William Barton Rogers and the First Geological Survey of Virginia, 1835 - 1841

1987 ◽  
Vol 6 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert Milici ◽  
C. Hobbs

Virginia was the fifth state in the United States to establish a geological survey. Support for this bold venture to develop the state's mineral wealth came from the Geological Society of Pennsylvania, several prominent Virginia citizens, and county legislators. On March 6, 1835 the General Assembly passed an act to authorize a geological reconnaissance. Shortly thereafter William Barton Rogers was appointed to direct the survey, as well as being elected to the chair of natural philosophy at the University of Virginia in Charlottesville. Within a nine-month period he prepared a report on limestones, sandstones, granites, slates, soapstones, coal, ores of iron, copper, gold, and other materials having economic potential. This report influenced the legislature to give financial support to the survey through April 1842. He prepared six annual reports and numerous papers and in 1853 left Charlottesville for Boston, Massachusetts, where he founded the Massachusetts Institute of Technology. Rogers identified several rock units using stratigraphic names correlative with those in Pennsylvania and New York. His works were among the first to deal with igneous and metamorphic rocks in the state. He and his brother, Henry Darwin Rogers, made the first major structural synthesis of the Appalachian chain, recognizing inverted folds and reverse faults. Rogers' works were used as a basis of the development of Virginia geology and mineral resources beyond his demise in 1882. Emma Rogers, his wife, compiled his papers and reports, a vital legacy published in 1884. William and Henry were in constant contact with one another and many other geologists during their years of study in the Appalachian mountains. Indeed, they relied heavily upon Conrad and Hall of New York for detailed paleontologic and stratigraphic work, which they applied to their own areas in Virginia and Pennsylvania.

Author(s):  
Hind CHAIBATE

In a context of increased competition on the job market, soft skills have become as important as the technical skills for employability of Moroccan engineers. Reactive and innovative engineering schools orient their learning process towards the job market requirements. This study aims at examining the soft skills required by accreditation bodies in some developing countries, namely ABET (The Accreditation Board for Engineering and Technology), ENAEE (European Network for Accreditation of Engineering Education), ABEEK (Accreditation Board for Engineering Education of Korea), JABEE (The Japan Accreditation Board for Engineering Education) et EA (Engineers Australia). These skills are subsequently correlated with the Syllabus of the CDIO initiative founded by MIT (the Massachusetts Institute of Technology) In the United States. This syllabus represents a model of engineering program. It has been developed in collaboration with the industry, the government and the university community. In this study we highlight a set of soft skills which we compared with those developed in Moroccan engineering education programs in order to detect their shortcomings and key success factors.


Author(s):  
Vicente Iborra Pallarés ◽  
Francisco Zaragoza Saura

Vicente Iborra Pallarés¹, Francisco Zaragoza Saura2 ¹Building Sciences and Urbanism Department. University of Alicante. Alicante. Politécnica IV, módulo III, 1ª planta. Carretera de San Vicente del Raspeig s/n. 03690 San Vicente del Raspeig ²Concejalía de Urbanismo, Ayuntamiento de Altea. Plaza José María Planelles, 1. 03590 Altea E-mail: [email protected], [email protected] Keywords (3-5): Public space, historical urban evolution, tourism phenomena, urbanistic project, educational experience Conference topics and scale: City transformations     The town of Altea (Alicante, Spain) has an important urban center that has historically been characterized by two contrasting situations: on one hand, the settlements located on the seaside elevations (Bellaguarda and the Renaissance Bastion) linked to the agricultural uses of the fertile valleys of the rivers Algar and els Arcs, and on the other hand the coastal developments, originally fishery, but nowadays with touristic uses on the maritime front. All these elements configure an urban nucleus that, due to its urban, architectural and landscape qualities, gives rise to one of the main tourist attractions of the region. However, the area described nowadays presents an important problem related to the use and habitability of public space, which is invaded by the presence of the private vehicle, even along the seaside, due to its touristic relevance. This article presents the results of an academic experience developed to study different possibilities of urban transformations for the municipality of Altea, taking as a project site the urban vacuum still conserved between the two situations previously described: the historical areas on the coastal elevations (Dalt) and new urban developments parallel to the seaside (Baix). This academic activity, performed by nearly 50 students from the University of Alicante, was developed in the context of the design course Urbanism 5 during the academic year 2015-16, thanks to the agreement signed between the Municipality of Altea and the University of Alicante.   References (100 words) Busquets, J. and Correa, F. (2006) Cities X lines: a new lens for the Urbanistic Project (Harvard University Graduate School of Design, Cambridge). Europan Europe (2016) Project and processes (http://www.europan-europe.eu/en/project-and-processes/) accessed January-May 2016. Fernández Per, A. and Mozas, J. (2010) Strategy public (a+t ediciones, Vitoria-Gasteiz). Gehl, J. (2006) La humanización del espacio urbano: la vida social entre los edificios (Reverté, Barcelona). Koolhaas, R. (1995) S, M, L, XL (The Monacelli Press, New York). Lynch, K. (1960) The Image of the City (The Massachusetts Institute of Technology Press, Cambridge). Rebois, D.  (ed.) (2014) Europan 12 results. The adaptable city /1 (Europan Europe, Paris).


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