In 1964, when author J. Kirk Casselman applied to Yale College, more than five thousand other secondary school students also applied for admission to one of the 1,300 places in the Yale Class of 1968. Of those applicants, 1,569 were offered admission, for an acceptance ratio of approximately 30 percent. Today, thirty thousand students apply for admission for the same number of places, for an acceptance ratio of just 7 percent.

The drastic change in the college application process results in today's students regularly applying to colleges based solely on name and reputation, without knowledge of a school's profile and character. In the case of Yale, at least, Casselman hopes to correct that lack of knowledge.

In .".. and for Yale," Casselman provides a subjective-and perhaps even impressionistic-view of his association with Yale, its institutions and traditions, and the effects they have had on his life. In this memoir, he recalls his undergraduate years at Yale and his more than forty years of involvement with the university as an alumnus recruiting, interviewing, and counseling prospective and current students.

This memoir reflects Casselman's passion and lifelong involvement with Yale and helps applicants and future students to understand the nature of the admission process, the college experience, the institution, and the influence it has on its graduates.

This book presents an accessible and fascinating account of theoretical debates around identity and work, recent empirical trends and methodological arguments concerning the role of oral testimony and its interpretation. Focusing on three occupational sectors in particular teachers, bank workers and the railway industry it also presents an argument that is both more general than this and theoretically and analytically wide-ranging. The book explores some important questions: how are workers, both in the past and the present juncture, socialised into work cultures? What are the cultural and structural differences with regard the world of work across class, gender, and generation? What are the historical conditions of which these differences play a part? How is the idea of work found in a range of representations, from artistic production to sociological discourse expressed and explored? The development of concepts such as 'structures of feeling' and affect, and the weaving in of historical and visual material, make the book important to a wide range of readers including ethnographers, cultural sociologists and narrative researchers. In turn, this book offers an authoritative and sophisticated summary and analysis of work and identity and is an important intervention into mainstream sociology concerns.

"Class, Culture and Social Change" challenges the notion of the "death of the working class." The author examines a number of key issues for working-class studies: the idea of the "death" of class; the importance of working-class writing; the significance of place and space for understanding working-class identity; and the centrality of work in working-class lives. Drawing on the work of Raymond Williams, Valentin Volosinov, Mikhail Bakhtin, and others, the book seeks to revive ways for thinking about working-class identity and experience.

This volume details the function of hydrocarbon seeps, their evolution over time, the most important seep occurrences and the fauna present in ancient hydrocarbon seeps. While several publications exist that cover modern seeps and vents, fossil seeps only constitute a small component of the literature. As such, many geologists, stratigraphers and paleontologists, as well as undergraduates and graduate students, are not very familiar with ancient hydrocarbon seep deposits and their associated fauna. This text is the first to comprehensively discuss the nature of such animal groups and how to recognize them. In addition to summarizing available knowledge on these topics for specialists in the field, this book offers the background needed to be of use to students as well as the wider community of geologists and paleontologists.

The oceans cover 70% of the Earth's surface, and are critical components of Earth's climate system. This new edition of Encyclopedia of Ocean Sciences, Six Volume Set summarizes the breadth of knowledge about them, providing revised, up to date entries as well coverage of new topics in the field. New and expanded sections include microbial ecology, high latitude systems and the cryosphere, climate and climate change, hydrothermal and cold seep systems. The structure of the work provides a modern presentation of the field, reflecting the input and different perspective of chemical, physical and biological oceanography, the specialized area of expertise of each of the three Editors-in-Chief. In this framework maximum attention has been devoted to making this an organic and unified reference.

Cuba's Gay Revolution explores the unique health-based approach that was employed in Cuba to dramatically change attitudes and policies regarding sexual diversity (LGBTQ) since 1959. It examines leaders in the process to normalize sexual diversity, such as the Federation of Cuban Women (FMC) and the National Center of Sexual Education (CENESEX). This book is written for scholars interested in LGBTQ issues, Cuba, and Latin America.

As a result of climate change, ocean temperatures are warming and sea levels are rising. Natural disasters have been increasing in frequency and ferocity. Yet, over six decades, Cuba has developed a world-leading model for disaster preparedness and risk reduction. Disaster Preparedness and Climate Change in Cuba: Management and Adaptation discusses the island's ongoing resilience against the impacts of climate change. Its commitment to disaster preparedness and management are lauded by international bodies, such as the United Nations and World Health Organization, and by governments from across the globe. Comprised of research from leading scholars, policy makers, and activists, this comprehensive, multidisciplinary analysis of Cuba's model explores why Cuba's approach to emergency disaster response is such a success and the aspects that make it so distinct, while also informing readers about the much-needed improvement of international approaches and policies. Scholars of communication, environmental studies, and Latin American studies will find this book particularly interesting.

The risks dealt with in this study are set in the context of current radioactive contamination issues in the Arctic, the operation and infrastructure of the Russian Nuclear fleet, and the world-wide decommissioning of nuclear submarines. The risks involve those of spent nuclear fuel, and low and intermediate level liquid and solid wastes. Risk assessment and monitoring techniques are also dealt with.

New techniques make it possible for investigators to examine and sometimes quantify various aspects of nuclear morphology and function; now they can derive clinically and biologically useful information about the nucleus. This book draws together a series of techniques which have been successfully applied to the study of the nucleus of tumour cells. These are of fundamental importance to researchers in tumour histopathology and medical oncology. Detailed reviews are given of various aspects of the morphology, ploidy and karyotypic status and function of the nuclei in the cells of tumours and preneoplastic lesions. Topics covered include nuclear morphology in tumour diagnosis, the ultrastructure of the nucleus, karyotypic analyses of solid tumours, flow cytometric assessment of nuclear ploidy and other parameters, histomorphometry of the nucleus, and in situ hybridisation.

This book presents an accessible and fascinating account of theoretical debates around identity and work, recent empirical trends and methodological arguments concerning the role of oral testimony and its interpretation. Focusing on three occupational sectors in particular teachers, bank workers and the railway industry it also presents an argument that is both more general than this and theoretically and analytically wide-ranging. The book explores some important questions: how are workers, both in the past and the present juncture, socialised into work cultures? What are the cultural and structural differences with regard the world of work across class, gender, and generation? What are the historical conditions of which these differences play a part? How is the idea of work found in a range of representations, from artistic production to sociological discourse expressed and explored? The development of concepts such as 'structures of feeling' and affect, and the weaving in of historical and visual material, make the book important to a wide range of readers including ethnographers, cultural sociologists and narrative researchers. In turn, this book offers an authoritative and sophisticated summary and analysis of work and identity and is an important intervention into mainstream sociology concerns.

Drawing on the work of Raymond Williams, Valentin Volosinov and Mikhail Bakhtin, the book examines key issues for working-class studies including: the idea of the 'death' of class; the importance of working-class writing; the significance of place and space for understanding working-class identity; and the centrality of work in working-class lives.

Verna J. Kirkness grew up on the Fisher River Indian reserve in Manitoba. Her childhood dream to be a teacher set her on a lifelong journey in education as a teacher, counsellor, consultant, and professor. Her simple quest to teach ""in a Native way"" revolutionized Canadian education policy and practice. Kirkness broke new ground at every turn. As the first cross-cultural consultant for the Manitoba Department of Education Curriculum Branch she made Cree and Ojibway the languages of instruction in several Manitoba schools. In the early 1970s she became the first Education Director for the Manitoba Indian Brotherhood (now the Assembly of Manitoba Chiefs) and then Education Director for the National Indian Brotherhood (now the Assembly of First Nations). She played a pivotal role in developing the education sections of Wahbung: Our Tomorrows, which transformed Manitoba education, and the landmark 1972 national policy of Indian Control of Indian Education. These two major works have shaped First Nations education in Canada for more than 40 years. In the 1980s she became an assistant professor at the University of British Columbia, Canada where she was appointed Director of the Native Teacher Education Program, founded the Ts''Kel Graduate Program, and was a driving force behind the creation of the First Nations House of Learning. Honoured by community and country, Kirkness is a visionary who has inspired, and been inspired by, generations of students. Like a long conversation between friends, Creating Space reveals the challenges and misgivings, the burning questions, the successes and failures that have shaped the life of this extraordinary woman and the history of Aboriginal education in Canada.

Verna J. Kirkness grew up on the Fisher River Indian reserve in Manitoba. Her childhood dream to be a teacher set her on a lifelong journey in education as a teacher, counsellor, consultant, and professor. Her simple quest to teach ""in a Native way"" revolutionized Canadian education policy and practice. Kirkness broke new ground at every turn. As the first cross-cultural consultant for the Manitoba Department of Education Curriculum Branch she made Cree and Ojibway the languages of instruction in several Manitoba schools. In the early 1970s she became the first Education Director for the Manitoba Indian Brotherhood (now the Assembly of Manitoba Chiefs) and then Education Director for the National Indian Brotherhood (now the Assembly of First Nations). She played a pivotal role in developing the education sections of Wahbung: Our Tomorrows, which transformed Manitoba education, and the landmark 1972 national policy of Indian Control of Indian Education. These two major works have shaped First Nations education in Canada for more than 40 years. In the 1980s she became an assistant professor at the University of British Columbia where she was appointed Director of the Native Teacher Education Program, founded the Ts''Kel Graduate Program, and was a driving force behind the creation of the First Nations House of Learning. Honoured by community and country, Kirkness is a visionary who has inspired, and been inspired by, generations of students. Like a long conversation between friends, Creating Space reveals the challenges and misgivings, the burning questions, the successes and failures that have shaped the life of this extraordinary woman and the history of Aboriginal education in Canada.

This book serves a major purpose in my life. Even the book cover, overflowing with the 8's, shares some major significance to me. In the Bible, the number 8 means new beginning. In order to further explain the purpose of this book, I have to go back to where my soul first experienced pain and rejection. Attending kindergarten at PS 31, I started school almost a year late because I had eczema really badly. I also had a teacher (whose name I remember to this day) who would make me stay alone in one part of the classroom. I wasn't allowed to sit or play with the other students because even though I wasn't contagious, I looked the part. I also have to go back to a family tragedy where at the age of twelve, I was gang raped by grown men. When they let me leave, I went home. No one was there, so I went to sleep and I slept with that secret for almost six months. I never told anyone until I was sent to live with relatives in another state. Torn from my sisters who I loved and who I knew really loved me, I was too messed up to realize that my new family was trying to love me. I was too messed up to receive the love they gave. After some years, I was brought back to my sisters and brothers and my mother, but too much had happened to me. There was so much anger and hurt, and I acted out a lot. I fell in love with an older married man who I thought loved me. At that time, I didn't love me enough to get out of an abusive relationship. At the age of twenty, I gave birth to my first child, my son. After thirteen years, the older married man and I parted ways, but I was blessed with two children from him. In order to get away from him, I moved out of state where the lack of money for diapers and food became so difficult that I began dating for money. I know I have made some major mistakes in my life. All the hurt, joy, pain and lessons were all trapped inside my mind. The only way to get free was to write. My poetry was my escape. This book reflects my new beginning, my BEGINNING ANEW.

In 1964, when author J. Kirk Casselman applied to Yale College, more than five thousand other secondary school students also applied for admission to one of the 1,300 places in the Yale Class of 1968. Of those applicants, 1,569 were offered admission, for an acceptance ratio of approximately 30 percent. Today, thirty thousand students apply for admission for the same number of places, for an acceptance ratio of just 7 percent.

The drastic change in the college application process results in today's students regularly applying to colleges based solely on name and reputation, without knowledge of a school's profile and character. In the case of Yale, at least, Casselman hopes to correct that lack of knowledge.

In .".. and for Yale," Casselman provides a subjective-and perhaps even impressionistic-view of his association with Yale, its institutions and traditions, and the effects they have had on his life. In this memoir, he recalls his undergraduate years at Yale and his more than forty years of involvement with the university as an alumnus recruiting, interviewing, and counseling prospective and current students.

This memoir reflects Casselman's passion and lifelong involvement with Yale and helps applicants and future students to understand the nature of the admission process, the college experience, the institution, and the influence it has on its graduates.