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School of Public Health 2023–2024

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The Thesis/Dissertation

The Ph.D. thesis in PH should be of publishable quality and represent a substantial contribution to the advancement of knowledge in a field of scholarship. The Graduate School policy in regard to the dissertation is as follows:

The dissertation should demonstrate the student’s mastery of relevant resources and methods and should make an original contribution to knowledge in the field. Normally, it is expected that a dissertation will have a single topic, however broadly defined, and that all parts of the dissertation will be interrelated, but can constitute essentially discrete units. Beyond this principle, the faculty will apply the prevailing intellectual standards and scholarly practices within their fields in advising students with regard to the suitable scope, length, and structure of the dissertation, including what constitutes an original contribution to that field.

The dissertation may be presented as a single monograph resulting in a major publication, or as (typically) a minimum of three first-authored scientific papers. One or more of the papers should be published, accepted for publication, or be in submission. The collected paper option does not imply that any combination of papers would be acceptable. For example, three papers related to background material (review papers), or three papers that reported associations of three unrelated exposures, or three papers of the same exposure but reporting different outcomes would not be acceptable. Rather, it is expected that the papers represent a cohesive, coherent, and integrated body of work. For example, one paper might be a systematic review and meta-analysis of the topic, another might develop a new methodological approach, and the third might apply those new methods to an area of current public health interest. In the collected paper option, the final thesis must include introductory and discussion chapters to summarize and integrate the published papers.

The DAC reviews the progress of the dissertation research and decides when the dissertation is ready to be submitted to the readers. This decision is made based on a closed defense of the dissertation. The dissertation defense involves a formal oral presentation to the DAC. (Per the adviser’s discretion, other invited faculty may be present.) Upon completion of the closed defense, the chair/adviser of the DAC submits its recommendation to the DGS along with the names of three appropriate readers for GSEC review.

There will be a minimum of three readers, one of whom is at YSPH. The second reader can be from YSPH or another Yale department. Both Yale readers must hold a Graduate School appointment, and at least one should be a senior faculty member. The third reader must be selected from outside the University. All readers must be recognized authorities in the area of the dissertation. The outside reader must submit a curriculum vitae for review by the GSEC. The outside reader should be an individual who has not coauthored a publication(s) with members of the student’s DAC and/or the student within the preceding three years. However, this restriction does not apply to mega-multiauthored publications. Members of the DAC are not eligible to serve as readers. After the completed readers’ reports are received by the Graduate School, they are reviewed by the DGS prior to making a School of Public Health recommendation to the Graduate School that the degree be awarded. The DAC may be asked to comment on the readers’ reports before recommendations are made to the Graduate School.

Oral Presentation of the Doctoral Dissertation

Doctor of Philosophy (Ph.D.) dissertations in PH must be presented in a public seminar. This presentation is scheduled after the closed defense, after submission of the dissertation to the readers, and preferably prior to the receipt and consideration of the readers’ reports. At least one member each of the DAC and GSEC is expected to attend the presentation. It is expected to be presented during the academic term in which the dissertation was submitted and must be widely advertised within YSPH.

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Answered By: Laura Galas Last Updated: Jan 19, 2024     Views: 20538

Current Yale students, faculty and staff can access Yale dissertations and theses. 

After dissertations are accepted by and submitted to the Yale Graduate School of Arts and Sciences , they are sent to ProQuest/UMI for microfilming according Yale University policy . In most cases, this process takes 8 months to a year before the original and the m icrofilm copy are returned to the Yale University Library . Once returned, they are discoverable through the searches below. 

Print dissertations

Find print dissertations using  Orbis  or Quicksearch  Books+ .

• Search by title or keyword and use the format filter for "Dissertations & Theses" (image below)
• Many print dissertations are located at our off-site shelving facility (LSF), and you will need place a request for the item. It generally takes 24-48 hours for the item to arrive. You will receive an email notification when the item is available for pickup.

Online dissertations

If you are interested in an electronic copy, you can also find some Yale dissertations in the database Dissertations & Theses @ Yale University .

If you do not find the Yale dissertation you need, please contact [email protected] or call 203-432-1744 during business hours .

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Department of History

Yale history dissertations.

During the late 1800’s, only a trickle of dissertations were submitted annually, but today, the department averages about 25 per year. See who some of those intrepid scholars were and what they wrote about by clicking on any of the years listed below.

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Undergraduate Senior Theses

Automated extraction of single-qubit gate errors  via randomized benchmarking   (Senior Thesis) 

Peter J. Karalekas (2015), PDF

Design of Microwave Splitter/Combiner for Use in cQED Experiments (Senior Thesis) 

Jared Schwede (2007),  PDF

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Department of Physics

You are here, dissertation and completion, forming a dissertation committee, outside reader, dissertation defense, dissertation requirements.

• First Chapter

Reader Duties

Graduation checklist, continued research after graduation.

Access after Graduation

The Physics Department requires a 4-member Yale faculty committee plus an outside reader to approve a dissertation and defense for graduation. The core committee and DGS must approve the additional members prior to the student inviting the final faculty and outside reader to join their dissertation committee.

Typically, the Committee would include the members of the core thesis committee and one more faculty member. Two of the faculty members on the committee must have a primary or secondary appointment in physics, two must be from Yale, and two must be tenured. These requirements need not be satisfied by the same two people. A full list of faculty members can be found here . 

Usually, the make-up of the committee is as follows:

For students in an experimental field:

(1) Adviser and (2) another in the same experimental field; (3) another in the same field but theoretical; (4) another experimentalist (any field) and (5) approved outside reader

For students in a theoretical field:

(1) Adviser and (2) another in the same theoretical field; (3) another in the same field but experimental; (4) another theorist (any field) and (5) approved outside reader

The outside reader must be someone outside of Yale who has had no direct involvement with the student’s dissertation analysis, but who may be familiar with the student work and be someone who can be objective in their evaluation of the dissertation. The outside reader is usually selected by the student and their dissertation adviser and must be approved by the DGS. 

Dissertations should be sent electronically to outside readers and other committee members, prior to the defense, to provide ample time for readers to provide comments in a timely manner. Outside readers should be invited to the dissertation defense but their presence is not required.

Once the Dissertation Committee is chosen and approved by the DGS, it is the student’s responsibility to set the date, time, and place (online or in person) for the defense, at a time convenient to all members of the Committee. This information should be relayed to the graduate registrar and senior administrator via the Notification of Leave/Graduation form or directly through email. Copies of the dissertation should be given to the committee members at least two weeks in advance of the scheduled defense. 

The dissertation defense shall consist of two consecutive parts. The first part, which shall be open to anyone interested, will consist of an oral presentation of approximately one-hour in length, in the style of a research seminar. An announcement will appear in the weekly Seminar Notices. The second part will consist of detailed questioning of the candidate by the dissertation committee, at which attendance will be restricted to members of the committee.

Ideally, Dissertation Defenses should be scheduled before the University’s dissertation submission deadline to give committee readers time to review the dissertation, attend your defense and provide feedback before your official dissertation is submitted to the University.  Students must defend no later than November 1st or April 15th, one month after they defense dissertation has been submitted.  Please see the Graduation Checklist for deadlines and more detailed information below. 

The Graduate School has specific rules about formatting, etc. When you are preparing your final draft, you should consult their Dissertations page and Formatting Guide . Review the Dissertation section of Programs and Policies for the fine print about the dissertation process, reader committees, language requirements, and more.

Dissertation First Chapter

The Physics Department recommends that the first chapter of the thesis be a succinct summary of the entire thesis, including in particular:

a brief review of the field prior to the thesis research to provide context

a presentation of the goals and motivations of the thesis research

a clear description of what the student has achieved in the thesis research (primarily written in the first person singular, but with due credit to others as appropriate). This description should refer back to (1) and clearly indicate the relation to prior work.

It may also make sense to add:

suggestions for how to best build upon the thesis research in future work.

Otherwise, these suggestions should appear in the conclusion of the thesis.

Submitting Your Dissertation

After the defense, the committee may ask the student to make some changes in the dissertation. These changes must be made before submission to the Graduate School. Alternatively, if you have already submitted your dissertation to the Dissertation office, you may replace single pages or chapters with minor edits. 

If major edits are required, the student will have two weeks to make the necessary revisions and have edits reviewed by their advisor before resubmission to the Graduate School. Your advisor will then have to send the dissertation office their approval of your revised dissertation. 

Submission guidelines are posted on-line at the Graduate School’s website: Dissertation Guidelines , Dissertation formatting , and Notification of Readers form . Remember to list your advisor as one of the 5 readers. Dissertations must be submitted to the Dissertation office by October 1st for December graduation or March 15th for May graduation.

Note: Students must be registered through the term of dissertation submission (unless they have already completed their sixth year).

Once a student is ready to submit their dissertation, they will enter their reader information into the NOR system. All five committee members’ information must be entered for DGS/ Registrar approval. The readers listed will receive a link from the Dissertation office giving them access to your submitted dissertation and asking them to complete the questions listed below within one month’s time but no later than the reader report deadline. The reader report deadline per graduation cycle is one month after the dissertation submission deadline.

These are the questions on the official Reader’s Report for the Graduate School of Yale University - 

1) Do you consider the substance of the dissertation acceptable for the degree of Doctor of Philosophy? If you found the dissertation acceptable, what is your estimate of the work as a whole?

2) Are there editorial errors (for example, problems with spelling, grammar, or references of such consequence or in insufficient number that they affect the substance of the dissertation and must be corrected before the faculty votes on this dissertation? If you answered yes, please list below the required changes (there is no limit to the length of your comments, text created in another document can also be copy/pasted below)

3) Please evaluate each of the following as Distinguished, Very Good, Good or Fair:

   a. Command of the literature of the subject

   b. Originality

   c. Insight and judgment

   d. Clearness

   e. Style

   f. Mastery of the method used in research

4) Without summarizing the dissertation, please state in detail the reason for your evaluation, indicating the strengths and weaknesses of the work and the way in which it makes an original contribution to its field (there is no limit to the length of your comments, text created in another document can also be copy/pasted below)

5) Dissertation Reader’s advice to the candidate (optional)

   a. Do you recommend eventual publication in print of part or all of this dissertation?

   b. If so, in what form?

      Articles:

         a. Which parts?

         b. What revision is needed?

      Book:

         What general suggestions for revision would you make?

If a reader requests edits to be made to your dissertation, the student must make the appropriate edits and receive their advisor’s approval of the edits before submitting an updated dissertation to the university.

Back to Top

Once a student is ready to graduate, there are departmental steps and university requirements to be followed by the dates listed below.

Due by February 15th for May Graduation or September 1st for December Graduation 

Complete the Notification of Leave/Graduation online form to notify the office of your defense date, your last day in the lab and your future contact information. Do not enter your current campus contact information unless you do not plan on moving for several months after graduation.

Students are responsible for scheduling a date, time and physical or virtual room location for their thesis defense. Please give your committee members adequate notice when trying to schedule your defense. Defense information can now be included in your Notification of Leave/Graduation form and will be announced in the weekly newsletter. 

With the assistance of your advisor, find an appropriate outside reader and submit their name and position to the DGS for approval.

Due by March 15th or October 1st

Provide the  Thesis Progress Report Form  to your dissertation committee members for signature during your defense. Forward your signed form(s) and a PDF copy of your Dissertation to the graduate registrar. See below for further Defense details.

Review and complete the Yale GSAS  Dissertation Submission Checklist .

Enter your reader information into the  Notification of Readers (NOR) portal, and notify the graduate registrar when done.

Submit your final dissertation to the Registrar’s Office. See above for further submission guidance. 

Due by April 15th or November 1st

• Students must complete their defense by April 15th for May graduation or November 1st for December graduation
• Reader reports are due one month after your dissertation is uploaded to NOR or by April 15th or November 1st

Prior to leaving

Schedule a 30-minute Exit Interview with the  Chair  or  DGS  to talk about your experience in the program. Sample Exit Interview Questions can be found here .

Update Notification of Leave/Graduation form with any new future employment or address changes.

Confirm last day of pay with the graduate registrar.

Notify the graduate registrar when you have returned your keys, coats, or other university provided equipment.

These deadlines have been established to allow sufficient time for readers to make careful evaluations and for the department to review those evaluations before making our recommendation to the Graduate School on degrees earned. No extensions of the deadlines will be granted. Dissertations submitted after the deadlines will be considered during the following term. 

Students are permitted to continue working as research assistants after they have graduated up to the start of a new academic semester. If the advisor is willing to continue their support, December graduates can be paid up to January 15th, and May graduates may continue to be paid until August 31st. It is important to note that student health insurance will end for December graduates on January 31st and July 31st for May graduates. The university does offer a one-month insurance rider for May Graduates requesting coverage for August.

IT Access after Graduation

After you graduate, your access to Yale accounts and information will change. Your Yale email account will stay active for a year, while other things, like VPN access will be removed six months after graduation. For a complete timeline of access changes, please see IT’s Graduating Students webpage .

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Elizabeth R. Mundell-Perkins: “Matter of the Mind: Narrative’s Knowledge and the Novel of Impressionability, 1897-present” directed by Ruth Bernard Yeazell, Marta Figlerowicz, Juno Richards

Colton Valentine: “Between Languages: Queer Multilingualism in the British Belle Époque” directed by Marta Figlerowicz, Stefanie Markovits, Katie Trumpener, Ruth Bernard Yeazell

Elizabeth Colette Wiet: “Maximalism: An Art of the Minor” directed by Marc Robinson, Joseph Roach

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December 2023

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Michael Abraham: “The Avant-Garde of Feeling: Queer Love and Modernism” directed by Langdon Hammer, Marta Figlerowicz, Ben Glaser

Peter Conroy: “Unreconciled: American Power and the End of History, 1945 to the Present” directed by Joe Cleary, Joseph North, Paul North

Trina Hyun: “Media Theologies, 1615-1668” directed by John Durham Peters, Catherine Nicholson, Marta Figlerowicz, John Rogers (University of Toronto)

Margaret McGowan: “A Natural History of the Novel: Species, Sense, Atmosphere” directed by Jonathan Kramnick, Katie Trumpener, Marta Figlerowicz

Benjamin Pokross: “Writing History in the Nineteenth-Century Great Lakes” directed by Caleb Smith, Greta LaFleur, Michael Warner

Sophia Richardson: “Reading the Surface in Early Modern English Literature” directed by Catherine Nicholson, Lawrence Manley, John Rogers(University of Toronto)

Melissa Shao Hsuan Tu: “Sonic Virtuality: First-Person Voices in Late Medieval English Lyric” directed by Ardis Butterfield, Jessica Brantley, John Durham Peters

Sarah Weston: “The Cypher and the Abyss: Outline Against Infinity” directed by Paul Fry, Tim Barringer, John Durham Peters

December 2022

Anna Hill: “Sublime Accumulations: Narrating the Global Climate, 1969-2001” directed by Joe Cleary, Marta Figlerowicz, Ursula Heise (UCLA)

Christopher McGowan: “Inherited Worlds: The British Modernist Novel and the Sabotage and Salvage of Genre” directed by Joe Cleary, Michael Denning, Katie Trumpener

Samuel Huber: “Every Day About the World: Feminist Internationalism in the Second Wave” directed by  Jacqueline Goldsby, Margaret Homans, Jill Richards

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Brandon Menke: “Slow Tyrannies: Queer Lyricism, Visual Regionalism, and the Transfigured World” directed by Langdon Hammer, Wai Chee Dimock, Marta Figlerowicz

Arthur Wang: “Minor Theories of Everything: On Popular Science and Contemporary Fiction” directed by Amy Hungerford, John Durham Peters, Sunny Xiang

December 2021

Sarah Robbins: “Re(-)Markable Texts: Making Meaning of Revision in Nineteenth-Century African American Literature” directed by Caleb Smith, Jacqueline Goldsby, Anthony Reed

David de León: “Epic Black: Poetics in Protest in the Time of Black Lives Matter” directed by  Langdon Hammer, Daphne Brooks, Marta Figlerowicz

Clio Doyle: “Rough Beginnings: Imagining the Origins of Agriculture in Late Medieval and Early Modern Britain” directed by Lawrence Manley, David Kastan, Catherine Nicholson

Clay Greene: “The Preexistence of the Soul in the Early English Enlightenment: 1640-1740” directed by John Rogers, Jonathan Kramnick, Lawrence Manley

December 2020

Wing Chun Julia Chan: “Veritable Utopia: Revolutionary Russia and the Modernism of the British Left” directed by Katie Trumpener, Jill Richards, Katerina Clark

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Paul Franz: “Because so it is made new”: D. H. Lawrence’s charismatic modernism directed by David Bromwich, Ben Glaser, and Langdon Hammer

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Peter Raccuglia: “Lives of Grass: Prairie Literature and US Settler Capitalism” directed by Michael Warner, Jonathan Kramnick, Michael Denning

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Bofang Li: “Old Media/New Media: Intimate Networked Publics and the Commodity Text Since 1700” directed by Professors Wai Chee Dimock, R. John Williams, and Francesco Casetti

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Ann Killian: “Expanding Lyric Networks: The Transformation of a Genre in Late Medieval England” directed by Professors Ardis Butterfield, Jessica Brantley, and Alastair Minnis

Alexandra Reider: “The Multilingual English Manuscript Page, c. 950-1300” directed by Professors Roberta Frank, Ardis Butterfield, and Alastair Minnis

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Seo Hee Im: “After Totality: Late Modernism and the Globalization of the Novel” directed by Professors Joseph Cleary, Katie Trumpener, and Marta Figlerowicz

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Joshua Stanley: “If but Once We Have Been Strong: Collective Agency and Poetic Technique in England during the Period of Early Capitalism” directed by Professors Paul Fry, David Bromwich, and Anthony Reed

December 2017

Carla Baricz: “Early Modern Two-Part and Sequel Drama, 1490-1590” directed by Professors David Quint, Lawrence Manley, and David Kastan

Edward King: “The World-Historical Novel: Writing the Periphery” directed by Professors Joseph Cleary, R. John Williams, and Michael Denning

Palmer Rampell: “The Genres of the Person in Post-World War II America” directed by Professors Amy Hungerford, Michael Warner, and R. John Williams

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Robert Bradley Holden: “Milton between the Reformation and Enlightenment: Religion in an Age of Revolution” directed by Professors David Quint, Bruce Gordon, and John Rogers

Andrew Kau: “Astraea’s Adversary: The Rivalry Between Law and Literature in Elizabethan England” directed by Professors Lawrence Manley, David Quint, and David Kastan

Natalie Prizel: “The Good Look: Victorian Visual Ethics and the Problem of Physical Difference” direcgted by Professors Janice Carlisle and Tim Barringer

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Steven Kirk Warner: “Versions of Narcissus: The Aesthetics and Erotics of the Male Form in English Renaissance Poetry” directed by Professors John Rogers and Catherine Nicholson

December 2016

Kimberly Quiogue Andrews: “The Academic Avant-Garde: Poetry and the University since 1970” directed by Professors Langdon Hammer, Paul Fry, and Wai Chee Dimock

Alexis Chema: “Fancy’s Mirror: Romantic Poetry and the Art of Persuasion” directed by Professors David Bromwich and Paul Fry

Daniel Jump: “Metadiscursive Struggle and the Eighteenth-Century British Social Imaginary: From the End of Licensing to the Revolution Controversy” directed by Professors Michael Warner, Jill Campbell, and Paul Fry

Jordan Brower: “A Literary History of the Studio System, 1911-1950” directed by Wai Chee Dimock, JD Connor, and Joe Cleary

Ryan Carr: “Expressivism in America” directed by Michael Warner, Caleb Smith, and Paul Fry

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Gabriele Hayden: “Routes and Roots of the New World Baroque: U.S. Modernist Poets Translate from Spanish” directed by Landon Hammer and Wai Chee Dimock

Matthew Hunter: “The Pursuit of Style in Shakespeare’s Drama” directed by David Kastan, Lawrence Manley, and Brian Walsh

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Jessica Matuozzi: “Double Agency: A Multimedia History of the War on Drugs” directed by Jacqueline Goldsby, Amy Hungerford, and Anthony Reed

Aaron Pratt: “The Status of Printed Playbooks in Early Modern England” directed by David Kastan, Lawrence Manley, and Keith Wrightson

Madeleine Saraceni: “The Idea of Writing for Women in Late Medieval Literature” directed by Jessica Brantley, Ardis Butterfield, and Alastair Minnis

J. Antonio Templanza: “Know to Know No More: The Composition of Knowledge in Milton’s Epic Poetry” directed by John Rogers and Paul Fry

Andrew Willson: “Idle Works: Unproductiveness, Literature Labor, and the Victorian Novel” directed by Janice Carlisle, Stefanie Markovits, and Ruth Yeazell

December 2015

Melina Moe: “Public Intimacies: Literary and Sexual Reproduction in the Eighteenth Century” directed by Katie Trumpener, Wendy Lee, Jonathan Kramnick, and Jill Campbell

Merve Emre: “Paraliterary Institutions” directed by Wai Chee Dimock and Amy Hungerford

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Edgar Garcia: “Deep Land: Hemispheric Modernisms and Indigenous Media” directed by Wai Chee Dimock, Langdon Hammer, and Anthony Reed

Jean Elyse Graham: “The Book Unbound: Print Logic between Old Books and New Media” directed by David Kastan, Catherine Nicholson, and R. John Williams

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Len Gutkin: “Dandiacal Forms” directed by Amy Hungerford, Sam See, and Katie Trumpener

Justin Sider: “Parting Words: Address and Exemplarity in Victorian Poetry” directed by Linda Peterson, Leslie Brisman, and Stefanie Markovits

William Weber: “Shakespearean Metamorphoses” directed by David Kastan

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Andrew Kraebel: “English Traditions of Biblical Criticism and Translation in the Later Middle Ages” directed by Alastair Minnis, Jessica Brantley, and Ian Cornelius

Tessie Prakas: “The Office of the Poet: Ministry and Verse Practice in the Seventeenth Century” directed by John Rogers, David Kastan, and Catherine Nicholson

Nienke Christine Venderbosch: “‘Tha Com of More under Misthleothum Grendel Gongan’: The Scholarly and Popular Reception of Beowulf ’s Grendel from 1805 to the Present Day” directed by Roberta Frank and Paul Fry

Eric Weiskott: “The Durable Alliterative Tradition” directed by Roberta Frank, Alastair Minnis, Ian Cornelius

December 2013

Anthony Domestico: “Theologies of Crisis in British Literature of the Interwar Period” directed by Amy Hungerford and Pericles Lewis

Glyn Salton-Cox: “Cobbett and the Comintern:  Transnational Provincialism and Revolutionary Desire from the Popular Front to the New Left” directed by Katie Trumpener, Katerina Clark, and Joe Cleary

Samuel Alexander: “Demographic Modernism: Character and Quantification in Twentieth Century Fiction” directed by Professors Pericles Lewis and Barry McCrea

Andrew Karas: “Versions of Modern Poetry” directed by Professors Paul Fry and Langdon Hammer

James Ross Macdonald: “Popular Religious Belief and Literature in Early Modern England” directed by Professors David Kastan and John Rogers

December 2012

Michael Komorowski: “The Arts of Interest: Private Property and the English Literary Imagination in the Age of Milton” directed by Professors David Quint and John Rogers

Fiona Robinson: “Raising the Dead: Writing Lives and Writing Wars in Britain, 1914-1941” directed by Professors Katie Trumpener, Margaret Homans, and Sam See

Nathalie Wolfram: “Novel Play: Gothic Performance and the Making of Eighteenth Century Fiction” directed by Professors Joseph Roach and Katie Trumpener

Michaela Bronstein: “Imperishable Consciousness: The Rescue of Meaning in the Modernist Novel” directed by Professors Ruth Yeazell and Pericles Lewis

David Currell: “Epic Satire: Structures of Heroic Mockery in Early Modern English Literature” directed by Professor David Quint

Andrew Heisel: “Reading in Darkness: Sacred Text and Aesthetics in the Long Eighteenth Century” directed by Professors Jill Campbell and Elliott Visconsi

Hilary Menges: “Authorship before Copyright: The Monumental Book, 1649-1743” directed by Professors Jill Campbell and John Rogers

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December 2011

Patrick Gray: “The Passionate Stoic: Subjectivity in Shakespeare’s Rome” directed by Professors Lawrence Manley and David Quint

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Laura Saetveit Miles: “Mary’s Book: The Annunciation in Middle England” directed by Jessica Brantley and Alastair Minnis

Stephen Tedeschi: “Urbanization in English Romantic Poetry” directed by Professors Paul Fry and Christopher R. Miller

Julia Fawcett: “Over-Expressing the Self: Celebrity, Shandeism, and Autobiographical Performance, 1696-1801” directed by Professors Jill Campbell and Joseph Roach

Daniel Gustafson: “Stuart Restorations: History, Memory, Performance” directed by Professor Joseph Roach and Elliott Visconsi

Sarah Mahurin: “American Exodus: Migration and Oscillation in the Modern American Novel” directed by Professors Wai Chee Dimock and Robert Stepto

Erica Levy McAlpine: “Lyric Elsewhere: Strategies of Poetic Remove” directed by Professors David Bromwich and Langdon Hammer

Sarah Novacich: “Ark and Archive: Narrative Enclosures in Medieval and Early Modern Texts” directed by Professors Roberta Frank and Alastair Minnis

Jesse Schotter: “The Hieroglyphic Imagination: Language and Visuality in Modern Fiction and Film” directed by Professors Peter Brooks and Pericles Lewis

Matthew Vernon: “Strangers in a Familiar Land: The Medieval and African-American Literary Tradition” directed by Professor Alastair Minnis

Chia-Je Weng: “Natural Religion and Its Discontents: Critiques and Revisions in Blake and Coleridge” directed by Professors Leslie Brisman and Paul Fry

Nicole Wright: “‘A contractile power’: Boundaries of Character and the Culpable Self in the British Novel, 1750-1830” directed by Professors Jill Campbell and Katie Trumpener

December 2010

Molly Farrell: “Counting Bodies: Imagining Population in the New World” directed by Professor Wai Chee Dimock

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Colin Gillis: “Forming the Normal: Sexology and the Modern British Novel, 1890-1939” directed by Professors Laura Frost and Pericles Lewis

Katherine Harrison: “Tales Twice Told: Sound Technology and American Fiction after 1940” directed by Professor Amy Hungerford

Jean Otsuki: “British Modernism in the Country” directed by Professors Paul Fry and Margaret Homans

Erin Peterson: “On Intrusion and Interruption: An Exploration of an Early Modern Literary Mode” directed by Professor John Rogers

Patrick Redding: “A Distinctive Equality: The Democratic Imagination in Modern American Poetry” directed by Professors David Bromwich and Langdon Hammer

Emily Setina: “Modernism’s Darkrooms: Photography and Literary Process” directed by Professors Langdon Hammer and Pericles Lewis

Jordan Zweck: “Letters from Heaven in the British Isles, 800-1500” directed by Professor Roberta Frank

December 2009

Elizabeth Twitchell Antrim: “Relief Work: Aid to Africa in the American Novel Since 1960” directed by Professor Wai Chee Dimock

Emily Coit: “The Trial of Abundance: Consumption and Morality in the Anglo-American Novel, 1871-1907” directed by Professors Catherine Labio and Ruth Bernard Yeazell

Andrew Goldstone: “Modernist Fictions of Aesthetic Autonomy” directed by Professors Langdon Hammer and Amy Hungerford

Matthew Mutter: “Poetry Against Religion, Poetry As Religion: Secularism and its Discontents in Literary Modernism” directed by Professors David Bromwich and Pericles Lewis

Anna Chen: “Kinship Lessons: The Cultural Uses of Childhood in Late Medieval England” directed by Professors Jessica Brantley and Lee Patterson

Anne DeWitt: “The Uses of Scientific Thinking and the Realist Novel” directed by Professor Linda Peterson

Irina Dumitrescu: “The Instructional Moment in Anglo-Saxon Literature” directed by Professor Roberta Frank

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James Horowitz: “Rebellious Hearts and Loyal Passions: Imagining Civic Consciousness in Ovidian Writing on Women, 1680-1819” directed by Professors Jill Campbell and Elliott Visconsi

Ben LaBreche: “The Rule of Friendship: Literary Culture and Early Modern Liberty” directed by Professors David Quint and John Rogers

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Sarah Van der Laan: “What Virtue and Wisdom Can Do: Homer’s Odyssey in the Renaissance Imagination” directed by Professor David Quint

Annmarie Drury: “Literary Translators and Victorian Poetry” directed by Professor Linda Peterson

Jeffrey Glover: “People of the Word: Puritans, Algonquians, and the Politics of Print in Early New England” directed by Professors Elizabeth Dillon and Wai Chee Dimock

Dana Goldblatt: “From Contract to Social Contract: Fortescue’s Governance and Malory’s Morte ” directed by Professors David Quint and Alastair Minnis

Kamran Javadizadeh: “Bedlam and Parnassus: Madness and Poetry in Postwar America” directed by Professor Langdon Hammer

Ayesha Ramachandran: “Worldmaking in Early Modern Europe: Global Imaginations from Montaigne to Milton” directed by Professors Annabel Patterson and David Quint

Jennifer Sisk: “Forms of Speculation: Religious Genres and Religious Inquiry in Late Medieval England” directed by Professor Lee Patterson

Ariel Watson: “The Anxious Triangle: Modern Metatheatres of the Playwright, Performer, and Spectator” directed by Professor Joseph Roach

Jesse Zuba: “The Shape of Life: First Books and the Twentieth-Century Poetic Career” directed by Professors Langdon Hammer and Amy Hungerford

December 2007

Rebecca Boggs: “The Gem-Like Flame: the Aesthetics of Intensity in Hopkins, Crane, and H.D.” directed by Professor Langdon Hammer

Maria Fackler: “A Portrait of the Artist Manqué : Form and Failure in the British Novel Since 1945” directed by Professors Pericles Lewis and Ruth Bernard Yeazell

Melissa Ganz: “Fictions of Contract: Women, Consent, and the English Novel, 1722-1814” directed by Professor Jill Campbell

Siobhan Phillips: “The Poetics of Everyday Time in Frost, Stevens, Bishop, and Merrill” directed by Professors David Bromwich and Langdon Hammer

Morgan Swan: “The Literary Construction of a Capital City: Late-Medieval London and the Difficulty of Self-Definition” directed by Professor Lee Patterson

Andrea Walkden: “Lives, Letters and History: Walton to Defoe” directed by Professors David Quint and John Rogers

Rebecca Berne: “Regionalism, Modernism and the American Short Story Cycle” directed by Professors Wai Chee Dimock and Vera Kutzinski

Leslie Eckel: “Transatlantic Professionalism: Nineteenth-Century American Writers at Work in the World” directed by Professors Wai Chee Dimock and Jennifer Baker

December 2006

Gregory Byala: “Samuel Beckett and the Problem of Beginning” directed by Professors Paul Fry and Pericles Lewis

Eric Lindstrom: “Romantic Fiat” directed by Professors David Bromwich and Paul H. Fry

Megan Quigley: “Modernist Fiction and the Re-instatement of the Vague” directed by Professors David Bromwich and Pericles Lewis

Randi Saloman: “Where Truth is Important: The Modern Novel and the Essayistic Mode” directed by Professors David Bromwich and Laura Frost

Michael Wenthe: “Arthurian Outsiders: Heterogeneity and the Cultural Politics of Medieval Arthurian Literature” directed by Professor Lee Patterson

Christopher Bond: “Exemplary Heroism and Christian Redemption in the Epic Poetry of Spenser and Milton” directed by Professors David Quint and John Rogers

Lara Cohen: “Counterfeit Presentments: Fraud and the Production of Nineteenth-Century American Literature” directed by Professors Elizabeth Dillon and Wai Chee Dimock

Nicholas Salvato: “Uncloseting Drama: Modernism’s Queer Theaters” directed by Professors Joseph Roach and Michael Trask

Anthony Welch: “Songs of Dido: Epic Poetry and Opera in Seventeenth-Century England” directed by Professor David Quint

December 2005

Brooke Conti: “Anxious Acts: Religion and Autobiography in Early Modern England” directed by Professor Annabel Patterson

Brett Foster: “The Metropolis of Popery: Writing of Rome in the English Renaissance” directed by Professors Lawrence Manley and David Quint

Curtis Perrin: “Langland’s Comic Vision” directed by Professor Traugott Lawler

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Dissertation search tools available at Yale

• Orbis (Yale dissertations only) Orbis holds records for all Yale dissertations for which microfilm copies exist, i.e. all dissertations completed in departments of the Graduate School since 1965, plus select dissertations completed in departments of the Graduate School between 1892 & 1965. Yale dissertations can be located in Orbis by: (1) Entering the author / title in a Simple Search (2) Using the terms “dissertation” or “thesis” and words known to be in the bibliographic record in a Keyword search. more... less... If you do not locate a Yale dissertation in Orbis, check the card catalog at Manuscripts and Archives. Except for some early dissertations that are not available, all Yale dissertations are held at Manuscripts and Archives.
• ProQuest Dissertations & Theses This database makes nearly every dissertation ever filed in the United States available in PDF format. Not all dissertations are available, however, as authors with dissertations under contract with a press are sometimes encouraged not to make their dissertations freely available. In these cases you can at least read an abstract. Note that you can search by school, department, and adviser.

From European institutions

• DART-Europe The European portal for finding electronic theses and dissertations. DART-Europe is a partnership of research libraries and library consortia who are working together to improve global access to European research theses.
• Deutsche Nationalbibliothek German dissertations since 1998 are comprehensively collected by the National Library of Germany, so search its online catalog by clicking on the link above.
• Dissonline Searches electronic university publications held by the Deutsche Nationalbibliothek, including dissertations and "Habilitationen".
• Electronic Theses Online Service (EThOS) EThOS offers free access, in a secure format, to the full text of electronically stored UK theses--a rich and vast body of knowledge.
• Index to Theses A Comprehensive Listing of Theses with Abstracts Accepted for Higher Degrees by Universities in Great Britain and Ireland since 1716. Abstracts are available from many theses since 1970 and for all since 1986.
• Österreichische Dissertationsdatenbank This database references over 55,000 dissertations and theses held at Austrian universities; select dissertations are available online.

From international institutions

• CRL Center for Research Libraries Foreign Doctoral Dissertations Holds 800,000 dissertations from universities outside the U.S. and Canada. However, only 20,000 of these are cataloged in the database. If you know the exact title of a dissertation and do not find it in the database, CRL recommends searching the CRL Catalog. If the title does not appear in the database or the catalog, contact CRL directly to inquire if it is held. CRL continues to acquire about 5,000 titles per year from major universities.
• Networked Digital Library of Theses & Dissertations (NDLTD) The NDLTD is an international organization dedicated to promoting the adoption, creation, use, dissemination, and preservation of electronic theses and dissertations (ETDs). The NDLTD Catalog contains more than one million records of electronic theses and dissertations. For students and researchers, the Union Catalog makes individual collections of NDLTD member institutions and consortia appear as one seamless digital library of ETDs.
• The Universal Index of Doctoral Dissertations in Progress This site holds a database of voluntarily-registered, author-identified doctoral dissertations in progress around the world. Its goal is to avoid duplications in doctoral dissertations, create the ultimate meeting place for researchers, and allow for interaction between them. Bear in mind, though, that only dissertations which have been registered by their authors can be found in the database. Registration and access to the database are free.
• Theses Canada This is your central access point for Canadian theses. From here you will be able to: - search AMICUS, Canada's national online catalog, for bibliographic records of all theses in Library and Archives Canada's theses collection; - access & search the full text electronic versions of numerous Canadian theses and dissertations; - find out everything you need to know about Theses Canada, including how to find a thesis, information on copyright, etc.
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INFORMATION FOR

• Prospective Students
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As a PhD student at the Yale School of Public Health, you enjoy unparalleled access to funding opportunities to support your dissertation research activities under the supervision of top-notch, encouraging faculty mentors.

PhD in Chronic Disease Epidemiology

The department is perhaps best known for its doctoral programs in the epidemiology of cancer, aging, lifecourse epidemiology (including perinatal and pediatric epidemiology), genomics, HIV/AIDS and social determinants of health. However, students in the department often work on projects with other departments within YSPH, other departments in the School of Medicine, and other schools within the University. Thus there are numerous opportunities for creating an experientially rich doctoral program. Graduates from the department's doctoral program are found on the faculties of universities throughout the world, at the highest levels of federal and international research programs, and in numerous private and public foundations, institutions, and industries.

Students in Chronic Disease Epidemiology use primarily quantitative research methods to identify the causes of chronic disease in populations, including lifestyle factors and genomics, and evaluate the impact of chronic disease at a population level including consideration of various treatment approaches to improve outcomes and reduce costs. In consultation with the faculty advisor, the student chooses among doctoral-level courses offered by the department as well as among courses offered by the medical school or by other Yale professional or graduate schools. Students often take an advanced seminar in their specialty area and present their work in this collegial forum. All candidates must become proficient in statistical analysis, research methods, and the application of epidemiology to the field in which they have special interest.

Applicants should have solid preparation at the college level in the biological or social sciences and one year of college-level mathematics.

Students entering the doctoral program typically have a strong background in undergraduate science and frequently have a master's degree in public health or a related field, or significant public health research experience. A master’s degree is not required to apply for this program, although the majority of students in the program come with prior master’s preparation.

Beginning with the Fall 2025 application cycle, the GRE is no longer required.

Degree Requirements - PhD in Chronic Disease Epidemiology

2023-24 matriculation.

All courses are 1 unit unless otherwise noted.

The Ph.D. degree requires a total of 17 course units. Course substitutions must be identified and approved by the student’s advisor and DGS.

PhD Required Courses (9 course units)

• CDE/EHS 502 Physiology for Public Health
• CDE 516 Principles of Epidemiology II
• CDE 534 Applied Analytic Methods in Epidemiology
• CDE 610 Applied Area Readings for Qualifying Examinations
• CDE 617 Developing a Research Proposal OR EMD 625 How to Develop, Write and Evaluate an NIH proposal
• CDE 619 Advanced Epidemiologic Research Methods (not offered in 2023-24)*
• CDE 650 Introduction to Evidence-Based Medicine and Health Care
• EPH 508 Foundations of Epidemiology and Public Health
• EPH 600 Research Ethics and Responsibilities - 0 units
• EPH 608 Frontiers in Public Health (not offered in 2023-24)*

PhD Electives in Biostatistics – 600 level courses (3 course units required)

CDE 634 Applied Analytic Methods in Epidemiology and Public Health and S&DS 563 Multivariate Statistical Methods for the Social Sciences are approved to fulfill the Biostatistics electives.

PhD Electives (5 course units)

*An alternate course can be chosen in consultation with the student’s advisor to replace CDE 619.

**Students entering the program with an MPH or relevant graduate degree may be exempt from this requirement

rev. 07.06.2023

Research Experience

In a number of courses, students gain actual experience with various aspects of research including preparation of a research grant, questionnaire design, preparation of a database for analysis, and analysis and interpretation of real data. In addition, doctoral students can gain research experience by working with faculty members on ongoing research studies prior to initiating dissertation research.

The Dissertation

Many dissertations are presented as three or more completed, submitted or published manuscripts based on the dissertation research.

Doctoral candidates with a concentration in CDE may specialize in the following areas:

• Cardiovascular Disease
• Psychiatric Epidemiology
• Psychosocial Epidemiology

Recent Dissertation Projects

• Mapping and Monitoring Community Nutrition in Transition in Nunavut, Canada
• Lifestyle Behaviors in the Context of Obesity-Related Cancer Outcomes Among Hispanic and African American Populations
• Suicide Risk Prediction Among Veterans Living with HIV
• Influence of air pollution on 2014-2015 national-, regional-, and state-level ischemic stroke hospitalization and 30-day all-cause hospital readmission in the United States
• Understanding the effects of Psychosocial Factors and Antihypertensive Drug
• Adherence on Outcomes for Young Acute Myocardial Infarction Patients
• Whole Genome Sequencing Canine Genome to Identify Cancer-associated Genetic Risks
• Understanding Risk Factors associated with Preterm Birth and Neonatal Mortality among Pacific Islanders

Learn more about the Department of Chronic Disease Epidemiology

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How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

Kelly Louise Preece

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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole. 

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this  “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

• What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
• What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
• What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
• What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation. 

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

• The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
• The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
• The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
• The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
• The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can  find out more about tiny texts and thesis abstracts on Thomson’s blog.

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Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a  thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

• This chapter will argue that…
• This section illustrates that…
• This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter .

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UT Electronic Theses and Dissertations

Permanent URI for this collection https://hdl.handle.net/2152/11

This collection contains University of Texas at Austin electronic theses and dissertations (ETDs). The collection includes ETDs primarily from 2001 to the present. Some pre-2001 theses and dissertations have been digitized and added to this collection, but those are uncommon. The library catalog is the most comprehensive list of UT Austin theses and dissertations.

Since 2010, the Office of Graduate Studies at UT Austin has required all theses and dissertations to be made publicly available in Texas ScholarWorks; however, authors are able to request an embargo of up to seven years. Embargoed ETDs will not show up in this collection. Most of the ETDs in this collection are freely accessible to all users, but some pre-2010 works require a current UT EID at point of use. Please see the FAQs for more information. If you have a question about the availability of a specific ETD, please contact [email protected].

Some items in this collection may contain offensive images or text. The University of Texas Libraries is committed to maintaining an accurate and authentic scholarly and historic record. An authentic record is essential for understanding our past and informing the present. In order to preserve the authenticity of the historical record we will not honor requests to redact content, correct errors, or otherwise remove content, except in cases where there are legal concerns (e.g. potential copyright infringement, inclusion of HIPAA/FERPA protected information or Social Security Numbers) or evidence of a clear and imminent threat to personal safety or well-being.

This policy is in keeping with the  American Library Association code of ethics  to resist efforts to censor library resources, and the  Society of American Archivists code of ethics  that states "archivists may not willfully alter, manipulate, or destroy data or records to conceal facts or distort evidence." Please see UT Libraries'  Statement on Harmful Language and Content  for more information.

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• No Thumbnail Available Item Imaging of R3 profile of Chicxulub offshore seismic data using prestack split-stip Fourier migration in the plane wave domain ( 2008 ) Aljadher ; Stoffa, Paul L., 1948- Show more Sixty-five million years ago, a bolide approximately 10 km in diameter traveling over 20 km/sec collided with earth in the Yucatan Peninsula leaving behind the wide multi-ring Chicxulub crater. Two-dimensional (2D) marine seismic reflection data were acquired in 1996 and 2005 to image the crustal deformation. Radial line R3, a 100 km seismic reflection profile, was processed using a conventional seismic data processing flow (McDonald, MS Thesis, 2006). In this study, line R3 is processed using a different scheme using prestack split-step Fourier migration in the plane wave domain. This new seismic imaging of the R3 data collapses the scattered waves, moves the temporal reflection events to their true structural position in depth and increases the signal to noise ratio. The field shot gathers are contaminated with low-frequency guided waves due to the shallow water column and the hard water bottom offshore Yucatan as well as the Scholte waves propagating along the seafloor interface. A 2D normal derivative operator was applied to remove this coherent noise for NMO corrected data. This multichannel filtering approach attempts to reveal the horizontal or nearly-horizontal reflections while non-horizontal evenets such as groundroll and Scholte waves are attenuated. Before migration of the reflections, the seismic shot gathers were mapped from the offset-time (X-T) domain to the vertical delay time, τ, and the horizontal ray parameter, p, or simply τ-p domain. In the τ-p domain, predictive deconvolution often works better since multiples are periodic and hence easier to remove and this usually gives better results than applying the deconvolution in the original offset-time (X-T) domain. Moreover, groundroll and Scholte waves are mapped to points in the τ-p domain and there can then be readily excluded for the imaging, improving the signal to noise ratio of the final depth section. For depth migration, a good velocity model is required to image the data to the correct position and depth. Thus, an optimized velocity model was used for prestack plane wave migration. Prestack depth migration was applied directly on the transformed τ-p gathers that are sorted into constant ray parameter sections. Each plane wave component, i.e. constant p value, was imaged separately and prestack-migrated common-image-gathers (CIGs) are collected. They are in the depth and ray parameter z-p domain, at each shot position. The migrated and stacked results are obtained by stacking a selected range or all the traces in each CIG to generate the final image. Residual depth versus p "moveout" is then used to refine the interval velocity of the depth section. The result of this new processing is an improved image in depth of the crater which is important to understanding the actual structural geometry of this large impact event. The improved image can give a greater confidence in both the geologic structure and the velocity model than time migration since the events are now in their true spatial position Show more
• No Thumbnail Available Item Pre-stack inversion for porosity estimation from seismic data in an oil field, Eastern Saudi Arabia ( 2008 ) AlMuhaidib, Abdulaziz Mohammad ; Sen, Mrinal K. Show more The main objective of seismic inversion is to obtain earth model parameters from seismic reflection data. In other words, it is the process of determining what physical characteristics of rocks and fluids (i.e., P-impedance, shear impedance, and density) could have produced the seismic record. The aim of this study is to obtain reservoir properties, such as porosity both at the well locations and in the inter-well regions from seismic data and incorporated well logs. The target is a Jurassic carbonate reservoir from an oil field located to the East of Saudi Arabia. The purpose was to investigate the reliability of inferring the elastic properties (Zp, Zs, ρ) from seismic data in this field, and to build a geologic framework for flow simulation for better reservoir production forecasting and management. The seismic data were processed with special attention to preserving the true reflection amplitudes, and were time migrated before stack. Residual moveout from multiples after NMO, however, is almost horizontal at near offset, and constructively add to the stacked amplitude. Therefore, we applied a pre-stack inversion technique on the seismic data, after careful processing, including removal of residual internal multiples. Such an inversion incorporates all of the offsets to obtain an optimum acoustic impedance model. We also investigated the stability of inverting shear impedance and density in the field of study. The seismic inversion results were overall very good and stable for P-impedance. The match between borehole log and seismic impedance profiles was excellent for the high-contrast events and variable for the low contrast in acoustic impedance, depending on the location within the field. Inverted shear impedance results were less stable compared to P-Impedance, while density was totally unstable and has not been resolved. In general, areas of poor inversion coincided with the zones of poor quality seismic data. The borehole log data showed a good impedance-porosity relationship. The Raymer-Hunt-Gardner impedance-porosity empirical relation fits the borehole data very well. Thus, I used the Raymer-Hunt-Gardner relation, with coefficients for this field derived from the log data, to convert inverted acoustic impedance into a porosity model for the field. Based on the new quantitative seismic reservoir characterization, I was able to identify additional areas of potentially good reservoir quality Show more
• No Thumbnail Available Item Black newspapers in Texas, 1868-1970 ( 1972 ) Grose, Charles William ; Davis, Norris G., -1981 Show more This study presents a survey of more than 100 commercial, black newspapers in Texas from 1868 to 1970. General development and analysis of the newspapers are presented in four periods, with special attention given to a few of the more prominent media. Black newspapers, directories and interviews served as major sources of information for the investigation. Most of Texas' black newspapers have been urban weeklies whose economic condition has been unstable but gradually improving. Circulation revenue was an essential source of income for many black newspapers. Local advertising was a more important source of revenue than national advertising. While the majority of the pre-depression papers existed four years or less, the majority of the post-depression papers published for more than 10 years. In the 1960's the number of controlled circulation papers and tabloids increased. The dominant ownership pattern was the individual proprietorship, although a few of the papers were incorporated. Frequently one man functioned in the dual capacity of editor and publisher. In style and graphics, a moderate approach to news presentation dominated Texas' black papers until the 1920's. But by the 1920's, crime and interracial violence were given extensive front-page coverage and displayed with banner headlines in some of Texas' black papers. News stories have been unapologetically slanted to black interests, phraseology and vocabulary. A refinement expression increasingly developed. Black unity, pride and advancement were among the continuous themes emphasized in the papers. After 1930, the number of central topics noticeably increased. They included black history and empowerment of lower-income blacks. Texas' black papers played a major role in the black man's civil rights struggle, generally taking forthright political stands. Pre-depression newspapers were usually Republican, whereas most post-depression papers were politically independent. These media led crusades which resulted in admission of blacks to the University of Texas Law School and black participation in primary elections. On the whole, Texas' black newspapers were more functional than dysfunctional, particularly to the black community in maintenance of social networks and the adaptation of groups to the total American social system. Papers communicated norms, values, attitudes and images with which the reader could identify. Empathy was also multiplied by the media. While social-responsibility characteristics were consistently more prevalent. In terms of integration-separatism and accommodation-protest sets of polarities, Texas' black papers consistently stressed integration and protest. Although these media were increasingly Afro-American in emphasis, black bourgeoisie tendencies predominated. This newspaper study discloses new sources for research in black history. A directory of black newspapers published in Texas is included Show more

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Two yale students named 2024 soros fellows.

Kristine Guillaume and Ananya Agustin Malhotra

Kristine Guillaume, a Ph.D. student in Yale’s Graduate School of Arts and Sciences and Ananya Agustin Malhotra, who will pursue her J.D. at Yale Law School are among 30 individuals selected as 2024 Paul & Daisy Soros Fellowships for New Americans, a merit-based program that supports graduate study for immigrants or children of immigrants.

Selected from 2,323 applicants, the 2024 Soros fellows are chosen for their achievements and their potential to make meaningful contributions to the United States across fields of study. They each will receive up to $90,000 in funding to support their graduate studies at institutions across the country.

Since it was founded 26 years ago, the fellowship program has provided more than $80 million in funding, and recipients have studied a range of fields from medicine and the arts to law and business. View the full list of 2024 fellows .

Kristine Guillaume , the daughter of Haitian and Chinese immigrants, was raised in Queens, New York, where her parents instilled in her the values of education and engaging meaningfully with communities near and far. Growing up, she developed a passion for storytelling — particularly the stories of marginalized people in society — that has motivated her paths in the fields of academia and journalism.

She graduated from Harvard College in 2020 with a degree in history and literature and African American Studies. As a Mellon Mays Undergraduate Fellow, she pursued independent research on the rise of mass incarceration in the United States through the study of Black prison writing. Her undergraduate honors thesis focused on the prison writings of Angela Davis and George Jackson, which examined how their respective periods of incarceration shaped their visions of Black liberation in the 1970s. At Harvard, she was a reporter for The Harvard Crimson and the paper’s first Black woman president. She has also interned at The Atlantic and CBS Evening News.

Guillaume continued her studies in African American literature and history at the University of Oxford as a Rhodes Scholar. She completed a master’s degree in English and American Studies (2021) and another in intellectual history (2022). Her postgraduate work, together with her undergraduate research, laid the foundation for research she is currently pursuing at Yale, where she is doing a Ph.D. in African American Studies and English.

Her research interests are in 20 th and 21 st century African American literature with a focus on Black prison writing, Black feminist theory, and print culture. Her research is grounded in questions about how prison writing across literary forms and genres might provide insight into how to remake conceptions of freedom, justice, and belonging. In addition, her interests in Black print culture and background as a journalist have informed how her research aims to examine the material constraints around prison writing — namely surveillance, censorship, and access to publishing — especially through a consideration of prison newspapers and periodicals. At Yale, Guillaume is also a research fellow for the Black Bibliography Project and volunteers with the Yale Prison Education Initiative.

Ananya Agustin Malhotra , whose parents came to the U.S. from the Philippines and India, and who was born and raised in a bi-cultural and interfaith household Georgia, says she is deeply motivated by her mother and father’s family histories to advocate for a more just and peaceful future United States foreign policy.

Her interests lie at the intersection of global history, international law, and peace and security issues. She graduated summa cum laude and Phi Beta Kappa from Princeton University with a concentration in the School of Public and International Affairs. Her undergraduate thesis, based on oral histories with New Mexican Downwinders, explored the human legacies of the 1945 Trinity Test and the U.S. nuclear age. At Princeton, she served as president of the Sexual Harassment/Assault Advising, Resources, and Education (SHARE) Peer Program, where she was first introduced to survivor-centered advocacy.

As a Rhodes Scholar at the University of Oxford, Malhotra earned an M.Phil. in modern European history with distinction, studying the histories of empire and anticolonialism in shaping international order. Her dissertation research explored the role of epistemology in the global intellectual history of decolonization and has been published in Global Histories and the Journal of the History of Ideas blog. For the last four years, she has advocated for nuclear disarmament and risk reduction through her research, scholarship, and public commentary.

The 2024 Paul & Daisy Soros Fellows join a distinguished community of past recipients, including U.S. Surgeon General Vivek Murthy 03 M.B.A. ’03 M.D., the nation’s first surgeon general of Indian descent, who helped lead the national response to Ebola, Zika, and the coronavirus. It was recently announced that Murthy will be Yale’s 2024 Class Day speaker during Commencement weekend.

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Yale Schola Cantorum presents ‘Holy is the True Light’ this weekend

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Jessica Chen Weiss and Jeremy Wallace, Renowned China Experts, to Join SAIS Faculty

The Johns Hopkins School of Advanced International Studies (SAIS) is pleased to announce that Jessica Chen Weiss and Jeremy Wallace, internationally recognized China scholars, will join its faculty on July 1, 2024. Their appointment continues SAIS’ longstanding reputation at the forefront of policy-relevant China scholarship, bolstered further by the recent promotion of faculty member Ling Chen to William L. Clayton Associate Professor.

Jessica Chen Weiss

Jeremy Lee Wallace

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