Geophysics, as its name indicates, has to do with the physics of the earth and its surrounding atmosphere. Gilbert’s discovery that the earth behaves as a great and rather irregular magnet and Newton’s theory of gravitation may be said to constitute the beginning of geophysics. Mining and the search for metals date from the earliest times, but the scientific record began with the publication in 1556 of the famous treatise De re metallica by Georgius Agricola, which for many years was the authoritative work on mining.

It is now 10 years since the Encyclopedic Dictionary of Exploration Geophysics was published. In this edition new terms have been added and definitions revised in order to keep up with the technological advances of this decade. 
The first edition appeared when exploration geophysicists were starting to cope with data processing and help was needed with the processing vocabulary.

The second edition of Principles of Igneous and Metamorphic Petrology follows the same general approach as the first edition. The book is designed to introduce igneous and metamorphic petrology to those who have completed introductory college-level courses in physics, chemistry, and calculus. Its emphasis is on principles and understanding rather than on facts and memorization. With this approach, it is hoped that students will not only gain a sound understanding of petrology but will develop skills that can be applied to the analysis of problems in many other fields of Earth Science.

In recent years, there has been increasing interest from geoscientists in potassic igneous rocks. Academic geoscientists have been interested in their petrogenesis and their potential value in defining the tectonic setting of the terranes into which they were intruded, and exploration geoscientists have become increasingly interested in the association of these rocks with major epithermal gold and porphyry gold-copper deposits. Despite this current interest, there is no comprehensive textbook that deals with these aspects of potassic igneous rocks. 

This book has been written to bring up to date The Interior of the Earth, published in 1971 following the plate tectonic revolution. Plate tectonic theory has now been widely accepted as a unifying theory for the origin ofthe Earth’s major surface features, and the broad viewpoint taken in 1971 has been vindicated. The last ten years, however, has been a period of continuing rapid advance in earth sciences. The structure of the Earth’s interior has become much better defined. A new understanding ofthe physical processes within the Earth which permit the escape of heat from the deep interior, drive the geomagnetic dynamo and cause the plate motions, is emerging. Consequently, much of the original text has had to be re-written to produce this new book.

Many of the problems which arise during a study in structural geology are essentially exercises in three-dimensional geometry. Data acquired from field-observations—strike and dip of planes (beddingplanes, planes of schistosity or cleavage, faults, etc.), the pitch and plunge of lineations (outcrops, slickensides, micro-folds, flow-lines, elongation of mineral components or of inclusions, etc.) and all other related vector data are incorporated in a geological map and in accompanying illustrative sections. Both in the construction of such sections and of related block-diagrams, and in the further study of the structural features of an area, it is frequently necessary to make various calculations. Sometimes, indeed, as in many of the problems of mining geology and in the interpretation of borehole cores, the necessity for calculation arises at an even earlier stage since such fundamentals as the dip and strike of a bedded series are only indirectly derived from the observed data.  <...>

The earth materials that make up the relatively thin outer shell, called the crust, of the Earth are categorised by civil engineers as soils and rocks. These materials are made up of small crystalline units known as minerals. A mineral is basically a naturally occurring inorganic substance composed of one or more elements, with a unique chemical composition, unique arrangement of elements (crystalline structure) and distinctive physical properties.

Как измерить качество бурения скважины, качество работы бригады или бурового подрядчика? Можно ли в сопоставимых условиях сравнить строительство скважин по разным добывающим предприятиям? Как оценить качество капитального ремонта скважин? Каким образом можно рассчитать необходимую численность полевых супервайзеров? В книге даются подробные ответы на эти и многие другие вопросы, а также рассказывается о современных методах измерения качества буровых и ремонтных работ. 
Во втором издании добавлены примеры расчетов относительных и комплексных показателей качества бурения и КРС, а также приведены дополнительные иллюстрации в первой, второй и третьей главах.
Книга адресована специалистам по строительству и ремонту нефтяных и газовых скважин.

Приведены основные положения проектирования взрывных работ в горнодобывающей промышленности, гидротехническом строительстве, в сельском и лесном хозяйстве, на болотах и реках, при ремонтах доменных и мартеновских печей, разрушении металлических конструкций. Изложены данные по расчету опасной зоны, параметров расположения зарядов, а также подготовке проектной документации. Во втором издании (1-е изд.— 1973 г.) учтены изменения в области проектной документации, а также в расчетных, формулах.
Для инженерно-технических работников, занятых ведением взрывных работ и их проектированием; может быть полезна студентам и преподавателям горных вузов и факультетов.

The urge to make geology more quantitative has led to the widespread inclusion of chemistry, physics, and mathematics—the so-called "basic" sciences—among the required courses in undergraduate curricula. One can only applaud this practice, for certainly many of the new and exciting ideas in earth science have come from application of quantitative reasoning to geologic problems. It is reasonable to ask. however, if the mere requiring of courses in basic science is an efficient way to give most students facility in handling ideas quantitatively. For the few who take easily to mathematical symbolism, the answer would be "yes":