Mount Rogers, located in southwestern Virginia, approximately 36 miles east of Bristol, Virginia, on the Smyth-Grayson county line, is in the Blue Ridge physiographic province. This area is underlain by the Mount Rogers volcanic series which consists of a complex series of tuffaceous sediments, arkoses, basalts, and rhyolites of late Precambrian age. An older Precambrian "injection complex" of granite, gneiss, and unakite is exposed in the area. Two unakites are present in the area of this study and will be called the Azen unakite and the Elk Garden Ridge unakite. These unakites are older than the Mount Rogers group and are thought to be erosional highs of the "injection complex". The Azen unakite consists of: quartz, 36.5 per cent; potassium feldspar, 41.2 per cent; epidote, 22.3 per cent; and traces of ilmenite and hematite. Texture and mineral composition indicate this rock to be a hypersolvus unakite. Evidence favoring a primary origin for the epidote includes: 1) inclusion of euhedral epidote grains in primary quartz, 2) epidote inclusions in earlier, high temperature minerals but its exclusion from lower temperature minerals, and 3) lack of relict structure or residual mafic constituents of a primary mineral which has been altered to epidote. The Elk Garden Ridge unakite consists of: quartz, 27.7 per cent; plagioclase, 27.3 per cent; epidote, 43.6 per cent; potassium feldspar, 1.4 per cent; and traces of ilmenite, hematite, and magnetite. Continuous magmatic crystallization of an initially hypersolvus magma is evidenced by the continued crystallization of epidote and the initiation of plagioclase crystallization. Thus the Azen unakite is the high temperature counterpoint for the Elk Garden Ridge unakite which initiated crystallization hypersolvus but later crossed the solvus into the two feldspar region. Evidences for dynamic metamorphism are interpreted to have resulted from autometamorphism during magmatic intrusion. The feldspars show dislocation and epidote is granulated. / M.S.

The purposes of this study were to identify criteria which influence students' decisions to attend specific colleges and to determine whether different groups of students use similar criteria. The following groups were compared: white students and minority students, males and females, older students and younger students, university-bound students and vocational students, and full-time students and part-time students. The sample used for this study was taken from the students enrolled in freshman English classes at Vernon Regional Junior College, Clarendon College, and Grayson County College. Approximately 100 students at each college were selected to participate in the study. Each student in the study received instruction, provided demographic information, and completed a two-part survey. The survey asked respondents to evaluate each of twenty items on a Likert-type scale. The data provided were compiled and organized into groups by a data base computer program. Data obtained from specific groups of respondents were compared, first through an examination of means, then through a chi-square test of independence. It was determined that the most important college selection criteria to these respondents were the cost of attendance, the availability of specific programs, the size of the college, the size of individual classes, the location of the school, and the availability of financial aid. Further, the research revealed that two comparison groups differed significantly in their choices of important college selection criteria. Younger students appeared to use different selection criteria than their older counterparts, and vocational students differed from university-bound students in their choice of criteria.

This study describes the development of the black business and professional community with emphasis on the period from 1920 to 1930, the riot itself, and the impact of the episode on the local black community. It utilizes traditional historical research methods, county records, contemporary newspapers, and oral history.

"This study shows three things: (1) a precedent for the expenditure of public funds to teach electricity in our public high schools has already been established by the school system in the larger school systems of Texas, (2) the rural families living on electrified farms in the North Texas area want instruction of this type given to the boys and girls in their communities, and (3) both the rural people and the professional people of the North Texas area believe that instruction dealing with the use of electricity and electrical equipment had spread until by 1935 more than twenty-one million homes, about eighty percent of the total in America at that time, were electrified, only eleven American farms out of every 100 had central-station electricity. More than five million American farms lacked electric service. "--leaf 50.