my own study of the structural relations of ore-deposits, or, in other words, of the structural and dynamic geology of the regions in which they occur in this country, have been similarly determined by him within recent years in Europe, and especially in his home field of work, the Hartz. I shall not enter upon a detailed account of how far other workers may have arrived at similar conclusions with myself, since these questions of priority are of little interest, except to those immediately concerned; but will briefly present the methods by which, in my work in this country, I have arrived at certain generalizations, and will point out the practical bearing which they may have upon the work of mining engineers. In my first thorough and systematic examination of an important group of ore-deposits, viz., that of Leadville, Colorado, I was enabled, through the generous facilities afforded me by the then Director of the Geological Survey, Mr. Clarence King, to make a most elaborate and detailed study of the geology, not only of the immediate vicinity of the mines, but of the adjacent mountain regions, based upon accurate topographical and underground maps, and

Jan 1, 1888

By Joseph S. Malesky

The discovery and development of explosives mark one of the most important findings in the history of civilization. Without explosives our vast economic enterprise concerning the mining of coal, copper, iron, aluminum, and various other ores could not function. Explosives are used in all kinds of construction works, in the razing of old buildings, blasting of trenches, driving of tunnels, and in many other instances common to our everyday life. For these reasons explosives are rightfully referred to as the forerunner of progress. An explosive may be defined as a substance (usually a mixture) that, when flame or shock is applied, yields readily to rapid combustion or oxidation, accompanied by the formation of such relatively large quantities of gases as to produce much violence and pressure which, in turn, react against their surroundings and cause what is termed an explosion. By their very nature the action of explosives is destructive and disruptive of adjacent materials. Decomposition of explosives can occur through deflagration, which is rapid burning or combustion, as in the case of black powder, or through detonation, which is an almost instantaneous disruption, as in the case of dynamites and blasting agents. HISTORY OF BLASTING WITH EXPLOSIVES At one time workmen obtained stone blocks for building by grooving the rock with crude picks, driving wooden wedges into niches in the rock, and pouring water on the wedges; the swelling of the wood forced out the blocks. As late as the 17th century, fires were placed against the face of rock to crack it, and water was sometimes dashed on the heated rock to shatter it by sudden cooling. The progress of our country is synonymous with advancement of the improved manufacture and extended use of explosives. Coal had been

Jan 1, 1981

By R. Gibson, F. S. Turneaure

The tin deposit of Monserrat, Bolivia, consists of one major vein 1600 m in length. The ore is unusual because of the notable quantity of teallite, even though cassiterite is the principal tin mineral. The deposit, formed at shallow depth under a wide range in temperature, may be classed as xenothermal. Polished sections reveal a complex history of replacement, with low-temperature minerals deposited before high-temperature minerals. THE Monserrat mine1'2 of the Compania Minera Monserrat is located 11 km east of Callipampa, a station on the Antofagasta and Bolivia Railway some 55 km south of Oruro. The mine lies in a group of low hills on the east slope of a broad valley of northerly trend. The valley is separated from the altiplano to the west by a prominent ridge that rises several hundred meters above the surrounding country (fig. 1). Callipampa is situated a short distance west of the ridge, near the east margin of the altiplano. The elevation at Callipampa is 3700 m and at the mine 4100 m. Monserrat is near the northeast limit of what may be called the Poopo-Pazna district, an area of northwesterly trend about 25 km in length and 15 km in width. The district includes the tin-silver prospects of Poopo to the north, the zinc-tin deposits of Salvador to the southwest, and the tin-tourmaline veins of Avicaya to the south. Along the prominent ridge already mentioned, which forms the western limit of the district, there are several tin and antimony prospects including the Trinacria mine, which is famous for its fine specimens of cylindrite. Although the principal ore mineral is cassiterite, the tin deposit of Monserrat contains an unusual amount of teallite. Cassiterite occurs in part as a finely granular mixture with sulphides of iron and zinc and in part as needle tin of late hypogene age. The regional structure is dominated by broad folds typical of the Andes of Central Bolivia and similar to those of the Llallagua district. The area adjacent to the Monserrat mine is underlain by thin-bedded shale somewhat variable in color but predominantly dark grey to black. The beds strike northwest and dip at low angles southwest, forming part of the northeast limb of a major syncline. A resistant sandstone formation, which underlies the black shale, crops out along a ridge east of the mine and also accounts for the high ridge to the west that was previously mentioned. No igneous rock of any kind is found at Monserrat. The nearest intrusive bodies known are the irregular dikes and masses of quartz porphyry at Avicaya about 10 km to the south. Mine Workings The Monserrat property includes one main vein, which can be followed on the surface for 1600 m, and two or three branch veins of distinctly minor importance. The principal haulage tunnel, referred to as the San Carlos adit or level III, extends northeasterly for 1700 m, following the main vein throughout most of this distance. Above the adit, there are

Jan 1, 1951

By F. S. Turneaure, R. Gibson

The tin deposit of Monserrat, Bolivia, consists of one major vein 1600 m in length. The ore is unusual because of the notable quantity of teallite, even though cassiterite is the principal tin mineral. The deposit, formed at shallow depth under a wide range in temperature, may be classed as xenothermal. Polished sections reveal a complex history of replacement, with low-temperature minerals deposited before high-temperature minerals. THE Monserrat mine1'2 of the Compania Minera Monserrat is located 11 km east of Callipampa, a station on the Antofagasta and Bolivia Railway some 55 km south of Oruro. The mine lies in a group of low hills on the east slope of a broad valley of northerly trend. The valley is separated from the altiplano to the west by a prominent ridge that rises several hundred meters above the surrounding country (fig. 1). Callipampa is situated a short distance west of the ridge, near the east margin of the altiplano. The elevation at Callipampa is 3700 m and at the mine 4100 m. Monserrat is near the northeast limit of what may be called the Poopo-Pazna district, an area of northwesterly trend about 25 km in length and 15 km in width. The district includes the tin-silver prospects of Poopo to the north, the zinc-tin deposits of Salvador to the southwest, and the tin-tourmaline veins of Avicaya to the south. Along the prominent ridge already mentioned, which forms the western limit of the district, there are several tin and antimony prospects including the Trinacria mine, which is famous for its fine specimens of cylindrite. Although the principal ore mineral is cassiterite, the tin deposit of Monserrat contains an unusual amount of teallite. Cassiterite occurs in part as a finely granular mixture with sulphides of iron and zinc and in part as needle tin of late hypogene age. The regional structure is dominated by broad folds typical of the Andes of Central Bolivia and similar to those of the Llallagua district. The area adjacent to the Monserrat mine is underlain by thin-bedded shale somewhat variable in color but predominantly dark grey to black. The beds strike northwest and dip at low angles southwest, forming part of the northeast limb of a major syncline. A resistant sandstone formation, which underlies the black shale, crops out along a ridge east of the mine and also accounts for the high ridge to the west that was previously mentioned. No igneous rock of any kind is found at Monserrat. The nearest intrusive bodies known are the irregular dikes and masses of quartz porphyry at Avicaya about 10 km to the south. Mine Workings The Monserrat property includes one main vein, which can be followed on the surface for 1600 m, and two or three branch veins of distinctly minor importance. The principal haulage tunnel, referred to as the San Carlos adit or level III, extends northeasterly for 1700 m, following the main vein throughout most of this distance. Above the adit, there are

Jan 1, 1951

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

Jan 1, 1952

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 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, 1943

By John R. Spencer

A capillary tube variable volume cell is described, which has operated satisfactorily over a range of 100°F and 3,500 psi to 550°F and 1,500 psi. The cell contents are entirely visible over the length of the capillary with the exception of a space at the top amounting to three per cent of the total volume. Observations on the critical behavior of simple systems have been greatly facilitated by the apparatus, it being possible to establish the critical conditions for a particular mixture in the course of a day's run. INTRODUCTION Many types of apparatus have been designed for obtaining data on the phase relationships of hydrocarbon systems. Such apparatus can in general be subdivided into two classifications; (l), indirect measurement of phase volume, and (2), direct visual observation of phase volume, each of which has outstanding advantages and disadvantages. Indirect measurement of phase volume requires the use of rather elaborate apparatus including internal probes in which are located the device for determining the locus of the interface between phases. Such equipment is by its very nature costly, and is complex from the standpoint of operating technique. Probing techniques can be used, however, over wide ranges of temperature and pressure with a high degree of reproducibility. Apparatus for visual observation of phase behavior obviously has the advantage of enabling the experimenter to see exactly what takes place, but because the material to be tested is contained in a cell constructed of both metal and glass, is limited severely as to the temperature range of operation. Furthermore. the maximum pressure usually is limited by the choice of material used for sealing the glass to the metal, and by the strength of the glass itself. In the interest of increased efficiency of observation, as much of the cell as possible should be visible to the eye. Glass capillary tubes have been used successfully but have always given difficulty at the metal-to-glass seal. An apparatus has been devised to overcome the problems of sealing and resistance to temperature effects that have heretofore been the limiting factor with glass apparatus in the observation of phase volumes at elevated temperature and pressure. APPARATUS The objective which dictated the general arrangement of the apparatus (Figs. 1 and 2) was simplicity of operation. The air bath, A, was constructed of an iron framework to which was attached approximately one inch of glass wool bats which were covered on the outside with "Masonite." A roughly octagonal center piece was installed to provide forced circulation of the air by the fan, B, past the heaters, D, cell, F, and thermoregulator, C, respectively. The entire top of the box is removable to facilitate charging of the cell and to permit easy maintenance. Two windows are provided before and behind the cell to allow the operator to observe the contents against the background fluorescent light, E. The heaters,

Jan 1, 1951

By G. S. Jenkins

The statistics set forth by Professor Mitchell in a proceding paper very carefully brought out the points that indicate that a marked amount of consideration must be given to" the haulage problem to adapt it to local conditions as encountered. Professor Mitchell's paper showed a spread of from 10 tons per man to 50 tons per man on the production crews, which spread can be recognized as entirely too large when one considers that the product is being sold at a price within very close limits. While a portion of this spread may be explained by different methods in cost accounting as to what employees are applicable to the production crew, it cannot all be blamed on an accounting method. A good portion must be explained by the improper application of equipment to the needs incurred by the local conditions. It is in an endeavor to go into this phase that this paper is given. It will be necessary to qualify the points covered in order to keep the subject from becoming too wide in scope. Along this line, conditions will be only those involved in bituminous coal mine practices and only the haulage of coal that is loaded with mobile loading machines in seams 4 ft thick and better. Haulage Methods Employed The Consolidated Coal Co. (Illinois) has been operating on a modernized basis for about 20 yr. By modernized we mean the loading of coal with mobile loading equipment. In review of haulage methods, it must be remembered that the main line electric haulage locomotive has been in service for some 40 or jo years. To augment this main line haulage, the mule did a quite satisfactory job during hand-loading days, but was later replaced by the gathering locomotive, either battery or cable-reel operated. This type of haulage was the method in common use at the time the mechanical loading of coal became of major importance and the success or failure of loading machine installations may be largely accredited to haulage facilities in the early days; that is, in the period around 1930. The Consolidated Coal Co. had its struggle with this problem beginning in about 1927 or 1928. We were somewhat fortunate in that we were already using gathering locomotives powered by storage batteries at the time we introduced mechanical loading. This meant that we did not have to spend as much time training motormen and trip riders as many mines did that utilized only mules for their secondary haulage. This was all advantage, and our efforts could be focused on ways and means of providing adequate car service to the loading machine. Like most operations, we endeavored to gear the car service to the capacity of the machine, with a large crew endeavoring to load the maximum tonnage that the machine would handle. Toward that end our first move was to install switches

Jan 1, 1949

By F. W. Brackebusch

In the paper presented by F.W. Brackebusch on the "Basics of paste backfill systems," paste fill was presented as a backfill process that offers many advantages over other alternatives such as hydraulic fill and rock fill. It was observed, however, that the mechanics of paste-fill transportation in pipelines is not fully understood and that the success of its implementation in practice depends on the precise control of the proportions of fines, aggregates and water in the mixture. The author emphasized the necessity for laboratory and full-scale testing to determine the suitability of a material to be used as paste fill. Although experimental testing is definitely an important operation in the design of a reliable paste fill, advances in the understanding of the fundamental laws that govern paste flow in pipelines are equally relevant. Ideally, the results of such efforts would provide predictive models for the rheology of the paste and the corresponding pumping-energy requirements. In an attempt to achieve this objective, an ongoing research program has been active at McGill University's Department of Mining and Metallurgical Engineering. Preliminary results showed that the underlying mechanics of paste-fill flow in pipelines may be described in terms of what is known as "plug flow," as depicted in Fig. 1. Although this flow mechanism has been known qualitatively for many years, few attempts managed to offer a comprehensive model (Gandhi, 1987; Duckworth, 1986). In our model, it is assumed that coarse aggregates present in the mixture form a porous core, which is filled with paste (fines and water) and is surrounded by an annular non-Newtonian (Bingham-plastic) lubrication layer, which enables the mixture to flow with pressure losses that are easily overcome by common positive-displacement pumps. In summary, our model predicts the thickness of the annular lubricating layer, which controls the magnitude of the pressure losses. This is done either by collecting data on the apparent viscosity of the Theologically-active fine fraction and using an analytical equation (Bouzaiene, 1994), or is done by measuring the void content of the coarse aggregates and deducing the thickness as a function of the fine- to coarse (weight or volume) fraction ratio in the mixture for a given pipe diameter and solids concentration. Our model predictions showed good agreement with data from Duckworth et al. (1986), as shown in Fig. 2.? References Bouzaiene, R., 1994, "Hydraulic transportation in mining," Ph.D. dissertation in progress, McGill University, Dept. of Mining and Metallurgical Engineering, Montreal, P0, Canada Duckworth, A., Addie, G.R., and Maffei, J.R.,1986, "Mine waste disposal by pipeline using a fine slurry carrier," Proceedings of the 11th International Conference on Slurry Transportation, Slurry Transport Association, Washington DC. Gandhi, R.L., 1987, "Effect of rheological properties of fines fraction on slurry hydraulics," Proceedings of the 12th International Conference on Slurry Technology, New Orleans, LA.

Jan 1, 1996

By John W. Bell

IN the introduction to an excellent pamphlet, John Gross1 makes the following statements: Although marked progress has been made along mechanical lines, the theory and conception of underlying principles have not advanced so rapidly. This lack of advance in theory may be attributed to the unfortunate situation resulting from the controversy as to whether the Rittinger or Kick law is applicable to crushing. Many pages of the technical literature are burdened with theoretical discussions in favor of one or the other of these laws, which have tended to cloud rather than to clear the atmosphere. Realizing the situation, the Milling Committee of the American Institute of Mining and Metallurgical Engineers, through its secretary, E. A. Hersam, studied the milling industry and, because of the apparently hopeless lack of agreement in the Kick versus Rittinger dispute (5, 13, 14, 16, 18, 19, 21, 22, 23, 24, 30. 34), concluded that a foundation for the theory of crushing was of primary importance. The numbers in the paragraph quoted refer to papers listed by Mr. Gross in his Bibliography on Crushing and Grinding.1 One is obliged to infer that these papers show "hopeless lack of agreement in the Kick versus Rittinger dispute." No. 22 is a paper by Arthur O. Gates2 and No. 23 is one by the writer.3 Employing the subject matter contained in papers Nos. 22 and 2323 the writer will show that their authors formulated identical conclusions, based solely on experimental evidence. Exactly the same defect in the Stadler hypothesis was described in each of the two papers, although entirely different experimental methods were employed in uncovering it. Both of the authors, independently, formulated the conclusion that Rittinger's was a. true hypothesis and Stadler's false. The evidence in a third paper4 will be employed to prove that Stadler's hypothesis, when examined experimentally, is worthless. STADLER'S HYPOTHESIS WORTHLESS It is the writer's opinion that the evidence available in 1915 and the corroborating evidence in 1916 was amply sufficient to eliminate the need for any further consideration of Stadler's hypothesis. Certainly the evidence produced in 1918 dealt this hypothesis its coup de grace. It follows, therefore, that in the year 1918 there was only one credible hypothesis left-the Rittinger hypothesis. Gates' Opinion What information is available in Mr. Gates' paper?2 His conclusions are not consecutively summarized, none the less they are perfectly clear. On page 876, Gates says, and it is a very significant utterance: But my results show, among other things, that many more of Stadler's energy units are obtained per foot-pound-applied in coarse than in fine crushing. This suggests a doubt as to the correctness of his unit, since one would expect a foot-pound-applied to produce the same number of "energy units," whether the feed and resulting product were coarse or fine. When Rittinger's theory is applied, the number of mesh-tons (my unit of surface produced) is

Jan 1, 1942

By C. Richard Tinsley

INTRODUCTION Documentary complications arise from the risk apportionment in project financing which generally means that once the project is up and running and has satisfied the lender's completion test, the loan agreement specifically limits the lender's recourse to the project and its assets. It is the purpose of this paper to describe the special considerations which apply to industrial minerals projects and explore the reasons why so few project financings are negotiated in this industry. SIZE Small projects do not warrant the relatively high costs of negotiating and documenting project financing. The extent of the documentation is directly proportionate to either (a) the degree of risk apportionment, or (b) the amount of control given to lawyers to negotiate the documents. Although one would like to believe that project-finance documentation could be off-the-shelf, it is almost always necessary to tailor the documents to the mine development itself and the individual desires of the borrower. Accordingly, the documentation costs and initial expenses are seldom less than $40,000, and for complex projects can reach $400,000. In addition, banks often charge an up-front fee to partly compensate them for their staff time and partly to increase their yield on what is deemed to be a "riskier" loan asset. Another factor is the generally lower debt:equity ratio when bankers are uncertain of the accuracy of the cash flow projections. The ratio of the amount of cash flow left over after debt service to debt service itself is a key tool for project finance (debt service coverage). Bankers will require a higher coverage ratio for industrial minerals projects because of the relatively higher uncertainties in the following categories: Prices Markets Geology/Quality Transportation Environmental This, in turn, means that lower debt:equity ratios are the norm for new industrial minerals projects. INDUSTRY STRUCTURE It is hardly worthwhile to generalise about a field as diverse as industrial minerals, but there are four other structural reasons why project financing has not been widely applied. 1. The most obvious example is the predominance of small-sized operations, largely a function of transportation economics. Geological conditions also contribute to their dispersion. 2. Often, the product is only a small part of a company's business in contrast to many petroleum, metals, or coal companies whose sole business is the production of the raw material. The construction industry is a good example here for cement, gypsum, crushed stone, sand and gravel, and the drilling-mud services business for barite and bentonite. A company is unlikely to jeopardise its main business through the failure of a project financing on one of its key inputs. The corrollary is that the mined input is often regarded as a cost centre and not run on the sort of economic basis suitable for project financing. 3. There may be a reluctance to reveal key aspects of an industrial minerals venture to an outsider for purely competitive reasons. Unlike the other minerals industries which readily share technical information at plant visits and

Jan 1, 1985

The income of the Institute is derived from dues, subscriptions to Mining and Metallurgy and sale of publications. These sources are fortunately supplemented by the interest from invested funds now amounting to over $500,000, a considerable portion constituting endowments for especial purposes. Aside from the medal funds the principal endowments are the James Douglas Fund for support of the Library, the Rocky Mountain Fund and the Seeley W. Mudd Memorial Fund. The income from the two last named is available for the support of research and a variety of other purposes, It is allocated by the Board of Directors upon recommendation of standing committees in each case. An active effort is being made to increase the endowments of the Institute, it being felt that unusual opportunities exist for research and public and professional service through the organization and at a minimum of expense. J. V. W. Reynders is chairman of the Endowment Committee. Seeley W. Mudd Memorial Fund THE Seeley W. Mudd Memorial Fund, consisting of $100,000, was given the Institute in 1929 by the family of Colonel Mudd who had served the Institute as Director, Vice-president and on many important committees. His long career of distinguished professional and public service is fittingly commemorated by this fund. The income is available for support of research and other special purposes. In view of Colonel Mudd's life work with the nonferrous metals and his keen interest in the younger men of the profession it is purposed to apply the fund particularly to the benefit of these two. Control of income is exercised by the Board of Directors on recommendation of a Committee consisting of the President and Secretary, ex officiis, together with three others selected by the Board. The Committee consists at present of the following members: W. H. Bassett, President; H. Foster Bain, Secretary; Harvey S. Mudd serving until October, 1931; Edgar Rickard serving till October, 1932; George Otis Smith serving until October, 1933. On recommendation of this Committee the Board has authorized as a first project the preparation of a series of small books designed especially to be helpful to the Junior Members. These are now being written and it is hoped will be available for distribution in 1931. The list includes: A Brief History of American Mining, by T. A. Rickard; Mining Costs, Why and What, by Arthur Notman; Introduction to Mineral Economics, by H. Foster Bain and T. T. Read; Choice of Methods—A Record of Experience in Making Decisions, with chapters by W. H. Bassett, F. W. Bradley, E. DeGolyer, Howard N. Eavenson, A. B. Parsons, J. V. W. Reynders, L. D. Ricketts, Robert E. Tally, Pope Yeatman and others. One other book is projected but final selection has not been made. The purpose of these books is to afford the younger men who now come into a highly specialized profession some substitute for the broad

Jan 1, 1930

By R. Schuhmann

As a response to rapidly growing specialization in various branches of metallurgy, it is proposed that undergraduate education in metallurgical engineering should be built up around four principal scientific themes: 1—thermodynamics, 2—structure, 3—mechanics, and 4-—rate processes. THE following quotation from a recent article by von Bertalanffyl describes very well the situation which today challenges curriculum designers in all branches of science and engineering: "Modern scientific education is presented with a well known dilemma. The amount of facts in modern science, and in any of its smallest branches, is enormous. Life in general, and the academic curriculum in particular, is short. The abundance of factual data, as well as the intricacy of modern scientific techniques, experimental and theoretical, necessitates utmost specialization. This specialization, unavoidable though it is, involves serious danger for both the education of the scientist and the social function of science. "In so far as the advancement of science is concerned, history shows that interconnection of different fields and problems is a most important basis of progress. Many of the paramount achievements of science arose on borderlines, and from the synthesis of formerly separate fields . . ." Specialization in subfields of metallurgy has become a serious educational problem only in about the last decade. The growth in specialization, almost as a necessity, has paralleled the rapid growth in metallurgical knowledge during this period. Moreover, in planning future educational policies, the educator must be concerned not only with the rate of increase in metallurgical knowledge and with the concomitant rate of increase in specialization, but also with the second derivatives, that is, with the rates of increase of the rates of increase. These second derivatives are positive and large; the growths being dealt with are self-catalyzing, or like a chain reaction. As a measure of specialization, the length of the list of different kinds of metallurgies can be considered, the kinds of metallurgy which represent one person's particular interests and those of other practicing metallurgists. To start with, there are physical metallurgy, process metallurgy, and mineral dressing, then mechanical metallurgy, metal processing, foundry metallurgy, corrosion, solid state physics, high temperature metallurgy, welding, powder metallurgy, nuclear metallurgy, etc. Each of these fields is growing so rapidly that any one metallurgist can hope at best to keep up to date in only one or two. What is the impact of all these "metallurgies" on metallurgical education and metallurgical curricula? In answering this question, it can be said, first, that educators have resisted fairly well the temptations to split up metallurgy, with different curricula, different options, degrees with different labels, and the like—degrees are still given in plain Metallurgy and Metallurgical Engineering. In other ways, though, the pressures of specialization have had noticeable effects. There is a tendency to think of these "metallurgies" as the important subdivisions of Metallurgical Engineering and to work up

Jan 1, 1956

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

L. C. UREn,* BerkelEy, Cal. (written discussion).—I heartily concur with Rlr. .Fobs concerning the need for advanced courses on various phases of Petroleum Engineering. I think that his criticism is probably true of most of the engineering schools that are specializing at all in Petroleum Engineering, that is, that most of their so-called graduate courses are not of graduate caliber but are merely more specialized aspects of undergraduate subjects. It would undoubtedly be to the advantage of the petroleum profession if more advanced work could be offered in a few of the leading engineering institutions so that there would be something substantial to offer graduate students wishing to return after a period of undergraduate work, for additional training. There is no doubt but that a better trained engineer, more useful to the oil industry, could be secured from schools offering such advanced training. The problem of adpting our instruction to fit the needs of engineers trained along other lines who wish, after completion of their undergraduate work, to enter thc petroleum engineering field, is a more difficult one. It has been my experience that such men are usually sadly deficient along certain lines and that they are really not prepared for the more advanced work in Petroleum Production Engineering until they have gone back over the work which they have missed in their undergraduate training. I note that Mr. Fohs suggests that other eastern and western colleges not now stressing Petrolelim Engineering, should be encouraged to take up advanced work of this character. With this, however, I cannot agree unless the institutions arc also prepared to offer a full sequence of undergraduate work on which the more advanced courses may be superimposed. Whether or not there is a need for additional engi-ncering colleges entering the petroleum engineering field is an open qucstion. I believe that we arc turning out enough petroleum engineers at the present time and that none of the six institutions now specializing in this field arc overcrowded. Morc-ovcr, they are fairly well distributed over the country, though there may be room for an additional school in the field in the eastcrn section of the United States. F. W. Padgett, Norman, Okla. (written tliscussion).—Assuming that the stnclcnt has the proper fundamentals, that is, general science and a knowledge of the technology of the industry, then the problem is: What courses should be offered from the graduate standpoint? (a) Course Work.—His knowledge of the technology of the industry can be extended advantagcously by means of one and two-hour courses, which consist in a more detailed survey of the various branches of the industry. (b) Lilerdure.—This work may, or may not, be connected directly with his research problem. The student should become familiar with methods of locating articles in the 1iterature; should also become familiar with all the important original

Jan 1, 1928

Discussion of the paper of E: D. Gardner, presented at the Salt Lake meeting, August, 1914, and printed in Bulletin No. 91, July, 1914, pp. 1467 to 1471. H. V. WINCHELL, Minneapolis, Minn.-There are two questions I should like to ask: First, does the Department still adhere to the decision made in the East Tintic case? Second, does the Department require placer ground to he of such value that, in the opinion of the Forest Service employees, it will pay to work, before admitting the location to be valid? T. C. HOYT,* Ogden, Utah.-With reference to the first question: the Department does not hold to that decision, as it was reconsidered by the Secretary Of the Interior, and the Department is governed by the decision of the Secretary Of the Interior, on those points always. The Department of Agriculture makes no decision as to what constitutes a sufficient discovery. The mineral examiners simply report their findings and Opinions. These are transmitted to the chief of the field division of the General Land Office, who in turn transmits the reports to the Commissioner Of the General Land Office, who decides whether the report raises an issue requiring a hearing. If a hearing is ordered, expert testimony is given on the question of the discovery, as well as the evidence of practical people who operate in the vicinity of the claim in question. As to the extent of placer values considered sufficient to justify a location, my answer will need a little amplification. I couldn't answer it directly for the reason that sometimes people resort to placer claim location as a means of acquiring land for Other purposes than placer mining, which makes it absolutely necessary that the government give close attention to the question of whether good faith has been shown, as it is the evidences of good faith that largely determine whether a report adverse to a claim shall be made. That is a difficult point to cover sometimes. For instance, in the region I have recently visited there are some 17 miles of a valley, from ¼ to ¾ mile in width, all covered by placer locations. It is valuable stock-grazing land, and is stocked at the present time. It also contains a stand of timber, and is on the watershed of an important stream-important from the fact that it furnishes the water supply to government storage reservoirs, and to pending reclamation and Carey Act projects. In this case the placer claims will not be disturbed as mere locations. They will simply remain there, and there will be no action with reference to them until the claimant asks for patent or, before patent, begins to denude that watershed and remove that timber. Then the government would direct that the mineral experts go on to the ground, examine it, prospect it, and submit their report, with a view to seeing if

Jan 11, 1914

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 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, 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, 1943