Moslem Mining in the Iberian Peninsula (Part I)

In 711 AD, Muslims from North Africa crossed the Straits of Gibraltar and conquered most of Christian Visigothic Spain. Confrontations between Muslims and Berbers allowed Abd Al-Rahman I to come to the throne of the Ommiad dynasty in 756 and gain political independence of Al-Andalus from Baghdad. In 929, religious independence was also achieved when Abd Al-Rahman III proclaimed himself the Caliph of Cordova. With this victory, the Ommiads sought to consolidate the commercial routes in the western Mediterranean, thus securing the gold supply from North Africa. Cordova, the capital city of Caliphate, reached 100,000 inhabitants and became the most important metropolis at that time. It became a great cultural, industrial, and mining centre, especially when Caliph Al- Hakam II ascended the throne in 96

The historical mines of Almadén

The historical mines of Almadén, which were actively functioning for over two millennia, produced a third of the world’s mercury — a total of 7,500,000 flasks (Hernández, 1995). After mining and metallurgical production ceased in 2003, the mines were turned into a museum. Efforts are currently underway to have the mines declared a World Heritage Site

The VIII International Geology Congress, Paris 1900.

France wanted to be the world centre of science and culture at the time of the Universal World Exhibition in 1900 and therefore welcomed several international congresses to Paris that year, including the VIII International Geological Congress. Some of the participants and organisers of this meeting are described and the participants and contributions are analysed by country. Topics in physical geography, tectonics and mineral deposits attracted particular attention. The main Congress themes are described and details of the numerous field excursions are also provided. No major scientific advances occurred as a result of the Congress but it provided the opportunity for valuable exchanges of information and ideas and impetus to several field

Moslem Mining in the Iberian Peninsula (Part II)

Gold was obtained in the alluvial deposits of rivers scattered through the Iberian Peninsula. Rivers like Segre (Lerida), Darro (Granada), and Tajo (near Lisbon), as mentioned by the chronicler Ahmed Arrazi, the geographer Al Edrisi, and the poet Ibn Hazim. Surface mining was also found in the area of Elvira (Granada) and probably in the village of Navas de Ricomalillo (Toledo), as can be inferred from its closeness to the Muslim mining area of Los Vascos where mining tools were discovered. In addition, gold was imported from Africa and was shipped to Malaga, which was the commercial centre of gold. According to a book on Lapidary, translated from Arabic to Spanish at the time of Alfonso X, we know that borax was used as flux in gold metallurgy. The metal obtained was employed in jewelry, gilding, and textiles, as well as to mint the so-called “dinares” in the Spanish Muslim period. According to Ibn Hawqual, minting—by virtue of its monopoly—was one of the main sources of income for the Stat

Experiencias de metodología CDIO en Ingeniería de Minas y en Ingeniería Civil

A menudo, los alumnos creen, que los estudios de ingeniería son demasiado difíciles, o hace falta poseer una inteligencia o preparación muy especial para acometerlos con éxito. EIT – Raw Materials, procurando futuros profesionales adaptados a los nuevos entornos actuales, desarrolla proyectos educativos implementando la iniciativa CDIO (Concebir – Diseñar – Implementar – Operar), que potencia el aprendizaje, ayudando a los alumnos a aprender disfrutando. La idea es despertar su interés, proponiéndoles el desarrollo completo de proyectos creativos, explicándoles la metodología CDIO, acompañados por un tutor. La metodología CDIO, hace hincapié en el fundamento de la ingeniería para resolver problemas. En este estudio se presentan, como antecedentes, experiencias desde 2001, para centrarse en las actuales, asociadas a un Proyecto de innovación educativa que está terminando de desarrollarse en el momento en que se escribe este estudio, constatando que la metodología mejora el interés de los alumnos, y el aprendizaje. La experiencia que se presenta, se hace sin ayuda material de ningún tipo, ni facilitando material, ni laboratorio alguno. Aún así, los alumnos, consiguen, presentar soluciones muy interesantes, de todo tipo, incluso de software, robóticas u otras. Se constata que los estudiantes prefieren actividades prácticas que complejos cálculos matemáticos