Social License, Mine Closure, and the Exploration Geologist
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Editor’s note: The aim of the Geology and Mining series is to introduce early career professionals and students to various aspects of mineral exploration, development, and mining in order to share the experiences and insight of each author on the myriad of topics involved with the mineral industry and the ways in which geoscientists contribute to each. Abstract This paper describes the potential value that can be gained when exploration geologists, early in the project life cycle, contribute to aspects of project development that have historically been outside of their purview. Increasingly strong societal pressures are being directed toward exploration and mining to ensure (1) an enduring social license to operate is in place and (2) closure and postclosure mine liabilities are fully addressed and funded. These actions are consistent with the professional and ethical obligation of caring for human and ecological well-being over both the short and long term. The roles and responsibilities of exploration geologists are evolving as a result. A singular focus on searching for and assessing the nature of ore deposits from a technical perspective has expanded to include (1) contributing to building the foundation for a social license to operate and (2) capturing increasing amounts of data and information relevant to the full mine life cycle, up to and including the closure and postclosure phases of activity. These activities are additional to the traditional geologic role of the exploration geologist and will further enhance the value of an exploration project, despite the rare transition of an exploration target to an operating mine. This expanded role is critical for aligning industry and social values, strengthening trust in the mining industry, and enhancing the appeal of the mining industry as a desirable career option.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it