The Amplifier - v. 11, no. 1

In this issue...Student Council, Montana Bureau of Mines, Geology Camp, Dillon, Montana, Senator Mike Mansfield, All-State Basketball, Dolly Labranche, Alumni Association

The Amplifier - v. 11, no. 3

In this issue...Economic Opportunity Act, Magma Staff, International Club, Hillbilly Hop, George Phelps, Butte YMCA, Library, Metals Bank, Sigma Rho, Park Street Mansion

The Amplifier - v. 11, no. 4

In this issue...Montana Power Company, US Coast Guard, Alumni Dinner, Vegas Club, Chess Club, Theta Tau, Butte Civic Choral Society, Sacred Heart Grade School

The Amplifier - v. 11, no. 5

In this issue...Mary McGrath, Geophysics Club, Marcus Daly, Intramurals, Constitution, Circle K Club, Homecoming, Kiwanis Club, Rose Parade

The Chromite Deposits of Stillwater and Sweetgrass Counties, Montana

In writing this report, two objects were kept in mind, (1) to explain, if possible, the origin of the chromite deposits found in Sweetgrass and Stillwater Counties, and (2) to bring up to date all information on these deposits which had thus far been available. The work done consisted of study of the rocks and ores of the area under the microscope, both as thin sections and as polished sections, practically all of which was done at the Montana State School of Mines, during the school year of 1928 - 1929. The rock specimens and much information as to their locations and probable compositions were obtained from Mr. P. F. Minister, of the East Butte Copper Company. United States Geological Survey Bulletin 725-A, Deposits of Chromite in California, Oregon, Washington, and Montana, and the unpublished report on the Chromite deposits of the Boulder River, prepared by Prof. C. H. Clapp of the University of Montana, were frequently referred to and considerable material was drawn from them. The map of the Boulder River area is from Clapp's report.

Building Up: A history of Montana Tech Library 1900 - 2006

This paper traces the history of the Library of the Montana State School of Mines from its inception in 1900 to 2006. The history includes sketches of the library directors over 106 years, and the library’s various campus locations and emerging collections and services.

Report to the United States Bureau of Mines on the survey of southeastern Montana for areas suitable for synthetic liquid fuel plants.

Bibliography: p. 58-59.

Geological Report of Summer Field Trip 1928

The object of this trip and report was to familiarize the students of the Montana State School of Mines with methods of taking and mapping surface and undergound geology. All surface geology was mapped by means of plane table and alidade, and undergound work by means of Brunton compass and taps. The senior class of the Montana State School of MInes under the supervision of Dr. E.S. Perry performed the work, which covered an area in Madison County including South Boulder Creek, near Jefferson Island, the Silver Star Mining District, and the Alameda Mine, near Virginia City.

Geochemistry and Stable Isotopes of Surface Water and Groundwater in the Continental Pit in Butte, Montana, USA

The Continental porphyry Cu‐Mo mine, located 2 km east of the famous Berkeley Pit lake of Butte, Montana, contains two small lakes that vary in size depending on mining activity. In contrast to the acidic Berkeley Pit lake, the Continental Pit waters have near-neutral pH and relatively low metal concentrations. The main reason is geological: whereas the Berkeley Pit mined highly‐altered granite rich in pyrite with no neutralizing potential, the Continental Pit is mining weakly‐altered granite with lower pyrite concentrations and up to 1‐2% hydrothermal calcite. The purpose of this study was to gather and interpret information that bears on the chemistry of surface water and groundwater in the active Continental Pit. Pre‐existing chemistry data from sampling of the Continental Pit were compiled from the Montana Bureau of Mines and Geology and Montana Department of Environmental Quality records. In addition, in March of 2013, new water samples were collected from the mine’s main dewatering well, the Sarsfield well, and a nearby acidic seep (Pavilion Seep) and analyzed for trace metals and several stable isotopes, including dD and d18O of water, d13C of dissolved inorganic carbon, and d34S of dissolved sulfate. In December 2013, several soil samples were collected from the shore of the frozen pit lake and surrounding area. The soil samples were analyzed using X‐ray diffraction to determine mineral content. Based on Visual Minteq modeling, water in the Continental Pit lake is near equilibrium with a number of carbonate, sulfate, and molybdate minerals, including calcite, dolomite, rhodochrosite (MnCO3), brochantite (CuSO4·3Cu(OH)2), malachite (Cu2CO3(OH)2), hydrozincite (Zn5(CO3)2(OH)6), gypsum, and powellite (CaMoO4). The fact that these minerals are close to equilibrium suggests that they are present on the weathered mine walls and/or in the sediment of the surface water ponds. X‐Ray Diffraction (XRD) analysis of the pond “beach” sample failed to show any discrete metal‐bearing phases. One of the soil samples collected higher in the mine, near an area of active weathering of chalcocite‐rich ore, contained over 50% chalcanthite (CuSO4·5H2O). This water‐soluble copper salt is easily dissolved in water, and is probably a major source of copper to the pond and underlying groundwater system. However, concentrations of copper in the latter are probably controlled by other, less‐soluble minerals, such as brochantite or malachite. Although the acidity of the Pavilion Seep is high (~ 11 meq/L), the flow is much less than the Sarsfield Well at the current time. Thus, the pH, major and minor element chemistry in the Continental Pit lakes are buffered by calcite and other carbonate minerals. For the Continental Pit waters to become acidic, the influx of acidic seepage (e.g., Pavilion Seep) would need to increase substantially over its present volume.

Industry short reports : School of Urban Development, QUT Jan, 2010

Management and staff of the spatial science program at QUT. Student numbers discussion, Alumni News, Staff and Laboratories moving, Work Integrated Learning in 2010.

Transition to school of diverse learners

This thesis examines the approaches taken by early years teachers in supporting the inclusive school transition of diverse learners. A Thesis by Publication format has been employed, where instead of traditional thesis chapters, scholarly journal articles are presented in an ordered sequence in two sections. The first set of journal articles establishes a synthesis of approaches to diversity and inclusion and to transition to school, in order to set a clear theoretical position arising from the literature. The second set of journal articles reports empirical evidence from three school sites on diversity, inclusion and transition to school, discussed in relation to both the first set of papers and to additional literature. The relationship between these articles, and the methodology used for the theoretical papers, is outlined in linking summaries of the challenges the papers seek to address.

Spatial science news from the School of Urban Development, QUT April, 2010

EDM calibration/comparison at Coombabah,Gold Coast; Survey Staffer wins Vice-Chancellor’s Performance Fund Award; Focus on Surveying Service Teaching; Flexible Spatial Science Minor units; Reminder: Staff and Laboratories moving end of April.

The transition to school of children with developmental disabilities : views of parents and teachers

The transition from early intervention programs to inclusive school settings presents children with developmental disabilities with a range of social challenges. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for 2 to 3 days each week and also begin attendance in a mainstream program with the latter increasing to full-time attendance during the year. Quantitative and qualitative data were collected by parent interviews and teacher questionnaires for 62 children participating in the Transition to School Project regarding their perceptions of the success of the transition process and the benefits and challenges of inclusion. Both parents and teachers saw a range of benefits to children from their inclusion in ‘regular’ classrooms, with parents noting the helpfulness of teachers and their support for inclusion. Challenges noted by parents included the school’s lack of preparation for their child’s particular developmental needs especially in terms of the physical environment while teachers reported challenges meeting the needs of these children within the context and resources of the classroom. Parents were more likely than teachers to view the transition as easy. Correlational analyses indicated that teachers were more likely to view the transition as easy when they felt that the child was appropriately placed in a ‘regular’ classroom. Findings from this project can inform the development of effective transition-to-school programs in the early school years for children with developmental disabilities.

Spatial Sciences Student Awards Recognition : News from School of Urban Development, QUT

Summary of Spatial Sciences (Surveying) Student Prize Ceremony were recently held at The Old Government House - QUT Cultural Precinct. This short industry article briefly outlines the 15 student award descriptions and some photos of 2011 recipients and thanks industry sponsors.

2005 pedagogical orientation program in the School of Architecture and Built Environment : a case study

The University of Newcastle (UoN) offers various access and support programs for a range of students through the English Language and Foundation Studies Centre and a University orientation for students. At UoN, students are required to engage in a learning experience, meet program outcomes and demonstrate the core attributes of the University at each graduation point. For a University with a strong focus on access is there a missing facet to the access programs where students are required to study within a teaching delivery style which may be vastly different to their previous educational experience? This paper will describe a pedagogical orientation program currently delivered at UoN School of Architecture and Built Environment in 2005 to assist in the transition of students from different cultural and pedagogical backgrounds into “Problem Based Learning” as delivered by this School. Furthermore the paper will analyse how this program has enabled students from diverse backgrounds to understand and successfully embrace the new learning opportunities.