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These eight papers are intended to help prepare trainers of mine safety for an expected influx of younger workers as experienced miners retire and acquaint the trainers with strategies they can use to enhance their training effectiveness. "Principles of Adult Learning: Application for Mine Trainers" (Kathleen M. Kowalski, Charles Vaught) reviews the process and principles of adult learning and presents a learning model that discusses goals, content, delivery, assessment, and remediation. "Getting Through to Greenhorns: Do Old Training Styles Work with New Miners?" (Launa Mallett et al.) discusses issues related to training new generations of miners with learning style preferences and training needs that differ from those of Baby Boomers and other older miners. "An Overview of the Evaluation Process for Mine Trainers" (Launa Mallet, Dana Reinke) provides trainers and decision makers with a framework for planning and assessing training evaluation strategies; presents Kirpatrick's (2001) model of evaluation categories; and discusses how to start an evaluation plan and ways to collect data. "Innovative Alternatives to Traditional Classroom Health and Safety Training" (Michael J. Brnich et al.) discusses a technique for incorporating worker participation into fire prevention and safe equipment operation training. "Considerations in Training On-the-Job Trainers" (Bill Wiehagen et al.) focuses on on-the-job training as a method for teaching miners safety and production skills. "Releasing the Energy of Workers to Create a Safer Workplace: The Value of Using Mentors to Enhance Safety Training" (Thomas W.Camm, Elaine T. Cullen) discusses the mentor-protege model for teaching miners. "Developing Toolbox Training Materials for Mining" (Floyd D.Varley, C.M.K. Boldt) describes how mine trainers can develop their own tailgate training--short (usually 10-15 minutes) weekly sessions conducted onsite prior to work shifts and involving work crews. "Communicating the Same Message with Different Media: An Example from Hearing Loss Prevention" (Robert F. Randolph et al.) discusses why multiple versions of an educational message involving different delivery systems--can reach a diverse population more effectively than a single version. (YLB)

Deep in the rugged coal fields of West Virginia, the rumble of a steam locomotive mingles with the sound of the New River crashing through its steep rocky gorge. With brakes squealing, the train passes a signal and slows for its approach into the town of Thurmond (West Virginia). This lesson plan is based on the National Register of Historic Places file "Thurmond Historic District," and other source materials about railroading in the New River Gorge. The lesson, which can be used in units on transportation history and community development, helps students understand how important these transportation services were to an otherwise inaccessible region. It cites National History Standards for grades 5-12, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Chesapeake and Ohio Railroad; Coal Mine Connection); (5) "Determining the Facts: Readings" (A Railroad Town; Behind the Scenes; A Ballad); (6) "Visual Evidence: Images" (Thurmond, c. 1920; Layout of Thurmond; Postcard Picture of Thurmond Depot; Ticket Office at a C&O Depot); (7) "Putting It All Together: Activities" (Role Play; Recognizing Others; Transportation Then and Now); and (8) "Supplementary Resources." (BT)

This coal education resource kit for grades K-2 was developed by the Illinois Department of Energy and Natural Resources (ENR). The kit contains activities designed to help students become familiar with the origin of coal and the process involved in its development, become familiar with safety equipment used by coal miners and understand why the equipment is needed, be able to verbally list some uses of Illinois coal and state why it is important, understand the two types of mining used by Illinois coal miners to extract coal from the ground, and become familiar with basic vocabulary words. The activities are divided into five sections: (1) origin of coal; (2) uses of coal; (3) mining; (4) mining and safety; and (5) additional activities. The teacher is provided with instructions for using the kit and background information. Each of the first four activity sections begins with a teacher narrative. Dinosaurs are also a part of many of the activities. (PVD)

This instructional information packet had been prepared to help teachers plan lessons and activities related to natural resources. It contains posters, activity sheets, teacher guides, student pages, background and study sheets, video and reading lists, free video offers, and sources for more information. (JRH)

This book contains discussions of many of the problems that tribal decision makers must face. It is intended to supply information that may be useful in making future development decisions and to suggest options for Indian control of Indian resource development. The book contains chapters on economic development and long range planning; parallels between American Indian tribes and developing nations such as the Pacific island of Nauru; barriers to development; tribal sovereignty versus economic development; choosing tribal advisors; dealing with developers, including negotiating with the federal government and with mining companies and developing taxation methods; dealing with financial institutions; opening Indian reservations to tourism; federal management of Indian forest lands; Indian fishing rights; Indian agriculture and the Colorado River Indian Tribe's tribal farm; energy resources; coal and uranium on reservation lands; and the impact of development decisions on the tribes. (SB)

The dual purpose of this module is to introduce students (grades 10-11) to current/emerging environmental issues and to emphasize the moral/ethical decision-making related to these issues. The module is organized into 12 topic areas, each containing a dilemma story, introductory reading material, sample student responses, and questions. Dilemmas are essentially brief stories which pose a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for student discussions. Preceding each dilemma are relevant readings or case studies providing basic background information regarding the environmental issue presented in the dilemma. Questions and sample student responses (representing positions taken by typical students) serve to stimulate thinking about the issues and generate discussions. Issues examined include water shortage; world food supply; protecting access to sunlight for solar heating/power purposes; microwave; nuclear power; coal; DDT (an insecticide); waste disposal/hazardous chemicals; polyvinyl chloride (PVC) and hazardous materials; wastewater treatment; and overproduction. The module may be used as a separate unit of study, mini-course, or incorporated into civics, history, biology, chemistry, environmental science and earth science courses. (JN)

"Energy: Decisions for Today and Tomorrow" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This module, designed for grades 7-8 (social studies, general science, earth science, language arts, health education), examines issues underlying the "energy crisis" and values involved in decisions regarding such energy-related issues as energy consumption, distribution, and sources. Subject matter is presented in three sections (oil and transportation, nuclear energy, and coal). The teaching guide includes an overview of the module (purpose; strategies employed, focusing on the dilemma/debate discussion techniques; module structure/objectives; and its use in the school curriculum) and instructional strategies related to the readings, dilemma discussions, and students activities in each of the three sections. A chart indicating moral issues (as defined by Kohlberg) presented in the dilemmas, suggested schedule of activities, and bibliography are also included. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing curricula where appropriate. (JN)

The purpose of this module is to engage students (grades 7-8) in examining issues that underlie the "energy crisis" and in considering value aspects involved in decisions regarding energy consumption, distribution, sources, and other energy-related issues. The module is comprised of three parts, each focusing on a current, major source of fuel energy and its related issues. These include oil and transportation, nuclear energy, and coal. To demonstrate some of the many aspects of the subject, dilemmas or role-playing situations highlight the effects and problems posed by increased consumption of these fuels. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemmas. Questions are also provided to stimulate thinking about the issues and generate discussions. The module may be used as a separate unit of study, as a mini-course, or incorporated into social studies, general science, earth science, health education, or language arts courses. (JN)

Energy education units (consisting of a general teacher's guide and nine units containing a wide variety of energy lessons, resources, learning aids, and bibliography) were developed for the Indiana Energy Education Program from existing energy education materials. The units were designed to serve as an entire curriculum, resource document, supplementary materials, or as a laboratory manual of "hands-on" activities which could be infused into existing grades 9-12 curricula. Unit VI, focusing on fossil fuels and energy alternatives (solar and coal), consists of an introduction (rationale, unit objectives, and general background information), eight "solar lessons," three "coal lessons," unit resources, bibliography, and teacher evaluation form. Each lesson includes lesson title, objectives, background information, activities, evaluation techniques, and resources. Titles of solar lessons are: (1) All Buildings Are Solar Collectors; (2) The Cardboard Carpenter and the Solar Hot Plate; (3) A Green/Ice House; (4) A Wet Solar Collector; (5) The Sunshine Papers (drawing and designing a solar plate collector); (6) Color Conduction Comparison; (7) Wind Generator; and (8) Second Hand Solar Sources: Savonius Rotors. Coal lesson titles are: (1) Coal and Energy; (2) Types of Mining and Mines; and (3) Problems with Coal and Solutions. (Author/JN)

This teaching unit explores coal as an energy resource. Goals, student objectives, background information, and activity options are presented for each major section. The sections are: (1) an introduction to coal (which describes how and where coal was formed and explains the types of coal); (2) the mining of coal (including the methods and ways of transporting coal); (3) the use of coal (reviewing historical uses and current products); and (4) problems with using coal (assessing environmental and health related factors). Throughout the document several fact sheets are presented in a pictorial and graphic manner. References are given for films and publications that pertain to coal and/or energy-related issues. An appendix provides additional background information for teachers and activity possibilities for students. (ML)

The nine units in the curriculum guide on energy options focus on energy from coal, the sun, petroleum, the wind, water, and trees; and on heat pumps, energy conservation, and agriculture and energy. The units are comprised of from two to seven lessons. Each lesson contains objectives, approximate time, procedure, evaluation questions or methods, a list of further activities, and resource information. The units, designed for grades K-12, are illustrated with black and white drawings. The guide contains a list of energy curriculum materials sources. (SB)

This training outline for grader operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 2 to 24 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, grader production, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for front end loader operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 14 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, gauges and controls, pre-start and operational checks, basic operation, front end loader production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for rotary drill operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 2 to 19 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, service the drill, move the drill, and special assignments. A skill profile chart is attached. (YLB)

This training outline for haulage truck operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 1 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, gauges and controls, pre-start and operational checks, basic truck operation, production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for shovel operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 14 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, shovel production, lubrication and service, and special assignments. A skill profile chart is attached. (YLB)

This training outline for rubber tire dozer operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 1 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, rubber tire dozer production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for heavy duty tiremen, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, preparation of the equipment for tire changes, remove the tire from the equipment front and rear, replace the tires on the equipment front and rear, tire removal from the rim assembly, install tire on rim assembly, and special assignments. A skill profile chart is attached. (YLB)

This training outline for track dozer operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into nine modules. Each module is based on 3 to 17 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, guages and controls, pre-start and operational checks, basic dozer operation, dozer production operation, service and refuel, exploration work, and special assignments. A skill profile chart is attached. (YLB)

The purpose of this handbook is to present information about energy and to translate this information into learning activities for children. Chapter 1, "Energy: A Delicate Dilemma," presents activities intended to provide an introduction to energy and energy usage. Chapter 2, "What are the Sources of Energy?" provides background information and activities about energy sources such as solar, wood, coal, steam, oil, radiant, wind, gas, and nuclear. The third chapter, "What Are the Uses of Energy?" presents information and activities related to transportation forms, and household, commercial, and industrial uses of energy. Chapter 4, "How Can We Conserve Energy?" provides a rationale, background information, activities descriptions, and discussions of various kinds of energy choices and conservation options. The final chapter, "What Will Our Energy Future Be Like?" includes descriptions of and activities about tides, geothermal energy, nuclear fusion, wind, ocean thermal energy conversion, fuel cells, hydrogen fuel, solar collecting, solid and organic wastes, oil shale, tar sands and hydropower. The bibliography contains over 100 additional sources of ideas and activities for energy education. (TW)

Based on a project carried out by the Women's Bureau of the U.S. Department of Labor, this program guide provides a plan for helping women gain entrance into nontraditional industries. The guide uses as background and examples in the planning process the coal employment project that began in 1977 to make intensive efforts to help women get jobs in the coal mines of Appalachia. The 12 steps of the planning and implementation process are discussed in individual sections of the guide: (1) assess the need for a program and document the facts; (2) develop media strategies; (3) structure the organization and develop the program framework; (4) develop a proposal and seek funding; (5) establish an advocacy position; (6) develop support networks; (7) design training components; (8) develop and collect training materials; (9) recruit and screen applicants; (10) conduct the training; (11) assist in finding jobs; and (12) provide ongoing support. Appendixes to the guide provide: suggestions for developing a nonsexist training program, a contents outline of the coal mine project training manual, information on local mines (form), checklist of suggestions for making job application at coal mines, and a job application form. (KC)

The greenhouse effect has always existed. Without the greenhouse effect, Earth could well have the oven-like environment of Venus or the deep-freeze environment of Mars. There is some debate about how much the Earth's surface temperature will rise given a certain amount of increase in the amount of greenhouse gases such as carbon dioxide, nitrous oxides, chlorofluorocarbons, methane, water vapor, and ozone. The activities in this document are designed to encourage students to explore the issue of the greenhouse effect and its future implications, envisage and assess various solutions, share ideas with other students and the community, and adopt appropriate actions to limit the greenhouse effect. The activities, which are suitable for photocopying, are designed for use by secondary students. Topics include: (1) "Background to the Greenhouse Effect"; (2) "Once Upon a Time"; (3) "Keeping Cool and Dry Inside"; (4) "Designing New Cities"; (5) Greenhouse Fun and Games"; (6) Changing Coastlines"; (7) Where Will the Tourists Go?"; (8) "Trees Can Help Us"; (9) "Running Hot and Cold on Coal"; (10) "Changing Things for the Better"; (11) "Living in a Greenhouse Culture"; and (12) "Beyond the Greenhouse Culture." A list of audiovisual and print reference materials is appended. (CW)

This guide is designed to help workplace trainers in Australia's coal industry improve coal miners' operator and general communication skills through a curriculum that integrates training in language, literacy, and numeracy. The following topics are discussed in the guide's seven sections: the changing workplace (changing work environment; changing roles; changing language, literacy, and numeracy demands of the job); workplace communication skills training (numeracy skills needed by operators, workplace trainers as numeracy teachers); language and literacy in the workplace (definitions; spoken communication, literacy, and computer literacy skills needed by operators; workplace trainers as language and literacy teachers); writing in plain English (purpose, audience, text structure, grammar, thinking about words and phrases); training tips (characteristics of effective trainers, structure of a training session); designing integrated training (identifying language, literacy, and numeracy competence; recognizing language, literacy, and numeracy in competency standards and incorporating them into training delivery and assessment); and providing workplace communication skills training (case studies, program development). Appended are: following: 7 references; addresses of 7 mining training advisory boards; a contact for further information on funding for language, literacy, and numeracy provision; the address to contact New South Wales (NSW) Adult Migrant English Service (AMES); 12 useful resources on language, literacy, and numeracy. (MN)

Mining is the second smallest industry division in terms both of employment and number of business units in Australia. Employment accounts for less than 1 percent of all jobs. The outlook for employment is clouded by continuing uncertainty in Australia's main Asian markets and by the longer-term impact of environmental concerns. Mining industry employment is dominated by male full-time jobs, particularly in the coal mining and metal ore mining sectors. It has the lowest level of part-time jobs and jobs for women of all industry sectors. Overall downward movement in employment is expected. The mining industry differs from the total workforce's occupational composition in having a high proportion of its workforce in the intermediate production and transport group. It also has a well-above-average proportion in the tradespersons and related category, indicating it is significantly dependent on the vocational education and training (VET) sector for its skills formation. A disproportionately high number of workers have a trade qualification. Average weekly hours worked are well above the all-industry average. Mining employees are the highest earning workers in Australia. Most employment is found in Western Australia and New South Wales. VET graduates employed in mining rate the relevance of their training quite high. The mining industry spends substantially more per employee on structured training than any other industry. (Four tables are appended.) (YLB)