Story of Coal.Pdf

Total Page:16

File Type:pdf, Size:1020Kb

Story of Coal.Pdf SCOTTISH MINING-MUSEUM TRUST LADY VICTORIA COLLIERY NEWTONGRANGE MIDLOTHIAN EH22 4QN TELEPHONE: 0131 6637519 FACSIMILE: 01 3 I 654 1618 www.scottishminingmuseum.com www.scottishminingmuseum.org e-mail: [email protected] [email protected] REGISTERED CHARITY No. SC003227 This pack will support a visit to the Scottish Mining Museum focusing on the story of coal. The pack is aimed at P5 to SI, although we hope that teachers of other ages can adapt the ideas contained here for their own use. The pack is divided into four sections, dealing with practical information about planning a visit, information for teachers, information for group leaders and pupil activity sheets. The pack provides ideas for teaching and learning in Environmental Studies, from levels C to E. page 1 page PLANNING A MUSEUM VISIT 3 This section looks at how to make best use of the resources contained in the pack. LINKS TO THE 5-14 GUIDELINES 4 Shows what areas of the curriculum this topic supports. IDEAS FOR PRE AND POST-VISIT WORK 5 IN THE CLASSROOM These ideas will help to prepare the class for the museum visit and to use the evidence gathered for further work. TOPIC INFORMATION FOR TEACHERS 6-24 A guide to the gallery and the story it tells. We provide information about the theme of each particular section and about three key objects to look at on a visit. There are photocopiable drawings of key objects if teachers want to create their own activity sheets or guides. INFORMATION SHEETS FOR GROUP LEADERS 25 -33 These sheets are designed to provide a resource which teachers or group leaders can use on the visit. They will help to focus attention on key exhibits and can be used to generate discussion. PUPIL ACTIVITY SHEETS 34 -51 These sheets aim to provide some independent work for pupils after group discussion. They can be used after the group has thought about ideas contained in the key display sheets. EVALUATION SHEET 52 We hope that you can tell us how well the pack worked for your visit. page 2 BEFORE THE VISIT AFTER THE VISIT A successful visit requires careful preparation and • A museum visit works best if it is clearly part of we recommend that you adopt the following plans the topic in the classroom. After the visit the to ensure that the visit goes smoothly. children should have lots of evidence that needs • carefully read the pack beforehand so that you to be written up and explored further. Think know its contents. about the different types of writing that the • study the activity sheets and decide which ones pupils could do. are suitable for which children and make • Were there questions that could not be photocopies answered in the museum? Can further • photocopy the sheets for group leaders to use. research help? • before the visit, divide the class into small • How are you going to record and present the groups, each with an adult helper. Each group results of your visit? Do the pupils need a folder can explore specific areas of the displays - do or another way of keeping a permanent record? not expect each pupil to see everything. • Can any expressive arts work emerge from the • discuss with the class why they are going to the visit? Think about the exciting possibilities of art, museum. The visit should be seen as the chance drama, dance and music connected to the to gather information and evidence that may world of coal mining and industry. not be available in the classroom. It is also a • How are groups of pupils going to share chance to gather evidence by seeing real their evidence? objects - a more exciting activity than researching in books! • think about the ways in which pupils can gather evidence. Drawing, writing, talking and photography are ail good ways to collect evidence. Drawing should be encouraged since it makes you look closely at the objects. • if possible, visit the museum yourself beforehand and encourage adult helpers to do so too. Alternatively, try to get all the adult helpers together at the school to go over their role, including the group leader sheets. DURING THE VISIT • ensure that pupils and groups leaders have copies of relevant sheets, clipboards, pencils and plenty of blank paper. • do not give pupils rubbers, as they will spend ages rubbing out and adjusting their drawings! • groups should know which adult they are working with and should know what to do in the event of any emergency. • groups should take part in the discussions as suggested by the key display sheets. Each group should start with a different sheet and do them in a different order - this avoids crowding. • pupils can then work more independently in the gallery by using the pupil sheets. • the whole class should get together at the end to quickly discuss the visit. What was the best/most interesting/exciting display or task? page 3 LINKS TO THE 5-14 NATIONAL GUIDELINES Visiting the Scottish Mining Museum provides a PEOPLE IN THE PAST great chance for children to investigate real objects Studying people, events and societies of that show the story of coal in Scotland. The objects significance in the past - pupils will find some offer teachers the opportunity to provide learning distinctive historical features of the topic and experiences that encourage the use of a range of understand something of the diversity of lifestyles skills across the strands. Before, during and after a and experiences of people in past societies. museum visit children will: Developing an understanding of change and • plan their activities continuity, cause and effect - pupils will see some • collect evidence of the changes that have taken place over a period • record and present evidence of time in coal mining and understand why some • interpret and evaluate evidence features change whilst other do not. • gain knowledge and understanding • develop informed attitudes Developing an understanding of time and historical A museum visit is an excellent way to work on the sequence - pupils will be able to place events in a strands since a visit involves use of all these skills. It chronological framework with appropriate features. also provides a perfect context to deliver the Developing an understanding of the nature of relevant contents and contexts for developing historical evidence - pupils will see a wide range of understanding as detailed here. sources of historical evidence in the museum and will be able to use and assess the value of these SCIENCE Understanding Energy and Forces resources. Forms and sources of energy - pupils will TECHNOLOGY understand that coal is a source of energy laid Understanding and using technology in society down millions of years ago. Conversion and Technology and human needs - pupils will transfer of energy - pupils will understand that coal understand the need of individuals and groups for can be burned to provide heat and light and that the energy that coal provides. They will see how this heat can be used to provide steam. The steam people can use technology to change their own can then be converted into movement or another environment and lifestyle. form of energy, such as electricity. Technology and demand for resources - pupils will Understanding Earth and Space see why the technologies to support coal mining Materials from earth - pupils will understand that were developed and how other technological coal comes from the earth and can provide a range developments affected coal mining. of uses. Burning can also change coal. Technology as it affects lifestyles - pupils will SOCIAL SUBJECTS understand how coal mining and its technologies People and Place have affected the way people live by providing Aspects of the physical and built environment - energy for a variety of purposes. pupils will see that coal is a major physical feature Technology to control the environment - pupils will of Scotland and that it is a resource which people see ways in which energy is converted when coal is collect and use. The collection and use of this burnt and what people have done with that energy. resource has resulted in a range of built/constructed features, such as colliery buildings. Ways in which places have affected people and people have used and affected places - pupils will see that coal is a reason why people have dug into the land and changed the landscape. They will understand the origins, location and usage of this major natural resource. page 4 THINGS TO DO IN THE CLASSROOM BEFORE AND AFTER THE VISIT As already discussed, the museum visit is most After the visit successful if it is part of the ongoing topic and • There will be many opportunities for language clearly linked to work in the classroom. The key work as a result of the museum visit. The visit aim of the visit is to gather evidence and to then can be used to inspire functional and use this evidence for further work. imaginative writing and associated reading in further research work. There should also be Doing follow up work is strongly recommended - plenty of talking after the visit as pupils talk in this allows pupils to discuss the visit together, to groups and convey information about the visit share experiences and thoughts and to reinforce and the evidence they have gathered. the learning that has taken place. • Ideas for writing could include newspaper Teachers should consider assessing pupils on the stories about a new technology and its benefits evidence gathered, as well as the knowledge and or problems, advertisements for coal and its understanding generated by the discussion sheets products, flow charts showing how coal is or pupil sheets. mined and prepared for market or descriptions of the museum and its displays along with THINGS TO DO comments on how well they worked.
Recommended publications
  • Coal and Oil: the Dark Monarchs of Global Energy – Understanding Supply and Extraction Patterns and Their Importance for Futur
    nam et ipsa scientia potestas est List of Papers This thesis is based on the following papers, which are referred to in the text by their Roman numerals. I Höök, M., Aleklett, K. (2008) A decline rate study of Norwe- gian oil production. Energy Policy, 36(11):4262–4271 II Höök, M., Söderbergh, B., Jakobsson, K., Aleklett, K. (2009) The evolution of giant oil field production behaviour. Natural Resources Research, 18(1):39–56 III Höök, M., Hirsch, R., Aleklett, K. (2009) Giant oil field decline rates and their influence on world oil production. Energy Pol- icy, 37(6):2262–2272 IV Jakobsson, K., Söderbergh, B., Höök, M., Aleklett, K. (2009) How reasonable are oil production scenarios from public agen- cies? Energy Policy, 37(11):4809–4818 V Höök M, Söderbergh, B., Aleklett, K. (2009) Future Danish oil and gas export. Energy, 34(11):1826–1834 VI Aleklett K., Höök, M., Jakobsson, K., Lardelli, M., Snowden, S., Söderbergh, B. (2010) The Peak of the Oil Age - analyzing the world oil production Reference Scenario in World Energy Outlook 2008. Energy Policy, 38(3):1398–1414 VII Höök M, Tang, X., Pang, X., Aleklett K. (2010) Development journey and outlook for the Chinese giant oilfields. Petroleum Development and Exploration, 37(2):237–249 VIII Höök, M., Aleklett, K. (2009) Historical trends in American coal production and a possible future outlook. International Journal of Coal Geology, 78(3):201–216 IX Höök, M., Aleklett, K. (2010) Trends in U.S. recoverable coal supply estimates and future production outlooks. Natural Re- sources Research, 19(3):189–208 X Höök, M., Zittel, W., Schindler, J., Aleklett, K.
    [Show full text]
  • 1 the WALKING HORSE and CLARKE's RAILWAY Derek
    THE WALKING HORSE and CLARKE’S RAILWAY Derek Winstanley 2013 is an important milestone in railway history; it is the bicentennial of the start of operation of the third commercially successful steam locomotive in the world. Richard Daglish and Donald Anderson have documented that Robert Daglish built a steam locomotive for John Clarke at Haigh Foundry; Clarke was a Liverpool banker and owner of Winstanley and Orrell colliery and railway. That locomotive was known as The Yorkshire Horse, or The Walking Horse. Although it is most commonly known as The Yorkshire Horse, I prefer to call it The Walking Horse, for reasons that I will explain. Richard Daglish has provided details of the steam locomotive, wagons and track. Anderson documents the development of the steam locomotive and the railroad in the context of the development of the Winstanley and Orrell Coalfield. Robert Daglish himself documented that The Walking Horse was the first commercially successful steam locomotive in Lancashire, but nobody has documented the role of The Walking Horse and Clarke’s railway in the railway history of the world. This is what I attempt to do. In the Wigan area, wooden wagonways transported loaded wagons of coal from the Orrell coalfield in controlled descents, first to the Douglas Navigation in the 1770s and starting in 1784 to the Leeds and Liverpool Canal. Haulage of loaded wagons uphill was to be avoided. In 1792, John Clarke and his Liverpool partners leased land from Squire William Bankes of Winstanley Hall and started to mine coal in Winstanley, to the south of Smithy Brook.
    [Show full text]
  • The Angel's Way Route Seaton Sluice to Chester-Le-Street
    Northern Saints Trails The Angel’s Way Seaton Sluice to Chester-le-Street 49 kms, 30.5 miles Introduction The Angel’s Way is an important link in the network of the Northern Saints Trails. This route between Seaton Sluice and Chester-le-Street means that there is a continuous 114 mile route between Lindisfarne and Durham, using St Oswald’s Way as far as Warkworth, The Way of the Sea from Warkworth to Seaton Sluice and after The Angel’s Way, Cuddy’s Corse (which is also part of The Way of Learning) from Chester-le-Street to Durham. All the Northern Saints Trails use the waymark shown here. In two parts, from near Holywell to Camperdown and from Bowes Railway Path to West Urpeth, the route follows The Tyne & Wear Heritage Way which is well signed and the waymark is also shown here. The route is divided into 4 sections, 3 of which are between 13 to 14 kilometres or 8 to 8.5 miles in length and section 3 from Millennium Bridge to The Angel of the North is just 8 kilometres or 5 miles. The route is of course named after the iconic Angel of the North designed by Antony Gormley. Since it was erected in 1998, it has quickly become Britain’s best known sculpture. When he designed the sculpture Gormley deliberately angled the wings 3.5 degrees forward to create what he described as “a sense of embrace”. This ties in with the protective concept of the guardian angel and if you want to engage with that theme as you journey on The Angel’s Way, perhaps this prayer will be appropriate: Angel of God, my guardian dear, to whom God’s love commits me here, ever this day, be at my side, to light and guard rule and guide.
    [Show full text]
  • 1 Humphry Davy in 1816
    Humphry Davy in 1816: Letters and the Lamp Sharon Ruston Lancaster University By 1816, not yet 40 years old, Humphry Davy had retired from his paid roles at the Royal Institution of Great Britain, Board of Agriculture, and the Royal Society, after marrying the wealthy widow Jane Apreece and being awarded a knighthood. However the invention for which he is now best known was yet to come. When Robert Gray, rector of Bishopwearmouth, wrote to him on behalf of coal mine owners in the North East, asking him to turn his mind to the question of how to light mines safely, Davy responded with characteristic optimism and confidence. His response reveals his motive and agenda from the outset. He intended his contribution to be considered as theoretical, scientific knowledge for a higher purpose: “It will give me very great satisfaction if my chemical knowledge can be of any use in an enquiry so interesting to humanity” (letter from Davy to Robert Gray, August 3, 1815).1 In this essay I will discuss letters that demonstrate the lengths to which Davy went to maintain this view of his development of the miners’ safety lamp that became known as the “Davy lamp”. The forthcoming Collected Letters of Sir Humphry Davy edition will publish approximately one thousand letters not currently in the public domain. These letters will be of particular interest to Romantic-period literary scholars: they include letters to Wordsworth, Coleridge, Southey, Maria Edgeworth, and Walter Scott; there are letters that discuss Byron and the scandalous circle at Geneva in 1816, and letters that demonstrate Davy’s poetic sensibility.
    [Show full text]
  • Articles on Mining History from Mining and History
    North of England Institute of Mining and Mechanical Engineers Nicholas Wood Memorial Library Articles on mining history from mining and history journals: a list May 2017 These are mainly from the Transactions of the professional mining institutions and from economic and other history journals and are grouped in broad topics as well as in a complete list. Some references may appear in more than one grouping. They all relate to the UK. It is a work in progress and further articles will be added from time to time. Publications from mining history societies are mostly not included, but an online index at http://www.sat.dundee.ac.uk/bin/pdmhsearch covers articles from British Speleological Association 1947-73 Northern Cave and Mine Research Society 1961-74 Northern Mine Research Society 1975- (British Mining) Peak District Mines Historical Society 1959- The complete list of articles is followed by the subject groupings: General mining history Labour: miners; productivity Legislation Metalliferous and other non-coal mining Mining technologies Professional institutions; education Regional studies Safety and inspection Safety lamps Items marked X are not in the Institute Library. Page 1 Author Title Journal vol date pages Adam, T.W. The history of the Midland Institute of Mining Engineers Transactions – Institution of 106 1946-7 166-175 Mining Engineers Adam, T.W. & A historical review of the Midland Institute of Mining Transactions – Institution of 117 1957-8 606-620 Statham, I.C.F. Engineers Mining Engineers Adams, M Humphry Davy and the murder lamp History today 55 2005 207-208 X Almond, J.K. British technical education for mining: an historical survey to Transactions - Institution of 84 1975 A60-A70 1920.
    [Show full text]
  • The Myth of the Standard Gauge
    The Myth of the Standard Guage: Rail Guage Choice in Australia, 1850-1901 Author Mills, John Ayres Published 2007 Thesis Type Thesis (PhD Doctorate) School Griffith Business School DOI https://doi.org/10.25904/1912/426 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/366364 Griffith Research Online https://research-repository.griffith.edu.au THE MYTH OF THE STANDARD GAUGE: RAIL GAUGE CHOICE IN AUSTRALIA, 1850 – 1901 JOHN AYRES MILLS B.A.(Syd.), M.Prof.Econ. (U.Qld.) DEPARTMENT OF ACCOUNTING, FINANCE & ECONOMICS GRIFFITH BUSINESS SCHOOL GRIFFITH UNIVERSITY Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy July 2006 ii ABSTRACT This thesis describes the rail gauge decision-making processes of the Australian colonies in the period 1850 – 1901. Federation in 1901 delivered a national system of railways to Australia but not a national railway system. Thus the so-called “standard” gauge of 4ft. 8½in. had not become the standard in Australia at Federation in 1901, and has still not. It was found that previous studies did not examine cause and effect in the making of rail gauge choices. This study has done so, and found that rail gauge choice decisions in the period 1850 to 1901 were not merely one-off events. Rather, those choices were part of a search over fifty years by government representatives seeking colonial identity/autonomy and/or platforms for election/re-election. Consistent with this interpretation of the history of rail gauge choice in the Australian colonies, no case was found where rail gauge choice was a function of the disciplined search for the best value-for-money option.
    [Show full text]
  • Rail Transport 1 Rail Transport
    Rail transport 1 Rail transport Four BNSF GE C44-9W diesel locomotives hauling a mixed freight train along the banks of the Columbia River, between Kennewick and Wishram, Washington State, USA Part of a series on Transport Modes • Animal-powered • Aviation • Cable • Human-powered • Pipeline • Rail • Road • Ship • Space Topics • History • Timeline • Outline Transport portal Rail transport Operations Track Maintenance High-speed railways Rail transport 2 Track gauge Stations Trains Locomotives Rolling stock Companies History Attractions Terminology By Country Accidents Modelling Rail transport is a means of conveyance of passengers and goods, by way of wheeled vehicles running on rails. It is also commonly referred to as train transport. In contrast to road transport, where vehicles merely run on a prepared surface, rail vehicles are also directionally guided by the tracks on which they run. Track usually consists of steel rails installed on sleepers/ties and ballast, on which the rolling stock, usually fitted with metal wheels, moves. However, other variations are also possible, such as slab track where the rails are fastened to a concrete foundation resting on a prepared subsurface. Rolling stock in railway transport systems generally has lower frictional resistance when compared with highway vehicles and the passenger and freight cars (carriages and wagons) can be coupled into longer trains. The operation is carried out by a railway company, providing transport between train stations or freight customer facilities. Power is provided by locomotives which either draw electrical power from a railway electrification system or produce their own power, usually by diesel engines. Most tracks are accompanied by a signalling system.
    [Show full text]
  • DENR ADMINISTRATIVE ORDER NO. 2000-98 SUBJECT : Mine Safety and Health Standards AUTHORITY for the PROMULGATION of THIS STAND
    DENR ADMINISTRATIVE ORDER NO. 2000-98 SUBJECT : Mine Safety and Health Standards AUTHORITY FOR THE PROMULGATION OF THIS STANDARD Pursuant Section 8 of Republic Act No. 7942, otherwise known as the “Philippine Mining Act of 1995” and the pertinent provisions of Chapter 15 of DENR Administrative Order No. 96-40, as amended and Book IV Rule II Section 1(c) of the Implementing Rules and Regulations of the Labor Code of the Philippines, as amended, to implement the functions of the Director of Mines & Geosciences with regards to mine safety under Section 3 (c) of Commonwealth Act No. 136, the following health, sanitation and safety standards are hereby promulgated. OBJECTIVES This Order is promulgated for the purpose of; 1. To promote a culture of safety and health; 2. To provide for the strict enforcement of safety and health measures; 3. To provide for effective monitoring systems, inspections, investigations and inquiries to improve health and safety; 4. To establish tripartite linkages in promoting safety and health matters; 5. To promote training and human resources development; 6. To comply with the international law obligations of the government relating to mine safety and health. SCOPE AND COVERAGE This Order shall govern all employers, employees, contractors, permittees, service contractors and other entities engaged in any exploration, mining, quarrying, mineral processing, other allied or related operations. 1 TITLE AND DEFINITIONS TITLE : This Order shall be known and may be cited as the “Mine Safety and Health Standard”. DEFINITION OF TERMS : As used in, and for the purpose of this Order, the following terms, whether in the singular or plural form, unless the context indicates otherwise shall have the following meaning: 1.
    [Show full text]
  • Min/Q0213 Nsqf Level: 2
    [Type here] Model Curriculum Assistant Support - Underground Mines SECTOR: Mining SUB-SECTOR: Mining Operations OCCUPATION: Loading & Hauling - Underground REF ID: MIN/Q0213 NSQF LEVEL: 2 Assistant Support – Underground Mines 1 [Type here] Assistant Support – Underground Mines 2 [Type here] TABLE OF CONTENTS 1. Curriculum 01 2. Trainer Prerequisites 10 3. Annexure: Assessment Criteria 11 Assistant Support – Underground Mines 3 [Type here] Assistant Support-Underground Mines CURRICULUM / SYLLABUS This program is aimed at training candidates for the job of a “Assistant Support-Underground Mines”, in the “Mining & Allied” Sector/Industry and aims at building the following key competencies amongst the learner Program Name Assistant Support – Underground Mines Qualification Pack Name & MIN/Q0213 Reference ID. ID Version No. 1.0 Version update date 03-06-2017 Pre-requisites to Training Class VIII Pass Training Outcomes After completing this programme, participants will be able to: assists operators and technicians in underground mines, including in haulage, conveyor operation, Drilling, coal cutting, water pump operation, SDL/LHD operation, Roof bolting and other equipment operations. repair and maintenance of mining equipments including HEMM. ensure the cleanliness of the equipment & worksite, carries the tools and tackles from store to required site and assist the operator and technicians in checks and operation and repair and maintenance jobs. become well versed with Environment Health & Safety: Well versed with on-site occupational health and safety measures relating to blasting and use of personal protective equipment. identify and use basic tools, equipment & materials: Understanding of carrying out welding of equipments. Assistant Support – Underground Mines 4 [Type here] This course encompasses 3 out of 3 National Occupational Standards (NOS) of “Assistant Support-Underground Mines” Qualification Pack issued by “Skill Council for Mining Sector”.
    [Show full text]
  • ~ Coal Mining in Canada: a Historical and Comparative Overview
    ~ Coal Mining in Canada: A Historical and Comparative Overview Delphin A. Muise Robert G. McIntosh Transformation Series Collection Transformation "Transformation," an occasional paper series pub- La collection Transformation, publication en st~~rie du lished by the Collection and Research Branch of the Musee national des sciences et de la technologic parais- National Museum of Science and Technology, is intended sant irregulierement, a pour but de faire connaitre, le to make current research available as quickly and inex- plus vite possible et au moindre cout, les recherches en pensively as possible. The series presents original cours dans certains secteurs. Elle prend la forme de research on science and technology history and issues monographies ou de recueils de courtes etudes accep- in Canada through refereed monographs or collections tes par un comite d'experts et s'alignant sur le thenne cen- of shorter studies, consistent with the Corporate frame- tral de la Societe, v La transformation du CanadaLo . Elle work, "The Transformation of Canada," and curatorial presente les travaux de recherche originaux en histoire subject priorities in agricultural and forestry, communi- des sciences et de la technologic au Canada et, ques- cations and space, transportation, industry, physical tions connexes realises en fonction des priorites de la sciences and energy. Division de la conservation, dans les secteurs de: l'agri- The Transformation series provides access to research culture et des forets, des communications et de 1'cspace, undertaken by staff curators and researchers for develop- des transports, de 1'industrie, des sciences physiques ment of collections, exhibits and programs. Submissions et de 1'energie .
    [Show full text]
  • March, 1896 Rose Technic Staff Rose-Hulman Institute of Technology
    Rose-Hulman Institute of Technology Rose-Hulman Scholar Technic Student Newspaper Spring 3-1896 Volume 5 - Issue 6 - March, 1896 Rose Technic Staff Rose-Hulman Institute of Technology Follow this and additional works at: https://scholar.rose-hulman.edu/technic Recommended Citation Staff, Rose Technic, "Volume 5 - Issue 6 - March, 1896" (1896). Technic. 187. https://scholar.rose-hulman.edu/technic/187 Disclaimer: Archived issues of the Rose-Hulman yearbook, which were compiled by students, may contain stereotyped, insensitive or inappropriate content, such as images, that reflected prejudicial attitudes of their day--attitudes that should not have been acceptable then, and which would be widely condemned by today's standards. Rose-Hulman is presenting the yearbooks as originally published because they are an archival record of a point in time. To remove offensive material now would, in essence, sanitize history by erasing the stereotypes and prejudices from historical record as if they never existed. This Book is brought to you for free and open access by the Student Newspaper at Rose-Hulman Scholar. It has been accepted for inclusion in Technic by an authorized administrator of Rose-Hulman Scholar. For more information, please contact [email protected]. THE ROSE TECHNIC. VOL. V. Terre Haute, Ind., March, 1896. No. 6 THE TECHNIC. corps which is invaluable in any company of men striving for a common purpose, and the incentive BOARD OF EDITORS: thus given to contestants for a place on the team, Editor in Chief. adoption by 0. E. MCME A NS. point to the plan as one worthy of Issociate Editors.
    [Show full text]
  • Mine Rescue Team Training: Metal and Nonmetal Mines (MSHA 3027, Formerly IG 6)
    Mine Rescue Team Training Metal and Nonmetal Mines U.S. Department of Labor Mine Safety and Health Administration National Mine Health and Safety Academy MSHA 3027 (Formerly IG 6) Revised 2008 Visit the Mine Safety and Health Administration website at www.msha.gov CONTENTS Introduction Your Role as an Instructor Overview Module 1 – Surface Organization Module 2 – Mine Gases Module 3 – Mine Ventilation Module 4 – Exploration Module 5 – Fires, Firefighting, and Explosions Module 6 – Rescue of Survivors and Recovery of Bodies Module 7 – Mine Recovery Module 8 – Mine Rescue Training Activities Introduction Throughout history, miners have traveled underground secure in the knowledge that if disaster strikes and they become trapped in the mine, other miners will make every possible attempt to rescue them. This is the mine rescue tradition. Today’s mine rescue efforts are highly organized operations carried out by groups of trained and skilled individuals who work together as a team. Regulations require all underground mines to have fully-trained and equipped professional mine rescue teams available in the event of a mine emergency. MSHA’s Mine Rescue Instruction Guide (IG) series is intended to help your mine to meet mine rescue team training requirements under 30 CFR Part 49. The materials in this series are divided into self-contained units of study called “modules.” Each module covers a separate subject and includes suggestions, handouts, visuals, and text materials to assist you with training. Instructors and trainers may wish to use these materials to either supplement existing mine rescue training, or tailor a program to fit their mine-specific training needs.
    [Show full text]