A coal burst occurred on 15 April, 2014 at the Austar Coal Mine, located west of Newcastle, NSW,Australia. The burst resulted in fatal injuries to two men working as part of the mining crew at the development face. At...A coal burst occurred on 15 April, 2014 at the Austar Coal Mine, located west of Newcastle, NSW,Australia. The burst resulted in fatal injuries to two men working as part of the mining crew at the development face. At the time, a continuous miner was being used to mine a longwall development gate road through heavily structured coal, at a depth of approximately 550 m. A number of pre-cursor bumps had occurred on previous shifts, emanating from the coal ribs of the roadway, in proximity to the coal face.This paper reviews the geological, geotechnical and mining conditions and circumstances leading up to the coal burst event; and presents and discusses the available evidence and possible interpretations relating to the geomechanical behaviour mechanisms that may have been critical factors in this incident. The paper also discusses some key technical and operational considerations of ground support systems and mining practices and strategies needed for operating in such conditions in the future.展开更多
This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied...This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied in the teaching of French, German, Indonesian, Italian, Japanese, and Spanish across 12 different schools in South Australia. The move to introduce the study of additional languages in Australian primary schools has yet to establish wide-ranging and on-going student engagement and often fails to progress students beyond simple pragmatic language use. It is argued that a new approach integrates languages in daily classroom literacy practices can redress this situation： a multilingual literacy approach. The theoretical framework that drives this approach draws from the notions of universality and transfer that are established in the literature. A critical realist paradigm provided a framework for integrating research methods： employing contingency theory and pragmatic methods of philosophy also ensured that values and hermeneutics were not sidelined in the explanation of the study＇s acts and outcomes. This longitudinal study demonstrates that when the aforementioned theoretical notions bridge the research-practice divide and are adopted into daily classroom teaching and learning activities, there is a qualitative and quantitative improvement in students＇ literacy learning展开更多
文摘A coal burst occurred on 15 April, 2014 at the Austar Coal Mine, located west of Newcastle, NSW,Australia. The burst resulted in fatal injuries to two men working as part of the mining crew at the development face. At the time, a continuous miner was being used to mine a longwall development gate road through heavily structured coal, at a depth of approximately 550 m. A number of pre-cursor bumps had occurred on previous shifts, emanating from the coal ribs of the roadway, in proximity to the coal face.This paper reviews the geological, geotechnical and mining conditions and circumstances leading up to the coal burst event; and presents and discusses the available evidence and possible interpretations relating to the geomechanical behaviour mechanisms that may have been critical factors in this incident. The paper also discusses some key technical and operational considerations of ground support systems and mining practices and strategies needed for operating in such conditions in the future.
文摘This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied in the teaching of French, German, Indonesian, Italian, Japanese, and Spanish across 12 different schools in South Australia. The move to introduce the study of additional languages in Australian primary schools has yet to establish wide-ranging and on-going student engagement and often fails to progress students beyond simple pragmatic language use. It is argued that a new approach integrates languages in daily classroom literacy practices can redress this situation： a multilingual literacy approach. The theoretical framework that drives this approach draws from the notions of universality and transfer that are established in the literature. A critical realist paradigm provided a framework for integrating research methods： employing contingency theory and pragmatic methods of philosophy also ensured that values and hermeneutics were not sidelined in the explanation of the study＇s acts and outcomes. This longitudinal study demonstrates that when the aforementioned theoretical notions bridge the research-practice divide and are adopted into daily classroom teaching and learning activities, there is a qualitative and quantitative improvement in students＇ literacy learning
