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

Jan 1, 1987

This is a welcome opportunity to exchange ideas about educating for a profession in mining and metallurgy, and I shall use it to highlight the ways in which educators, the industry, and the profession can help one another make that educa- tion better. This is home ground for me in more ways than one. As the executive head of a uni- versity perhaps I may speak as an educator; and there is still, I hope, enough of the metallurgist in me to allow me to speak of what we metal- lurgists and mining engineers can do to help the educators. Another interest should be declared, too. Among the educating agencies I shall focus on universities; among universities I shall further focus on my own, the University of New South Wales. I know it best; and, more to the point, we are one of the minority that offer a full profes- sional training in mining and metallurgy. Further, we are as a university very much concerned- more than most-with specifically professional education, and especially with education in the professions based on science and technology. Mining and metallurgy have of course played a central role, from earliest times onwards, in the history and development of science and tech- nology. In that role they have been both pro- ducers and consumers of new knowledge. Indeed the whole new attitude to knowledge that began to spread in 16th and 17th century Europe owed a great deal to the interests and traditions of the miner and the metallurgist. The first modern text- book of mining and metallurgy, George Agricola's De Re Metallica, is very much more than a spec- ialist handbook; it is a major landmark in intel- lectual and cultural history.

Jan 1, 1978

By J Galvin

This paper addresses the actions of the Australian mining industry, its regulators and educational providers towards ensuring that a pool of competent mine managers is maintained in Australia and that mine management remains a desirable career path for future mining professionals. The Australian and global mining industries are experiencing an acute skills shortage. Mine managers, traditionally drawn from the ranks of mining engineers, are at the sharp end of this shortage. Exacerbating the shortage is a perception that a professional mine manager is not an attractive career option. This perception is influenced by the following forces which combine to make the role of a modern mine manager very demanding:legislative requirements for owners and managers to ensure (guarantee) the safety and health of employees; an increasing trend towards prosecution over exposure to risks to health and safety a need to be more aware and responsive to community and environment; financial, technical and æpeopleÆ pressures traditionally associated with the job of managing a mine; and mine management roles being filled by younger and less experienced professionals. Universities and other educational providers have the challenge of both ensuring that undergraduates are exposed to these issues during their study and continuing to promote mine management as a desirable career option. Anecdotal and statistical evidence indicates that young graduates are choosing and remaining in technical roles rather than taking on the challenge of mine management. Furthermore, it is suspected that the issues referred to above are contributing to the low retention rate of young professionals at mine sites. The challenges are not insurmountable, however. This paper reviews the initiatives of industry, the regulators and educational institutions in addressing these challenges. It includes a focus on:prosecution policies and their impacts, tertiary education program content and delivery modes, CPD initiatives of the Mine Managers Association of Australia, and alternative pathways for obtaining mine management qualifications.

Jan 1, 2006

By D R. Cohen

As one of the four basic sciences, the study of geology is intrinsically worthy as a means of increasing fundamental knowledge of the behaviour and evolution of the universe. Geological knowledge can also be translated into practical outcomes for society such as resource discovery and protection of the environment. Australia has a long tradition of providing very high quality geoscience programs to prepare graduates for a range of occupations. We are, however, reaching a nexus in the way universities should or can deliver engaging programs. This has been triggered by the rapid evolution of the digital world (the Internet of Things), new technologies, unprecedented access to information, better understanding of the processes by which we learn and adapt our thinking, growing complexity in the problems we must face or opportunities to grasp, and university funding models. Designing education programs for the next generation of geologists extends far beyond tinkering with syllabuses. We must develop skills sets that will allow graduates to work in rapidly changing landscapes, but in doing so may have to sacrifice content to build capability in our graduates. Whereas universities must respond to changing demands on graduates by ensuring degree programs contain an appropriate balance of material and high quality of delivery, industry and government must also fulfil their responsibilities to provide additional training programs for graduates to assist their rapid transition into independent professionals. This paper examines various educational issues being considered in developing the new Decadal Plan for the Earth Sciences, and reflects on directions that education is heading in many of our universities.CITATION:Cohen, D R, 2017. Educating the next generation of geologists, in Proceedings Tenth International Mining Geology Conference 2017, pp 3–10 (The Australasian Institute of Mining and Metallurgy: Melbourne).

Sep 20, 2017

By S C. Dominy

The Minerals Education Australia program is offering a tertiary learning environment for the global mining industry. The Minerals Council of Australia has instigated this initiative, which is run by the Minerals Tertiary Education Council. The program is a pioneering partnership between the Australian minerals industry, Australian governments and key Australian universities. It is designed to deliver key undergraduate and postgraduate courses for tomorrowÆs minerals industry professionals in the fields of geoscience, mining and minerals engineering and metallurgy. The flagship course for geoscience professionals is the G3 Masters program. This is a coursework-based degree supported by the Minerals Tertiary Education Council, and a partnership between James Cook University, the University of Tasmania and the University of Western Australia. These partners represent the leading-edge providers of minerals geoscience education and R&D in Australia. The G3 program provides the full spectrum of post-graduate training skills in exploration, mining and economic geology topics.

Jan 1, 2003

Mere recognition of the need for technic- ally strong human resources in the'extractive metallurgical industries has not prevented the decline in the education base for broad spec- trum metallurgists. The ability of chemical engineers to perform very effectively in many extractive metallurgical positions does not remove from the need for a general metallurgic- al education system. The intrusion of chemical engineers into extractive metallurgy is only symptomatic of the problems facing the minerals industry and its educators. The prospect of a career in the minerals base industries is unattractive to potential students by virtue of perceived inadequacies in the professional basis of the industry and ignorance of its sig- nificance to Australia's future, as assisted by excessive secrecy and a low profile public Image.

Jan 1, 1987

The success of any industry depends on the planned integration of the policies and resources of the key components of the Australian economic and political structure - government, industry management, education, research, and the human resources of the industry. The Australian Mineral Industry, like Australia itself, has grown and developed at a rate not foreseen by many of our founding fathers and early industry leaders. Hence, now, as we approach the 21st Century, we need to re-think our approach to the significant new problems that are beginning to face both government and the Mineral Industry. Government initiatives, government information and support services, industry re-structuring, and research and development support, need to be carefully re-evaluated, re-diredted,. and strengthened, so that government, the community, and the Mineral Industry produce and receive the optimum education and research strategies and services. The support of academics and researchers, the development of facilities, and the design of new Courses for the future successful and beneficial exploitation of minerals need particular consideration.

Jan 1, 1986

The Australian mining industry faces skills shortages across a broad spectrum of disciplines and levels, as it enters another major growth phase. Critical amongst the areas of most significant shortage in the professional sphere is the discipline of geotechnical professionals. More mines, deeper mines, ageing workforces are all contributing to this chronic shortage. But the shortage is not just at the operating sites, it is across a range of employment fields including sites, head offices, consultants, researchers and educators. This paper reviews the status of a number of these fields and explores some of the issues being faced. The different roles of a site geotechnical professional and a specialist geotechnical consultant are explored, together with some of the trends in terms of how such people are operating, and the skills they are expected to have to fulfill their job requirements. The paper also considers the move towards possible mandatory statutory geotechnical positions at mine sites and some of the implications if this were to come into force. Finally, the paper considers the current provider programs for mining geotechnical education, and how additional offerings are going to be needed in order to address the current shortages and the inconsistencies in terms of job expectations for people assigned to geotechnical roles without adequate education and training.

Nov 25, 2010

A continuing demand for exploration geologists, at a level well below that during the mineral "boom" of 1967-1971, will be highly selective. The exploration geologist must be more than the traditional geologist whose primary function has been detailed description of rocks and their recording on a geological map. He must be capable of 1. reconnaissance recognition of favour= able environments for ore mineral concentrations, 2. application and interpretation of techniques of search and evaluation, and 3. evaluation of economic, technological and political interactions that combine to make an ore deposit. Universities have an obligation to their students to provide them with a saleable skill, to educate them so that they can cope profess- ionally and socially, and to provide a mechan- ism by which education can be a continuing process. Humanistic and social studies, develop ment of communication skills, understanding of economic and management principles, ability to assess rock properties that influence extract- ion and beneficiation, and a knowledge of technological developments and limitations are necessary parts of the exploration geologist's

Jan 1, 1974

This paper reviews the manpower requirements of the Australian mining industry. It has been necessary to provide general background information in order to support the view that university education in mining and mineral process engineering should be strengthened rapidly in Australia to provide graduates for the industry.

Jan 1, 1969

By Potter OE

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

Jan 1, 1981

The Australasian Institute of Mining and Metallurgy and the Australian Mining Industry Council are concerned that a sufficient number of able young people receive an adequate level of professional training for the mineral industry. A Joint Committee on Education has been formed to pursue these objectives. At a time of strong growth in the industry it is most important to forecast the demand for people, so that the educational authorities will be able to provide adequate facilities. The factors to be considered in fore- casting the demand for professional staff are set out, and the proposed method of assessment is outlined.

Jan 1, 1981

An attempt has been made in tftis paper to review the general situation regarding the needs of the Mining and Minerals Industry for skilled and qualified personnel. Having defined the behavioural objectives of the courses of study, reference is thereafter made to the factors influencing the effective design of courses for apprentices, technicians and Technologists.

Jan 1, 1981

The Australian mining industry has suffered from a decline in its public image during the past decade. This has occurred partly as a result of increased questioning of accepted social and economic values since the mid-1960s and the greater restrictions placed on industry since then, and partly ò from the industry's inability to effectively answer its critics. Public opinion surveys have shown the depth of the decline in the industry's community acceptability and highlighted those issues which people regard as disadvantages of mining. The industry's poor public image has contributed to the difficulties of attracting young people to take up professional careers in mining. All those involved in the industry have a responsibility to assist in activities designed to improve the industry community Acceptability.

Jan 1, 1981

The curbing of expansion in tertiary level education in Australia and the question- ing of its objectives which are now occurring are likely to have important effects on mining and metallurgical education. Student enrol- ments are low but the serious shortage of specialised minerals industry graduates pre- dicted during the boom of the late 60's has not eventuated. Other manning problems of a less quantitative but possibly equally import- ant kind have been identified. They point to a need for a full and deep review of the education and training programmes available to Australian graduates planning to enter product- ion areas of the minerals industry. An alter- native educational structure providing greater flexibility is suggested.

Jan 1, 1977

By Dorricott M. G

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

Jan 1, 1992

Geological. engineering is a field of engineering practice concerned with design and construction of excavations and structures in soil and rock masses. The role of geological engineering in mining practice is defined in this paper, and the scope of the various disciplines in engineering science and geoscience which support geo-engineering research is discussed. The current national research capacity in geo-engineering is considered, and current and future needs for geo-engineering research for mining practice are proposed. Education programmes to sustain the proposed level of research and its industrial implementation are Suggested.

Jan 1, 1986

About 60 persons are admitted to the graduate course every year after passing the entrance examinations. The entire course of studies is free of charge and the universities provide accommodation for the students who need it. The five years of studies are divided into 10 semesters. One semester lasts 15 weeks. Automatics can be studied at three separate faculties. At the University of Mining and Metallurgy, it is offered by the Faculty of Electrical Engineering, Automatics and Electronics as well as the Faculty of Mining and Metallurgical Machines (metrology can also be studied there); at the Silesian Technical University in Gliwice, the Faculty of Mining offers the course. The educational plans and programmes comprise 3 groups of subjects: common for a given course of studies (foreign languages, political science and the basic technical knowledge) common for the speciality and subjects of diploma courses. The whole time of studies covers about 4400 hours excluding 3 periods of professional training and the physical training. The classes, laboratory classes, seminars and design classes are obligatory and the attendance is strictly checked. Students may extend their knowledge by participating and working in the Science Clubs. The students' work is checked not only during the classes but also by the examinations held at'the end of respective semesters. Those who fail the exams can repeat them only if very important reasons are presented. At the very end of the studies there is a diploma examination together with a discussion on the diploma thesis, written by the student. The successful result entitles the student to recieve the title of "magister inzynier",M.Sc. of his speciality. The graduates, after working for 2 years, can attend another course of studies lasting 2 semesters and called "Postgraduate Course", or start "Doctoral Studies" finished by the defence of a doctor's thesis. In'these cases the expenses are usually covered by the graduates' employers.

Jan 1, 1985

By O A. Aladejebi, S Mitra, T Singh, D O’Dea, S, T Honey

Granulation of the iron ore blend and the additives is the foremost step in the agglomeration of iron ore fines to achieve a permeable bed during sintering, which is crucial for sinter productivity. This study investigated the granulation of four types of blends to determine the impact of granulation on bed permeability. The blends were granulated in a rotating drum at various moisture contents and their JPU permeability was measured at each moisture content in a permeability pot (diameter 95 mm and height 500 mm) at various flow rates. Several independent experiments were carried out to investigate the changes in permeability when mixtures of different particle size range (-1 mm and +1 mm) were introduced into a packed bed with a larger particle size range (-6.3 mm to +4.0 mm). The results revealed that the addition of particles in the -1 mm size range had a more pronounced negative impact on permeability compared to particles in the +1 mm size range. This can be attributed to the relatively higher energy losses (mainly inertial) associated with the presence of -1 mm particles in the mixture. The findings were used to quantify the granulation process based on the -1 mm particle size fraction in the granulated mix and their utilisation (denoted by UI-1 mm). For achieving optimal permeability in a specific blend, it was found that a UI-1 mm (utility index of -1 mm particle size) ranging from 0.82 to 0.92 was required. However, exceeding a UI-1 mm value of 0.95 resulted in weaker granules prone to deformation and led to decreased bed permeability. The study also showed that the UI-1 mm was highly dependent on the water addition per kg of -1 mm in dry feed and suggested adding ~80 to 110 mL of water per kg of -1 mm in dry feed to attain the best possible permeability. Additionally, the research proposed a mechanism involving the melting of granules at high temperatures and highlighted the influence of -1 mm particles on bed permeability during the sintering process.

Sep 18, 2023

Effect of Activated Carbon on the Leaching of Cobalt-Rich Ferromanganese Crust in Sulfuric Acid

Sep 13, 2010