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<issue_start>username_0: Until all conferences provide digital screens, this could happen. One may leave the poster at home/office or lose it in the train. I think what to do next should depend on the value of the work and the participation in the conference, the poster content, and the conference policy.
Options:
* just talk about my work
* present it on my laptop/tablet screen
* print it on an A4 sheet, or get a larger sheet (e.g., from a flip-chart) and draw the outline and handwrite the key parts of my poster
* withdraw from the conference (no poster, no presentation), but some people may be wondering why I'm not there.
What are the pros and cons of these options in regards to academic prestige and reputation? Usually, are there other better options?<issue_comment>username_1: **Print it locally**.
Hopefully, your conference is in a city of some non-negligible size and not in the middle of nowhere. Find a copy shop in the city and print your poster there.
Large conferences may even have their own on-site printing, although a last-minute print job may be expensive or even unavailable.
Some people do this in *any* case, so that they don't have to travel with a poster.
*(Your university/employer may or may not be willing to pay for a 2nd printing of the poster)*
Upvotes: 7 [selected_answer]<issue_comment>username_2: There are two levels of issues that you may have to cope with.
**First, let's look at what to do at the conference:**
You already suggested some options:
>
> * just talk about my work
>
>
>
This might serve as a last resort fallback, but it probably does not leave too good an impression.
Maybe more importantly, talking about your work might be more difficult than expected, because without a poster, you won't be recognized as a presenter. In my experience, poster sessions usually work in a way that the audience slowly wanders around, looking at poster after poster. If someone from the audience has any questions or wants some explanations, they will look for someone standing around next to the poster they are currently reading. Hence, if there is no poster, no-one might stop to talk to you in the first place, because you will be assumed to be just another member of the audience looking at the posters around or vice-versa of you.
>
> * present it on my laptop/tablet screen
>
>
>
That might be an option. Maybe you should make up for not providing a large poster by being ready to also run a small demo of your work, if possible, and if allowed by the conference.
If you happen to carry around a portable projector, you could even truly replace your poster.
>
> * print it on an A4 sheet,
>
>
>
In this case, I suggest printing tiles of it on several A4 sheets, so you can reassemble the poster.
As suggested in [username_1's answer](https://academia.stackexchange.com/a/55949/14017), you can of course also try and find a way to print the poster again in its original size, which I too find (visually) preferrable.
>
> or get a larger sheet (e.g., from a flip-chart) and draw the outline and handwrite the key parts of my poster
>
>
>
That's quite a valid replacement.
>
> * withdraw from the conference (no poster, no presentation), but some people may be wondering why I'm not there.
>
>
>
There are always some planned attendees who are not there (visa issues, ...). People who have already met you during the conference might indeed wonder, but a simple explanation like "unforeseen change in plans" should be sufficient for them, if anyone even asks.
However, as there are various workarounds, as described above, the possible repercussions from this might be too severe as to not try and use the workarounds.
**Second, there is the question about your home institution:**
First of all, the poster is (probably) university property, paid for by the university. Some universities might not care about getting back the posters, others do. In the latter case, things are not much different than losing your office laptop, or any other piece of equipment. (In fact, along with the poster, you probably lost a university-owned poster tube.) Unrealistic as it may be, these pieces of equipment are often not insured for business trips, or at least for trips abroad.
As such, be ready to provide a replacement. I am not saying your university, or your department, or direct superior, could not be lenient if this happens once. But be prepared that you may not get reimbursed for printing another copy of the poster at the conference location.
Then, there might be the more severe issue that occurs if you went to the conference with only the poster to present and nothing else. Attending the conference is probably worthwhile for you just as well, but chances are the business trip to the conference was *formally* permitted because you were "required" to attend in order to present your poster. This is why I would urgently advise against the option to withdraw your submission, if there is any other way, as otherwise, you may be found to have violated the basis upon which your trip is funded and thus end up paying the whole trip and conference fee yourself.
Upvotes: 4 <issue_comment>username_3: It is possible to print a whole poster on A4 papers. It takes some number of them (5\*5=25 for A0; it would be 4\*4=16 with borderless printing) but that's something that is manageable. Then you only need scissors (to remove the borders on some sides) and glue or duct tape; and also some time. Reassembling the poster takes no more than 2 hours then.
This is certainly worse than re-printing the poster in one piece, but it's very likely cheaper (you usually pay less for 25 full-colour A4s from a laser printer than for an A0 poster from a huge prnting machine); certainly it's more professional than any of the options you list.
Also, depending on the branch of your research, it wouldn't be unseen to have an article printed in larger print (like A3 instead of A4) and pinned to the poster board in place of the poster. I've certainly seen this in math/TCS, and even in natural sciences once.
Upvotes: 2 <issue_comment>username_4: I have actually done this before -- *finally* managed to get the blasted thing printed out by about three in the morning, shambled home, left the poster tube *on top of my bag*, and *still* managed to leave it behind when I left the next^W later that morning. There's a longer version of this story which involves much running around a building with flapping curtains of A0 paper, and mucho, mucho swearing.
Anyway, I managed to find and download a 'split up your postscript into A4' program, over the piece of wet string that claimed to be the rather remote conference's internet connection (no copy shops...), and with much help and sticky tape from the conference reception, assemble this into the original(ish) poster.
Upside: I had a poster that *stood out*! And a funny story to tell, which together meant that I probably got a rather larger and more sympathetic audience at the poster session than the (in retrospect rather dull) poster actually warranted.
If there's a moral to this, it this: conferences are social occasions, with human people at them. And if you can make a connection any way โ whether it's a weird-looking poster, or a โhere's me improvising with my tabletโ performance โ you'll potentially make a bigger impact than if everything goes smoothly (well, that's what I told myself).
Upvotes: 4 <issue_comment>username_5: I know this is not extremely likely to work, but if it does then it's a big win, so I'll just suggest it:
**Ask the organizers to print it for you or to help you with printing.**
Even if it's not a conference at which the organizers do the printing, they might still either have access to printing facilities for official conference materials, or at least, being local, be better equipped to help you get that printing done.
Upvotes: 0
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<issue_start>username_0: First of all, I am from Europe. At my university are hardly any regulations of the form of my PhD thesis, especially nothing that concerns the following question:
I published a paper as a first author together with my supervisor. I have rewritten my work of the paper, the structure, each sentence, and all images, because I didn't want to give a Journal the copyright of a part of my PhD thesis. However, the original methods and ideas are still the same. Currently, this rewritten paper is one chapter of my dissertation and I have not cited the paper.
Would you recommend to let the reader know that the ideas of this chapter have been published in a journal?
---
**Edit:** Thank you for the answer, here are some remarks that didn't fit in the comment section:
1. I asked the journal, they responded:
>
> Permission is granted for you to use the material requested for your
> thesis/dissertation subject to the usual acknowledgements and on the
> understanding that you will reapply for permission if you wish to
> distribute or publish your thesis/dissertation commercially. You must
> also duplicate the copyright notice that appears in the Wiley
> publication in your use of the Material.
>
>
>
However, I didn't want to duplicate the copyright notice of the journal in my thesis.
2. I will now mention that the chapter is based on the publication. I thought its fine to not cite yourself, because it was mentioned in the first comment of the question [How to reuse complete paper for my thesis?](https://academia.stackexchange.com/questions/49467/how-to-reuse-complete-paper-for-my-thesis) that it is common in UK to rewrite the article so heavily that citation is not needed anymore.<issue_comment>username_1: >
> because I didnt want to give a Journal the copyright of a part of my PhD thesis
>
>
>
Have you checked the copyright agreement? Various academic publishers explicitly make an exception of their exclusive right of publication of the material (although graphics might be a different question) for the author's educational theses.
>
> Would you recommend to let the reader know that the ideas of this chapter have been published in a journal?
>
>
>
Yes, this is absolutely required. Otherwise, you are committing self-plagiarism, which is considered a form of academic fraud. This could have severe repercussions during your later career. The reason is that if no citation is given for something non-trivial and substantial, the reader will assume it is new and has not ever been published before it appeared in your thesis.
A good idea to handle this is to add a remark in the beginning of the respective chapter(s) that says that the following text is partially/largely based upon your journal article.
Upvotes: 5 [selected_answer]<issue_comment>username_2: Let's start from the ethical and get to the legal. I have no experience in European law (a bit of experience with Israeli law) so I won't be able to contribute much - except for a perspective, which is often no less important than the legal details.
**Ethically** the problem lies with the fact that a Journal has copyrights on scientific research papers appearing in it. More specifically, in that the copyright mechanisms and the scientific publishing industry are having a chilling effect - justified or unjustified - on people like you. You should not have had to rewrite your article because of the fear of Wiley or whoever it is. In fact, in hindsight I would even have considered just using whatever parts of the text are scientifically relevant to the thesis, on the good faith basis that society will not allow you to come to any harm for doing your work faithfully as a researcher. On that note, did you know that Copyright (in England anyway) was originally [a concession by the Crown to monopolistic book printers](https://en.wikipedia.org/wiki/History_of_copyright_law)? So one monopoly on power props up another. Terrible.
**Legally** it is not entirely clear from your post what Wiley actually has. First, if they had you sign some standard form, there could be an argument against its validity from the get-go. The interpretation of what the form says can very well be thought of as having an exception for uses such as inclusion in Ph.D. theses, and that it did not occur to you at any point that they are allowed to make demands about placing notices on their behalf in your thesis etc. Then there's the copyright law itself in your country - see what exceptions and allowances it has for socially-beneficial scientific work, use in scholarly/research activities etc.
Finally:
**Never ask them for advice** on what you can do. They will tend to advise you in a way which is the most useful for them and with the legal interpretation most favorable to them. Also, if you do ask someone for legal advice, don't ask him/her "Can you guarantee that what I want to do is legal?" or "Can you guarantee that the publisher's demands are invald?" Ask him/her just this: "Will you be able to defend me in court if I do this and they sue?" The answers will typically be "Not really", "Not really" and "For sure" respectively. (Just to be clear, that doesn't guarantee that you win in court, but it does mean you're unlikely to get sued at all.)
Upvotes: 2
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<issue_start>username_0: Is there any website where I could enter the reference of an article, and see whether any correction or retraction has been made on the article?
I know some publishers [indicate](http://bjsm.bmj.com/content/34/2/81.short) it on their website, but ideally I would prefer to use the same website to check (i.e. a Google Scholar for corrections/retractions). APIs are good too.
[](https://i.stack.imgur.com/4wb46.png)<issue_comment>username_1: All reputable journals will mention this on the website that matches the article in question. The other place to watch may be <http://retractionwatch.com/> .
Upvotes: 0 <issue_comment>username_2: I am not aware of many websites that operate across the spectrum of all of academia at once. (This website is an exception!) The closest thing I can think of is search engines like **google scholar**, which indeed could be of some use here. In particular google scholar catches citations to articles more quickly than any "manual" service I know, so that whenever I find an article of interest to me I usually type it in to google and see what the internet turns up on it.
The other thing I can think of is that some academic fields have databases that carry, or purport to carry, bibliographic and review data for all articles that get published in that field. For instance in mathematics there is [Math Reviews / MathSciNet](http://www.ams.org/mr-database) and [Zentralblatt](https://zbmath.org/). In CS there is [dblp](http://dblp.uni-trier.de/). So e.g. in MathSciNet if an erratum is published on an article, then the erratum will be linked to the article and the written review will most often be modified to take the erratum into account. The caveat is that individual, busy people have to do this so it may take some time, and the publisher will need to report the erratum in the right way in order for the bibliographic information to find its way to the database.
Upvotes: 1 <issue_comment>username_3: PubMed usually shows you whether an article has been retracted, corrected (errata), or has some comments.
[](https://i.stack.imgur.com/jKqvY.jpg)
[](https://i.stack.imgur.com/WfTxz.jpg)
(p.s. I don't have anything against Weinberg, it's just that I was doing some literature research and these two popped up among articles I had to cite. Clearly I won't cite the first one...)
Upvotes: 2 <issue_comment>username_4: Retraction Watch has recently [announced](http://retractionwatch.com/2015/11/24/new-partnership-will-create-retraction-database/) a collaboration with The Center For Open Science (COS) to create a free, comprehensive database of retractions.
>
> Together, COS and CSI will develop the technical infrastructure needed to support existing and new Retraction Watch content on the OSF. Further, COS will enhance discoverability and brand awareness by integrating this content into the SHARE Notify (<http://osf.io/share>) system, a searchable database of over 3 million research-related events, and by associating Retraction Watch content with related article DOIs when possible. With the technical support of COS, CSI can focus on delivering new content and developing new audiences that can make more informed decisions based on accurate research outputs.
>
>
>
It sounds like this database would allow you to search for articles by DOI and get retraction-related events.
(The database appears to already track retractions from PubMed Central; presumably Retraction Watch would be added as another data source.)
---
Update (2018-11-06 by [shamisen](https://academia.stackexchange.com/users/12627/shamisen)): Retraction Watch launched its database: <http://retractiondatabase.org/RetractionSearch.aspx>
Upvotes: 3
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<issue_start>username_0: I recently submitted a paper for a conference, I'm pretty confident about the topic and contents of the paper, but I just realized I sent the copy where the authors' names are in it, i.e. not the "blind" version that the conference requires. And I realized this a few days from the notification due date, which is today. I cannot change my submission from EasyChair.
Do you think this will get me rejected? And what should I do now? Should I e-mail the organizer and send them the blind copy?<issue_comment>username_1: You might get rejected without review. I would write the Program Chair now, explain your accidental submission of the wrong version of the manuscript, and ask for permission to resubmit the correct version.
Upvotes: 5 [selected_answer]<issue_comment>username_2: This is dependent on the conference. I just reviewed papers for a conference last week in which the reviewers were instructed to notify chairs of any revealing information of the author. When I opened the file I noticed the names, although I had not known who it was. I contacted the chair and they worked with the author on resubmitting. I did not know who they were, so I reviewed the paper anyway at the will of the chair. From your comments, it seems something similar may have happened. The best is to email as soon as you realize your mistake, but it is not always a strict reject.
Upvotes: 1
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<issue_start>username_0: In a [question](https://academia.stackexchange.com/questions/55792/why-are-most-of-the-top-universities-american) about university ranking, many people mentioned that language is a privilege for better ranking of English speaking countries.
Isn't a decent fluency in English the requirement for senior academic positions (regardless of native languages)?
Most ranking factors are about research activities. If a professor in non-English speaking country is not fluent in English, how does he supervise graduate students? For supervising/conducting cutting-edge research, someone should be able to read technical literature. Research papers are published in English (and there is no translation normally).
Most non-English speaking countries with excellent higher education (such as Scandinavia, Netherlands, Switzerland) offer the graduate programs in English.
I understand it is easier for native English speakers to read and write in scientific literature, but we don't speak their language, we speak an international language, which is their native language too.
I understand that this requirement is neglected in many countries, but is it reasonable and justifiable to give a senior academic position to someone who cannot read 99% of recent research findings in his field?
Is it acceptable for a professor or even a PhD student to have no understanding of English language? To avoid confusion, consider STEM fields.<issue_comment>username_1: In this answer, I will respond to some of the points raised in the question, however without any expectation of completeness.
>
> Isn't a decent fluency in English the requirement for senior academic positions (regardless of native languages)?
>
>
>
To some extent, it is, although there are probably many different interpretations of what "decent fluency" means around.
>
> If a professor in non-English speaking country is not fluent in English, how does he supervise graduate students?
>
>
>
Maybe I'm misunderstanding this, but ... simply in their non-English language? There is no general requirement that communication with graduate students (including foreign graduate students!) would have to happen in English.
>
> For supervising/conducting cutting-edge research, someone should be able to read technical literature. Research papers are published in English (and there is no translation normally).
>
>
>
This is true, however I have noticed that there can be extremely wide gaps between the ability to *read and understand* complicated English texts and the ability to *express* complex ideas in English. Hence, a capable researcher can be perfectly able to understand technical literature written in English, and yet be unable to publish their own ideas in English.
Of course, this is not generally the case in all non-English-speaking places, but it probably depends on how English is trained or learned.
>
> I understand it is easier for native English speakers to read and write in scientific literature, but we don't speak their language, we speak an international language, which is their native language too.
>
>
>
If it is their native language, too, then we do speak their language. Whether our motivation for learning or using English is to communicate with native speakers or with the international community doesn't matter; the result is that, as you say, "it is easier for native English speakers to read and write in scientific literature".
>
> is it reasonable and justifiable to give a senior academic position to someone who cannot read 99% of recent research findings in his field?
>
>
>
As explained above, comprehension is not necessarily the same as expression. And even then, this statement possibly neglects that some fields might rely less on English than what I am used to from CS.
>
> Is it acceptable for a professor or even a PhD student to have no understanding of English language?
>
>
>
No, rather not.
Coming back to your titular question:
>
> Isn't English the common academic language?
>
>
>
Yes, in many fields, it is. But this mere fact has little influence on the effects you allude to. It neither means that English material is inaccessible to someone with low skills at writing in English, nor that ideas and surveys are always developed and conducted in English from the start.
Upvotes: 5 <issue_comment>username_2: While I agree that being able to understand and express your ideas in English is important for an academic career, much of the discussion supporting English so far has focussed on Europe and the question appears to come from that perspective. In fact, I would argue that there is much good STEM work now being done in China, and the Chinese journals are becoming much more important as Chinese based researchers are less likely to publish in English generally. This is similar to the Russian mathematics developments last century.
Upvotes: 3 <issue_comment>username_3: Universities in English-speaking countries have an advantage in rankings precisely because English is the most common academic language. Native English speakers also have an advantage in most fields, but that advantage is quite negligible, when compared to the advantage the universities have.
The advantage comes from attracting talent from abroad. If you're a person moving to another country, you probably have much easier time settling in, if you already speak the language. Because far more academics speak English than (let's say) French or German, academics tend to choose job offers from the US or the UK over equally attractive offers from France or Germany. As the top universities in English-speaking countries have access to a wider talent pool than the top universities in the rest of the world, their research tends to be of higher quality.
Upvotes: 3 <issue_comment>username_4: >
> Isn't a decent fluency in English the requirement for senior academic positions (regardless of native languages)?
>
>
>
For STEM fields, generally yes, but there are are other fields, especially in the humanities (e.g. literature, history, architecture), where the majority, if not all, of the publications are written in the local language. In addition, in these fields, books instead of journals are the typical publication venue, and these books are frequently written in the local language.
Think of a historian specializing in the local history of a tiny village located somewhere in nowhere: would their publication language be English or the Somewhere one?
Indeed, whatever the field (even in STEM fields), being able to, at least, read publications in several languages is always an advantage, and I generally suggest to learn at least a second language. Even in publications written in English, one can frequently find references to works in German or French, more rarely Russian and Spanish, for which translations are not available. I've found many fine technical books (maths, physics) written in languages other than English.
Upvotes: 4 <issue_comment>username_5: Right now, the state of our civilization happens to be such that English is the dominant international language in science. This is a recent phenomenon, however. For example, less than a century ago, science was split fairly evenly between [German, French, and English](http://www.bbc.com/news/magazine-29543708). Before that, up until the 19th century, Latin was the dominant language of science, and before that there was no global dominant language, but regionally dominant languages, e.g., Arabic, Hindustani, Chinese, Latin, Greek.
As a practical matter right now, world-class scholars need to be able to effectively interact with English, just as previously they would have needed to interact also in German and French or before that in Latin. Not every act of scholarship needs to be playing on the world stage, however, and there are many regional communities. In STEM fields, I have most often encountered this in Japanese, Chinese, Russian, and French (all having major recent independent scholastic histories).
Looking forward, will English remain the dominant language?
* Network effects mean that once a standard becomes "locked in," it is very difficult to change. See, for example, the [QWERTY keyboard](https://en.wikipedia.org/wiki/QWERTY). By default, then, we should expect English to remain dominant for a long time.
* If there is a major shift of international order, however, such that a non-English language becomes the lingua franca in other areas, it could enable a transition similar to what happened in the past, when scholarship moved away from Latin into a poly-lingual state, and thence to English.
* Finally, if automated translation improves sufficiently, then language may become less of a barrier to communication. I doubt this will happen within the next decade, but it could easily happen within a century.
Bottom line: English is dominant, but that doesn't necessarily mean one has to use it now, nor that it will remain dominant in the future.
Upvotes: 5 <issue_comment>username_6: >
> Isn't a decent fluency in English the requirement for senior academic positions (regardless of native languages)?
>
>
>
Let me answer your question plainly:
ืื, ืืฉ ืื ืฉืื ืฉืืชืงืืืื ืืืืจื ืกืื ืืงืืื ืืืื ืืืจืกืืืืืช ืืฉืจืืืืืช ืืืื ื ืืกืืืืื ืื ืื ืฉืืื ืืื ืืืืช. ืืืืงืืืจื ืฉืืื ืื ื ืืชื ืืฉืคื ืืื ืืืืช, ืื ืื ืืฉืชืืื ืืฉืชืืืืช ืืชืจ-ืืืงืืืจืืืช ืืื ืืืืช, ืืื ืืืื.โ
You see?
>
> No, there are people who are faculty members at Israeli universities and are unable to converse in English. Their dissertation is not written in English, they do not do post-doctoral training in English, and so on.
>
>
>
Upvotes: 0 <issue_comment>username_7: >
> Isn't a decent fluency in English the requirement for senior academic positions (regardless of native languages)?
>
>
>
For all I know, I can imagine a very senior and experienced researcher teaching and doing research in his own language, and having his assistants/students translate and review the latest English-language articles in his field. Even more, he can publish articles in English, if he's the one to propose ideas and another person is the one to lay them out.
Upvotes: 1
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<issue_start>username_0: The ancient masters, such as Euler, wrote in a paragraph-based
style, where each paragraph was numbered and tried to explain one
concept in about paragraph-length.
Nowadays, papers seem more structured, with more headings, etc.
Is there any study as to the readability of both styles?1
(I started writing a thesis which so far has emerged in
paragraph-based style. This has worked pretty well for writing, yet
readability might be an issue. Is writing like this a no-go?)
---
1 If not, how is your personal experience if you have written both ways?<issue_comment>username_1: Following the advice by @jakebeal, I am posting my comment as answer.
Follow the norms of your discipline, if you want to be taken seriously. If everyone else uses sections and subsections and you do not, it will only look bad on you.
Upvotes: 3 <issue_comment>username_2: Most important follow the norms of your discipline.
The paragraph-based writing does not exclude the hierarchical notation of section/subsection, it does complete it. Paragraph is one entity in a hierarchical build document. Each paragraph should have a claim, an analysis or reasoning, and a conclusion. The only difference in the writing of Euler to modern writing is that he numbers each paragraph. This was common in its time. Due to the fact, that a teaching book gets a new version every few years, it makes less sense today. E.g. do you mean the paragraph 45 in the hard book version of 2005 or the paragraph 45 in the soft cover of 2008?
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I have read [this question](https://academia.stackexchange.com/questions/37080/if-a-paper-cites-a-work-and-its-translation-is-it-counted-as-two-citations-for). My interest is not in the h-index, but in a colleague listing a paper in two different versions and expecting credit (and teaching release) for both. (They got both versions published in peer-reviewed journals, but one is a straight translation of the other --- I checked.) True, it takes time to do a translation, but the intellectual effort that goes into translating one's own paper is rather less than producing the original research. I think the colleague is behaving selfishly and in an intellectually dishonest way. Before I make a big deal out of it, however, I want to make sure I talk to the right person(s). Is this behavior as big a deal as I think it is?<issue_comment>username_1: Let's split this into two different aspects: honest representation and [bean-counting](https://en.wiktionary.org/wiki/bean_counter).
Your colleague has control of whether the publication is represented honestly. Any listing of the two works should clearly declare their relationship to one another, e.g.:
>
> "A translation of this work into LANGUAGE is available as TITLE "
>
>
> "This work is a translation of the original document TITLE"
>
>
>
Not making such a declaration is dishonest, essentially a more difficult to detect form of self-plagiarism, and should be called out as such.
Bean-counting to determine whether a translation counts as a separate publication, on the other hand, is the problem of the various organizations that want to compute metrics. As noted in [various](https://academia.stackexchange.com/q/55202/22733) [other](https://academia.stackexchange.com/q/52096/22733) [questions](https://academia.stackexchange.com/q/44600/22733) on this site, these metrics are highly variable in how different organizations compute them, quite noisy, and should be regarded are a rough estimate at best. Thus, I would not recommend worrying about that aspect of it.
Upvotes: 2 <issue_comment>username_2: I assume that in the later translation paper, the article states something like "this is a translation of X", since that is standard practice enforced by editors. For the purpose of institutional evaluation (tenure, promotion, raises), the question is what rules have been established regarding summary documents like the CV. Standards for what goes on a CV and how it is presented are constantly in flux, generally driven by institutional requirements. 30 years ago (at least in my field), research output was reported in two groups, "publications" and "presentations", but since then, universities are increasingly requiring more nuanced subdivisions into book chapters, working papers, conference proceedings, peer-reviewed journal articles, translations, and so on, at least for promotion-type purposes. While my university required faculty to submit a current CV annually, it only required the minutely-subdivided CV for promotion purposes. Department chairs vary substantially in their documentation requirements for the annual raise-review, sometimes not even asking for the titles of papers published, just the number, or sometimes including a paragraph of general discussion regarding research activities.
I disagree with Jakebeal's assessment that it is dishonest to not label a translation in listings like the CV. Dishonesty means that there is an unquestionable and known rule that something must be done, yet it wasn't done without openly declaring resistance to the rule. There is no such rule. It would not be irrational to *create* such a rule, as universities have done regarding the division of the CV into more labeled categories, but it would also not be irrational to create a rule that requires each article to contain contextual information such as "This study repeats the procedures of papers A, B, C using a new dataset" or "This study repackages the ideas of paper Z more efficiently". When a scholar keeps saying the same thing over and over, we don't claim that he is dishonest, we claim that he is boring or something along those lines. Accusations of "dishonesty" should be held in check, until it is clear that there is an attempt at deception, rather than a disagreement about what standard one should follow.
Upvotes: 2 <issue_comment>username_3: Regardless of what one might call this behavior -- self-plagiarism, double-dipping, etc. -- your colleague's behavior is an example of **gaming the system**. It is a common behavior observed by dishonest and insecure academics in response to various metrics that are introduced to measure their productivity and performance. Some examples related to the one under discussion are:
1. Listing a paper legitimately published in two versions (one as a conference proceedings and one in a journal) as two separate listings in one's publication list and without pointing out the connection. See [this recent question](https://academia.stackexchange.com/questions/54433/will-i-be-regarded-as-academic-dishonest-if-i-submit-one-paper-to-a-conference-a).
2. Splitting a paper into several smaller papers to artifically inflate one's number of publications while possibly decreasing the work's overall scientific usefulness and impact.
3. Strategically "saving up" work done in one merit review cycle to write it up in the next cycle due to a feeling that one has done "enough" work for the current cycle and feeling insecure about one's ability to continue to generate meaningful output in the future.
4. Choosing the journal one is submitting to based on Impact Factor, h-index or other arbitrary and mostly meaningless indices.
Not all of these practices are equally unethical or dishonest, but they share the common feature that the practitioner is letting their actions be influenced by factors that are tangential to, and in some cases opposed to, the academic's main goal of advancing scientific knowledge. They can also have the effect of distorting institutional decisions about who is performing good work, who deserves to be promoted or offered jobs, etc., and to the extent that that is the case, in my opinion they cross a clear boundary between ethical and unethical behavior.
In the case under discussion, based on your description there is no doubt in my mind that your colleague is behaving dishonestly. It is fine for him to publish his paper in two languages if he feels that that adds some value, but he must clearly indicate that the two publications are duplicate versions of the same work and not try to claim credit for both.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I am a PhD student in Europe and also TA for some bachelor's degree classes for my supervisor.
Just by chance, I have found an open Facebook group (normally, the group aims to create an interaction between students and opened by students as well.) in which people in class insult me very harshly about the way I do the tutorial and my personality. (How I look etc.)
How to react or not to react, really? Any suggestions in order to be objective in evaluation of those students? Because, I don't want to introduce any personal judgemental issue for those who insult when I grade midterms.<issue_comment>username_1: There are **two separate issues** here: the first is that the students are saying abusive things about you in a Facebook group, and the other is the risk of introducing personal judgement in your grading.
**The students' behaviour is inappropriate.** I suggest that you bring the group to your professor's attention, and look through the student handbook/Code of Conduct and see what it says about how students should treat teaching staff. This seems like a clear violation. I would recommend two things should happen.
First, you should mention the website in your next recitation, or whenever you see the students next. Don't name anyone, just tell them that you found a Facebook group where students say hurtful things about you as a person. Tell them that you appreciate if they come to you with any constructive feedback, and that any other comments about your personality or appearance, are online harassment, which is illegal (in many jurisdictions).
Second, your professor should follow this up during the next class by having a short talk about appropriate behaviour in a professional environment. This discussion should again be very general, without naming anyone. He just needs to mention that adults give each other constructive feedback in person or over email, and keep negative comments about others' personalities and appearance to themselves. And, of course, that the school strongly disapproves of bullying and harassment over Facebook or other online communities.
**If you're worried about the grading on the midterms,** you can either ask your professor to grade those specific students' papers, or if you think you can grade them yourself, ask the professor to look over the grading of those specific students afterwards to make sure you're not being unnecessarily harsh.
Upvotes: 5 <issue_comment>username_2: I'm not sure what country you are in but my impression would be that it is not illegal, and probably not even against a student conduct code. That said it is rude and un-professional, but in life people are both of those things, especially undergrads.
I would take one of three approaches.
1. Ignore it.
2. Read what they are saying, ignore most of it but try to learn from it. (e.x. If they are saying " really smells" maybe consider taking a shower more often, or " is incompetent" realise that they probably mean something else like " is poorly prepared")
3. Troll the shit out of them, it's a public group join it, I'm not a very creative when it comes to trolling but I'm sure some fun could be had.
Upvotes: 2 <issue_comment>username_3: To add to Johanna's answer, I think the professor should also say something about when the students are looking for jobs before/after graduation. If a potential employer happens to see a prospective employee's negative posts, the employer will think, "What if this person has that kind of attitude here?" -- and pass over the applicant.
(For a similar reason 20 years ago when our company took our product show on the road, I had to tell our CEO to stop lambasting an existing customer in presentations to potential customers. He agreed with me that potential customers might wonder what we would say behind *their* back, so he stopped mentioning the existing customer. And, probably like the TA, the existing customer didn't deserve the criticism anyway.)
Upvotes: 6 <issue_comment>username_4: From the way you formulate your question it doesn't seem like your confidence has been shaken much by these insults. If this is true, I would recommend doing nothing at all.
Nobody knows you have seen these insults, so you don't lose authority by not reacting to them. For the same reason, I see no problem with grading either, as long as you have the intention of staying objective (both ways!).
I see nothing good coming from a confrontation. They are grown-ups, you can assume they know ridiculing somebody's looks is wrong. Why should reminding them of that change anything?
However, if you can't take it so lightly and it interferes with your ability to teach, you should probably tell your professor (or someone you trust) about it, if only to establish the students' role in this. There is a strong sensibility about cyber-bullying at the moment (here in Germany, and I suspect in most other European countries). Maybe doing nothing is still the best course of action, but at least then you're not alone in this and if some other form of hostility occurs, you are in a better position to act.
Upvotes: 4 <issue_comment>username_5: Sometimes students behave childishly. They've only been adults for a few years, and some of them are still transitioning. In groups in particular, and with the anonymizing effect of the internet, immaturity can be amplified.
The first thing to do, when faced with childish behavior, is **increase the maturity of your own**. Show them how childish they are by contrast. In this case, the most mature thing to do would probably be to take the valid parts of their criticism on board, and ignore the rest. If you feel you must mention it, reduce your comments to the absolute most reasonable and objective part of what you feel needs to be said: you didn't enjoy reading this about yourself, they should come to you directly (or go to your supervisor) with valid criticism, and they should consider the nature of internet posts for the sake of their own professional career.
Don't put the comments on the projector, don't single people out and don't open up a discussion. Just mention it as briefly as you can, and move on.
If it helps, consider that you are in a position of authority, and this is what happens to people in authority. Any boss or manager in any company will have to deal with the fact that people will have little bitching sessions behind their back, and usually not very mature ones. The higher up you get, the more people will gossip about you. There's no way to escape it: no matter how cool or normal you are, the tiniest idiosyncrasies will be magnified.
It's usually not meant in a bad spirit, just a way to blow off steam about forced circumstances. The problem here is that they did it on the internet, instead of in the coffee room.
Upvotes: 6 <issue_comment>username_6: I've had an unfortunate situation like this where the students accidentally invited me into the Facebook group. They were making fun of one of the instructors who recently had a stroke and was stuttering when he talked during lecture. It was very sad.
>
> How to react or not to react really ?
>
>
>
First of all, do not take their insults seriously or let it affect you. Your job is to assist in teaching not manage their behavior. Unless they are being disruptive to you in class, ignore it. If you are offended by the comments, just forget about it and do your job.
It's important to remember that a lot of college students are like this and social media only makes it worse. College is not that different from high school/secondary school where your image and social standing is extremely important. Many people feel a sense of inflated self-worth by putting others down. Additionally, I have found many students are frustrated with the work in the class and often use social media to vent their feelings. If they are upset with their performance on the exam, the easiest way to feel better is to put someone else down. Sometimes the TA is the most convenient to blame because they do not have the same authority as the professor. It is unprofessional and wrong for their comments to venture into the territory of insults but it is going to happen whether or not you interfere. And in some cases interfering can just make the situation worse. Even if you get them to shut it down or stop, they could easily just make another private group and continue doing it anyways.
However, since the group is public and intended to help students interact it may be wise to interfere just to make that page open for those who actually want to learn and study in groups. Sometimes the students respect the professors more than the TA so this might be something you would want to ask your supervisor to get involved with.
>
> Any suggestions in order to be objectif for evaluation of those students ? Because, I don't want to introduce any personal judgemental issue for those who insult when I grade midterms.
>
>
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Once again, it's your job to be an objective grader. They aren't being graded on how they respect you but how well they know the material. If you want to be objective then hide the names when you grade or find a way to randomize the grading order.
Lastly, remember that the vocal minority often makes the most noise. The kind, respectful, and studious students are sometimes the quiet ones. Don't let the comments of a few rowdy ringleaders affect your ability to be a fantastic teacher.
Upvotes: 4 <issue_comment>username_7: I can't disagree more with Johanna's answer - which is currently the most upvoted. It is completely ridiculous and has sparks of fairy-tale revenge.
**Let's go over the basics:**
1. These are kids.
2. I am assuming you are in a country that accepts free speech.
3. Making fun of someone is not online harassment nor harassment of any level. It is simply making fun of someone. Now if these students emailed you insults that may be harassment, but probably not in the judicial sense... Sense you can easily not read the emails (or Facebook posts).
4. You are a TA not a professor.
5. You didn't even tell us what the insults were. There is the distinct possibility that they what they are saying isn't even insulting and is in fact factual. If they say you dress sloppy or don't comb your hair or if you stink this may be true and they don't like listening to an uncouth TA. Also your teaching style might be bad too. I don't think anyone should assume that these are insults unless we know what is said and more about you.
**What will happen if you listen to the advice to involve the professor and talk about it in class:**
1. It will be uncomfortable for you. Very.
2. It will be uncomfortable to the students - a little. Then they may laugh. and there is the possibility that they start talking about their "insults" to you and the professor because the truly care about the issues.
3. The professor will probably think you are stalking the students. The students will surely feel this way.
4. The professor will think you can't handle criticism.
5. The professor will probably think less of you as a TA because he will think that nobody likes you (unless you can find a Facebook page dedicated to complimenting you) and he is seeing all of your issues highlighted.
6. The administration at your school may get wind of what is going on. Although they in theory could say something to the students or feel sorry for you, you can be assured that they wouldn't seriously think about hiring you.
It is simple. Think about what they said and see if you can improve. If it is just petty stuff ignore. Never bring it up - to anyone. Please.
**Note:** I want to be clear that I am answering this for a person that found students blowing off steam with criticism. The OP did not provide enough detail to answer otherwise. My advice would generally stay the same on how to handle it with the professor and the students but would vary greatly with how the OP should react within himself. And even then these are still kids and sometimes kids just say shit and when we were kids we were dumbass bigmouths too.
Upvotes: 5 <issue_comment>username_8: Being specific, in France, free speech stops where dignity starts. Public insult (and, an open facebook group is a public place) can be punished by a 12000 โฌ fine.
Insult seems to be defined as ([translation attempt](https://fr.wikipedia.org/wiki/Injure_et_outrage_en_droit_fran%C3%A7ais)) : *any offensive speech, deliberately meant to hurt, by affecting honor and dignity*.
Moreover, its position as teacher may worsen the legal classification.
Upvotes: 2 <issue_comment>username_9: Here's a suggestion about evaluation: Try to institute some mechanism in which you're not aware of who you're evaluating. With written exams this is usually pretty easy, just have people write their IDs rather than their names; and while you could theoretically figure the IDs out, that would require you actively want to discriminate. A stronger alternative would be a distribution of random tokens, with someone else holding the token-to-ID mapping so that when you grade you can't cheat and check who it was.
Of course, if there's an element of personal impression in your grading of people at the end of the semester - and this sometimes happen and is relevant - it's obviously more of a problem.
Upvotes: 3 <issue_comment>username_10: *In addition to the excellent suggestion already made to anonymize the exams you'll be grading:*
If you are concerned that this might affect your personal or professional future, because they have used your full name, then the department should contact the moderator of the group. Either the group needs to be made private or your name needs to be removed.
Otherwise -- ignore it. Do not read it. People are so much ruder and more disrespectful online than in person. Just as you don't need to go poking your nose into your students' bathroom habits, you really don't need to be reading what they write to each other when they're letting off steam about school frustrations.
Now, if your students have limited opportunities to be active partners in their own education, that is something that needs to be remedied. (Example: course and instruction evaluations.)
Upvotes: 3 <issue_comment>username_4: Why don't you confront (in private) one or more of the more vocal students on the group, after making the professor aware of the situation, and suggest that:
* **They make the group private**: you do not intend to restrict their ability to express themselves, but that if they wish to do so in such a pejorative manner, then it won't reflect well on either you or them to do so publicly
* **You welcome criticism, but prefer it is delivered more constructively**: if they really do take issue with some aspects of your teaching, then you are much more likely to improve, and thereby improve their educational experience, if the criticism is directed to you rather than the Internet at large. Probably, *it is worth organizing an informal mid-way TA evaluation* (rather than just the typical end-of-term TA evaluation)---then you will see how authentic the complaints are?
In this way, you set a mature example (as suggested by Peter), you make the students aware of the inappropriateness of their behaviour in a non-condescending/non-righteous fashion (as achieved by escalating the situation, suggested by Johanna), and you potentially resolve (or at least cloak from your daily awareness) the underlying phenomenon.
Upvotes: 1 <issue_comment>username_11: Just ignore it.
When you put energy into your tutorials, most students are going to recognize your effort and passion and the gift that that represents, and they will respect you for it.
If the criticism really affects you, try to remember that people often put others down because they feel small themselves. I don't think it's a good idea to engage with them about this issue or even to let them know that their comments have affected you enough to go to the professor. They might get the feeling of power they're looking for, which might make things worse for you going forward.
Ideally, you should be able to grade the midterms neutrally. If you can't do that, explain to the professor why you can't be neutral and ask her what she wants you to do.
Focus on your research, on your tutorials, and on the people and things that matter to you in your life.
Upvotes: 2 <issue_comment>username_12: Any time you are being criticized, you have several options, including:
* ignore it
* deny it
* evaluate it
The mature thing to do would be the third option. Why do students say these things? It is often said that "perception is reality" - that is, if these students say certain things about you, that reflects *their* impression / opinion of you at that moment in time.
Instead of getting angry or defensive, ask yourself: "what is it about me that makes them say these things? Do they have a point? If they do, am I willing to make a change?"
And then you can choose to do something about it - quite possibly in a way that demonstrates "I am going to make a change" to your students. For example, if the comment is about your worn-out (but comfortable) jacket, you might one day appear in a different jacket, and say "I heard that some people don't think my jacket is suitable for a TA; so I am putting it up for auction and donating the proceeds to charity X." With a bit of luck, the culprits will realize that you saw their comments, and maybe somebody will donate a small amount for the jacket. Situation defused, everybody wins.
Obviously what approach you might take depends on the kind of insult levied - but whatever it is, consider that they might have a point. The mature thing to do is to think it over.
>
> "Listening is the art of **hearing** what somebody says, and
> *being willing to be changed by what you hear*"
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Upvotes: 1 <issue_comment>username_13: I would ignore it. Many times people say negative things about others which are true, but not the whole truth. This is a form of self-expression (as opposed to the Platonic form of the good). Gripping about those in positions over you is the way its always been and the way it always will be. The alternative is to have an unhealthily close relationship to all of your students.
Upvotes: 2 <issue_comment>username_14: I agree with most comments here - just ignore it / laugh it off.
Or at least convince yourself and others that you are.
Once that is done, see if it does have any merit. Is it what could have been a constructive comment, disguised after having rolled in mud? If it read "his / her last lecture was so boring that my table slept off" - just laugh it off but see if you could make it more interesting next time. Or just ask the class for their suggestions (smilingly and not angrily), saying that you read that comment on fb.
It is interesting how good some inputs from students can be.
Or if the student just said it out of spite - well, ignore it and dont see their fb posts. Everyone has a right to express themselves on fb - do what politicians and media people do.
Lest it sound by now that I am preaching, trust me - I have also been there and felt that, and it can feel very bad. However....
Welcome to academics (at least the teaching part of it) - it does not pay much, but you do get the limelight / stage for a good hour or three every day :) - and while some students may like you, some don't (there may not even be a reason to it!) and the latter often do hurt by their astringent comments, written on fb with the bravado that accompanies all of us when we are young.
Remember - as a teacher (though we all are human) we are supposed to show that we are more mature than our students and hence are able to shrug these sort of comments off (no matter how badly they might sting inside)
Sometimes, it can even help to just vent it to the class - tell them you read blah blah and you did not like the comment. the student may not stop his / her action (they may even write more often as they now know that you are affected by it), but you sure will feel better (which is important). When they write next time, do any of the other above suggestions.
Upvotes: 1 <issue_comment>username_15: 1. Read what they are saying about you (if you have the time),
2. See if there is anything useful to add to your *things I want to improve about myself pile*, and
3. Discard the rest.
4. Be happy you got genuine feedback (if there is anything useful there) and move on.
---
* If they become aware that you know the group exists they'll just "move operations" somewhere else (possibly a private group). At least this way you have an idea of what others are saying/thinking about you.
* Remember they're young and it's possible they're just venting their frustration about classes/life.
* username_3 said the students could be affected by this when searching for jobs after graduation. Following from this, it's also possible it could affect you negatively. Say someone is searching for your name and finds the group. They might decide decide to stay away from you because of what they read. "They" could be a prospective employer. In this case you might want to do something about it: maybe use the reporting mechanism of the social network; still no need to let anyone know you are aware of the group's existence, and easily solved on your own without involving the university.
(Most of what I said has already been mentioned in previous answers, except perhaps for the last bullet point.)
Upvotes: 0 <issue_comment>username_16: If the question is "what to do in reaction to something on social media", the best first-order approximation is "nothing".
Maybe it's the best second-order approx, too, because one might want to *not* make any decisions based on students' social-media activities.
Even to higher order: the students who'll do this have self-selected, so it's a highly biased sample of student attitude.
Etc.
And, of course, even if one accidentally discovers such stuff, one must attempt to ignore it in evaluating students' work. Easier said than done, obviously. But, also, obviously, kids do foolish things, to not imagine that "grown-ups" would ever be listening, would behave better if they did imagine that, and so on. Being a good teacher cannot possibly take all that into account.
I think the only feasible route for a conscientious teacher is to consider the immediate environment, while, yes, considering the palpable fact that kids/students exist in a *broader* environment, but that the latter is not within the teacher's power.
So, don't be crazily unrealistic, but, still, require something...
Upvotes: 1
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<issue_start>username_0: On the information page of my article submission, there's a column titled "ADM", listing the name of two persons that I can email.
What does this stand for?<issue_comment>username_1: In this context, ADM probably means "administrator." In other words, those are likely the people you are expected to contact in case of questions and problems with the submission site.
Upvotes: 5 [selected_answer]<issue_comment>username_2: There are two thing in Manuscript Information
1.Editor-In-Chief called EIC or the
2. Administrator Called ADM about a particular manuscript
Upvotes: 4 <issue_comment>username_3: ADM, most probably stands for Article Dedicated Manager, not sure though.
ADM is a person in-charge of handling any communication about a specific article. His role is to answer general questions and to give advice to authors. In some cases to communicate with editors if questions require that. However, decisions of accepting or rejecting articles are usually made by EIC or other Editors in the editor board.
Upvotes: 0 <issue_comment>username_4: You don't indicate which submission system you are speaking of, but the ScholarOne Manuscripts system, there are generally 3 levels of roles that deal with a submission. There is the administrator, who would preform some of the more routine tasks (checklists, adding notes, etc), this is commonly abbreviated as "admin" or "adm". The next level is an Editor. They can perform any number of tasks depending on the journals specific workflow, including finding and managing the review process, making recommendations and/or decisions. Journals refer to this role as many things depending on their business model. Editors (Ed.), Assistant Editor (AE), Section Editors (SE) are a few of the more common ones. Then there is an Editor In Chief role (EIC). They typically do the final decision, however, different journals will have various and widely differing workflows. Some journals have an EIC assign an Editor, who then manages the process from that point forward, with the EIC only approving the final outcome.
Some journals don't have editors, only EIC's, some have no EIC's and only Editors. Some have 2 or 3 different flavors of Editors. Some smaller journals only have a very small staff, and they perform "all of the above".
Disclaimer: I am an employee at ScholarOne, but the opinions and posts here are my own.
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<issue_start>username_0: I am considering to do a Ph.D. from the USA and I wonder, if the stipend would be sufficient to support my parents.
1. I estimate that I need to send about 400 USD a month to my parents. Will I be able to afford it?
2. Am I correct in assuming that the typical USA stipend would be about 20K a year?
3. Will I be violating any terms of employment of the university, if I take up part-time employment during my Ph.D.? What is the typical nature of part-time jobs one may find? Is it worth it?
4. Is one eligible to seek part-time employment under F1-visa (I am assuming that is the typical student visa)? If not, what are the other options? Are the other visas significantly harder to obtain?
5. Are graduate school stipends taxable in the USA?<issue_comment>username_1: >
> 1. I estimate that I need to send about 400 USD a month to my parents. Will I be able to afford it?
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I live on a graduate TAship that pays slightly more than 20K per year. I can put away about 200 USD every month. I live in a fairly expensive city, eat out once or twice a week, but don't have a car. Exactly how much you will be able to send home will depend on your lifestyle and where in the US you live. New York? You'll probably have very little left over. Middle of nowhere, out on the coutry? 400 USD is reasonable.
>
> 2. Am I correct in assuming that the typical USA stipend would be about 20K a year?
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Depends on your subject area and school. Some have more funding for grad students, others have less. Your advisor may also be able to supplement your salary from his grants if he's well-funded. (Bur yes, somewhere between 18 and 25K are the most common figures).
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> 3. Will I be violating any terms of employment of the university, if I take up part-time employment during my Ph.D.? What is the typical nature of part-time jobs one may find? Is it worth it?
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Typically, you will have a TA-ship which will count as your part time job. Most schools require you to get special permission to have additional jobs, and these permits are very hard to obtain. In addition, a PhD is hard. You won't have time for much more work outside.
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> 4. Is one eligible to seek part-time employment under F1-visa (I am assuming that is the typical student visa)? If not, what are the other options? Are the other visas significantly harder to obtain?
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You can only work for up to 20 hours a week during term-time on an F1-visa. These 20 hours have to be on campus, and typically your department will report your TA hours as your work hours. This effectively prevents you from working extra during the semesters. During holidays you can work for at most 40 hours a week, on or off campus. As a student, you need to be there as either an F1-student, or with permanent residence. Permanent residence is orders of magnitude harder to obtain (pretty much impossible).
>
> 5. Are graduate school stipends taxable in the USA?
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Depends on the state, and if all of it is payed out as a scholarship, or if some is payed out as a salary.
Upvotes: 7 [selected_answer]<issue_comment>username_2: You'll probably also have to pay for health insurance and so. Not cheap.
Unless the school has cheap housing for students (at LSU I had air conditioning, gas and electricity included in what was the going rate for basic rent elsewhere), you will have to factor in lots of extra, "hidden" costs. Add that you will have to buy (rather expensive) texts for most classes.
Unless you are lucky, you will have just enough to be a respectable pauper. Don't get fooled by exchange rates, what looks like a princely income in local money is next to nothing in the USA. Life in developed countries is *much* more expensive.
Upvotes: 1 <issue_comment>username_3: Just to add my personal anecdote to illustrate that this can easily be done.
I was a graduate student at Ann Arbor, Michigan. My stipend (or rather pay) came to less than $2,000 a month after taxes (during the 8 months of the school year). The pay package fortunately covered any tuition expenses and also health insurance - I think though that this is pretty standard anywhere in the US.
I was nonetheless able to save well over $1,000 per month, even without making any effort to do so.
My monthly expenses were usually just $500 for rent (plus all utilities, including internet) and another $200+ for food. I always had my own private room. Food was mostly just groceries, with occasional eating out. Anything else I treated as a luxury. For example for transport, I simply had a bike (โ $130 off Amazon) and for my cellphone I just had a prepaid one (you can pay $100 for a cellphone that has something like 1000 minutes, 1000 texts loaded - this can easily last you a year if you're careful). The cost of living in Ann Arbor is probably slightly higher than the US average, though certainly lower than NYC or SF.
So I'd say yes, saving $400 per month is easily doable, if you're prepared to live a lifestyle that is considerably more frugal than what the typical American is accustomed to. And it sounds like you are indeed prepared to do so.
Note that legally speaking, if you're a dirty foreigner (like I was), you're legally allowed to work only 20 hours a week during the school year. So if you're already a TA or RA, it's likely that you cannot legally work any more hours. However you can still find freelance and lucrative work, e.g. tutoring undergraduate students. This is technically illegal but it's unlikely you'll ever get caught (many foreign grad students work off-the-books but I've never heard of anyone getting caught).
Upvotes: 2
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<issue_start>username_0: **The Problem**
I am a graduate student in a research lab with several other students, and as such we're all pursuing research and dissertation topics that are at least generally related in nature. We sometimes find papers relevant to others' topics during lit reviews, and right now we're just pushing them into a shared Google Drive folder.
That works fine, but the problem is that we don't really have a way to notify the relevant students when a paper is put into a specific folder (it's a fair-size lab with several students, and we're already drowning in noise emails ... we're not thrilled about adding more and basically CCing everyone the article touches).
**The Question**
We're looking for a service that essentially pushes a once-daily changelog of the filenames of added papers and the directories they've been committed to, sending them to the email addresses of all students in the lab (so that everyone can look over the daily list and skim it for anything interesting).
Does anyone know if such a thing exists? Or do you perhaps have an idea to help us out of our management woes?
Thanks!<issue_comment>username_1: The simplest solution to this problem that I can think of is just to use **Mendeley** (or service with similar functionality) that allows people to form groups (public or private), based on their research interests. Then, all activity, such as adding relevant papers, etc., automatically appears on group members' news "wall", plus they can set up e-mail notifications and such. For more details, see corresponding Mendeley's pages: <https://www.mendeley.com/features/collaborate> and <https://www.mendeley.com/groups>.
Obviously, solutions for more complicated research workflows will require more specialized software tools: *open source*, *commercial off-the-shelf (COTS)* or *custom built*.
Upvotes: 3 [selected_answer]<issue_comment>username_2: *Papers* has functionality similar to this with "Papers Livfe", which allows you to create an online collection of papers with their attendant PDFs etc. and publish it online. You can restrict access to it to "Anyone" or invited people, so presumably you'd simply invite all the members of your lab.
Upvotes: 0 <issue_comment>username_3: Another idea: create a yahoo group. Make sure to allow attachments. Each student in your group should subscribe to the yahoo group, with Daily Digest mode. Each time you want to put an article in the shared repository, simply email it to the yahoo group, with a brief description in the body of the email.
I believe you can organize the attachments in a file structure.
Upvotes: -1 <issue_comment>username_4: Your problem is connected with creating of the [Institutional\_repository](https://en.wikipedia.org/wiki/Institutional_repository).
>
> An institutional repository is an archive for collecting, preserving, and disseminating digital copies of the intellectual output of an institution, particularly a research institution.
>
>
>
[DSpace](https://en.wikipedia.org/wiki/DSpace) is a software which helps you to organize an institutional repository.
Upvotes: 2 <issue_comment>username_5: Maybe you should ask someone who knows how to use the Unix command line. It looks like it can be done in a fully automated way with a three-line script (`ls` with output redirected to a file + `diff` + `mail` + `cron`).
Upvotes: 1
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<issue_start>username_0: Recently, a graduate position, supervised by an emeritus faculty member has been offered to me. The aforementioned professor is one of the most famous contributors of his field on the planet for over 3 decades, but his age is over 75...
Some people just advise that ***the old faculty members would not capable of the active research and support of the graduate students and one better tries to inhibit cooperation with them.***
The others asserts that ***the worthy and coherent experience and cumulative knowledge of such people shall be grabbed by graduate students by working with them!!!***
I just struggled to contact with his current and former students to know his code of ethics, specifically, but they refrain from answering me.
Does someone have any experience to pass graduate studies under supervision of such aged emeritus faculty members?<issue_comment>username_1: I sometimes think gathering information on your future supervisor creates unnecessary bias. There is nothing like first impression, if you already have some mis-conceptions about this person, it might ruin any chance of great collaboration you might have had with him/her. I believe checking his publications show you if he/she collaborated with other researchers in the past or not (does he/she have a high number of single author publications or a number of the publications are collaborations? with their name appearing both at first, middle or last of the author list in different papers?).
I believe working with such a renowned person in your field of study is a special opportunity you can benefit from professionally and should just put your best collaborative behavior and take a chance. At the end of the day every personal information you get from past co-workers is not without bias.
Upvotes: 2 <issue_comment>username_2: It's going to depend on the person, of course.
Is he still actively engaged in research? How much time does he spend on campus?
Does the university have a policy that professors have to retire at a certain age?
Go and talk to him--ask him about his mentoring style and how often he'll be available, etc.
Upvotes: 2 <issue_comment>username_3: **Quick Answer**: The downside might be his age, but the upside is plenty!
It is obvious that the age might be a factor, however you are not dealing with a dance instructor or a body builder here. Look at Prof. <NAME>, beside his age, there are other limitations; but everyone listens to him and want to learn from him. Put his name on a conference, and people will line up. The following points popped up in my head:
**Experience**: Being dominant in a field for any amount of period, let alone 3 decades, is not easy. What you will get is a world of experience and vision (my second point here).
**Vision**: It is not all about hard work to be on the top, the individual needs to have a vision of the field as well. You will have the privilege to lean how he come up and deal with research issues. Believe me, I had supervisors that did not have the 'vision' part, and working with them was not pleasant.
**Less Politics**: He already 'done it all', and therefore not looking forward that much to the next promotion or something of that sort; what you get is a person that everyone knows that he is the leader in a field; so all the help you get you from him; you get it through no or much less jealousy and/or office politics.
**Decision On Your Overall Career**: If you get a position to work with a young supervisor, you can't truly answer the big question: What I will do after my PhD?. However if you work with an experience academic, you can see yourself after 20/30/40 years. You can see how hard you need to work to get there and is it something you want to do or not.
**Conclusion**: Take the position, there might be a little downside because of his age, but the positive points are plenty.
Upvotes: 5 [selected_answer]<issue_comment>username_4: Of course you can talk to him! You can use the phone, you can use email, and you might be able to use Skype or WebEx.
Rather than *asking* about mentoring style, have a conversation -- that will *show* you something about his mentoring style.
You need to evaluate the person, not the numerical age.
Of course, if there are health problems, then do make sure you and your advisor make arrangements for a colleague or collaborator of his to adopt you, so to speak.
---
*Code of ethics?* Pardon me? Perhaps something was lost in translation. How would this guy have reached the respected status he reached if he engaged in unethical practices?
Upvotes: 1 <issue_comment>username_5: First, you are lucky to work with a person so distinguished in your field.
Second, age doesn't matter. I would completely ignore the age of your mentor.
Third, everyone has different ways of doing things. How you contact someone, how you work with someone, how you say "hey"... that is up to the person not their age. Let go of your age-bias.
Fourth and most important, if the mentor is as distinguished as you claim then their interaction/help will be relative to the "spark" you provide in your field, your ideas, and what you bring to the table in your relationship.
Upvotes: 0
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<issue_start>username_0: I am always hearing that being a grant reviewer is a great experience in learning how to write proposals. I am a post-doc with an eye on an academic career so would like to do this. Does it happen? How do I sign up? I am in physics and in USA, if that matters.<issue_comment>username_1: I sometimes think gathering information on your future supervisor creates unnecessary bias. There is nothing like first impression, if you already have some mis-conceptions about this person, it might ruin any chance of great collaboration you might have had with him/her. I believe checking his publications show you if he/she collaborated with other researchers in the past or not (does he/she have a high number of single author publications or a number of the publications are collaborations? with their name appearing both at first, middle or last of the author list in different papers?).
I believe working with such a renowned person in your field of study is a special opportunity you can benefit from professionally and should just put your best collaborative behavior and take a chance. At the end of the day every personal information you get from past co-workers is not without bias.
Upvotes: 2 <issue_comment>username_2: It's going to depend on the person, of course.
Is he still actively engaged in research? How much time does he spend on campus?
Does the university have a policy that professors have to retire at a certain age?
Go and talk to him--ask him about his mentoring style and how often he'll be available, etc.
Upvotes: 2 <issue_comment>username_3: **Quick Answer**: The downside might be his age, but the upside is plenty!
It is obvious that the age might be a factor, however you are not dealing with a dance instructor or a body builder here. Look at Prof. <NAME>, beside his age, there are other limitations; but everyone listens to him and want to learn from him. Put his name on a conference, and people will line up. The following points popped up in my head:
**Experience**: Being dominant in a field for any amount of period, let alone 3 decades, is not easy. What you will get is a world of experience and vision (my second point here).
**Vision**: It is not all about hard work to be on the top, the individual needs to have a vision of the field as well. You will have the privilege to lean how he come up and deal with research issues. Believe me, I had supervisors that did not have the 'vision' part, and working with them was not pleasant.
**Less Politics**: He already 'done it all', and therefore not looking forward that much to the next promotion or something of that sort; what you get is a person that everyone knows that he is the leader in a field; so all the help you get you from him; you get it through no or much less jealousy and/or office politics.
**Decision On Your Overall Career**: If you get a position to work with a young supervisor, you can't truly answer the big question: What I will do after my PhD?. However if you work with an experience academic, you can see yourself after 20/30/40 years. You can see how hard you need to work to get there and is it something you want to do or not.
**Conclusion**: Take the position, there might be a little downside because of his age, but the positive points are plenty.
Upvotes: 5 [selected_answer]<issue_comment>username_4: Of course you can talk to him! You can use the phone, you can use email, and you might be able to use Skype or WebEx.
Rather than *asking* about mentoring style, have a conversation -- that will *show* you something about his mentoring style.
You need to evaluate the person, not the numerical age.
Of course, if there are health problems, then do make sure you and your advisor make arrangements for a colleague or collaborator of his to adopt you, so to speak.
---
*Code of ethics?* Pardon me? Perhaps something was lost in translation. How would this guy have reached the respected status he reached if he engaged in unethical practices?
Upvotes: 1 <issue_comment>username_5: First, you are lucky to work with a person so distinguished in your field.
Second, age doesn't matter. I would completely ignore the age of your mentor.
Third, everyone has different ways of doing things. How you contact someone, how you work with someone, how you say "hey"... that is up to the person not their age. Let go of your age-bias.
Fourth and most important, if the mentor is as distinguished as you claim then their interaction/help will be relative to the "spark" you provide in your field, your ideas, and what you bring to the table in your relationship.
Upvotes: 0
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<issue_start>username_0: In my field (as in many others), students are assigned articles or textbook chapters to be read as preparation for classes (i.e. the whole class has to read the same set of texts). I encourage my students to write down any questions they might have while working through the text assigned for the next session. I feel this is a great way of trying to understand the content of a text because (a) it helps students to **specify what exactly it is they do not understand**, (b) they might then be able to **answer the question themselves** and if they can't (c) they can **ask them in class**.
Unfortunately, many students do not follow this advice to the extent that I think is required for university-level courses. I often get feedback from them saying that the text is too difficult and they don't know what to ask. Instead, they ask me to tell them in lecture-style fashion what the text is about. I do this occasionally, and sometimes it is indeed a good method. But it's clearly not something I can do all the time, as I can see that they tend to find this boring and don't retain as much information as if they had worked through the text themselves.
I also find that many students (except for high achievers and those who are very outgoing) do not want to ask questions in class because (a) they are afraid of asking a question that others might think is stupid or (b) they are afraid of seeming overly eager/like an overachiever.
**Q: What can I do to encourage students to ask questions in class?**
---------------------------------------------------------------------
---
Here's what I've tried so far, with varying success:
----------------------------------------------------
1. **Make it clear that reading academic writing is different** from reading a newspaper, and that they need to actively work on how to deal with its complexity (and that learning this is indeed one of the great benefits of studying at a university). Then I make suggestions (using highlighter pens of different colours to mark different kinds of important information, underlining words or concepts they don't understand, using secondary sources to understand those concepts, making notes on the margins, summarising key ideas, making mindmaps, and asking questions in class). A minority of the students do indeed follow this approach.
2. Tell them that **asking questions** on the material **helps them** understand it better and helps me improve the class. (*I can't always guess what's easy or difficult for you personally, so please help me make this class better by telling me what it is you don't understand*).
3. **Give examples of questions** that are difficult to answer (*I don't understand chapter 2, can you explain it to me?*) and questions **that are specific and useful** for them and me (*I understand that this theory involves concepts A and B, but I don't understand how concept C contributes to it.*).
4. **Ask each student to come with at least two questions** on the text: Works well with a smaller group, with a larger group not everyone can ask their questions or it takes so long that everyone gets bored. Variation: Students write down their questions anonymously, I collect them and then go through them in class. This is a great method to avoid embarrassment, but takes very long.
5. **Assigning students to small groups** where they can discuss their questions. Then I go around and ask whether there are any questions they could not answer themselves. I find this works relatively well, but takes a lot of time. I also get many complaints that this method is pointless because the students can't answer each other's questions because they lack the necessary knowledge (although I find that in reality there are often questions that another student can answer). An advantage of this method is that students can admit to not having understood something in a small group instead of in front of the whole class.
Overall these strategies help, but I feel I'm not getting anywhere close to the optimal level of interaction. When I was a student, I often worked through a text (yes, not always, and I appreciate that not all students will always do this, and that's fine), marked the most important stuff and what I didn't understand, and asked question in class on what I didn't understand. I benefitted immensely from this, and I'd like my students to get these benefits, too.
**Q: What can I do to encourage this learning style?**
Note: The level of the texts is usually appropriate for the students, although I have in the past sometimes come to the conclusion that a given text was actually too difficult for them.<issue_comment>username_1: Have you tried using something like [Piazza](https://piazza.com/)? In my NLP class, we use Piazza as a forum for questions in class, the assignments, and the textbook, but also to share current events and interesting tidbits about the field. Participation makes up 40% of our grade, and you're expected to have some sort of valuable input at least once a month, whether that means asking questions in class or facilitating useful discussions in the online forum.
What I was trying to get at is that an online forum is a useful place for people to ask questions that they may not thought would have been worth using class time to bring up.
Upvotes: 2 <issue_comment>username_2: Do they trust you and your general judgement? If yes, you can try this: tell them there will be exam/test/other assessment based on texts 1-3 they will soon read. And the questions will be their questions if they will be reasonable enough. That's why it's important for them to trust you - so they know you will fairly judge the "reasonableness" of questions. And they will clearly see how they can benefit from reading texts and asking questions.
Upvotes: 1 <issue_comment>username_3: I'm teaching a very large lecture class in linguistics at the moment; I use an anonymous live-polling system that accepts answers by text, Wi-Fi, etc.
Normally I open a lecture by quickly reviewing key concepts of the previous one and asking for votes on which concepts to go over. I wait a couple of minutes for results, then revisit the top five in more detail.
Then I stop halfway through the lecture, open the poll, stand there, and say, "Okay. Ask me questions."
Making a poll anonymous always brings the risk of abuse, but removes the fear-of-judgment factor whatever its cause (shyness/introversion/low self-esteem, doubt about worthiness of question, anti-'keener' sentiment, etc.). And I **keep standing there expectantly even if there are no questions for the first couple of minutes**, which usually acts as a further antidote to reluctance. They might as well if no one else is asking questions!
I usually get a mix of A) useful questions ("Why doesn't English have as much inflection as Old English did?" or "Can you explain the Great Vowel Shift again?"), B) silly questions ("How many roads must a man walk down?" or "I like your shirt; where did you get it?", and C) a few profane/nonsensical questions. I answer the A)s, playfully integrate a B) or two if there's time, and ignore the C)s entirely (or be facetiously dismissive of them if I feel like trying to make the rest of the class laugh).
I thought about doing this at the end of lecture, but when one student out of 317 in attendance decides to pack up and leave, they all do that. Halfway through seems to work better for waiting around for questions.
Upvotes: 3 <issue_comment>username_4: I frequently stop for questions. I find that it's helpful to stop for about seven seconds.
Seven seconds is longer than it sounds. It's nearly enough time for Usain Bolt to run 100 meters. Towards the end of it, you might start to feel a bit foolish standing in front of the class silently, smiling and looking around. I sometimes do.
But I often get a question around second five or six.
Upvotes: 3 <issue_comment>username_5: I think there are a couple of things going on in your question. It might be helpful to look at them together *and* separately:
(a) How to get students to do the reading
(b) How to get students to take more responsibility for getting their money's worth from the class
(c) How to make the class more interactive
(d) How to help students to look at the material critically and learn how to ask good questions.
For (a), it might help to take the cognitive approach (I'm drawing an analogy with cognitive therapy, where the therapist explains how something about the human body and psyche work): present some study results that show that the most efficient way of teaching something is for students to read the carefully selected background reading before coming to class, so the professor can help by underlining some points, providing helpful context, going further, etc. etc.
I heard a radio program that explained how it was that physics professors started to use the clicker. Apparently, it wasn't originally used or intended to be a way for students to prove that they were present and paying attention (as I have seen it used now). The way its use was described in the program was this: The professor would pose a question that required some thought, but no messy calculations. The students would respond with the clickers, and if a large number of students responded with an incorrect answer, he would ask them to take a couple of minutes to discuss the question with one or two neighbors. Then he would ask the question again. He noticed that the proportion of correct answers was dramatically higher the second time.
I once took a database design and programming class online, where students naturally found themselves asking questions in order to do the assignments. The questions had to be sent by email because of the online format. The remarkable thing was that the teacher responded to the questions quite quickly. If she hadn't, we would have learned not to send our questions to her, and learned instead to stoically stay up all night struggling, or to pose our questions elsewhere.
What I'm getting at here is that if you respond in a positive and prompt way both in class and out of class, that has to be helpful.
She gave us weekly online quizzes based on the reading. That ensured that people read the required chapters in the text book.
For (d), perhaps you could give them a take-home test where they have to invent some test questions for the unit you've just finished.
Upvotes: 2 <issue_comment>username_6: In my experience (on both sides of the desk), students not asking questions isn't as much out of reluctance as it is out of not knowing where to start.
It may help to walk them through how to identify questions. For example, you could read through an article together in class and break down the meaning of every statement, noting on the board every question or potential question that comes up in the process. (Is that a technical term? What does it mean in this context? How does it apply in this case? etc...). You could do this early with an easy article, and later with a harder one, and come back to it when anyone seems stuck. (Or do a similar demonstration of some other method.)
Your #3 is to give them examples of questions, but I think providing examples of *the process for coming up with questions* is more important.
It may also help to ask them to send you questions before class as they do the reading. Asking for questions in class puts all of them on the spot, which can make them forget the questions they thought of earlier. This may be especially helpful when students feel compelled not to re-read the article on the spot (weather due to the vibe in your class or out of general habit).
Upvotes: 2 <issue_comment>username_7: **Extreme version:**
One of my professors would always start his seminar asking for our questions. Once we stayed silent for some minutes, and the teacher broke off the session, asking us to return next week with better preparation.
In hindsight, one of the best teachers I have got to know.
Upvotes: 2 <issue_comment>username_8: Here are several ideas to consider. I'm not sure I necessarily recommend all of them but I've seen them being tried for better or worse results:
* **Make it a dialog by asking your *students* questions yourself.** More specifically, pose questions which students are not very likely to just figure out; this will lead to almost no people raising their hands. Now pick someone you've decided in your infinite wisdom you should be hearing more from. Ask them to answer you. They may protest, or evade, but try to get them to explain what's preventing them from answering. Then "rhetorically reward" them for posing their problem in the form of the question. Repeat the question to the class, then answer it. Or rather - don't quite answer it completely, answer it partially so that you end up posing another question.
* **Teach slower.** One of the reasons people don't ask questions is that they "lose" the teacher, who's going through things much faster for them to even formulate questions.
* **Don't hastily assume there are no questions.** When you've finished a segment of your presentation, don't immediately rush to ask "any questions?" - make a pause first; then ask; then wait a while; like @username_4 suggests, it should be a good number of seconds. It will seem like *an eternity* to you - but not to them, they're just catching their breath / trying to wrap their brains about what you just said.
* **Be more creative about how to ask for questions.** Asking "any questions?" often comes off as you wanting to not hear any questions. A Professor at my alma mater is famous for using "so, are you 'buying' this? Yes or no?" and then saying "Well, ok, but if you're buying it, you're going to have to accept it as an assumption, and that's on you, not on me. So are you sure?"
* **Offer rewards for participating in class.** The final grade in the course can be improved over the 'dry' results of HW assignment and exam grades based on participating in class; and when students ask a meaningful question (but this is also for comments; you can't usually only reward questions), you write down their name.
* **Get someone to contradict you.** This is obviously much easier when you're teaching history, social studies, political science etc., but with some work it's sort-of possible also in hard sciences and math. Either by having an opponent present cases in which your claim is difficult to apply; or by you intentionally glossing over a proof of some lemma; and so on. This of course requires the participation of a TA, another lecturer, or in some cases a student who's able enough to handle it (this can be a bit problematic in terms of his/her experience in your class, but in graduate school not terribly hard).
* **Plant student questions yourself (v1).** Before class, find one or two willing students; give them a question on a piece of paper; ask them not to reveal it to their friends (but maybe make sure their friends will try to peek and read it); and ask them to raise their hands and ask the question at some point (perhaps say when it should be asked on the paper). Now, these can sometimes be questions you actually want to answer yourself; sometimes they can be "faux questions", the relevance of which you want to get other students to challenge; or they could be questions which you want to direct back either at the person who asked them, or at other in class - asking them for help in answering.
* **Plant student questions yourself (v2).** Add to the lecture notes several questions which are non-immediate conclusions, or lessons, which one can derive with some thought from what you're going to teach. Remind students at the beginning and the end of classes of these questions, and perhaps even state they may well appear on the exam, as stated or in variations. Perhaps have your TAs go over a part of them (not many) in their sessions, maybe once or twice at the beginning of the semester so that the students experience the nature of these questions. You are then likely to get either these questions themselves asked in class, or questions which students believe will help them resolve these questions.
Again, these different methods have pros and cons, and are rooted in different conceptions of the students-teachers relationship; take your pick according to your philosophy of teaching.
Upvotes: 4 [selected_answer]<issue_comment>username_9: [This site](http://www.fusionyearbooks.com/blog/encourage-students-ask-questions/) provides a number of techniques that can be applied to your field:
>
> 1. instructor provides an answer, and students brainstorm questions. This can be a great way to review, or as an introduction to a unit to find out how much students know. Once students learn some of the strategies for developing โgreatโ questions that are described below, displays like these are good for practice and formative assessments.
> 2. Itโs a big start to get students in the habit of asking questions, but itโs even more important to help them to identify the types of questions they are asking. A simple distinction to use with younger students is, โThin and Thickโ questions. In this day and age, a โthinโ question might also be labelled as โGoogle-able.โ If you can easily find an answer in a book or the internet, or itโs just a matter of saying, โyesโ or โno,โ then itโs a โthinโ question. โThickโ questions require more thought and often donโt have one right answer. They are great for discussion and research projects.
> 3. Teachers are often encouraged to raise the level of their own questioning by using question stems related to the higher levels of Bloomโs Taxonomy. But this doesnโt mean that students canโt use it as well. [this reference](http://amorebeautifulquestion.com/encouraging-student-questioning/) gives some examples ways that students can use the above question stems to write their own tests or quizzes or as focus points for research.
> 4. Dr. <NAME> developed the Depth and Complexity icons in order to help students go beyond basic understanding of topics, and the icons have become well-known to teachers who are expected to include โrigorโ in their curriculum. In classrooms where the Depth and Complexity icons are woven throughout the day, students become familiar with the meaning of the symbols and how they can be applied in different subjects. It is not unusual for them to discuss the multiple perspectives of the Civil War or the ethics of Little Red Riding Hood. One of the icons is, โUnanswered Questions.โ
> 5. Promote โWhat if?โ Questions
> A teacher named <NAME> actually assigns her students to do research projects based on what ifโs. What if โThe Army-McCarthy hearings had never been televised?โ asks one student in her research. Another student poses, โWhat if <NAME>โs letter to <NAME> was intercepted by the Soviet Union in 1939?โ Students must consider the short and long-term consequences of their what ifโs, while demonstrating their understanding of the historical contexts they cite. This is an outstanding example of how student questions can be used create engaging and empowering learning activities. For more information about โWhat if?โ projects, [see reference](http://larryferlazzo.edublogs.org/2012/05/19/the-best-resources-for-teaching-what-if-history-lessons/)
> 6. Conduct Socratic Seminars The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions. Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others. They learn to work cooperatively and to question intelligently and civilly.โ
> 7. Give Plenty of Opportunities for Reflection, It isnโt only important to ask questions of others, but also to get into the practice of questioning our own actions and work. Most teachers are familiar with the students who are quick to finish, yet have many errors. Telling them to check over their work may buy the teacher some time, but is rarely productive if students havenโt been taught actual processes for evaluating their own products. By giving students time and the tools for reflection, educators are teaching the valuable skill of self-assessment. It is also important that teachers are careful to show that, although they do want assignments completed in a timely manner, it is more important to do quality work than to speed through it without any thought.
>
>
> [](https://i.stack.imgur.com/n3ecw.jpg)
>
>
>
Upvotes: -1 <issue_comment>username_10: >
> I often get feedback from them saying that the text is too difficult and they don't know what to ask.
>
>
>
**Focus**
For the questions: focus on one specific part of the text. May it be because it is very controversial, polarizing, prejudiced or interesting in any other dimension.
Still encourage the students to read and try to understand the entire text but just limit the in-class discussion to a subset of the text. Most likely this approach results in overlapping questions and a more vibrant discussion since students just focus on that particular part of the text.
**Size**
Start with a small paragraph, vary the size, find out which size leads to the best results.
Upvotes: 0 <issue_comment>username_11: Some tried-and-true strategies:
* **Get down to earth.** Go to the students. Stand next to the first rows of chairs when listening to the questions, as close by as you feel comfortable.
In a normal class, you'd talk to them standing at the podium or in front of the whiteboard. But when you look them in the eye and say "Any questions?," this elevated position makes you look like the Spanish Inquisition. If you go down to the audience instead, you turn into their ally. It's also easier for students to ask you something when you are within a hearing distance and they don't need to shout. Once you get a question - repeat it loudly for the whole audience, thank the student who asked it with a nod or a smile, return to the podium to show slides or write on the whiteboard. Repeat for the next question.
* **It's easier to raise a hand than a voice.** If you know which parts of your lecture may be most difficult to comprehend, offer them a small topic to discuss. For example, "From the mid-terms, it seemed to me that we are not fully clear on the topic of rainbows. How many of you would like to hear more about the green color? Or discussing orange would be better?"
Never ask "Who doesn't understand green?" - that's the inquisition role again; save it for the exam. Ask "How many...," let them raise hands and see for themselves that they are not alone who'd "simply like to hear more." Warning: don't do this for more than a couple of quick questions, otherwise they'll never learn to actually formulate their questions for themselves.
* **Plural is braver than singular.** Meaning, students are more likely to speak up as a group than alone (not only students, actually - it's crowd psychology). Use it. Once you get one question, turn to the students sitting nearby for more. For example, you get a vague question about the blue-ish part of a rainbow. Show thumbs up to that student, now make eye contact with their friends and lead them to clarify or to narrow it down "Should we discuss how blue merges with indigo or how blue merges with green?"
Don't fall for the "Everything!" trap. There's always one aspect of a question that they need more than the other. Students may not see a continuous spectrum of their studies, but you do. Help them to see these connections and make these choices. Also, say explicitly how your answer to one question may connect to other questions.
* **If possible, have a plant in the audience.** Get a fellow TA, a graduate assistant, or a student in that very group to be a magician's help. When I was a PhD student, we played these roles with another TA for each other's classes. It usually went like this:
TA: Any questions on the topic of rainbows?
(Long dead silence)
Me (shyly): What about white?
TA (encouraging, patient): What about it?
Me (mumbling, lacking words, turning to other students): Well, you know... how do you call that thing... that...
Someone (saving me from this idiotic mumbling): Dispersion.
TA (turning to that someone): Ah, so we wanna talk about the amount by which light is refracted?
...And it went from there. We got out a very specific detail that students want to discuss: my mumbling was intentionally vague, so that the helping student could ask something important to them by offering a word for me. How did we know it was important? It's always easier to say out load the word that's on the tip of your tongue. If they quickly said "dispersion" - that was because they were thinking about dispersion.
By doing this, we were taping into several things: compassion for a "fellow student" (here it was important to actually turn to the people around, showing that I needed their intervention); a chance to feel smarter by helping out someone who "forgot" a word; breaking the dead silence; demonstrating that the TA is kind and patient even if the question is dumb. It required a good deal of humor, but we saved each other quite a few times over the years.
In my classes nowadays, there's always a bright creature who studies hard, comes to the office hours, and by the time when we get to questions, knows almost everything. I usually say in advance something like this: "Listen, it's a great question you had for the office hours - I'm sure some of your classmates would like to hear the answer, too. If there will be a pause during the class, do you mind asking this question again, on behalf of everybody?" The bright student is usually happy to help and feels comfortable asking the question knowing already the answer.
* **Be kind, relaxed, and patient.** It's important to show that you don't rush or dismiss a half-baked question, you understand that their adrenaline levels are already high, and you don't see their questions as a waste of your time. Be patient, kind, and comfortable even with the dead silence: "Any questions? (everyone is quiet) Wow, that's a lot. Please, don't speak all at once! (nervous laughter) Take your turns at the mic! (louder laughter) So, who goes first and who goes next?..."
Upvotes: 2 <issue_comment>username_12: **Prerequisite:** The university policy should allow the instructor to ask some bonus questions in the exam.
One of my professors had a really good way to deal with groups that do not ask questions. He put a bonus question in the exam from one of our in-class questions. I also have adopted this method and it worked really well for me.
If a students asks a good question, then I wait for the class to answer. If there is no answer from the students, or it is answered but is still a really good question, then it is listed as a *possible bonus question*.
The motivating idea is,
>
> If the bonus question is yours, then you get the bonus points. You
> don't need to answer the question.
>
>
>
In addition, I sometimes make a conceptual mistake while solving a question on the board. In your case, maybe it might be a wrong reasoning while explaining something. Students who point out the mistake and correct it would also get some participation points.
One last thing I realized is, people usually tend to remain silent because they cannot guess how the class will react. But usually, the questions they are afraid to ask are not only theirs.
To break this ice, I try to ask the stupidest questions myself.
>
> OK, this part of the text assumes that people need social interaction.
> But how can this be even a scientific fact? How can we even measure this?
>
>
>
This might be a totally absurd example, but I hope the idea behind it is clear.
Upvotes: 0 <issue_comment>username_13: **You can start by asking them questions**. The first step is often getting them just to start speaking. Once you set a conversational tone rather than a "lecturer" tone usually questions start to flow from everyone.
(1) Start with a simple true or false, or yes or no question and ask the class to give you a show of hands. Then you can say "Of those who said yes, can I have someone explain their reasoning?" Then afterward "Does anyone who said no want to pose a question to the people who said yes?" The key is the first question got everyone involved. Even if they don't understand the reading that well, they can still have an opinion. It's best to make both yes and no defensible positions. This can also work for tricky logic based questions where one answer appears quite reasonable (no one would think someone else is stupid for getting it wrong because half the class got it wrong).
(2) [Piazza](https://piazza.com/) and other **message boards** are a fantastic way to generate discussion. Have students post a question to piazza and also actively encourage them to comment on each other's questions (you can even make this required). You can make question asking anonymous and you can also answer questions as a teacher. If you do this before class you can actually use the best questions posted by students in class. You can even say things like "Jenny had a fantastic question of Piazza about the reading yesterday, can someone other than Jenny share with us the main idea behind the question?" Note the "other than Jenny" signifies to the class, "I really should be reading these questions and thinking about them" Also if you are interested in gender equity, there are studies that suggest that women ask and answer more questions if they are able to do so [anonymously](http://blog.piazza.com/stem-confidence-gap/).
(3) By asking them questions you are creating an environment of question asking. You are being a role model.
(4) Create an environment, where it is OK to be vulnerable. You can say something like "When I first read this passage, I was completely confused by concept X," Then say "How many people feel like they understand concept X really well." Then noting no hands go up "So most of us seem to have some difficulty with this concept, can anyone tell me what they found confusing?" You have just created an environment where people need not feel ashamed of not knowing because you have shown the whole class doesn't know and you have admitted that when you first studied this material you found it difficult.
(5) You can say there will be a quiz in class about the reading if people do not come with specific questions. As long as there are enough questions that showed an honest attempt at the reading, I will not give the quiz. This is similar to (4) but has some added teeth to it. I personally prefer method (4) as I don't like threats but I've seen this work for some teachers.
(6) Remember to positively reinforce the student's behavior that you want to encourage (not just the content they talk about). You can say "That is a good question John" but perhaps even more importantly, if you think it *isn't* a good question but you want to encourage the question-behavior "Thank you for asking for clarification on that, John, I'm really glad you stopped me". Thank people for asking questions.
(7) To maximize participation, use phrases like "can someone ***else*** tell me ...?" or "Can someone in the back tell me" or "show of hands" get everyone involved. Don't let one or two students dominate the class as this starts to discourage other students from asking questions.
(8) ***Actually wait for a long time for them to respond to your request*** You can start with "Any questions", but pause for 10 seconds (literally count to 10 in your head, most teachers wait way too little time between asking and starting to talk). You'd be surprised how long even just 2-3 seconds seems to you as the lecturer. Don't be afraid of awkward silence. Students need time to think about what they want to say.
(9) Indicate how you want them to ask. This may sound silly, but some students at least at first won't know what you want. Do you want them to raise a hand? Just shout it out? Different teachers want different things. Put your hand up when asking "Does anyone have a question, if you want them to raise their hand" or just say "Shout it out" if that's what you want them to do. Once you've established your dominant mode of response you no longer have to do this.
Upvotes: 2
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2015/10/13
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<issue_start>username_0: My fiance's paper was just accepted for a conference that is held out of country during one of my exams and he would really like me to come with him, as it is his first time presenting at a conference and first time leaving the country. When he asked, I told him that I couldn't go because of my exam during the conference time, but multiple people have told me to ask my professor if I can defer my exam.
Is asking worth a try or will I just annoy my professor?<issue_comment>username_1: There's nothing wrong with asking, as long as you are polite and willing to take "no" for an answer.
Upvotes: 6 [selected_answer]<issue_comment>username_2: This may be unpopular, but I would only suggest asking for an exam extension under four five conditions:
1. A medical emergency
2. A death in your immediate family
3. A true scheduling conflict (usually occurs only during finals) with another exam
4. The instructor changes the exam date that they posted on the syllabus and it causes a conflict with a professional obligation that you scheduled based on the syllabus
5. Your work was accepted to a conference or seminar after the beginning of the semester that conflicts with the exam date (edit based on suggestion from ff524)
For point 3, I would still suggest only going to the instructor that you have a better personal relationship with. If it is back to back exams, then you are expected to manage your time and energy effectively at this point in your academic career. Some professor's are very clear that they are there to help and accommodate their students, but if yours has not given those overtones, then I would hesitate.
For point 4, the syllabus is a contractual arrangement with you as a student. It outlines the obligations of the course (your contractual obligation) and the commitments of the professor (their contractual obligations), one of which is keeping to the schedule barring unforeseen circumstances.
Understand that when you made the choice to do graduate work, you were making a decision about your career, one that should be extremely important to you. As a result you have a professional obligation to meet the requirements and conduct yourself in a professional manner.
If you were working in the corporate sector and had a major deliverable on a project you were working on, or you are a key member in the team that makes the sales or investor pitch that could make your start-up succeed or fail, would you go to your boss and ask for the time off or turn to the customer or venture capitalist and ask to change the meeting for this situation?
Why then would you treat an exam, which is part of the career obligations you chose to undertake, any differently? Also remember you are asking the professor to do extra work for your benefit. They may need to write a different exam for you.
All that being said, if you are in a graduate program (which you are technically supposed to be if you are asking on this site), then you should know people in your department fairly well and you should be able to get a feel for how amenable the professor will be to your request. Good personal lives make for successful careers, but just remember what that request is saying. These decisions are not easy.
**EDIT: Regarding Comments**
I think many people are trying to rationalize with institutional "rules" about exams or how nice of a person the professor might be. One of the best professors I had rescheduled our final for a number of us who had a difficult exam before her's and gave us the exam the day before she was leaving the country for an extended holiday. But it was her belief that she wanted to give us the best opportunity to demonstrate what we had learned and effort we put in and not what the results of a scheduling decision by the registrar were. But she in no way had to be that flexible or generous with her own free time.
The point I am trying to make with my post is about personal responsibility and conducting one's self professionally. And to do that, you need to chose obligations and needs over wants. Whether or not the school's policy allowed for it, it is unprofessional to expect the professor to have to do more work so that you can go on vacation. Most professor's have a host of other professional responsibilities, and you are either cutting into their professional time to do research or you are cutting into their personal time to do what ever it is they would do with the time it takes to figure out how they will accommodate your request, including likely rewriting the exam, administering the exam, or finding someone else to proctor the exam, all for something that is your obligation, to show up for a scheduled exam and be prepared.
There are certain things that trump that, and that list is above as they are about the obligations and needs for the student's well being and only someone completely selfish and lacking of compassion would begrudge the request, and that includes outside work obligations in a job that supports the student that were made prior to the syllabus being issued.
But for something that, for all intents and purposes, is a holiday, as the student would have no official responsibilities at the conference as they are not the one invited to present their work is not a professionally acceptable reason. Vacation time is scheduled in between semesters, and as a student, one should accept that it is their professional responsibility to meet those scheduling requirements, especially on the graduate level.
Upvotes: 5 <issue_comment>username_3: I don't see any problems here. You are not going to annoy the professor, at most the professor may tell you that he won't be able to make any arrangements to deal with this issue. The sooner the professor knows about this, the better your chances will be that the professor can make an arrangement for you.
Upvotes: 2 <issue_comment>username_4: If you are willing to take the exam in advance, if it is not too much trouble for me to make a separate exam for you, and if I feel that there are no fairness issues by doing so, then I guess it would be acceptable to me no matter what your reason is. If I did this I would probably want to make the offer of taking the exam early to all the students. If it seems like it would not fly to make this offer across the board, then I would hesitate it to make it to any one student.
If you are in the same academic field as your fiance and you could attend the conference yourself professionally that would be a different matter. I will assume this is not the case. IF so, then to me your request sounds rather close to "I'd like to go on vacation with my fiance rather than take my exam at its regularly scheduled time." Maybe this sounds less than empathetic, but in my experience accompanying some other grown person in a professional context for moral support is not a standard thing to do. Most academics have travelled internationally and/or presented at a conference, and for those who have there was a first time. This is, conventionally, not something that requires a support network of another person to be physically present. If you are not participating in the conference, then your fiance will be and therefore having you there could be more of a distraction than a comfort. You would see each other only for a few hours a day when he gets back from the conference. Why does he need you there?
I don't want to pry into your personal situation but I'll just say that if your fiance actually has special needs for which you function as a caretaker, then that is a different story and would be worth mentioning to your professor. But getting academic stuff scheduled because your fiance would miss you during his trip: again, it sounds a bit harsh but I think the honest truth it that most academics would not really understand that and think that both of you are not as "serious" as you should be. Maybe being together is more important to you than that kind of stuff: fair enough....
Upvotes: 4 <issue_comment>username_5: Essentially, you are asking an academic institution to upset normal exam procedure because you want a holiday (or vacation, if you are American). Does this sound reasonable to you?
Upvotes: 3 <issue_comment>username_6: I allowed my students to take an exam on an alternative day for much less compelling reasons IF their overall performance in the class was above certain (reasonably high) threshold. However I have no idea whether this "IF" applies to you, and if it does not, beware: to be treated from human rather than formal standpoint regardless of official regulations, etc. is a privilege, not a right, and there should be some reason why you might be considered deserving it. This is not as much about whether to ask (asking a question like that in a polite way won't hurt you in any way) as to what to expect as an answer (though, of course, some people are kinder than others).
As to Pete's "Why does he need you there?", I've seen many graduate students to bring throngs of their relatives to their PhD defense. Showing off to your beloved ones in your moment of glory is human, just as wanting to see some familiar and trusted/trusting eyes in the sea of unknown spectators when onstage. Of course, almost everyone can (and many do) perfectly well manage without that, but why should we deny reasonably good people a few little pleasures in this rather large and fairly unpleasant world even if it might be classified as "unfair to others" or "violating official policies"?
Upvotes: 2
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2015/10/14
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<issue_start>username_0: I was just reading in the answers to some other questions ([here](https://academia.stackexchange.com/a/55992/24280) and [here](https://academia.stackexchange.com/a/11322/24280)) that it's not necessarily disadvantageous (and it may even be advantageous) to take a year or semester off after finishing my bachelor's degree before applying to math PhD programs, but I'm not really sure what to do during that year. If the below section is too long, the TL;DR version is: **What are my options?**
I honestly hadn't looked into any other options since I was planning on going straight to math PhD programs after I earn my Bachelor's degree in May of 2016, but this fall while I was dealing with some personal issues I ended up dropping one of the two graduate math classes I was enrolled in and I missed the September GRE math subject test (as well as the deadline for the October subject test).
While I'm planning this spring to take the GRE math subject test (for real this time) and enroll in another one or two graduate math classes, it's looking like I might have a better chance at PhD program admissions if I wait to apply for admission in the Spring or Fall of 2017, rather than the Fall of 2016. I might apply to a couple of PhD programs for Fall 2016 admission, but I don't want to spend a lot of money on application fees when my application isn't as strong as it could be.
If I do end up taking a semester or a full year off, I want to figure out something productive to do so that the time won't be wasted. I came up with a few options: applying to PhD programs abroad that don't require the GRE (I speak English and Russian, so Canada, England, and Russia), applying to less competitive US PhD programs, or working a full- or part-time job (teaching? computer science?) and using that money to pay for simultaneously taking one or two graduate math classes.
However, I'm not sure if it's kosher to apply for a PhD program if I only plan on staying for a semester or a year. On the other hand, I don't know how feasible it is to both work and take graduate math classes, so I'm pretty uncertain about what to do. Does anyone have advice about the options I have?<issue_comment>username_1: How does your life look like? Are you able to keep life-work balance? Everyone needs to live, laugh and chase butterflies sometimes. Do you have time for that? Can you have fun with friends every now and then? If yes - great. Keep up with what you do, have a job and either save money or take those math classes.
But if not - relax. Use this months to unwind. Your body will claim its rest sooner or later. It's better to rest on your terms than be recovering from a heart attack at 30.
Upvotes: 3 <issue_comment>username_2: Options I can think of (I bet there are even more than these):
* Take some upper level undergrad, or first-year grad, math classes as an unmatriculated student
* Audit some classes (this saves you some money -- you don't get credit, but you learn the material)
* Apply for a master's, in a program that doesn't require a math GRE (for example, with some quick googling, I found a good program in statistics that doesn't require the math GRE)
* Take or audit some non-math classes that you find interesting
* Become a K-12 substitute teacher (this only requires a Bachelor's degree)
* Be a Vista volunteer
* Get a job and build up a bit of savings, to make it easier to get through grad school on a TA stipend
* Study abroad for a year but not as part of a PhD program for the reasons you mentioned
Note, if you are working full time, I find that one challenging class at a time is enough. If you are working 20 hours a week, depending on the type of job, maybe two challenging classes would work comfortably. I remember taking data structures and linear algebra at the same time while I was working a 40-hour week, and I went a little nuts. In retrospect, it would have been better to negotiate a reduced number of hours at work.
Upvotes: 4 [selected_answer]<issue_comment>username_3: In my experience, its better to start your PhD earlier, rather than later. What your area of research? Pure Math or Applied Math? I think your idea about applying to less competitive programs is good if you play your cards right (i.e. develop a strong computing background). What type of work would you consider if you took your year off? (Information Technology, Software Engineering, etc.)
I think it would be interesting to try to look for an IT position (assuming you have a skill in that) within a mathematics department at a university (I'm referring to the USA right now, because that is what I'm familiar with). Become acquainted with the faculty and staff, help them with their problems, build connections, and take the classes possibly. Then you can probably eventually (after a couple of months) just try to talk to the Chair of the department or something. Have I seen this happen? Sort of. I used to work in as a student like this, and was eventually offered the ability to move forward within the department and so I take this from personal experience.
Upvotes: 2 <issue_comment>username_4: If you are still dealing with the stress and stuff, just reading math and coming up with ideas, solving small problems, etc. (or going into a book without MAKING yourself finish it) are all good things to do. Then again, these don't show up on a CV. You could search for professors and annoy them with questions. I would advise against getting attached to trivial things in the meantime- this weakens the spirit and creates bad habits.
Upvotes: 2
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2015/10/14
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<issue_start>username_0: If one obtains a personal postdoc grant to cover a couple years of research as a full-time employee, but the value of the grant is only 60% of the union-stipulated wages in the country in which you wish to tenure it (and additionally does not include social benefits), what alternatives are available?
I can only fathom three choices, none of which seem appealing/feasible:
1. Decline the grant in favour of working on an existing project that covers full wages. (That seems wasteful and to forego an opportunity to further one's career opportunities as a researcher who attracts external funding.)
2. Convince the department to co-finance the remaining 40% of the wage as an "income supplement" out of their operational budget (That doesn't seem very likely.)
3. To obtain *another* grant from some other funding agency, on short notice, to co-finance the grant. (I'm not even sure that such actions exist, particularly at this time of year.)<issue_comment>username_1: As usual, rules on this sort of thing will vary from country to country and from grant agency to agency.
However, all three options that you mention sound plausible to me. To go over them:
>
> Decline the grant (...)
>
>
>
Sure. Nobody can fault you for declining a grant that pays so much below standard salaries. Honestly, unless I had *no* other options, this is likely what I would do. I am not sure I would call it "wasteful" to decline a grant that, honestly, sounds like a terrible option to begin with.
>
> Convince the department to co-finance (...)
>
>
>
This is indeed not unheard of. Of course, whether you will be able to convince the department to do so largely depends on how much they want you to be there, what their regulations are, and if they have money to spare. I have seen this sort of co-financing mostly in cases where the department and the applicant were already in longer contact, and the public grant was mostly acquired as a way to make a move that was happening anyway cheaper for the department (that is, it was planned that the candidate joins them anyway, but now a part is paid via an external grant). If the department had no intentions to hire you without the grant it becomes substantially less likely that they will be willing or able to chip in.
>
> (...) obtain another grant (...)
>
>
>
This sounds like another plausible option, but check the regulations of both grant agencies. In many cases, full-time personal grants are exclusive - that is, you can have only one at a time, even if the stipend is very low. However, it may still be an option to apply not for a second personal grant, but for a regular research project that allows you to pay a salary supplement for yourself. Whether this is possible again depends on the grant agency. For instance, the SNF in Switzerland as a rule never allows to pay any money to yourself as part of a regular research project. The FWF in Austria, on the other hand, is perfectly fine with this as long as the rules of the host institution (regarding, for instance, maximum employment), are followed. That being said, with this option you should probably expect to live off the 60% stipend for a while, as the application procedure for grants tends to take a while.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Another option is to contact a PI who has money to hire a postdoc and can top up your salary. In my department for instance salary money can be combined across projects. The downside is that if your project does not overlap with the PI's they will likely ask you to carry out duties specified in the project for which their money was originally allocated.
Upvotes: 0
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2015/10/14
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<issue_start>username_0: For the admission in Masters Program, what is more important, ranking/reputation\* of the University or the strength of the research group in the field (say, Machine Learning) you wish to apply ?
I have been told that the advisor and the research group is the most important criteria for PhD admission . So, I researched about research groups in various Universities. I found out that, sometimes a less prestigious university had a great research group in a particular field and a few times reputed university had a weak research group. So, I am confused whether the prestige of a university matter more than a strong research group in
* Industry (Job after masters )
* Research (Apply for a PhD after the masters
For example, UT Austin has a strong reputation in computer science. However, it seems to me that their [machine learning group](https://www.cs.utexas.edu/~ml/)is small. So, in situations like this what should a master's applicant do ? Go for UT Austin because of its reputation or decline the offer because of lack of strong research group in ML.
\*The ranking/reputation here is the US news Grad Schools ranking in the field of computer science.<issue_comment>username_1: First I would check what the requirements are for the Master's program. These seem to vary from program to program, but in general you will be required to take classes outside of your interest and lots of classes in general (in comparison to a PhD). Some programs have the option to write a thesis or have more opportunities for research, which is a good thing to consider if this plays into your interests and is beneficial if the school has strong research groups in your field of interest. I would probably weight the rank more heavily for the Master's than the PhD since it is so course oriented.
Upvotes: 0 <issue_comment>username_2: For a purely course-based Masters, in which you do not do research, the research strength of the university obviously won't matter very much.
For a Masters in which you do research and create a thesis, however, the strength of the research group is likely to significantly outweigh the reputation of the school. This is because the most valuable thing that you can have when applying either for a Ph.D. or an industrial job is a strong recommendation letter from a respected colleague.
If all I know about a student is that they got a Masters from MIT or Berkeley, well, a lot of students get such degrees, and some are excellent while others are worthless outside of the structured environment of the classroom. On the other hand, if the student comes from Mid-Ranked U with a strong personal recommendation from somebody whose work I know and respect, then they are likely a much better prospect than the unknown from a high-ranked university.
Upvotes: 2 [selected_answer]
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2015/10/14
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<issue_start>username_0: Liberal arts programs are very common in the US but not in Europe (correct me if I am wrong). As I see here in discussions, the environment of liberal arts colleges is different: for example, student-faculty relationships.
Have such historical liberal arts programs and schools changed the overall higher education in the US or are they just different types of programs.
Are the universities which are not focused on liberal arts influenced by the culture of liberal arts programs/schools?<issue_comment>username_1: Almost all schools possess a form of LA training, even if they do not adapt the title. LA programs are generally rooted in the classics. Therefore, LA training could be nestled under the title of History, Litt, Classicsโฆ In the US, a classical edu. is quickly fading. There are only a handful of schools that offer them. Such as St. Johns, Chicago, SBC Undergrads, HMUโฆ In general, the LA and Humanities have been in a decline (although there was a recent bump in applications). Your question about cultural impact: Every university you go to is impacted by the surrounding culture, and will shape the teaching. Since much of LA is rooted in classics, its helps bc the material is static, but ones approach can be entirely different from school to school.
Upvotes: -1 <issue_comment>username_2: It's probably not unique, but practically yes the concept of a "liberal arts" college or education is specific to North America. Some European countries have a form of "liberal arts" curriculum at the high school level (e.g. the German or Swiss *Gymnasium*) where a broad spectrum of "classic" subjects are taught with the purpose of allowing students to join any university education.
But (continental) European universities generally have individual programs for math, philosophy, history, science, etc.
It's actually quite puzzling for people who attended university in Europe to hear their US-educated colleagues say "Yes, I majored in physics and medieval music".
Upvotes: 4 <issue_comment>username_3: In a short, simple answer: no. Strictly speaking, liberal arts degrees are not *unique* to North America because one can earn them [elsewhere](https://www.exeter.ac.uk/undergraduate/degrees/libarts/liberal/).
Upvotes: -1
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<issue_start>username_0: In another [question](https://academia.stackexchange.com/questions/43164/why-do-reviews-of-articles-often-start-with-a-summary-of-the-article), it has been justified that reviewers summarize a manuscript to help busy editors who cannot read all manuscript. I do not agree with this even for manuscripts, as the Abstract should do this.
However, I have seen a similar behavior for reviewing job/promotion applications. For example, the report started with this paragraph "the applicant has graduated from ..., worked at X from 2010 to 2013, has published x papers ...". The judging committee already know these facts, these are in the application.
A job/promotion application is different from a research article. These are facts, which can be read in a brief CV (the committee can ask for 2-page CV). IMHO, the report should be straightforward, and clearly telling why the person is or is not recommended for the position. Summarizing the application is waste of time, like summarizing the CV in his cover letter.
I think it is vital responsibility of the promotion/search committee to carefully read the application.
Is it really necessary?<issue_comment>username_1: As with manuscripts, the author/applicant may inadvertently misrepresent themself, or badly represent themself, or be verbose, etc.
Also, addressing the comparison in the pre-amble, editors do not read manuscripts.
Also, as in the link provided by @StephenKolassa, "summaries are good", and "redundancy is good".
Also, I disagree with the notion that the essential points in a job or promotion application are (objective) "facts". Some are, yes, many aren't. And, further, the conclusion is rarely yes-or-no. Yes, the committee will carefully read the files that reach the short list, but there is no guarantee (in a job application process) that they'll read 300-500 files ultra-carefully. Rather, they'll be filtered on reasonable grounds, possibly by subcommittees or individual committee members, who make relatively brief annotations.
Upvotes: 1 <issue_comment>username_2: In a typical letter, the overlap with the CV is just a small portion of the letter, so I don't see why it's a problem. (If it accounts for most of the letter, then something is wrong.) You're right that it's not logically necessary in a world of people with perfect memory, but it helps remind people of the basic facts and puts the subjective comments in context. Only a terrible letter would announce "Smith has published seven papers" and then never say anything more about the papers. It's much more reasonable to lay out the facts and then go on to offer more detailed and evaluative commentary.
There are also issues that are specific to letters of recommendation. For example, letters of recommendation are often updated over time. Perhaps the first letter I write for a graduate student is part of a fellowship application. When she graduates and applies for postdocs, I substantially edit the letter but don't necessarily rewrite it from scratch, and the same document may even last until her tenure case (of course it evolves dramatically over time - by the end four or five substantial changes have been made, and almost none of the original letter remains). Now one purpose of reciting basic facts is to make it perfectly clear that my judgment really is based on her current accomplishments, and not just thoughtlessly recycled from a previous letter based on older information. Of course this is far from the only way to show that, but it can't hurt and might sometimes help.
Upvotes: 2
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<issue_start>username_0: I have just graduated in B.A.Sc. During my undergraduate studies I was considerably active in research, such that I succeeded at publishing a paper on my own in a well-known conference.
At the conference and after the presentation, a very experienced professor asked me to present him some more details about the applied methodology from the paper. His opinion of my research paper diminished when he saw the list of authors and realized that I am the sole author. He advised me that such research might not be so noticeable and the community may take such authors as ***nerd*** people. Furthermore, he explained that such research reports would not have coherent enough accomplishments, due to the lack of any positive effects of the idea "cooking" in co-operation with other researchers. The ironic thing is that, before he found that the paper has just one author, his attitude regarding the paper and its content was gratifying, deservedly!
My questions are:
* Is this viewpoint an overall and widespread idea among researchers?
* If the ideas, simulations, manufacturing and the other stuff for a paper were done by a single person, should this person consider faking some co-authorship for the paper to avoid presenting themselves as a nerd to others?<issue_comment>username_1: >
> ...and presents him/her to the others as a nerd, does he/she have to consider some fake co-authorship for the paper?!....
>
>
>
No, you should not breach ethics because you think people might think you are a nerd if you don't.
Upvotes: 4 <issue_comment>username_2: There *are* reasons to be more careful about sole-author papers from young investigators, but pretty much none of them are the ones this professor told you.
I would be more cautious when considering a sole-author work from a young investigator simply because inexperience plus lack of supervision means there are more likely to be mistakes. These might be in the technical work, the scoping of the problem, the design of the investigation, or the interpretation of results. On the other hand, if your paper went through meaningful peer review, that's a pretty good initial filter for simple mistakes, and that means I'm likely to take the paper as seriously as any other that's made it through peer review (i.e., still with significant skepticism, but assuming basic sanity).
None of this, however, has anything to do with gratuitously insulting an undergraduate investigator. **I would consider the professor you describe to be both a fool and a bully.** Perhaps this attitude is widespread in the community where you published, perhaps it is not; certainly, there are toxic scientific communities.
I would thus advise you, if you want to continue working in that area, to keep doing so and meeting more investigators. If you find they are more constructive in their criticism, then ignore the first, nasty person that you interacted with. If you find the first scientist was representative in their attitude, then find a better scientific community to participate in.
Upvotes: 7 [selected_answer]<issue_comment>username_3: If you are the only one that has worked on the paper, then the paper should only have your name on it.
However, to learn how to write good papers, initially needs some kind of mentoring, in most cases. Also in many disciplines (including mine - CS) sole-author papers are the minority. Collaboration with other people will improve your papers, since other researchers may be stronger in some aspects (e.g., programming, experiment design, writing) of producing papers than you. Thus, you should not aim to do everything yourself, if you can collaborate with other people and share ideas and implementations. And sometimes learning to collaborate is a more important skill than writing papers.
Upvotes: 4 <issue_comment>username_4: I totally agree with [username_2's answer](https://academia.stackexchange.com/a/56108/20058), but I'd like to add another possible motivation for the professor caution (however weirdly phrased). It might not apply to your case, but let me add it for the sake of completeness.
There are fields, like mathematics, computer science and theoretical physics, where publications with a single author are not at all uncommon, and PhD students are even expected to be able to produce a single-author publication.
There are other fields, especially in the experimental sciences, where publications with a single author are virtually non-existent, or limited to specific cases, simply because it would not be possible for an only person, however experienced they might be, to manage a complex experiment or to understand it correctly with respect to the state of the art.
In the latter case, an experienced researcher in front of a single-author publication from a student might think that the student actually received significant contributions from other people, but they chose not to appear as authors to boost the student's strength for some, possibly questionable, purpose (e.g. in view of an application for a position or an award).
Upvotes: 3 <issue_comment>username_5: >
> Furthermore, he explained that such research reports would not consist of coherent enough accomplishments, due to the lack of any effect of the idea cooking that could be acquired by co-operation with the other researchers.
>
>
>
The grain of truth in this is that most collaborations are inspiring, but:
* **Collaborations do not make papers or results more coherent.** Many collaborative works suffer from the effect of too many cooks spoiling the broth. More specifically, every coauthor contributes their part without paying much attention to things working together or during the writing process, there is a clash of different ideas how papers should look like. The results are often rather loose patchworks than coherent, streamlined products.
Now, I have also participated in collaborative papers where this was not the case โ but this was usually due to the first author taking the lead and not due to collaborative efforts. But even in those good collaborations, the coherence was en par with my single-author papers (at least in my humble opinion and going by the reviewerโs comments).
* **Not every multi-author paper is collaborative.** At least in my field, a considerable portion of papers is mainly the work of the first author, with the other author(s) being supervisor(s), whose contribution mainly consists of outlining the research project and helping with the writing. On top of this there is the huge portion of papers where the supervisor is added for no reason other than being the supervisor (ignoring authorship ethics).
* **Being a single author does not mean that you do not communicate your ideas to others;** it just means that none of them could make an addition to your work that justifies authorship. The paper of mine whose contents I discussed with most other researchers ended up being a single-author paper, because none of them found a major flaw or something to add to it. Also with no other paper of mine did I put that much effort in ensuring a thorough internal review.
* **Co-authors are not necessarily better at finding flaws than peer reviewers.** This particularly applies to the papers authored by a PhD student and their supervisor which are common at least in my field. The student often learned a great deal of techniques from the supervisor and thus they can only inspire each other to a certain extent. In contrast, a peer reviewer has a fresh take at the work and a different perspective. Moreover, the supervisor will usually not check a lot of details of the work that do not end up in the final paper and hence are available to the peer reviewers.
Moreover, with papers with a large number of authors, it may very well happen that not all of them read the paper thoroughly. I once reviewed a paper with five or six authors, which proposed a complicated measure that was bound to always yield 1 as a result (they did not apply this measure though). While I found it plausible that one author made this mistake, I found it much more likely that none of the co-authors even read this part than that they did not notice this.
To conclude, the number of authors is a bad metric for paper quality. In particular, many papers that are equally prone to suffer from the alleged problems of single-author papers have multiple authors.
Upvotes: 4
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<issue_start>username_0: I am an associate professor of chemistry and all my education was in chemistry programs too. But my works were always in computational science. I developed various programs for analyzing chemical data. All I work with are programming language and algorithms.
I prefer to work in a computer department where I can use my skills for other applications (than chemistry) and work with colleagues who have knowledge about programming.
Can I apply for an assistant professorship in a department of computer science? How can I convince them that my experiences are comparable with computer education?
My worry is that because any academic position includes teaching at undergraduate level, department does not allow me to teach course as I have not studied that curriculum.<issue_comment>username_1: With due attention to the fact that within that CS department, there might be many affiliated faculty members, are who proficient in programming and capable of teaching, your tendency might not, reasonably, lead to the desired outcome.
As the programming skills, nowadays, are essential for different scientific disciplines, I suggest you try to convince the department, in a proposal-based manner, to define a programming-driven course for students corresponding to your home department, you say, containing the fundamentals of the simulating chemical processes (If it has not been already existed, of course)...
Such scenario would sound more functional for you to follow your interest.
Upvotes: 2 <issue_comment>username_2: There's nothing wrong with trying. I've seen an economist housed in a nutrition department. I've seen a physicist housed in chemical engineering. I've seen a chemist housed in a fabric and fashion department -- and she did her research at the synchrotron.
It is helpful to have a strong ally -- someone to sponsor you, support your application every step of the way.
It might not be a bad idea to do some computer science coursework (if you haven't already), to counter the snobbish attitude toward programmers one sometimes encounters in computer science -- and to enrich your approach!
Upvotes: 0
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<issue_start>username_0: Who can participate in international conferences in mathematics?
Does one have to be a mathematician or affiliated as a researcher in a university to participate?
How about Independent researchers (with an undergrad diploma)?<issue_comment>username_1: Pay the registration fee and go. Conferences are generally open to all paying customers. In order to give a talk, you will have to submit a paper, extended abstract, or abstract based on the instructions in the call for papers (or participation) and have it reviewed and accepted. But neither kind of participation requires a credential, typically.
Upvotes: 3 <issue_comment>username_2: It all depends on what you mean by a "conference". If you are talking about a large organized meeting open to anyone in the field, then I agree with username_1's answer: there are no formal requirements at all for attendance, and anyone can simply register and show up. If you submit a proposal for a talk or poster, then it might be rejected, but the rejection would be because of skepticism about its value or fit for the conference rather than just because of your lack of credentials.
There are also lots of smaller workshops, for example at mathematics institutes such as [MSRI](http://www.msri.org) or [Oberwolfach](http://www.mfo.de). These workshops are more likely to have limited attendance, sometimes by invitation only and sometimes with an application process. There's no rule prohibiting non-academic attendees without graduate degrees, but getting accepted under those circumstances would be remarkable. There are generally more applicants than places available, so the only way to attend would be to convince the organizers that replacing a professional mathematician with you would be an improvement. That could happen if you have a sufficiently impressive track record in the field, but it's not likely.
Upvotes: 3 <issue_comment>username_3: The answer depends on what you mean with "participate". Attend, or give a talk?
**Who can participate in international conferences in mathematics?**
*Attendance*: anyone who is registered, possibly with conference fees, although a lot of mathematic(s) conferences are cheaper than in other fields. Warning though: there is an increasing number of scam/spam conferences, that accept any audience, and your international math conference will increase your knowledge by the empty set. I cannot give names (been threatened by lawyers for these crooks), you have to find out by yourself that the conference has quality.
*Talk*: anyone who is accepted or invited. If your work is of quality, and the submission format is not suitable, being invited or backed by a known/active mathematician might help. Doxa says that in mathematics, quality prevails over reputation more that in other fields.
**Does one have to be a mathematician or affiliated as a researcher in a university to participate?**
*Attendance*: no, maths are universal. They can be used (and are) in every other fields, and shall not repel non-math people.
*Talk*: it may helps, of course. "Only the rich get credit" is partly valid everywhere. Possibly less in maths. I have attended a conference on scientific evaluation (scientometrics) and bibliometry in 2007 in the French Academy of Science. Non-mathematicians talked about impact factor, reputation, number of papers, number of citations, place in the author's list. A mathematician only said:
>
> "I care about quality, so I read the paper and see if it is good. If I
> do not understand it, I handle it to a colleague who can understand so
> that s/he tells me it is good"
>
>
>
**How about Independent researchers (with an undergrad diploma)?**
Mathematics is filled with non-professional, independent stories. Remember [<NAME>](https://en.wikipedia.org/wiki/Joseph_Fourier) was a prefect/governor by trade. Recently, [<NAME>hang](https://en.wikipedia.org/wiki/Yitang_Zhang) made the news around finding finite bounds on gaps between prime numbers. He is described as "a mathematician virtually unknown to the experts in his field", "working for several years as an accountant and even in a Subway sandwich shop", in [Unknown Mathematician Proves Elusive Property of Prime Numbers](http://www.wired.com/2013/05/twin-primes/). Which does not mean this is piece of cake, since the field has its rules and codes. If you write a novel proof, and want it to be recognized, you are advised to do your best to make it accepted.
Upvotes: 1
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<issue_start>username_0: My friend has been recently admitted to a Ph.D. program at a university in US, west coast. His wife has a specific situation, suffering from Parkinson's disease.
In one hand, his wife needs tranquility, and the chaotic atmosphere of the campus might annoy her considerably .
On the other hand, living alone in a private house sounds daunting for them, because of the unstable status of the aforementioned lady.
He is fully funded, and no concern would be asserted in view of the financial restrictions to rent a private house. An on-campus residency is also available. The situation is messy and they have to decide between on-campus or off-campus residency, as soon as possible.
Any idea to identify the better option?
Thanks for your contribution<issue_comment>username_1: I generally advise anyone before moving to a place they are not familiar with to visit that place in person - specifically during unusual hours. The higher the population density (such as in on-campus housing, apartments), the more important this is! If you are more particular with your living arrangements (such as having children, an ill family member, pets, noise sensitivity, and so on), it is even more important!
The most important times to visit an area are: in the early morning before you usually wake up, after the end of the usual work day (6-7pm), at your usual bed time (9, 10, 11pm - or whatever that time is for you if you have a less usual schedule), and of course "the wee hours" of midnight to 2-4am.
I've lived in many places, and these are the key "pain points" where the neighborhood can cause a problem. In "family communities" where many people have kids, it's the loudest in the morning when kids are getting off to school and after work hours when kids are out playing before dinner. Meanwhile in some more 'dicey' communities going anywhere after 10pm is going to give you something to talk about the next day, at best.
In college communities, this varies tremendously - sometimes even between individual buildings on campus! Most campuses have personnel who are very familiar with living conditions throughout, and if you have a "Protective Services" (campus police) you can talk to they can be a great resource if you are willing to strike up a conversation and explain your concerns or situation.
On many campuses there are even different types of accommodation. Sometimes there are typical undergrad dorms, buildings dedicated to older/wealthier students (at my institution they are called "suites", but this is not a universal term), and yet other buildings that are often only rented to graduate-level students and faculty. Some institutions run their dorms strictly, where excess noise need only be reported to a floor-level employee (often called a "Resident Assistant") and they will handle it - and regular offenders are fined and even thrown out without a refund or formal eviction required.
Meanwhile, other campuses may features areas of rowdy nightlife where noise and late night drinking and carousing is normal and no one calls the cops (and campus police aren't terribly bothered unless things get out of hand). They don't put this in brochures or on their webpage, so you can't know without visiting and/or talking with the right people who are willing to be a bit more blunt about the realities of campus.
Off campus housing is really no different, though! I once lived in a privately owned house where it was well known (to people in the area) that the purple ice cream truck did not sell ice cream - it sold methamphetamine, and the cops didn't bother it so long as it didn't go into certain upper class areas or along the main highway. And yes, this was in the USA and even in a small-mid-sized town.
So no matter where you go, especially if you have an ill family member, it's really advisable that you visit in person, ask around to people who have personal knowledge of common living conditions and experiences, and try to visit during common times that might cause the biggest headaches. Only then can you make an educated decision, rather than making a blind guess and just hoping for the best.
Upvotes: 5 [selected_answer]<issue_comment>username_2: The thing for your friend to do is to have a phone conversation with the university's disability services office. They are very supportive, they know the campus and surrounding area well, and they are dedicated to helping students or spouses with a disability have a successful experience at the university.
Upvotes: 0
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<issue_start>username_0: Sometimes the Professor will say things quickly, or say things before I can write them down. It would be of great benefit if I could record audio for the course, but I am not sure the legal guidelines around doing so.<issue_comment>username_1: The first step should be to ask your professor. This is not just a common courtesy. If s/he is OK with it, great. If not, then you can probably gauge from the answer what the concerns are. That will show you how you might go forward. Often professors make available powerpoint presentations or other such visual aids. Perhaps it is a matter of the professor not speaking clearly or loudly enough, and sometimes they are not even aware of the problem. Etc.
What you should **not** do: just turn on your recording device without fair warning. This may set you up for all sorts of misunderstandings and repercussions. Don't go there.
Upvotes: 4 <issue_comment>username_2: The legal issues involved will, of course, depend on what legal jurisdiction you are asking about. However, there are some common factors that can be considered.
In the UK many institutions take the interpretation of the Disability Discrimination Act (DDA) that teaching staff cannot prevent students making private recordings (Audio or Video) of any teaching activity. The reasoning is that students are entitled to keep their condition confidential (as it may be a private medical matter) but also must be permitted to receive the appropriate adjustment for their condition. It would be expected, as a courtesy, that the student would inform the staff concerned that recording was taking place, but that this could not be enforced. (\*)
Conversely, the Intellectual Property (IP) of the class and the material contained therein would be held by the University and the individual teacher to varying degrees. The recording could not be published or used for any means other than private study as this would then violate the rights of the owner of the IP.
Many aspects of disability discrimination, privacy and intellectual property legislation is common across many EU states, but there are variations in practice. I can imagine how these different statutes might interact in (say) the US, but I suspect it might vary from state to state and not always be a federal matter, and so I decline to speculate.
(\*) I have responsibilities for assisting academic staff understand these issues in my department...
Upvotes: 5 [selected_answer]<issue_comment>username_3: In the US, allowing such recordings would probably be in the realm of "reasonable accomodation" as required under ADA. To claim such an accomodation, you would have to follow the procedure and have the Disability coordinator intervene, and you would have to have a disability (so the inconvenience of having to ask for a repetition would not be sufficient).
When it comes to copyright, you can't copyright an idea, only the expression of one, so it could depend on whether the professor had put the lecture in writing or other fixed form. If the professor has written his lectures down, they have fixed form and are protected by copyright law. If he lectures extemporaneously, the copyright is held jointly between the professor and the person who first fixes that form of expression. (I recognize that that has ludicrous implications, but I didn't write the law. It would be unwise to test the copyrightable status of unwritten lectures). In addition, contract law may supercede copyright considerations, the relevant question being whether the university has a policy allowing or prohibiting such recordings. Universities might make money from recording and selling access to lectures, so they might have an economic interest in forbidding recording.
Unilateral recording potentially conflicts with the privacy rights of students and the professor in the course. The major concern is that recording lectures can have a chilling effect on students' willingness to speak in class (hence the need to obtain permission from all of the students in the class, in Missouri). In some states (two-party consent states) you would have to obtain consent from all parties in a conversation: you could legally test whether a lecture with or without questions from the audience constitutes a "conversation". The problem is that if you're not in a two-party consent state, then you're in a one-party consent state, which means that you need consent from one of the parties -- and if it's just the professor talking, he may be the only "party" (it is not clear whether just showing up makes you a "party" to a conversation). Also, bear in mind that wiretap laws are potentially applicable because they don't exclusively refer to speech over wires. I would suggest getting the expert opinions of a panel of lawyers.
Upvotes: 2 <issue_comment>username_4: It doesn't have to be "okay" if no one knows it is being done. Record discreetly and don't publish the recording.
Upvotes: -1
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<issue_start>username_0: I am currently looking to apply for a PhD program in physics. I was wondering what sort of information I should include on my CV/how it should be formatted?
Given that the PhD is a research degree, I thought I should highlight research experience? I am currently working on a paper from a summer internship that will shortly be submitted for peer review. How do I draw attention to this? My Master's research project is still ongoing - how do I mention this at such at early stage in the project?
Any tips at all will be very helpful.
Thanks<issue_comment>username_1: Because your master thesis still going on, a CV might not be the big issue here. May I suggest a different approach?
Your best shot is to do well in your thesis, and get a good recommendation letter from your supervisor. I would suggest to talk about this with your supervisor, and ask him/her what he/she suggests. Perhaps, by now he/she has good understanding of you and your abilities and based on his/her relations, he/she can suggest you where and to which supervisor to apply for a position.
Upvotes: 0 <issue_comment>username_2: Academic CVs vary quite a bit from a traditional CV in ways that will help you illuminate your research experience. While there are plenty of (conflicting) guidelines about how to structure or format an academic CV, the following sections are generally included (if you are at the stage of your career that they are relevant), not necessarily in the order below:
* Basic demographic information (name, contact address, possibly birthdate and marital status and photograph, depending on the country)
* Brief statement of your research area/interests/objectives
* Degrees obtained/in-progress (institution, supervisor, thesis title, GPA)
* Academia-relevant jobs (e.g., research assistantships, teaching assistantships, tenure-track appointments)
* Publications (especially in the case of junior researchers, *also papers that are under review/in submission*)
* Awards or honors or grants
* Teaching experience (including in labs, if you are a junior researcher)
* Supervisory experience (if you have helped co-supervise other students)
* Service (reviewing duties, committees on which you've served, organization of workshops/conferences, editorial work)
* Research project experience (*where you can outline work that you have done in a research lab*)
* Presentations and seminars (especially if you have been to any conferences or workshops)
* International network (if it is important to show that you have international collaborators)
* References (presumably your previous supervisors)
In your case, specifically, the fact that you will have submitted the paper is quite important, because at that stage you can *list it as a paper (under review) on your CV*.
Regarding your masters thesis, you can *indicate a working title for your thesis* when you list your Masters under your education. This implies research experience and the area in which the experience has been acquired. You can furthermore *describe under your research project experience what skills/roles you have had in the lab* in which you have conducted your Masters research. (You can also *indicate here your summer internship*, since it sounds like it was research-focused.)
Furthermore, you can highlight the especially salient points again in your cover letter, especially if there are elements of your Masters experience that relate to the specific PhD programme to which you are applying.
Upvotes: 4 [selected_answer]
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<issue_start>username_0: I have an academic problem that I'm very interested in and want to explore the related research fields. Of course no researcher knows everything going on in a field but I feel I know far too less to go for a PhD right now. I'm in the last year of my undergraduate program right now.
What I did so far is...
* Read a lot of papers. They build on a large corpus of knowledge so before understanding the theoretical details I have to read all those somewhat related publications.
* Read advances papers for better understanding. This works quite well.
* Organize links to all interesting publications and other material in a document. Not sure if it's really useful though. I haven't had time to read things from there I didn't remember anyway yet.
* Start implementing the ideas and algorithms as computer programs. Doing so is good to validate my understanding but also takes a lot of time and it would be good to get some help when I'm stuck.
* Join mailing lists and groups and talk to researchers. It's more networking than information.
* Take somewhat related classes at other universities since there is not much at mine. However, there are no whole courses on the problem I'm interested in since it's too specific.
This all is a lot of fun. It also obviously takes a considerable amount of time. Do you have any advice to more efficiently organize and catch up with the current state of my academic field of interest?<issue_comment>username_1: Regarding keeping up to date: one thing I found useful is to have a google scholar account where I can get alerts whenever new paper in areas I specified are published or are uploaded to some kind of archive. This does not of course mean you have access to all new material as it is limited by how easily google scholar can find this material, But I found it the most effective for two reasons:
1. It scours everywhere for material, so I am not biased by few pre-determined sources (as opposed to for example only looking at articles from a specified journal homepage)
2. Google is the best search engine yet in terms of providing a complete list of citations (although the citations do not necessarily come from published articles only) so you can evaluate the impact of the paper in a way.
[Disclaimer] mentioning google here as 'the best' is based on just my experience, I once came across a published work regarding research impact and citation accounting/quantifying methods, will post here if I find the link again .
Upvotes: 3 <issue_comment>username_2: the following points are based on my experience, on how to start learning about a research topic from scratch:
1. **Common Knowledge**: First thing you do is to learn the common knowledge. This is the basic that makes sense of the whole field and logically true. For this, you can read general available resources, such as books or Wikipedia. For example, if I want to start to do a research on operating systems in a distributed setting, I go and get a book about Linux, and a general book about distributed computing. Then moving on to computer cluster for example or something else, I see what my interests and curiosity takes me.
**Note on 1**: Don't think you are not reading research so you are not progressing. Common knowledge now was a research topic of the past, and you must learn them pretty well.
2. **Earliest Resources(s) You Can Find**: This might take a little time, but you need to find the first resources to the field. You should see how and for what this field is started.
3. **Important Papers of the Last 20 Years**: Find the 'top 20' papers of the last 20 years. See what they cited and what they contributed.
**Note on 3**: The last step will definitely take you for a ride for some time. And this is the whole point. You need to learn how to read and write research in a field during a Ph.D. and therefore this step is very important.
4. **Day to Day Updates**: You can join different mailing lists of different research topics, and also you can use online services, that let you know automatically via email, based on your specified keyword(s).
**Conclusion**: Learning the research topic and its history takes time; however it is essential to make you a good researcher who can contribute in the field. These things can be achieved by the following mentioned points.
Upvotes: 4 [selected_answer]<issue_comment>username_3: It depends a bit on the breadth and timeliness of the problem you have in mind, but it may be worth considering writing a survey paper for an undergraduate journal. It could force you to focus the task a little. Moreover, you would simultaneously develop research skills and publication experience, which may be even more important for PhD admissions than your familiarity with the specific related work.
For this to be a reasonable option, I would suggest verifying the following:
* That there is a professor at your university who may be willing to offer some guidance (this is quite likely if you mention your intention)
* That there is a suitable undergraduate journal for the problem you have in mind (your university may even publish its own undergraduate journal)
* That you can narrow the scope of the problem to something that you could reasonably address in twenty-five pages or less
* That the problem is still of interest to the research community
* That you first have the basics of the field mastered (but that is quite likely if you are already in your senior undergraduate year)
Upvotes: 3
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2015/10/14
| 519
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<issue_start>username_0: In my country researchers are overburdened with paperwork and are struggling with increasingly overwhelming bureaucracy while being underpaid. This all leaves them not much time for actual research and demotivates them. What is the best way to make impact against such trend? When I discussed such issues with my colleagues they all seemed depressed and pessimistic. They can't imagine any kind of protest and noone believes in succesfull lobbying since science isn't "politically attractive". All other social groups (from teachers to medical doctors and from miners to farmers) are able to protest. Why can't we?<issue_comment>username_1: Movements for social change are often driven by young people. See if you can make some alliances and connections with student groups about some of their concerns.
I'd be interested to know more about the tedious paperwork that is required. Maybe there are some creative ways to cut down on the time needed for the paperwork.
Upvotes: 2 <issue_comment>username_2: This is a very old question. People in my country are also insane and love their bureaucracy. What I learned is that they are also deadly afraid their paperwork won't be done right. So, I started to get the people at the offices to do my paperwork for me. It is their job anyway.
When I got first into my job, my first idea was to gather enough support from my colleagues to mount a strong protest. I heard, but I can't find a link, that Polish researchers got fired the staff of their state grant agency after complaining how those guys hinder them. It is not possible in my country, and it may not be possible in yours. So, in my experience, the best way is to totally neglect paperwork except for what is essential: travel-related and buying equipment for research. Then, your bureaucrats will come begging for signatures and you train them like that. If you get chewed on by your boss, you can just reply that you "forgot", you are "very sorry", etc.
In any case, giving up the notion that you'll ever do competitive research in a system like that might help, but I didn't succeed at that myself.
Upvotes: 2
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2015/10/14
| 859
| 3,635
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<issue_start>username_0: My employer is considering contracting part of a research project to a university and I'm currently the project leader. I found that I might use this opportunity to pursue a Ph.D. degree and talked to the management of my company. They agreed for me to do a Ph.D. using this funding (I will still have to commit other affairs in my current company but that will only be part-time). We also found a professor willing to supervise me provided that the funding will be available from my employer
So my question is, would the admission committee consider this approach problematic? As I'm the representative of the industry funding provider of my Ph.D. research, if I'm admitted to the program. Also, just to be selfish, how do I gently let the department know that I will not (at least within my influence for this particular project) fund other student for this project?<issue_comment>username_1: Two things came to my mind:
1. **Self-Finance and End Results**: First thing first, broadcasting to a department that you have the money and you need a PhD position might not be a good idea. This is because just spending the money does not give you the PhD at the end. You need a good supervisor and research group to do the research. Throwing money at situation works in business, and might work in academia in other situations (e.g., buying equipment); however for your own PhD I would suggest to carefully pick and choose. You might spend the money and not getting the results at the end.
2. **Guidance from supervisor**: Your target is to do a PhD (with a one supervisor or two) with your company's funding. There are some issues here, for example, who is actually doing your implementation work (e.g., your coding if you are in a computing field) if you have a team behind you? I would suggest to find an academic first, and talk to him/her about this situation. Also, this way you don't go under the university's pressure and some non academic management to throw money at the research, because this will be hopefully sorted and guided by your supervisor(s).
Upvotes: 3 [selected_answer]<issue_comment>username_2: The question of the research project being academically adequate should be already answered if you and your employer have discussed it and exchanged memos.
If your concern is that your are "buying your way into a Formula 1 drive" within this technology, well don't worry too much about that. Industry uses academia and vice-versa. It's been like that for a while, not least regarding PhD programmes. In the UK in the 1980s there was the Teaching Company Scheme for technology transfer between universities and industry. More modern versions exist today.
The problem from your end is likely to be:
(a) your motivation for making this project a PhD rather than a research project within a tight team in a private company; and
(b) your own compatibility within the socio-professional environment of academia.
**Love of your own research won't compensate for the human isolation and - often mad - social hierarchies existing within the university workplace.** And, as pointed out by Alexandros, once you start the PhD you will have coursework and a list of departmental duties, undergraduate lab supervision/teaching assistance, etc to do in all weathers and all moods, up or down.
Throughout all this you are still an employee of your current company and have to be a share of everything to them that you already are . . .
So, I see no serious academic committee problem but you have to feel better around academics than in industry to make your plan a success.
Buona fortuna.
Upvotes: 0
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2015/10/15
| 1,040
| 4,253
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<issue_start>username_0: I am a foreign Biology student applying to USA phd programs.
I have contacted several PIs asking if they had an available position (because they work within my interests). I've got a lot of no responses, some "No funding/no position" and I've got some positive feedback. I have one particular university in which 3 PIs sent me back an "encourage to apply" mail.
Examples of these are:
>
> You seem like a good fit (...)
>
>
> I'll keep an eye out for your application
>
>
> I might have some influence on comitee X
>
>
> If you get accepted (I have no influence) ask to chat with me
>
>
>
Or just "I encourage you to apply".
From my point of view, the universities take into account that the PIs are willing to accept the candidate (they say the measure is "fit" not only grades). Then it would be more than wise to state clearly in my statement of purpose that I've spoken with Professor X about working there and received positive feedback. However, it might seem pedantic to state that "Professor X...". Just to make things clear, I'm not an outstanding, perfect grades, so I believe this could be a very important feature of my statement.
Finally, it is also stated clearly on many programs that PIs have no influence on comitee decisions. I believe that there's some "legal hole" in which they don't want to give control to PIs but they find themselves needing PI's approval or something.
**My question is: Should I include this information? How to do it politely?**<issue_comment>username_1: Two things came to my mind:
1. **Self-Finance and End Results**: First thing first, broadcasting to a department that you have the money and you need a PhD position might not be a good idea. This is because just spending the money does not give you the PhD at the end. You need a good supervisor and research group to do the research. Throwing money at situation works in business, and might work in academia in other situations (e.g., buying equipment); however for your own PhD I would suggest to carefully pick and choose. You might spend the money and not getting the results at the end.
2. **Guidance from supervisor**: Your target is to do a PhD (with a one supervisor or two) with your company's funding. There are some issues here, for example, who is actually doing your implementation work (e.g., your coding if you are in a computing field) if you have a team behind you? I would suggest to find an academic first, and talk to him/her about this situation. Also, this way you don't go under the university's pressure and some non academic management to throw money at the research, because this will be hopefully sorted and guided by your supervisor(s).
Upvotes: 3 [selected_answer]<issue_comment>username_2: The question of the research project being academically adequate should be already answered if you and your employer have discussed it and exchanged memos.
If your concern is that your are "buying your way into a Formula 1 drive" within this technology, well don't worry too much about that. Industry uses academia and vice-versa. It's been like that for a while, not least regarding PhD programmes. In the UK in the 1980s there was the Teaching Company Scheme for technology transfer between universities and industry. More modern versions exist today.
The problem from your end is likely to be:
(a) your motivation for making this project a PhD rather than a research project within a tight team in a private company; and
(b) your own compatibility within the socio-professional environment of academia.
**Love of your own research won't compensate for the human isolation and - often mad - social hierarchies existing within the university workplace.** And, as pointed out by Alexandros, once you start the PhD you will have coursework and a list of departmental duties, undergraduate lab supervision/teaching assistance, etc to do in all weathers and all moods, up or down.
Throughout all this you are still an employee of your current company and have to be a share of everything to them that you already are . . .
So, I see no serious academic committee problem but you have to feel better around academics than in industry to make your plan a success.
Buona fortuna.
Upvotes: 0
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2015/10/15
| 2,001
| 8,458
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<issue_start>username_0: I'm an undergraduate in my junior year, and I've been having an especially bad month when it comes to my mental health and academic performance. Two weeks ago, I discovered that I had two midterms, one major project, and an 6-8 page essay due on the same day. I explained my workload to the professor who assigned the essay, and he was kind enough to give me an indefinite extension on the essay (as in, I could "turn it in whenever it was ready", although I assumed that 1-2 weeks was what he would prefer). Since I was granted that extension, I've completely flunked the major project and received C's on the two midterms, all of which I prepared extensively for once I didn't have to worry about the essay. The professor has started hinting that he'd like essays he gave extensions on (he gave extensions to about half the class, since a good 2/3 of our university got the flu around then) to be turned in soon, since he's expecting to receive more essays from another class he's teaching, and doesn't want to be overwhelmed by grading.
It's been two weeks since he gave me the extension. I've spent nearly all of those two weeks attempting to write the essay and then completely breaking down. I start thinking about how kind he was to give me an extension in the first place, and how, by not turning it in by now I'm taking advantage of his kindness, and how my reputation among my department's professors will be ruined. I think about how this essay has to be perfect, since I've completely failed my assignments for every other class, and I have to get this one thing right. I wrote 4 pages of the essay and then deleted them all. I wrote 3 pages of the same paragraph with slightly different wording each time in an attempt to get it perfect. My outline (for this 6-8 page paper!) is 7 pages long. But I have no paper, and I have other major midterms coming up that really just compound my panic over this.
**So my question is**: how do I talk about this issue with the professor? I want him to know that I'm not trying to take advantage of him or slack off, and that I do actually know the material (as my ridiculously detailed outline shows), but I feel like walking into his office hours and telling him about how my nightly panic attacks are keeping me from writing this essay is...inappropriate? Should I mention my mental health issues at all, or will that seem like some sort of weak excuse?<issue_comment>username_1: A number of the things you mentioned you've been thinking about the situation, i.e. you're taking advantage of the teacher's kindness, how your reputation will be ruined etc possibly fall under the category of [unhelpful thinking styles or cognitive distortions](http://media.psychology.tools/worksheets/english_us/unhelpful_thinking_styles_en-us.pdf) which are common misguided ways in which people think that often leads to an unhelpful outcome. People with depression and anxiety can be particularly bad at thinking in these misguided ways.
I would recommend seeing a professional mental health expert like a GP or Psychologist as soon as possible and not waiting one month for the councillor. There are lots of tools that professionals can teach to help manage stressful situations like these. Seeing a professional doesn't imply that there is anything wrong with you either. From your post, it seems like you're having a natural reaction to an incredibly high workload and that you haven't gone completely 'off the rails' so to speak. Seeing a professional can help prevent things from getting any worse.
In the meantime, I think the action you should take becomes clearer if you acknowledge that your previous thoughts might be the result of unhelpful thinking patterns. For example: You don't actually know that your reputation is going to be ruined. That impression is most likely the result of some assumptions about someone's reactions. In truth, there are a number of possible outcomes and it is futile to worry about the one possible negative outcome as if that outcome is certain.
I think that the best thing for you to do is to sit down and write out everything you need to do, how long roughly it will take to do and when you are going to do it. If you really need an extension, go and ask the teacher for one and explain the situation and the action you are taking to fix it.
You might find [worksheets](http://media.psychology.tools/worksheets/english_us/decatastrophizing_en-us.pdf) such as these useful to reduce anxiety levels about the perceived consequences of actions.
Upvotes: 3 <issue_comment>username_2: I agree with all of @NickTimSpurry's [suggestions](https://academia.stackexchange.com/a/56340/7319), but here are some more thoughts:
**Don't overestimate the magnitude of kindness in the extension.** Suppose you have a fence in your yard that needs repainting and you've arranged for some handyman to come do it. But - it's an area of the yard that you're not using and don't expect to use for months. So if you tell him "you can come paint the fence whenever you like" - you're being marginally kind; it's not as though it will hurt you in any way if he does it in a month from now. Also, you said most of the class got an extension; that means the timing was problematic to begin with.
**A talk with the Professor doesn't have to be a "Help I'm having an emotional crisis" talk.** While it's probable that breaking down while writing the paper has underlying issues you need to work out, it also is what it is - a problem writing a paper - so you can schedule a talk with your Professor telling him that you're having trouble with the paper and would like his help. In such a meeting you could bring up your ideas for the structure, and the gist of what you've done so far; and ask him concrete questions about any dilemma you may have had w.r.t. the actual content. But you *also* mention that writing the paper has been a very difficult experience for you emotionally / psychologically, that you feel frustrated and compelled to start over, and as time passes you're experiencing guilt for not having completed it yet.
If you frame your situation this way, it's now: 1. Part of a wider conversation 2. Not putting the Professor in a position of having to solve your psychological problem - but rather of giving advice through the angle of the paper 3. A bit detached, as though you're telling him about the experiences of some third party writing the paper, and that might be easier for him to process and for you to say out loud.
So even though you might not be able to communicate/share the full depth of what you feel, the partial sharing is safer (in terms of how he might react) and already in itself useful emotionally for you. And this I say from experience with anxiety/depression myself.
Upvotes: 3 <issue_comment>username_3: As a fellow full\_time student in undergrad (one of the top universities in the world, to give you a reference of stress), I very much sympathize with your situation.
**My official point:**
Speaking about mental health to your professors and maintaining open dialogue can help strengthen the discourse surrounding mental health on campuses and let the professor know of your situation. During particular times of the year and especially when it turns into exam season, I will not disagree that what you feel is valid and true to yourself. I would also suggest you reach out to your student academic success centre (what I call it at my university) and see if you can book an appointment with their wellness counsellor, or if your program has a student association, let them know about your situation and see if they can bring it up to the Faculty or a particular professor (if you don't want to approach the professor yourself ). There are always people to help as long as you seek them out. Connect with friends and perhaps any clubs you're involved in and try to take a breather, even for a minute or two, look away from your computer or paper, and take in the moment. Social connection helps to reduce anxiety. I don't think I need citations to corroborate this. You can find more of these little tips if you check in with your school's student unions, student associations, clubs, study groups/hubs, etc. or other related places on campus. No matter how hard we are struggling in the moment, we can always pull through. For now, I wish you success and wellness through all your academic endeavours!
Upvotes: 1
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2015/10/15
| 585
| 2,619
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<issue_start>username_0: During my research, I have developed some computer codes to optimize the coefficients of theoretical equations against the experimental data. The computer codes was developed to make things easier through automation which I would otherwise need to do it manually (rather painstakingly).
Do I need to include the codes that I have developed in my thesis, or it is just sufficient to provide an executable (.exe) in a disc?<issue_comment>username_1: I had the exact same situation with the completion of my thesis.
The first thing I did was to consult with my supervisor - seek your supervisor's advice - particularly if they have supervised someone doing similar before.
What I ended up doing (in my successfully completed thesis) was to include pseudocode and explanations of that pseudocode in the context of the experimental data (and with any theoretical background also). I was advised and did put the .exe in a CD in the back of the thesis.
Additionally, I published papers about the program and made reference to them in the thesis.
Another option is to upload the code in an online code repository (e.g. [GitHub](https://github.com/)), only if there is no issues with sharing the code.
(Note: where I am, research theses are peer-reviewed for assessment)
Upvotes: 1 <issue_comment>username_2: ### In general:
If the program is really just to ease some work you might as well have performed manually, itโs not necessary; you do not even have to supply the software on a disc or otherwise. I have yet to see a paper or thesis that includes every code used in the process (and if there were some, who would want to read that). The general idea is that your scientific work is creating concepts and theories or translating them to a given problem and such programs exist only to alleviate the inevitable legwork.
As soon as there is any manual step involved in evaluating your work, itโs impossible to completely verify your work without reproducing it. If you had performed this task manually, you wouldnโt have yourself videotaped while doing it and appended the result to your thesis, would you?
Of course, if the program is central to your work or involves non-trivial steps, doing something between outlining the algorithm or actually appending the source code would be appropriate and sharing the program may help others in your field (and attract people to your work). But this doesnโt seem to be the case here.
### In special:
Your advisor or unversity may think differently about this and their opinion counts. Ask them or read their guidelines, respectively.
Upvotes: 0
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2015/10/15
| 763
| 3,145
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<issue_start>username_0: I was wondering if there was a website or portal for confidentially sharing research manuscript with supervisors/collaborators whilst its being drafted. I tend to just e-mail the manuscript to my supervisors after an update which practically means multiple e-mails. I'm aware that [drop box](https://www.dropbox.com/) is nice for sharing files, etc and I'm also aware of [mendeley](https://www.mendeley.com/dashboard/). Is anybody else aware of a better way of doing this? It'll be nice to have a portal where I could just update my manuscript and supervisors/advisors could just log in and see the updated version and maybe add their comments, etc.<issue_comment>username_1: If your use case is really only about sharing a document, then it does not get much easier than Dropbox. If you are actually collaborating (more than one person is writing stuff at the same time), I would not recommend Dropbox, as it is much to easy to overwrite changes of other people. For such collaborations, I would recommend a collaborative writing platform ([Overleaf](https://www.overleaf.com) if you use Latex, Windows Live if you use Microsoft Word), or a private version control repository such as [Github](https://github.com) if you feel confident using Git.
Upvotes: 4 [selected_answer]<issue_comment>username_2: I used to use [owncloud](https://owncloud.org/) which works basically like DropBox but you (or your administrator) have to set up the server by yourself. A pro is, that the server is under your control which may be desirable or not. A similar service is [PowerFolder](https://www.powerfolder.com/) and I only mention this since my university offers a free cloudstorage with PowerFolder for staff and students. You may check if your university has something similar.
Anyway, you need to find something that fits the workflow of the team (i.e. you and your advisor). I suggest a version control system like git or mercurial (like other also do) but not everybody like to work like thisโฆ
Upvotes: 2 <issue_comment>username_3: The other solution could be ***Google Drive***...
You can directly refer to the uploaded files there, by the presented links.
Upvotes: 1 <issue_comment>username_4: Just to complement the other answers, sync is not backup...
Dropbox only keeps old files for a limited amount of time (Thanks @Christian Clason)... owncloud on the other hand does keep older versions, using some rules. It usually works. Downside is to have to manage your own server, upside is complete control over the content and who access it...
Google drive doesn't have a client for linux yet btw...
Personally, I use a combination of these. My 'current' stuff, that I'm working on privately, I keep on my owncloud (using an old laptop). Collaborative stuff on an svn at the university. Old stuff (cold storage) at google drive...
Upvotes: 2 <issue_comment>username_5: Two thoughts:
* [github](https://github.com/). It is also visible to the world, but is the hub for reproducible research.
* [Evernote](https://evernote.com/). It is commercial, but private, and integrates with lots of useful technolgoies.
Upvotes: 1
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2015/10/15
| 1,749
| 7,650
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<issue_start>username_0: She's not exactly a terrible teacher, but she doesn't relate to students well, and the way she teaches in class discourages us from participating. For example, when asking someone to translate a sentence, after someone spoke out and tried to translate, she interrupted the student saying words to the effect of "No, that's wrong, you've forgot about this." Obviously a valid point, but her tone and the way she cut across was rude, and when she asked the next question, none of us really wanted to give an answer. I could find other examples, but I don't think it's relevant: the point is, the way she teaches - not the content itself - is problematic because it creates a bad environment in class.
The first question is: is it a bad idea to approach her directly to talk about it? Should I bring it up with the department office, or the department head, instead? I figured it would be better to talk to her in person, rather than flag it up with the department, as it's not technically their business, and maybe it could get her into trouble. But I'd appreciate advice on this all the same.
The second question is: if I do talk to her about her teaching style, what's the best way to go about it? I was considering visiting during her office hours with 2 or 3 other students, and trying to explain why we're having issues with her teaching style. Again, if you think there's a better way, or would strongly advise against this, please let me know.<issue_comment>username_1: I would say it is not necessarily a bad idea to speak to her yourself, but it is probably easier to bring it up through official channels. You shouldn't worry about "getting her into trouble". As a paying student you are entitled to good quality teaching. If you are the first to complain they may speak to her officially, or offer her training in teaching techniques, she would not be fired just because one student complained about her. If this has been an issue for some time then she really should face disciplinary action as she is not being a good teacher, therefore not doing her job.
At university level you should have some sort of system for feedback on your courses. This may only be taken formally at the end of a course, but you could find out who is in charge of this and try to speak to them about it.
At my university (in the UK) we have Student Representatives, an elected student from each year who has responsibility for communicating the concerns of students to the department, so I would bring it up with them first if you have one. We also have a member of academic staff who is appointed Head of Undergraduate Teaching (or Postgrad teaching, depending what level you are) who would be another point of contact for this kind of thing.
The advantage of going through these channels instead of speaking to the lecturer yourself is that she may be upset by negative feedback and by going through the department it will be anonymous, whereas she may take a personal dislike to you if you speak to her directly (this would be totally inappropriate of course, and she should not let it affect her professionally, but sometimes it is hard to control our emotions, hence why other channels are put in place).
Upvotes: 1 <issue_comment>username_2: I disagree that you should instantly resort to official channels. As an adult, in any environment, when you disagree with someone, or someone's methods or attitude, it is only fair to first allow the person you take exception with to *know* what they might be doing which upsets or discourages others.
As your teacher keeps asking questions, she is clearly interested in an interactive class, and probably wonders why feedback dies down. If you tell her courteously during office hours that some are intimidated by the way she formulates her corrections, she quite possibly appreciates that you let her know. Tell her to give feedback with a smile, to thank people for chiming in, and to maybe help the person when answering by letting them *discover* their error themselves ("You said X; but in this context, what about Y?" or such). If she doesn't change anything after meeting her, or it is clear she resents you for bringing this up, you can always escalate up the ladder.
Concern is mentioned that this could lead to retaliation after you politely make constructive suggestions.
As said above, I doubt that; and if she would retaliate, this is against all sort of regulations. This would endanger her standing at the university. You can never exclude the possibility, but if you don't stand up for yourself, and your classmates, now, when will you learn to? You will face similar disagreements throughout your career, and want to be prepared for it.
This applies particularly when your teacher is still working on tenure. Those many years are fairly brutal even under good circumstances. There is no need to have her summoned to her department head for something she isn't even aware of,
Upvotes: 3 <issue_comment>username_3: I have been teaching for fifty years, and have always appreciated it if a student approached me in a friendly manner with a problem about some teaching method. It was really useful when the student was specific and described the effect on him or her-- e.g. "I would really like to contribute, but you very seldom call on me." In this case, it turned out that her seat was behind a big guy and I never saw her hand. Sometimes I simply said no: "I miss a lot of class. Could you put your lectures on E-campus?" I told her she was welcome to ask a friend to tape them, but no. It all depends on the student's attitude. And no one wants students to go to the dept. head first, including the dept. head. A good head is likely to say, "Have you discussed the matter with the instructor?"
Upvotes: 3 <issue_comment>username_4: First, decide whether you think this professor is hopeless, or if this professor could be gently coaxed into making some improvements that would make the class more worthwhile for you.
If the latter, here's what I would suggest. Start with a course evaluation form. If the department doesn't have one, or if you don't like the one they have, make one. Collaborate with a couple of other students to make it.
You might need to move up the course evaluation date, or create an opportunity for a course evaluation. That's where your department administration comes in, if you are fairly confident they'll support you, and not just get defensive. If not, just discreetly hand it out to all the students as they are leaving the classroom one day.
I would give them the opportunity to either fill it in by hand or online (e.g. Google Form). Include a question "Would you like to volunteer to help process the results? If so, please email such-and-so address." Now you have some allies.
Make sure the evaluation form has several different places where students can mention positives (e.g. What do you like *best* about this course?), and places where constructive suggestions can be made; these areas of the form need to leave LOTS of space for writing.
When you present the results to the professor, include a cover letter explaining that this is a useful tool for all instructors to get better acquainted with what works best for this semester's particular students. Maybe you could cite some research about the usefulness of guiding one's pedagogy with student feedback. Also perhaps: "We really like this course, and we want to like it *even more*."
If you're uncomfortable with the professor knowing the identity of the questionnaire organizers, you can email her the results, from a throwaway email address.
Upvotes: 0
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| 369
| 1,578
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<issue_start>username_0: For universities that give two tries for passing the PhD qualifying exams, are the two tries "equal"? In the sense that does the committee consider more carefully on the second and last try of the applicant before failing him/her?
Just an analogy: for driving tests, examiners are known to be more lenient on the second (and subsequent) attempt, and more strict on the first attempt. Not sure if it is true for PhD exams...
Just to ask any professors/students here who are more experienced in this matter.
Thanks!<issue_comment>username_1: Yes, certainly, although "fails" are stressful for all parties, if a student has mis-judged the preparation needed, for whatever reason, the *first* "fail" can send a message that more attention is needed or something needs to be done differently. In contrast, yes, in a system like my university's, where a second fail results in termination from the program, the committee is well aware of this possibility.
Upvotes: 3 [selected_answer]<issue_comment>username_2: It depends on how common it is for people to fail. In my department, somewhere between a third and one half of people fail on first attempt (but will utimately pass it). They use the first attempt to get a feel for the level of preparedness, and may choose to take it in a semester when they have covered the basic classes, but maybe not the last one in the sequence yet.
If so many people fail, then there is no stigma attached to failing (and we don't consider it negatively either). I would ask how that looks in your department.
Upvotes: 3
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2015/10/15
| 383
| 1,653
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<issue_start>username_0: Would it be considered ethical to publish my own personal notes from class? In addition, is there a change when the class transitions from in session to being complete (at the end of the semester)?
For example when this may be relevant, there are courses where the Professor publishes his slides onto a class portal, but excludes certain material that is only covered in class. This is to incentivize students to show up, rather than only study from the from published slides.<issue_comment>username_1: The *ethical* thing to do, in my opinion, would be to ask the professor's permission.
Upvotes: 5 <issue_comment>username_2: No, it is **not okay** and **not ethical** to do so.
In most cases, a significant portion of your notes will be of copy of what the professor wrote on the board, said orally, or showed via a projector or similar. That means the professor has at least partial authorship to your notes, because he generated the content, even when it is you who wrote the notes down. To illustrate this, it's good to recall that when you want to refer to notes from one of your lectures in a thesis or homework text, you'd usually give the professor's name as author, not your name.
When publishing anything where joint authorship exists, it's a general rule to require permission of all authors. That would include the professor in your case. This is for both ethical and legal reasons. The lecture material is either copyrighted by your professor or by whomever he has it from. What you have is either a **copy** or a **derivative work**, and you require the original authors permission to publish that.
Upvotes: 3
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<issue_start>username_0: I'm a French student planning to go study in the United States.
Most colleges in the United States seem to ask for two recommendation letters from our professors.
Can we just send the same two recommendation letters to every colleges? Or do we need to provide two different recommendation letters for each college?
In other words: If I'm applying to 10 universities/colleges, do I need to get 20 recommendation letters or just 2?
Also: Will I be able to look at what was written in each recommendation letter? Or are they sent via internet by the professors, without the option for me to see them?<issue_comment>username_1: Usually, you tell the professors who write you letters where you apply. They will write a letter and send it to all schools you apply.
You are allowed to see the content of recommendation letters via request from the application account. However I recommend against it, it's better to waive your right on viewing recommendation letter and trust the writer.
Upvotes: 2 <issue_comment>username_2: In the U.S. you do have a legal right, if not supposedly *waived*, do see the letters written on your behalf. However, within the U.S., there currently seems to be the general expectation in faculty's minds that students will "waive" this right, the idea being that the letter writers will be more candid without the risk of upsetting the student. In particular, the set-up is such that letter-writers will see whether or not a student has "waived" that right, and, note, possibly write a considerably different letter if there is no waiver.
At the same time, I have read that the "waiver" is not legally binding...
At the same time, I have the strong impression that people in academic depts in the U.S. (certainly in math depts, for example) would think it quite "tacky" (=gauche) to ask/demand to see the letters, whether or not one had signed the waiver. It's simply not the style.
I'm not arguing that this is a good situation, since it amounts to students not quite knowing what people really think of them... for better or for worse. Somehow there is an inflation of *unusable/cheap* praise, and a drought of *substantive* praise here, as a cultural style.
Upvotes: 3
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<issue_start>username_0: Why is it that most science classroom desks seem to be built out of wood, but have the desk area covered in some black material? I'm talking about desks like this:
<http://st.hzcdn.com/simgs/ab3174c201c9cc49_4-9532/midcentury-desks-and-hutches.jpg>
To "prove" its pervasiveness, I Googled "science classroom desk", and the image results have quite a few of these types of desks:
[](https://i.stack.imgur.com/YVVch.jpg)
Without knowing an answer to the basic question, it's hard to flesh out my other questions, but here's a basic list:
* Is that black material inert in some way, so as to not react to any of the chemicals a student might use in class? Is it just easy to clean?
* Why the standardization? I've seen these desks in public and private schools in a number of different states in the US
* Is this US-specific? Do other countries have their own standard desks?
(Note: I'm not sure that this is the correct StackExchange website to post this on, so I'm open to suggestions. It seemed to be the closest fit to education/school. There are some sites for specific scientific disciplines, but I thought someone in academia in general might know an answer)<issue_comment>username_1: Simply put: it's easier to see things - paper, objects, *clear* scientific equipment, and so on - against a black tabletop.
Furthermore - and perhaps more importantly - a black tabletop makes it easy to see **spills** and other potential hazards. This makes cleaning easier and more effective.
And finally: black tends to hide wear and tear better than other colors (especially in the presence of scientific experiments). So schools can hold off on replacing their equipment longer and still look nice in the press photos :)
Upvotes: -1 <issue_comment>username_2: I found an article that explains the reason quite clearly: [the black top is a resin laminate that is chemical and stain resistant](http://www.redandblack.com/uganews/science_health/she-blinded-me-with-science-what-are-lab-tables-made/article_76e1ad3c-0e02-11e3-90af-0019bb30f31a.html).
Not all bench-tops are black: there are alternate materials that are white or metallic. Presumably those substances have different resistances for different purposes; for example, some of the white benches I saw while searching were anti-static materials for electronics work. For anything with biological and chemical substances, however, it seems that the black resin laminates are often the preferred material.
Upvotes: 4 [selected_answer]<issue_comment>username_3: **EDIT**
Interesting video talking about State of the Art Labs of the 1930's and State of the Art Teaching Labs of 2014
<https://youtu.be/hgS0UOP4zUc>
---
Scientific bench tops were originally made of slate, and in many schools and labs you will see that they still use slate tops (or the school happens to be have really old labs and they have never updated them). The main advantages were:
1. They are chemically inert and will not react to chemicals
2. They did not conduct electricity
3. They did not catch fire
4. They were for all intents and purposes nonporous. You don't want your reactive reagents seeping into the bench tops, where they can stay and react with other materials later on or contaminate your experiments.
5. The same reason slate is used for billiards tables. It is very sturdy, it does not flex or deform, so it can hold up heavy equipment, and you can grind it to be very level, which is important as you do not want your vessels or burners tipping over.
The reason that the modern materials that @username_2 mentions are likely black is because traditions are hard to break. You make it look like what people were familiar with, so they will associate it with having the properties of the original material.
If you look at old photographs from labs in Europe, it appears that the material the bench tops are made of are a thick slate slab. I guess choice of material depends on how new the facilities are and what the individual institution's internal safety standards and local building codes call for.
Upvotes: 2
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<issue_start>username_0: The class I am teaching had a quiz yesterday. A student wrote to me 2 hours after that he missed the quiz because he suspected he had a strep throat. He would see doctor and provide me a doctor's note. Personally I feel this particular reason is a little lame. If he decided to skip the exam because he suspected he was really sick, he would have wrote to me earlier. My question is, if in the end the doctor says he did not have strep throat, should I still give the student a chance to make up the quiz (just because he suspected it)?<issue_comment>username_1: A doctors note will never confirm nor deny if a person is truly ill, Just merely that they were seen by said doctor at X Date and Time. If your syllabus states that you allow make up exams with doctors excuse then your hand is forced.
In my experience most profs had a zero tolerance policy on missed quizzes and exams. Some would allow for a much harder quiz or test to be taken towards the end of the semester to replace the missed grade.
Upvotes: 1 <issue_comment>username_2: Rather than having to think about what is a legitimate excuse or not, I routinely give make-ups to anyone who misses a quiz or exam. Yes, it is explicitly assumed that they are operating with knowledge of what was on the quiz or exam that was given, so the situation is somewhat different, and the nature of the make-up is consequently somewhat different. I explain this at the beginning of the course. One might worry that there'd be too many people trying to game the system, but it seemed not so.
(I think it is not reasonable to demand that people who are sick get a note from their doctor... if it's something like a severe cold, say, because the wisest and most socially reasonable thing to do is stay home in bed, not travel to a clinic... Also, I do like to cultivate the atmosphere that I am willing to *believe* students' excuses, rather than have the default be skepticism about their honesty.)
Upvotes: 4 <issue_comment>username_3: To skirt this kind of issues, I tell everybody at the beginning of the term that they can skip an exam, no questions asked. It doesn't matter if they just overslept, were scared to fail, or were undergoing surgery. At the end of the term, all those (and *only* those) who didn't show up give a make-up exam. I just ask them to tell me as soon as possible, and remind me they are due for the make up exam (to coordinate a schedule, mostly) at term's end.
[Yes, if they have a weighty reason for not showing up, I'd cut them some leeway. But don't tell that to my students ;-]
Upvotes: 3 <issue_comment>username_4: The rule at my institution is simple: Either you get graded for the performance you showed in the exam or you get graded a 1 (worst grade). If you are seriously sick, you get a doctor's confirmation of said sickness. Doctors here (Switzerland) will write down what sickness you had.
Upvotes: 0 <issue_comment>username_5: Just to add to the other answers. You must be careful not to get a reputation as being gullible. This may cause this type of thing to become habitual from this pupil and may even rub of on some of your previously good pupils.
The proverbial giver a person an inch and he will take a mile can very easily be true here.
Upvotes: -1 <issue_comment>username_6: This a slippery slope. Personally, if the guy has a doctors note, I'd just let him take another test. IMHO, it is better to let some lazy student get a pass than to deny that right to a really sick student.
Some decades ago, I was that sick student...
And I really like username_3's idea. I'll try to remember and put it in practice on my next courses....
Upvotes: 1
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<issue_start>username_0: I wonder how common for professors to return scored midterm papers to students when the final is not accumulative? I want to reuse some of the questions next year and also is not willing to spend about 10 minutes class time just for returning the papers (90 students).<issue_comment>username_1: I personally think your students would find it very odd were they not to receive their papers' back. I can imagine a couple of scenarios in which not returning them might cause problems.
Not returning the papers would mean that your students would be unable to see what they got right or wrong. This could be a practical issue for you if some students wish to challenge their grades. If you haven't given them their papers back, then they could argue that your pulling numbers from thin air. Furthermore, even if they aren't going to be tested on the material later, some students may wish to see what they got wrong so that they properly learn the material.
To specifically answer your question, I think that it's incredibly uncommon. I've never encountered such a thing. One thing you might consider re: managing time is to leave the papers in an envelope outside your door, give them to the department admin to be picked up by the students (if the admin is willing to do so), or put them by the door at the end of class.
Upvotes: 2 <issue_comment>username_2: I would suggest you discuss your idea with your department chair before taking any action.
That being said, I don't necessarily see any problem with keeping the midterms in your possession. In my experience, final exams are never returned to students. If you are not going to test them on the material again, I don't see how a midterm would be different. You should, of course, give students an opportunity to go over their exam with you if they choose.
I am a bit more critical of your plan to recycle questions from year-to-year. It's not that I think you can't ever recycle questions, but it seems to be better policy to have a variety of questions which assess the same skill. This way, you are only reusing questions every few years.
Upvotes: 1 <issue_comment>username_3: In mathematics in the US, as far as I know, I have never known any professor to ever not return midterms. I always do, and everyone else I know does as well.
Seeing their graded midterm gives useful information. It lets students know what they have gotten wrong and what they have gotten right; it also lets them know what answers they thought were "right" but in fact are incomplete or inadequately explained.
I personally believe the downsides are miniscule in comparison to the benefits for the students.
Upvotes: 3 <issue_comment>username_4: This depends a lot on local practice and rules. In the university (in Spain) where I work, the rules require the professor to keep exams (this includes midterms and similar exams) for at least a year after final grades are assigned. On the other hand, a student has a right to see an exam and to examine how it was scored, but it is not consistent with the rules to give the exam to the student to keep it. A common thing is to return the graded exams and then collect them again. Another is to designate a time and place for students to examine their papers. When I was a student in the US, the practice was similar, at least with respect to final exams. One reason for such a requirement is that, in the event of disagreements about grades (and for other reasons, such as inspection by an acreditation agency), it guarantees the availability of the exams on which the grades are based for examination by a third party.
Upvotes: 1
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<issue_start>username_0: As an adviser, I have found it to be a detrimental motive for a student to focus solely on surpassing Einstein in achievement, for many reasons. One student in particular has busied himself with the deconstruction of relativity and strives to break it down and replace it with a much better system. Not only that, he's attempting to construct a theory of quantum gravity and the refutation of string theory, among many other ridiculous sounding tasks.
The student told me earlier that "Einstein's physics will soon come to an end." when I asked him about his work on his thesis. Then when I saw his thesis, it was complete gibberish, wrong in many aspects. I tried to tell him this but he simply wouldn't listen and told me "You do not understand anything."
He then went to looking for a different adviser but ***failed***, since nobody wanted to work with a man who wants to "surpass" Einstein. When he was rejected by everybody, he came back to me and we were on equal terms again. But now, he's trying to write another thesis. And he told me AGAIN that "It'll be something that will break string theory."
Every student that does physics today at least has a feeling, however slight it may be, to be the next Einstein, to have a revolutionary impact on science, but it's quite saddening that only 1 out of 900,000 people would actually do so. And for this student of mine, I know for sure that he'll soon fall into a well and never get out of it again.
This situation can be likened to a very similar situation in mathematics, as if your proof of a famous conjecture turns out to be wrong, say good-bye to your reputation forever.
I must mention that I do not want to drive him away completely from this. If the student indeed finds a "real" problem in fundamental physics, then let him work further on it. But this must not be the only thing that he should work on, which he is doing with the most robust motivation.
A big problem is that the student has a highly peculiar personality and is introverted; if you tell him something, he has a distaste for authority and considers himself to be the "smartest" and superior than all of everybody he knows, including me. He says that "People in physics today lack imagination" and things of this sort.
I am rather confused. What should I do? Should I try to leave him, or should I tell him in some way to quit doing this and focus on something more plausible and if he doesn't do this then I should do something else?<issue_comment>username_1: Let the standard processes of education and research take their course. This student will probably not survive them to receive the degree, and that is as it should be. Tough love: warn, then let the system do its thing.
The central issue I see is that this student is clinging tenaciously to a goal of *disruptive fame* rather than a goal of *advancing research*. This happens; it's a difficult thing to screen out at the application stage (where unreasonable ambition is not entirely uncommon, and not usually a dealbreaker). You can suggest that this is an inappropriate goal, and it sounds as though you have -- but you can't force the student to hear, much less change.
I would be inclined to keep my interactions with this student as concrete and immediate-goal-oriented as possible. Have an agenda for every meeting, and pull the student back to it when a megalomanic rant is imminent. Deflect, e.g. "Yes, but when will you have *{thing with imminent due date}* done?" or "Interesting. Write that up into a conference abstract and submit it to *{conference}*."
You are well within your rights to "fire" the student as your advisee, I would think. I don't know how that works where you are (or whether it's even possible), but to some extent your students become part of your professional reputation, and this one will not reflect well on you.
Upvotes: 8 <issue_comment>username_2: If you still want to help the student, I would suggest that you make a strict agreement on his duties. Specify a project, and specify dead-lines that must be met. This way, the student has the opportunity to continue, and you can ensure that at least the majority of time is spent on tackling real problems.
It could also be helpful to show him data on real famous scientists, who first worked on "lesser" problems.
Upvotes: 4 <issue_comment>username_3: Note: I'm a PhD student so the following is based off of very limited experience.
You're in a very tough situation. It is likely that the student will end up spending a lot of time obsessing over their work and get brainwashed by their own ego and denial. On the other hand, Einstein himself was indeed regarded as a bit of a crackpot for a while (I believe his three famous 1905 papers were based on projects that he had proposed and were turned down - whether or not this is internet garbage is unbeknownst to me).
However, it certainly isn't a healthy mindset. I would not recommend counseling per se, purely because your student might see it as a soft form of rejection - and that will only make matters worse. They may feel pushed out, or told they have to conform to something they don't agree with. In extreme circumstances though, it may be necessary.
What I would then suggest is the following. I believe it is up to you to steer the project somewhat and to keep track of your student's progress. For the time being, it is probably wise to suggest an overall topic that they can (and must) work on. Strike a deal - they must progress in this project sufficiently within a certain time frame, then they can spend a week on forming the rigourous basis of their own theory, from the bottom up. After that week, you review their work and advise them on any pitfalls, and offer them another week on correcting them and extending it. If, after that brief time, they have not convinced you that it is an avenue worth exploring, they must repeat this process.
By the end, there's a good chance that they will have done sufficient work in your suggested topic to have something worthwhile, and you can get them out of your hair. There is a chance that they actually enjoy that topic enough to shift their perceptions. On the flipside, there is a small chance that they stumble across something interesting, and you'll both be on the cover of Time magazine. I did say small.
Upvotes: 6 <issue_comment>username_4: To reassure you, yes, you should not make your own "success" depend upon this probably-over-confident-and-possibly-delusional student's success. On one hand it is "good" to try to address difficult problems. The wise gambler does not bet that youngish and ill-informed people will succeed where vastly-more-experienced and equally able people have so-far-failed. This point itself should be made clear to novices.
But, yes, at the same time, the negativist description of progress-to-date would seem to suggest that no one can make further progress, ... because lotta smart people already failed. And, I note, it is invidious to think in terms of whether one is "the chosen one", and can, maybe, do some magical thing that serious, able, people could not.
The operational point, perhaps, is that your student's *energy* is the thing that is exceptional, that can make them do something worth doing. That is, many people do seem to not care too much. So "caring", that is, "engagement", is an advantage, in itself.
And, then, yes, "bottom line" is always a good diagnostic. But, yes, for young people, this transition, from ego to world, is complicated and typically ugly/disorienting...
Upvotes: 3 <issue_comment>username_5: **Ground him**.
Give him a project which is not only hard, but where the end result and
its implications is unknown and can be *experimentally checked*. It does not matter if he is writing his own undecipherable lingo (*you do **not** want to discuss this*), the end result is something which gives you and him a clue where he really stands.
Simply take him by his word. If he has such a talent, a good hard problem
where other people are struggling is good training, right ? It gives insight which is nice to attack later problems, right? I think he
will have problems denying that.
If he tries to get out by claiming that the problem is still too simple for him: wonderful! Restrict the time for the solution to more and more ridiculous timeframes: a month/day/hour/minute. If he is that good, nice, you need the result desperately.
If he really is that good, fine. Both the student and science have a benefit.
If he really suffers a delusion, you will see that he will attack the problem with ardent zeal only to become more and more agitated and frustrated. If that is obviously the case, prepare to consult medical help because the breakdown between an inflated self and hard reality can be quite severe.
Everything in between is also possible. He could be sobering and take that as a life lesson. He could be leaving science unexpectedly. Who knows.
ADDITION:
Wrzlprmft rightly said that the unification of quantum mechanics and relativity is a hard experimental problem. But Einstein in his wonder year explored Brownian Motion and the Photoelectrical effect which are solid state physics. This is a very fertile ground with many unsolved problems, so I do not accept the premise that we cannot provide a test case. Naturally if he insists on doing only unification (perhaps exactly *because* it is so hard to disprove him), well, at least we have offered him the opportunity to prove himself.
Upvotes: 3 <issue_comment>username_6: >
> I am rather confused.
>
>
>
What are you confused about? It is crystal clear from your description that this student is going nowhere fast. Working with him is, to put it semi-diplomatically, not an optimal allocation of your time, energy and other resources. If you are confused, it's because you are letting your emotions get in the way of acknowledging that unfortunate fact.
>
> What should I do? Should I try to leave him ... ?
>
>
>
As with your remark about being confused, I find it telling that you talk of "trying" to leave him. It sounds like you are a kind-hearted soul who has a hard time dealing with the fact that being a professor occasionally entails making some tough decisions and having awkward conversations about those decisions with students whose lives can be negatively impacted.
My advice is to put emotions aside and act rationally. More precisely, I suggest a two step approach:
1. **Decide what your goal is.** What are you hoping to achieve by working with this student? Are you doing it out of pity? To meet your department's expectations that you work with graduate students? To learn about delusional people? Is there some concrete scientific goal that you think he alone can help you achieve? Or maybe you are thinking of doing it *just because*; that is, because you think you should, even though you cannot clearly articulate any good reason for it.
If you don't know what your goal is, you cannot hope to make a good decision. So take a blank sheet of paper, and fill in the blank: "My goal is \_\_\_\_\_\_\_." If working with the student will help you achieve your goal, do it; if it doesn't, don't.
2. **Execute.** Once you know your goal, figure out what needs to be done to achieve it. If that includes working with the student, that's great, but it is still best to formulate conditions under which your work with him is likely to get you where you want. As others have suggested, given his rambling and probably delusional tendencies, you may want to give him very precisely defined goals with a precisely defined timeline for achieving them, and be firm that he must follow this style of work if he wants to work with you; do not be distracted by his manipulations. Also, I suggest deciding in advance how much of your time you'd be willing to devote to your work with him, and making a firm decision that you will not exceed that limit. You **do not** want your work with him to become a sinkhole that will ruin your productivity and impede you from reaching other important goals that you have.
Now, if on the other hand reaching the goal you formulated in step 1 requires that you sever your work with the student, don't "try" to leave him. **Do it: execute on your decision.** Get a colleague to help you have The Talk with the student if necessary. You have gotten yourself in a very awkward situation, one that I feel you may be temperamentally ill-prepared to face. Nonetheless, you must carry out your decision. Sorry if this sounds cold or callous. There are definitely many occasions in life when it's good to act out of emotion, but *this isn't one of them*. Good luck!
Upvotes: 5 <issue_comment>username_7: I'm reminded of the Sylvia Plath quote...
>
> Perhaps when we find ourselves wanting everything, it is because we are dangerously close to wanting nothing.
>
>
>
Your student's larger than life aspirations, to me, indicates that they're in the muck of desperation. Certainly some your student's issues are bigger than the classroom - they're unfocused and not grounded, they have difficulty developing relationships with their peers and advisors. I wouldn't be surprised if, like many of us, they're struggling with issues to do with family, finances or loneliness.
So, you could either try to address these larger issues, or you could leave it alone and let them sink or swim. The risk with the first approach, is that you could put in time and energy to help them resolve these issues, and they turn out to be a bad physicist anyway. The risk with the second, is that they could've been a good physicist if someone had helped them resolve these issues - but, at least you didn't expend any time or energy on it.
For their sake, I hope you direct them towards counseling. One reason is that they'd be a better physicist for it. There's a reason the Erdลs number is a thing - getting along with others is part of being a great scientist (or great *anything*, really). In any case, I think your patience and sympathy is commendable.
Upvotes: 3 <issue_comment>username_8: My first thought is: I wonder if Einstein's teachers thought, "Ha ha, this loser thinks he's going to be the next Newton!" Maybe this student really IS a genius who will shake the world of physics to its core. Maybe his papers just seem like gibberish to you because you're not smart enough to understand them.
But okay, probably not. Which leads to my second thought: It's very common for young people to have grandiose ambitions. To an extent this is a good thing. If every young person said, "Oh well, I suppose I'll never do anything important. I have to be content to spend my life making fries at the fast food place", how would we ever progress? Of course its a bad thing if the young person expects to get rich and famous without having to do any actual work. And of course there's a difference between healthy self-confidence (or even unhealthy self-confidence) and disdaining others.
But besides that, there's a fine line between healthy ambition and enthusiasm versus fantasy and delusion. I think the proper goal of anyone acting as a mentor is to encourage enthusiasm while keeping the student grounded in reality.
All we here know about the situation is the poster's description. I see a few comments to the effect that this student sounds like he has delusions on the level of mental illness. Maybe. It's hard to say without having actually met the student.
If I was in the position of the advisor, I would look for specific advice to give the student.
If he thinks he's going to revolutionize the world of physics but he doesn't understand Newton's laws of motion, I'd be telling him that he needs to get the background first and encouraging him to spend some time studying the ideas that he thinks he's going to replace before he makes bold declarations about how wrong they are.
Perhaps he needs to understand that no matter how great his ideas are, if he's going to survive in the real world he's going to have to be able to hold down a real job somewhere to pay the bills while he works on this and to establish his credibility for when he's ready to reveal his great discoveries. When Einstein was just starting out no one was going to fund his research based on the pronouncements of a 20-something that he was going to revolutionize physics. He had to work as a patent clerk. Sure, after he was famous, then he could get support for his research.
If he is really off into fantasy land, you may need to gently tell him that this is really great if he can make these bold new discoveries, but to be prepared for failure and to have a plan B.
If the student won't listen to any of this and insists that he knows it all, etc -- which is not an unlikely scenario, I've met plenty of people like that -- I don't know what you can do besides keep trying, and to be available if he hits a brick wall on "your watch" to encourage him not to despair but to start again with more realistic goals.
Upvotes: 3 <issue_comment>username_9: I would separate non-mainstream work from thesis work; make clear the thesis is not going to be about the subjects he wants, but that you are going to provide him with work that will train him in the skills he will need in the future to defend his innovations. Explain to him that students' work is expected to be of immediate use to other researchers, and that long term work can be done over the long term.
When I approached a teacher during undergraduate studies, telling him about ideas on miscellaneous topics, he told me, "*Keep a notebook. Keep a notebook because now you have ideas but not the proper training, and when you reach the proper training you could find yourself without ideas and get something from the notebooks*." Honestly it did not work this way; when I reviewed the notebooks years later, most things were unuseful, if not all. But at least it helped me to keep focus.
You could still allow here for some dedicated time to speculative ideas, but asking him to explain in each case not only what he thinks the mainstream has disregarded, but also to bring up some explanation, based on history of the field, about why such things have been disregarded, and then after he gives his version of the history you can give your version. At least in this way he will learn interesting things about the development of science, and perhaps bring out some insights forgotten in the sands of time. But keep always the line clear between this work and the real thesis goal.
Upvotes: 5 <issue_comment>username_10: It is entirely possible that your student is suffering from mental illness. Some of the answers here are loaded with moral judgement but, if it is illness, it is not a moral failure or character flaw in your student, nor is it likely to be within your ability to help. If you care about this student, you should seek advice from whatever mental health services are available on your campus.
Upvotes: 3 <issue_comment>username_11: Perhaps something you could do is redirect his zeal/ambition into asking questions about material he reads and forming a research direction in that way. If he is wacky he can probably come up with some good ideas, instead of the unlikely scenario that he will crush a major open problem while a PhD student. Also this open-ended approach might help him reconnect with the reason he liked school in the first place (speculation), and de-escalate the situation (his work can't be "wrong", and if it is "special" it may not be found out for years).
Upvotes: 2 <issue_comment>username_12: A major part of good science, is not only performing good research, but also **convincing others** that your science is worthwhile. A common belief of researchers is that their job is done after they have proved their idea โ now it is the community's turn to see how awesome their science is.1,2
Maybe a first step is to make your student see this.
The next step would be that he works only on hypothesis/direction on which both of you agree: "if you cannot convince me that this hypothesis is correct, how can you convince the entire community"? To take off the personal issue (i.e., the feeling of your student that maybe he is smarter than you, and it is just **you** that don't understand), you can use his PhD committee, if you have such in your institution. If a committee of 3-4 established researchers don't understand "how brilliant his results are", this is a good indication that the rest of the community will not be able to understand it, and therefore, even if it is great science, it is futile.
The main thing in the above approach, is that it doesn't confront his ambitions, and doesn't (directly) say that his work is meaningless. Instead, it states that great work by itself is meaningless unless accepted by others. It would be great to channel his enthusiasm to the correct direction โ but this direction must be provided, or at least guided by you (his advisor), this is what advisors are for.
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References:
1 [Why is my theory not (yet) celebrated by scientific community?](https://academia.stackexchange.com/questions/51885/)
2 [I believe I have solved a famous open problem. How do I convince people in the field that I am not a crank?](https://academia.stackexchange.com/questions/18491/)
Upvotes: 6 <issue_comment>username_13: There are indeed some red flags here for possible mental illness.
It is possible to have some challenging mental health stuff going on, AND produce brilliant scientific results.
It's time to ask your student to get a mental health screening. You can ask this of him because you care.
As a matter of fact, it is part of your ethical responsibility as his advisor.
If you're in any doubt about *how* to request the screening -- that's where you can reach out to your department or university administration.
That can be a short conversation. Example: *I see some mental health red flags in a PhD student of mine. He has grandiose scientific ambitions that are disconnected from scientific reality. He feels superior and alienated from peers and mentors. He has great potential, but I am worried about him, both for his academics and his well being. I would like him to get a good mental health screening. How can we go about this?*
Make sure the person doing the screening is *good*. A conversation with a *bad* therapist can be worse than doing nothing. Have a conversation with the therapist yourself first. You will be able to tell if the person is smart, can listen deeply, has an intuitive understanding of how alienating it can be to work in cutting edge science. Make sure the screening includes bipolar (to give you an idea, you can look at [this questionnaire](http://www.dbsalliance.org/pdfs/MDQ.pdf).)
**Much can be done to treat and manage mental illness.** Step one is to screen and, if necessary, diagnose.
Upvotes: 0 <issue_comment>username_14: One of my favorite quotes is
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> Einsteinโs PhD thesis was a sensible contribution to Brownian motion
> theory
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Tell him that even if he wants to surpass Einstein, he needs to start from a sensible contribution to current research for PHD. This means that finding a gap in the current science and filling it with sensible contribution. Even if he has revolutionary ideas, nobody will accept them without good credentials. This means a lot of contributions (read journal articles) to current science.
Upvotes: 5 <issue_comment>username_15: The student should be evaluated psychiatrically. Delusions of grandeur, in particular with regards to scientific, business or spiritual accomplishment, are a hallmark symptom of manic depressive illness / bipolar disorder (they are synonymous), and particularly a manic episode, and are a psychotic symptom more generally.
I don't know the best way to act on this information. Interestingly I don't see any questions on academia.SE to the effect of, "I believe my student may have mental health problems interfering with their work, what should I do?" I would consult department or university-level resources on this. You may also consult with a therapist or psychiatrist on *your own* behalf.
Upvotes: 2 <issue_comment>username_16: One thing that is absent from all of the answers provided so far is the question of funding / financial support, and your fiduciary duty to the funding source, and possibly your department / institution.
How is this student's work being funded? The student's own funds/loans? Scholarships/fellowships? External grants? Whatever the source(s), what are your fiduciary responsibilities in your role as the primary point of oversight of this student's work? If the funds are provided without specification of the research area/topic, then the question is moot. Otherwise, if the student refuses to focus a lion's share of effort on the topic for which the money was allocated, there is an ethical problem, if not a legal one.
I would never directly raise the topic with the student, as likely it would raise an angry response in the vein of "The system just doesn't *understand* what I'm doing, it's *threatened* by me, and it's trying to shut me down!" While the financial question pales to some extent when compared to questions of properly guiding this student toward a research career and of the possibility of mental illness, I believe it ought play some sort of role in your deliberations on the matter.
Upvotes: 2 <issue_comment>username_17: Ask the student why he is here. ("Here" meaning: in school.)
He'll probably have an answer. And it will probably be wrong. And this is where, as an adviser, you have a chance to provide some advice to correct his misunderstanding.
The answer you need to teach him is the very simple, "big picture" thing that many successful professionals simply take for granted, but which he may not have figured out yet. Yes, you can let him fail out of the program, and let the system work, and let life teach him this valuable lesson the hard way. Or, as an adviser, you can give him this advice that he needs which will help him realize that he must abandon his quest of proving he's better than everyone else.
Here is the correct answer: Schools are not just for learning. Once, schools were a rare source of some knowledge, and they gained a reputation in society for being good to learn. However, now we have the Internet, and schools have lost some of the importance, that they used to have, in the role of being able to teach. This loss happened because there are now many other options that people have on how they can learn things. However, schools remain valued by many people in society, because they fulfill another important role.
Schools are a test. They are a lengthy experience where you are likely to be given multiple requirements. Some people pass those requirements, and some do not. The people who pass those requirements tend to have developed a common set of abilities, such as being where they need to be, when they need to be there. They also have proven an ability to do the work that they are required to do. Some people don't like the requirements of an instructor, and disagree with the ideas of an instructor. Some of those people just do what the instructor wants, anyway, and they produce satisfactory results. Those people graduate. Other people insist on doing things their own way, and end up not producing the results required to graduate. The end result is that schools produce graduates who are people who have learned to fulfill requirements. So, the other big role that schools have is to serve as testing grounds that weed out graduates from people who are not able to graduate. Many employers, and project funders, appreciate this task that schools perform, as they provide opportunities to graduates.
If a person finds school dissatisfying, sometimes the best thing to do is to just be dissatisfied, but fulfill the requirements and get through the program and become a graduate. Whether a student is smarter than the instructor, or not, is not the point that this educational system is out to prove. In some cases, students may actually be smarter about some topic. In rare cases, that might even be the subject that the instructor is teaching. Still, the system has the instructor put in the place of authority, and so the student's role is to fulfill requirements.
After you've had that conversation, any submitted "gibberish" can be marked as not fulfilling standards, and he'll be able to understand his weakness, even if his only weakness is that he's not fulfilling standards. Perhaps the part of this conversation that is nicest for you is that you'll also be in a position of being able to quickly address the issue effectively, simply by saying that he needs to pass this test of society. Then, whether he approves of society's test or not, he'll be in a position of easily being able to understand what must be done. The requirements will also make more sense to him, because the requirements being asked of him will *match* what he feels like he needs to do in order to fulfill the goal of being able to graduate, instead of feeling like a *mismatch* from his current goal (which might be to learn and become more skilled). As is, it seems this student has some pride, and he might even genuinely feel that he is morally obligated to win the contest, because it would be immoral (dishonest) to stoop to the level of treating the instructor as a superior when the instructor is clearly not smarter than he is. The point, though, is that the instructor is in a position of being treated as the superior.
Point out to him that as he moves through is career, he may continually find that he must report to inferior minds. He must get used to being able to satisfyingly produce fulfillment, despite that. It is, after all, what Einstein did. Einstein had to convince people to proceed with a project. Right now, this student doesn't have an employer paying him to learn the lesson of needing to fulfill requirements. Instead the school is performing this role in society.
When he understands that this is society's test at work, he'll learn to comply. Or maybe he'll choose to fight all of society, but at least then he'll be making that decision from an informed point of view, rather than being misguided from his own dreams of grandeur. He'll understand that he didn't make it through the system, and it's not because the system was failing to give him the opportunities that he should have had; it's because he didn't complete the requirements.
Upvotes: 3 <issue_comment>username_18: The answers here already cover the issue quite well. Still, perhaps I can offer something of value here because I too believe that I will one day be "another Einstein". **I don't normally go around publicising it,** because that won't help me achieve my goal\*. But perhaps the student will be willing to listen to my perspective for this reason.
\*my goal is not to become another Einstein, but simply to make the greatest contribution to the world that I can.
I'm going to assume that this student really is gifted, and that his confidence is based on his careful assessment of his theories, rather than some innate belief of superiority. (The fact you are willing to persist with this student suggests you see a lot of value in him.)
I have a lot of respect for you for asking this question and giving this tricky student this level of consideration. It sounds like you are going beyond the call of duty, and I applaud that.
Think about how frustrating it would be if one had a brilliant, sophisticated idea that nobody else appreciates. Groundbreaking ideas, like Darwin's Theory of Evolution and Einstein's Theory of Relativity tend to be difficult to explain succinctly and tend to be easily shot down (until they are widely accepted).
It is a natural response to become frustrated when you are in this position. Why doesn't anyone listen? Why doesn't anyone get it? One reaction is to begin to question oneself. Another reaction is to lose faith in everyone else. That is probably what has happened to the student.
The hard truth he needs to accept is that the world is an unfair place. If only it were enough to just *work out* a brilliant theory! It isn't enough. He must also *change people's minds*, which is a very tough thing to do. He must become an excellent communicator; he must learn how to explain ideas in a way that is accessible to others (that involves exploring hundreds of different ways to express something); he must learn how to make people feel curious, even excited, instead of threatened or rejected; he must learn to participate in dialogue, to listen to people's concerns, criticisms and questions and be open to the possibility of learning something, as well as be willing to guide his listener to a better understanding. He must learn to manage his own feelings, learn to be patient instead of frustrated, enthusiastic instead of superior. And he must accept that he is human too, that he is not right about everything, and that that's OK.
Einstein was famous for his humility. That was certainly one of the keys to his success in gaining acceptance for his ideas.
These things are all difficult to change, however it is possible (I have taken this journey myself). If your student sees the value in this and wants to improve himself, do not force it upon him all at once, but gradually get him more comfortable with questions and critique, and be understanding when he slips into his old patterns of superiority and impatience.
Aside from helping him reach his goals, I can say (from experience) that it will help him be a better person.
Upvotes: 2 <issue_comment>username_15: >
> I tried to tell him this but he simply wouldn't listen and told me "You do not understand anything."
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At that point I would agree and I would tell him that since I don't understand his great work, I can't possibly help him. If you can't advise him because he doesn't listen, you can't advise him. Your roll is nothing then.
My advisers I always listen to and seriously consider all advice. Otherwise what's the point?
You can't be an adviser, which means you can't help him.
Upvotes: 2 <issue_comment>username_19: Your student should read [<NAME>'s essay "The Structure of Scientific Revolutions,"](http://www.worldcat.org/title/structure-of-scientific-revolutions/oclc/93075) given that he's convinced such a revolution is about to shake the discipline of physics. Kuhn makes a strong argument that these revolutions are collective, not individual, efforts.
Maybe the anomalous results in your field are accumulating so fast that a so-called "paradigm shift" (Kuhn's term) is coming. Maybe not. Maybe this guy will be a big thinker in that shift. Maybe not.
Once he's read (or at least skimmed through) Kuhn, you can ask him to make the case based on empirical evidence that a shift is coming in your field.
At any rate he will have to write, and then defend, his thesis. It sounds like you believe his thesis is indefensible. It sounds like you've tried to rein him in a few times, with little success. You've met your teaching obligation. Move on.
Upvotes: 2 <issue_comment>username_20: You are in a difficult position; however, I think the best thing to do would be to let the student attempt (and likely fail) on whatever topic he chooses. Simply tell him outright: "If this is what you want to pursue, here are the resources available, make the best of it," and just sit back and watch. Either he is serious enough to sit down and do the leg work to understand the background necessary or he will remain unproductive. If he is unproductive after a year (so long as he is paying the bill for his education), approach him with another broad problem that you have some experience with and offer yourself as a resource. If he is productive, great, take a look at his work and see if you can help him in his communication skills.
I would strongly discourage, however, giving him his thesis topic and insisting he work solely on it, as that does not breed a future independent investigator, as you are just taking away his responsibility to actively, and intelligently, contribute to the community.
Upvotes: 0 <issue_comment>username_21: There is little one can do to turn a self-convinced student around, and, beyond a certain limit, this is not your responsibility anymore; after all, they might be right (even if that is highly unlikely). The best chance I found one has - in my experience with related cases - is to try to discuss with them approximately along the following line:
"If you are trying something that so many have tried and failed: what are **exactly** the reasons why you believe **you** should succeed where all these others are failed? This is not to mean that you can't succeed, but you'd better have **very** strong reasons.
What is it that makes makes the Big Ones, Newton, Gauss, Maxwell, Hilbert, Einstein, so particularly brilliant? Were there no other, equally brilliant minds around? That's not quite the case, in fact. However, what clearly set these Big Ones apart was that they knew to choose the right, big, questions at the right time rather than wasting their time on - at that period - unachievable problems. Gauss, as far as we know, did not seem to work on Fermat's Last Theorem. Hilbert is reported to have explicitly refused to do so. He, especially, understood Fermat's last theorem was out of his reach; he understood that the techniques were not ready for it at that time.
In general, their scientific success endured as long as they chose topics which were challenging, but in their reach; in fact, with general relativity, Einstein was lucky that he had <NAME> to help him with differential geometry of which he himself originally knew nothing; what topic you believe is in **your** reach and why, and who is going to help you achieve it?"
The key in the argument is indicating that these larger-than-life scientists forwent topics under the conscious knowledge of their own limitations or that they needed external help and that success was not a foregone conclusion, even for the best of them. That argument has sometimes worked for me.
Especially Einstein needs to be brought back to scale as (without his fault) he sets a particularly notorious bad example for self-convinced students, as it supports their image of the "rebel" scientist. But let's not forget, the concept of the misunderstood genius scientist is older than Einstein, as at least Victorian novels attest.
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<issue_start>username_0: I was recently conditionally admitted to a Master's program for Computer Engineering at a University in the United States, the condition is that I complete 3 **graduate level** courses in order to be officially accepted into the program.
I would like to put on my resume and social media websites that I have a Master's degree in progress, I believe I am in the right to do so because I am taking graduate level courses that are part of the process of receiving the Master's degree.
Is this bad practice or unethical to label as the Master's degree as "*in progress*" if I do plan on meeting the conditional requirements to get myself officially into the program?
Thanks for the help!<issue_comment>username_1: Let the standard processes of education and research take their course. This student will probably not survive them to receive the degree, and that is as it should be. Tough love: warn, then let the system do its thing.
The central issue I see is that this student is clinging tenaciously to a goal of *disruptive fame* rather than a goal of *advancing research*. This happens; it's a difficult thing to screen out at the application stage (where unreasonable ambition is not entirely uncommon, and not usually a dealbreaker). You can suggest that this is an inappropriate goal, and it sounds as though you have -- but you can't force the student to hear, much less change.
I would be inclined to keep my interactions with this student as concrete and immediate-goal-oriented as possible. Have an agenda for every meeting, and pull the student back to it when a megalomanic rant is imminent. Deflect, e.g. "Yes, but when will you have *{thing with imminent due date}* done?" or "Interesting. Write that up into a conference abstract and submit it to *{conference}*."
You are well within your rights to "fire" the student as your advisee, I would think. I don't know how that works where you are (or whether it's even possible), but to some extent your students become part of your professional reputation, and this one will not reflect well on you.
Upvotes: 8 <issue_comment>username_2: If you still want to help the student, I would suggest that you make a strict agreement on his duties. Specify a project, and specify dead-lines that must be met. This way, the student has the opportunity to continue, and you can ensure that at least the majority of time is spent on tackling real problems.
It could also be helpful to show him data on real famous scientists, who first worked on "lesser" problems.
Upvotes: 4 <issue_comment>username_3: Note: I'm a PhD student so the following is based off of very limited experience.
You're in a very tough situation. It is likely that the student will end up spending a lot of time obsessing over their work and get brainwashed by their own ego and denial. On the other hand, Einstein himself was indeed regarded as a bit of a crackpot for a while (I believe his three famous 1905 papers were based on projects that he had proposed and were turned down - whether or not this is internet garbage is unbeknownst to me).
However, it certainly isn't a healthy mindset. I would not recommend counseling per se, purely because your student might see it as a soft form of rejection - and that will only make matters worse. They may feel pushed out, or told they have to conform to something they don't agree with. In extreme circumstances though, it may be necessary.
What I would then suggest is the following. I believe it is up to you to steer the project somewhat and to keep track of your student's progress. For the time being, it is probably wise to suggest an overall topic that they can (and must) work on. Strike a deal - they must progress in this project sufficiently within a certain time frame, then they can spend a week on forming the rigourous basis of their own theory, from the bottom up. After that week, you review their work and advise them on any pitfalls, and offer them another week on correcting them and extending it. If, after that brief time, they have not convinced you that it is an avenue worth exploring, they must repeat this process.
By the end, there's a good chance that they will have done sufficient work in your suggested topic to have something worthwhile, and you can get them out of your hair. There is a chance that they actually enjoy that topic enough to shift their perceptions. On the flipside, there is a small chance that they stumble across something interesting, and you'll both be on the cover of Time magazine. I did say small.
Upvotes: 6 <issue_comment>username_4: To reassure you, yes, you should not make your own "success" depend upon this probably-over-confident-and-possibly-delusional student's success. On one hand it is "good" to try to address difficult problems. The wise gambler does not bet that youngish and ill-informed people will succeed where vastly-more-experienced and equally able people have so-far-failed. This point itself should be made clear to novices.
But, yes, at the same time, the negativist description of progress-to-date would seem to suggest that no one can make further progress, ... because lotta smart people already failed. And, I note, it is invidious to think in terms of whether one is "the chosen one", and can, maybe, do some magical thing that serious, able, people could not.
The operational point, perhaps, is that your student's *energy* is the thing that is exceptional, that can make them do something worth doing. That is, many people do seem to not care too much. So "caring", that is, "engagement", is an advantage, in itself.
And, then, yes, "bottom line" is always a good diagnostic. But, yes, for young people, this transition, from ego to world, is complicated and typically ugly/disorienting...
Upvotes: 3 <issue_comment>username_5: **Ground him**.
Give him a project which is not only hard, but where the end result and
its implications is unknown and can be *experimentally checked*. It does not matter if he is writing his own undecipherable lingo (*you do **not** want to discuss this*), the end result is something which gives you and him a clue where he really stands.
Simply take him by his word. If he has such a talent, a good hard problem
where other people are struggling is good training, right ? It gives insight which is nice to attack later problems, right? I think he
will have problems denying that.
If he tries to get out by claiming that the problem is still too simple for him: wonderful! Restrict the time for the solution to more and more ridiculous timeframes: a month/day/hour/minute. If he is that good, nice, you need the result desperately.
If he really is that good, fine. Both the student and science have a benefit.
If he really suffers a delusion, you will see that he will attack the problem with ardent zeal only to become more and more agitated and frustrated. If that is obviously the case, prepare to consult medical help because the breakdown between an inflated self and hard reality can be quite severe.
Everything in between is also possible. He could be sobering and take that as a life lesson. He could be leaving science unexpectedly. Who knows.
ADDITION:
Wrzlprmft rightly said that the unification of quantum mechanics and relativity is a hard experimental problem. But Einstein in his wonder year explored Brownian Motion and the Photoelectrical effect which are solid state physics. This is a very fertile ground with many unsolved problems, so I do not accept the premise that we cannot provide a test case. Naturally if he insists on doing only unification (perhaps exactly *because* it is so hard to disprove him), well, at least we have offered him the opportunity to prove himself.
Upvotes: 3 <issue_comment>username_6: >
> I am rather confused.
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What are you confused about? It is crystal clear from your description that this student is going nowhere fast. Working with him is, to put it semi-diplomatically, not an optimal allocation of your time, energy and other resources. If you are confused, it's because you are letting your emotions get in the way of acknowledging that unfortunate fact.
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> What should I do? Should I try to leave him ... ?
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As with your remark about being confused, I find it telling that you talk of "trying" to leave him. It sounds like you are a kind-hearted soul who has a hard time dealing with the fact that being a professor occasionally entails making some tough decisions and having awkward conversations about those decisions with students whose lives can be negatively impacted.
My advice is to put emotions aside and act rationally. More precisely, I suggest a two step approach:
1. **Decide what your goal is.** What are you hoping to achieve by working with this student? Are you doing it out of pity? To meet your department's expectations that you work with graduate students? To learn about delusional people? Is there some concrete scientific goal that you think he alone can help you achieve? Or maybe you are thinking of doing it *just because*; that is, because you think you should, even though you cannot clearly articulate any good reason for it.
If you don't know what your goal is, you cannot hope to make a good decision. So take a blank sheet of paper, and fill in the blank: "My goal is \_\_\_\_\_\_\_." If working with the student will help you achieve your goal, do it; if it doesn't, don't.
2. **Execute.** Once you know your goal, figure out what needs to be done to achieve it. If that includes working with the student, that's great, but it is still best to formulate conditions under which your work with him is likely to get you where you want. As others have suggested, given his rambling and probably delusional tendencies, you may want to give him very precisely defined goals with a precisely defined timeline for achieving them, and be firm that he must follow this style of work if he wants to work with you; do not be distracted by his manipulations. Also, I suggest deciding in advance how much of your time you'd be willing to devote to your work with him, and making a firm decision that you will not exceed that limit. You **do not** want your work with him to become a sinkhole that will ruin your productivity and impede you from reaching other important goals that you have.
Now, if on the other hand reaching the goal you formulated in step 1 requires that you sever your work with the student, don't "try" to leave him. **Do it: execute on your decision.** Get a colleague to help you have The Talk with the student if necessary. You have gotten yourself in a very awkward situation, one that I feel you may be temperamentally ill-prepared to face. Nonetheless, you must carry out your decision. Sorry if this sounds cold or callous. There are definitely many occasions in life when it's good to act out of emotion, but *this isn't one of them*. Good luck!
Upvotes: 5 <issue_comment>username_7: I'm reminded of the Sylvia Plath quote...
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> Perhaps when we find ourselves wanting everything, it is because we are dangerously close to wanting nothing.
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Your student's larger than life aspirations, to me, indicates that they're in the muck of desperation. Certainly some your student's issues are bigger than the classroom - they're unfocused and not grounded, they have difficulty developing relationships with their peers and advisors. I wouldn't be surprised if, like many of us, they're struggling with issues to do with family, finances or loneliness.
So, you could either try to address these larger issues, or you could leave it alone and let them sink or swim. The risk with the first approach, is that you could put in time and energy to help them resolve these issues, and they turn out to be a bad physicist anyway. The risk with the second, is that they could've been a good physicist if someone had helped them resolve these issues - but, at least you didn't expend any time or energy on it.
For their sake, I hope you direct them towards counseling. One reason is that they'd be a better physicist for it. There's a reason the Erdลs number is a thing - getting along with others is part of being a great scientist (or great *anything*, really). In any case, I think your patience and sympathy is commendable.
Upvotes: 3 <issue_comment>username_8: My first thought is: I wonder if Einstein's teachers thought, "Ha ha, this loser thinks he's going to be the next Newton!" Maybe this student really IS a genius who will shake the world of physics to its core. Maybe his papers just seem like gibberish to you because you're not smart enough to understand them.
But okay, probably not. Which leads to my second thought: It's very common for young people to have grandiose ambitions. To an extent this is a good thing. If every young person said, "Oh well, I suppose I'll never do anything important. I have to be content to spend my life making fries at the fast food place", how would we ever progress? Of course its a bad thing if the young person expects to get rich and famous without having to do any actual work. And of course there's a difference between healthy self-confidence (or even unhealthy self-confidence) and disdaining others.
But besides that, there's a fine line between healthy ambition and enthusiasm versus fantasy and delusion. I think the proper goal of anyone acting as a mentor is to encourage enthusiasm while keeping the student grounded in reality.
All we here know about the situation is the poster's description. I see a few comments to the effect that this student sounds like he has delusions on the level of mental illness. Maybe. It's hard to say without having actually met the student.
If I was in the position of the advisor, I would look for specific advice to give the student.
If he thinks he's going to revolutionize the world of physics but he doesn't understand Newton's laws of motion, I'd be telling him that he needs to get the background first and encouraging him to spend some time studying the ideas that he thinks he's going to replace before he makes bold declarations about how wrong they are.
Perhaps he needs to understand that no matter how great his ideas are, if he's going to survive in the real world he's going to have to be able to hold down a real job somewhere to pay the bills while he works on this and to establish his credibility for when he's ready to reveal his great discoveries. When Einstein was just starting out no one was going to fund his research based on the pronouncements of a 20-something that he was going to revolutionize physics. He had to work as a patent clerk. Sure, after he was famous, then he could get support for his research.
If he is really off into fantasy land, you may need to gently tell him that this is really great if he can make these bold new discoveries, but to be prepared for failure and to have a plan B.
If the student won't listen to any of this and insists that he knows it all, etc -- which is not an unlikely scenario, I've met plenty of people like that -- I don't know what you can do besides keep trying, and to be available if he hits a brick wall on "your watch" to encourage him not to despair but to start again with more realistic goals.
Upvotes: 3 <issue_comment>username_9: I would separate non-mainstream work from thesis work; make clear the thesis is not going to be about the subjects he wants, but that you are going to provide him with work that will train him in the skills he will need in the future to defend his innovations. Explain to him that students' work is expected to be of immediate use to other researchers, and that long term work can be done over the long term.
When I approached a teacher during undergraduate studies, telling him about ideas on miscellaneous topics, he told me, "*Keep a notebook. Keep a notebook because now you have ideas but not the proper training, and when you reach the proper training you could find yourself without ideas and get something from the notebooks*." Honestly it did not work this way; when I reviewed the notebooks years later, most things were unuseful, if not all. But at least it helped me to keep focus.
You could still allow here for some dedicated time to speculative ideas, but asking him to explain in each case not only what he thinks the mainstream has disregarded, but also to bring up some explanation, based on history of the field, about why such things have been disregarded, and then after he gives his version of the history you can give your version. At least in this way he will learn interesting things about the development of science, and perhaps bring out some insights forgotten in the sands of time. But keep always the line clear between this work and the real thesis goal.
Upvotes: 5 <issue_comment>username_10: It is entirely possible that your student is suffering from mental illness. Some of the answers here are loaded with moral judgement but, if it is illness, it is not a moral failure or character flaw in your student, nor is it likely to be within your ability to help. If you care about this student, you should seek advice from whatever mental health services are available on your campus.
Upvotes: 3 <issue_comment>username_11: Perhaps something you could do is redirect his zeal/ambition into asking questions about material he reads and forming a research direction in that way. If he is wacky he can probably come up with some good ideas, instead of the unlikely scenario that he will crush a major open problem while a PhD student. Also this open-ended approach might help him reconnect with the reason he liked school in the first place (speculation), and de-escalate the situation (his work can't be "wrong", and if it is "special" it may not be found out for years).
Upvotes: 2 <issue_comment>username_12: A major part of good science, is not only performing good research, but also **convincing others** that your science is worthwhile. A common belief of researchers is that their job is done after they have proved their idea โ now it is the community's turn to see how awesome their science is.1,2
Maybe a first step is to make your student see this.
The next step would be that he works only on hypothesis/direction on which both of you agree: "if you cannot convince me that this hypothesis is correct, how can you convince the entire community"? To take off the personal issue (i.e., the feeling of your student that maybe he is smarter than you, and it is just **you** that don't understand), you can use his PhD committee, if you have such in your institution. If a committee of 3-4 established researchers don't understand "how brilliant his results are", this is a good indication that the rest of the community will not be able to understand it, and therefore, even if it is great science, it is futile.
The main thing in the above approach, is that it doesn't confront his ambitions, and doesn't (directly) say that his work is meaningless. Instead, it states that great work by itself is meaningless unless accepted by others. It would be great to channel his enthusiasm to the correct direction โ but this direction must be provided, or at least guided by you (his advisor), this is what advisors are for.
---
References:
1 [Why is my theory not (yet) celebrated by scientific community?](https://academia.stackexchange.com/questions/51885/)
2 [I believe I have solved a famous open problem. How do I convince people in the field that I am not a crank?](https://academia.stackexchange.com/questions/18491/)
Upvotes: 6 <issue_comment>username_13: There are indeed some red flags here for possible mental illness.
It is possible to have some challenging mental health stuff going on, AND produce brilliant scientific results.
It's time to ask your student to get a mental health screening. You can ask this of him because you care.
As a matter of fact, it is part of your ethical responsibility as his advisor.
If you're in any doubt about *how* to request the screening -- that's where you can reach out to your department or university administration.
That can be a short conversation. Example: *I see some mental health red flags in a PhD student of mine. He has grandiose scientific ambitions that are disconnected from scientific reality. He feels superior and alienated from peers and mentors. He has great potential, but I am worried about him, both for his academics and his well being. I would like him to get a good mental health screening. How can we go about this?*
Make sure the person doing the screening is *good*. A conversation with a *bad* therapist can be worse than doing nothing. Have a conversation with the therapist yourself first. You will be able to tell if the person is smart, can listen deeply, has an intuitive understanding of how alienating it can be to work in cutting edge science. Make sure the screening includes bipolar (to give you an idea, you can look at [this questionnaire](http://www.dbsalliance.org/pdfs/MDQ.pdf).)
**Much can be done to treat and manage mental illness.** Step one is to screen and, if necessary, diagnose.
Upvotes: 0 <issue_comment>username_14: One of my favorite quotes is
>
> Einsteinโs PhD thesis was a sensible contribution to Brownian motion
> theory
>
>
>
Tell him that even if he wants to surpass Einstein, he needs to start from a sensible contribution to current research for PHD. This means that finding a gap in the current science and filling it with sensible contribution. Even if he has revolutionary ideas, nobody will accept them without good credentials. This means a lot of contributions (read journal articles) to current science.
Upvotes: 5 <issue_comment>username_15: The student should be evaluated psychiatrically. Delusions of grandeur, in particular with regards to scientific, business or spiritual accomplishment, are a hallmark symptom of manic depressive illness / bipolar disorder (they are synonymous), and particularly a manic episode, and are a psychotic symptom more generally.
I don't know the best way to act on this information. Interestingly I don't see any questions on academia.SE to the effect of, "I believe my student may have mental health problems interfering with their work, what should I do?" I would consult department or university-level resources on this. You may also consult with a therapist or psychiatrist on *your own* behalf.
Upvotes: 2 <issue_comment>username_16: One thing that is absent from all of the answers provided so far is the question of funding / financial support, and your fiduciary duty to the funding source, and possibly your department / institution.
How is this student's work being funded? The student's own funds/loans? Scholarships/fellowships? External grants? Whatever the source(s), what are your fiduciary responsibilities in your role as the primary point of oversight of this student's work? If the funds are provided without specification of the research area/topic, then the question is moot. Otherwise, if the student refuses to focus a lion's share of effort on the topic for which the money was allocated, there is an ethical problem, if not a legal one.
I would never directly raise the topic with the student, as likely it would raise an angry response in the vein of "The system just doesn't *understand* what I'm doing, it's *threatened* by me, and it's trying to shut me down!" While the financial question pales to some extent when compared to questions of properly guiding this student toward a research career and of the possibility of mental illness, I believe it ought play some sort of role in your deliberations on the matter.
Upvotes: 2 <issue_comment>username_17: Ask the student why he is here. ("Here" meaning: in school.)
He'll probably have an answer. And it will probably be wrong. And this is where, as an adviser, you have a chance to provide some advice to correct his misunderstanding.
The answer you need to teach him is the very simple, "big picture" thing that many successful professionals simply take for granted, but which he may not have figured out yet. Yes, you can let him fail out of the program, and let the system work, and let life teach him this valuable lesson the hard way. Or, as an adviser, you can give him this advice that he needs which will help him realize that he must abandon his quest of proving he's better than everyone else.
Here is the correct answer: Schools are not just for learning. Once, schools were a rare source of some knowledge, and they gained a reputation in society for being good to learn. However, now we have the Internet, and schools have lost some of the importance, that they used to have, in the role of being able to teach. This loss happened because there are now many other options that people have on how they can learn things. However, schools remain valued by many people in society, because they fulfill another important role.
Schools are a test. They are a lengthy experience where you are likely to be given multiple requirements. Some people pass those requirements, and some do not. The people who pass those requirements tend to have developed a common set of abilities, such as being where they need to be, when they need to be there. They also have proven an ability to do the work that they are required to do. Some people don't like the requirements of an instructor, and disagree with the ideas of an instructor. Some of those people just do what the instructor wants, anyway, and they produce satisfactory results. Those people graduate. Other people insist on doing things their own way, and end up not producing the results required to graduate. The end result is that schools produce graduates who are people who have learned to fulfill requirements. So, the other big role that schools have is to serve as testing grounds that weed out graduates from people who are not able to graduate. Many employers, and project funders, appreciate this task that schools perform, as they provide opportunities to graduates.
If a person finds school dissatisfying, sometimes the best thing to do is to just be dissatisfied, but fulfill the requirements and get through the program and become a graduate. Whether a student is smarter than the instructor, or not, is not the point that this educational system is out to prove. In some cases, students may actually be smarter about some topic. In rare cases, that might even be the subject that the instructor is teaching. Still, the system has the instructor put in the place of authority, and so the student's role is to fulfill requirements.
After you've had that conversation, any submitted "gibberish" can be marked as not fulfilling standards, and he'll be able to understand his weakness, even if his only weakness is that he's not fulfilling standards. Perhaps the part of this conversation that is nicest for you is that you'll also be in a position of being able to quickly address the issue effectively, simply by saying that he needs to pass this test of society. Then, whether he approves of society's test or not, he'll be in a position of easily being able to understand what must be done. The requirements will also make more sense to him, because the requirements being asked of him will *match* what he feels like he needs to do in order to fulfill the goal of being able to graduate, instead of feeling like a *mismatch* from his current goal (which might be to learn and become more skilled). As is, it seems this student has some pride, and he might even genuinely feel that he is morally obligated to win the contest, because it would be immoral (dishonest) to stoop to the level of treating the instructor as a superior when the instructor is clearly not smarter than he is. The point, though, is that the instructor is in a position of being treated as the superior.
Point out to him that as he moves through is career, he may continually find that he must report to inferior minds. He must get used to being able to satisfyingly produce fulfillment, despite that. It is, after all, what Einstein did. Einstein had to convince people to proceed with a project. Right now, this student doesn't have an employer paying him to learn the lesson of needing to fulfill requirements. Instead the school is performing this role in society.
When he understands that this is society's test at work, he'll learn to comply. Or maybe he'll choose to fight all of society, but at least then he'll be making that decision from an informed point of view, rather than being misguided from his own dreams of grandeur. He'll understand that he didn't make it through the system, and it's not because the system was failing to give him the opportunities that he should have had; it's because he didn't complete the requirements.
Upvotes: 3 <issue_comment>username_18: The answers here already cover the issue quite well. Still, perhaps I can offer something of value here because I too believe that I will one day be "another Einstein". **I don't normally go around publicising it,** because that won't help me achieve my goal\*. But perhaps the student will be willing to listen to my perspective for this reason.
\*my goal is not to become another Einstein, but simply to make the greatest contribution to the world that I can.
I'm going to assume that this student really is gifted, and that his confidence is based on his careful assessment of his theories, rather than some innate belief of superiority. (The fact you are willing to persist with this student suggests you see a lot of value in him.)
I have a lot of respect for you for asking this question and giving this tricky student this level of consideration. It sounds like you are going beyond the call of duty, and I applaud that.
Think about how frustrating it would be if one had a brilliant, sophisticated idea that nobody else appreciates. Groundbreaking ideas, like Darwin's Theory of Evolution and Einstein's Theory of Relativity tend to be difficult to explain succinctly and tend to be easily shot down (until they are widely accepted).
It is a natural response to become frustrated when you are in this position. Why doesn't anyone listen? Why doesn't anyone get it? One reaction is to begin to question oneself. Another reaction is to lose faith in everyone else. That is probably what has happened to the student.
The hard truth he needs to accept is that the world is an unfair place. If only it were enough to just *work out* a brilliant theory! It isn't enough. He must also *change people's minds*, which is a very tough thing to do. He must become an excellent communicator; he must learn how to explain ideas in a way that is accessible to others (that involves exploring hundreds of different ways to express something); he must learn how to make people feel curious, even excited, instead of threatened or rejected; he must learn to participate in dialogue, to listen to people's concerns, criticisms and questions and be open to the possibility of learning something, as well as be willing to guide his listener to a better understanding. He must learn to manage his own feelings, learn to be patient instead of frustrated, enthusiastic instead of superior. And he must accept that he is human too, that he is not right about everything, and that that's OK.
Einstein was famous for his humility. That was certainly one of the keys to his success in gaining acceptance for his ideas.
These things are all difficult to change, however it is possible (I have taken this journey myself). If your student sees the value in this and wants to improve himself, do not force it upon him all at once, but gradually get him more comfortable with questions and critique, and be understanding when he slips into his old patterns of superiority and impatience.
Aside from helping him reach his goals, I can say (from experience) that it will help him be a better person.
Upvotes: 2 <issue_comment>username_15: >
> I tried to tell him this but he simply wouldn't listen and told me "You do not understand anything."
>
>
>
At that point I would agree and I would tell him that since I don't understand his great work, I can't possibly help him. If you can't advise him because he doesn't listen, you can't advise him. Your roll is nothing then.
My advisers I always listen to and seriously consider all advice. Otherwise what's the point?
You can't be an adviser, which means you can't help him.
Upvotes: 2 <issue_comment>username_19: Your student should read [<NAME>'s essay "The Structure of Scientific Revolutions,"](http://www.worldcat.org/title/structure-of-scientific-revolutions/oclc/93075) given that he's convinced such a revolution is about to shake the discipline of physics. Kuhn makes a strong argument that these revolutions are collective, not individual, efforts.
Maybe the anomalous results in your field are accumulating so fast that a so-called "paradigm shift" (Kuhn's term) is coming. Maybe not. Maybe this guy will be a big thinker in that shift. Maybe not.
Once he's read (or at least skimmed through) Kuhn, you can ask him to make the case based on empirical evidence that a shift is coming in your field.
At any rate he will have to write, and then defend, his thesis. It sounds like you believe his thesis is indefensible. It sounds like you've tried to rein him in a few times, with little success. You've met your teaching obligation. Move on.
Upvotes: 2 <issue_comment>username_20: You are in a difficult position; however, I think the best thing to do would be to let the student attempt (and likely fail) on whatever topic he chooses. Simply tell him outright: "If this is what you want to pursue, here are the resources available, make the best of it," and just sit back and watch. Either he is serious enough to sit down and do the leg work to understand the background necessary or he will remain unproductive. If he is unproductive after a year (so long as he is paying the bill for his education), approach him with another broad problem that you have some experience with and offer yourself as a resource. If he is productive, great, take a look at his work and see if you can help him in his communication skills.
I would strongly discourage, however, giving him his thesis topic and insisting he work solely on it, as that does not breed a future independent investigator, as you are just taking away his responsibility to actively, and intelligently, contribute to the community.
Upvotes: 0 <issue_comment>username_21: There is little one can do to turn a self-convinced student around, and, beyond a certain limit, this is not your responsibility anymore; after all, they might be right (even if that is highly unlikely). The best chance I found one has - in my experience with related cases - is to try to discuss with them approximately along the following line:
"If you are trying something that so many have tried and failed: what are **exactly** the reasons why you believe **you** should succeed where all these others are failed? This is not to mean that you can't succeed, but you'd better have **very** strong reasons.
What is it that makes makes the Big Ones, Newton, Gauss, Maxwell, Hilbert, Einstein, so particularly brilliant? Were there no other, equally brilliant minds around? That's not quite the case, in fact. However, what clearly set these Big Ones apart was that they knew to choose the right, big, questions at the right time rather than wasting their time on - at that period - unachievable problems. Gauss, as far as we know, did not seem to work on Fermat's Last Theorem. Hilbert is reported to have explicitly refused to do so. He, especially, understood Fermat's last theorem was out of his reach; he understood that the techniques were not ready for it at that time.
In general, their scientific success endured as long as they chose topics which were challenging, but in their reach; in fact, with general relativity, Einstein was lucky that he had <NAME> to help him with differential geometry of which he himself originally knew nothing; what topic you believe is in **your** reach and why, and who is going to help you achieve it?"
The key in the argument is indicating that these larger-than-life scientists forwent topics under the conscious knowledge of their own limitations or that they needed external help and that success was not a foregone conclusion, even for the best of them. That argument has sometimes worked for me.
Especially Einstein needs to be brought back to scale as (without his fault) he sets a particularly notorious bad example for self-convinced students, as it supports their image of the "rebel" scientist. But let's not forget, the concept of the misunderstood genius scientist is older than Einstein, as at least Victorian novels attest.
Upvotes: 1
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<issue_start>username_0: Will the ORCID appear in the article people write? I could not find an article in which ORCID was included. Can somebody point out some examples if there are any?<issue_comment>username_1: ORCID identifiers do not mean much when you write them on the first page of a paper. Humans usually prefer to see affiliations or email addresses, because they carry more meaning.
However, ORCID iDs are very useful when they are included in the metadata associated with the article. This helps search engines and research information systems identify the authors the paper. As this metadata is rarely shown directly to users, it is not so easy to observe ORCID iDs in the wild. Here are a few examples:
* Some papers registered on CrossRef or DataCite have ORCID iDs associated with their authors. For instance, you can [search for the papers associated with 0000-0001-5556-6616](http://search.crossref.org/?q=0000-0001-5556-6616).
* Some repositories also store ORCID iDs, such as [Zenodo](http://zenodo.org): for instance, [this paper](https://zenodo.org/record/32681) has an id in [its metadata](https://zenodo.org/record/32681/export/dcite3).
* Some research information systems such as [Dissemin](http://public.dissem.in/) display ORCID identified authors with the ORCID logo, as in [this example](http://public.dissem.in/0000-0002-6293-3231/).
Upvotes: 4 <issue_comment>username_2: [Europe PMC have been displaying it on the site since 2013](http://blog.europepmc.org/2013/11/orcids-in-europe-pmc.html). Nature also started in 2013 - [click on <NAME>'s name in this article and you'll see his ORCID ID](http://www.nature.com/ni/journal/v14/n7/full/ni.2633.html#contrib-auth). There are plenty of other examples out there, [Springer](https://www.springer.com/gp/authors-editors/journal-author/frequently-asked-questions/3832), [Wiley](http://exchanges.wiley.com/authors/orcid) etc etc.
ORCID adoption by journals is increasing day by day. Most major journals now accept it upon submission. [Many of the big publishers are on the board](https://orcid.org/about/team). Many funders ask for it. [Wellcome mandates it.](http://blog.wellcome.ac.uk/2015/06/30/who-are-you-recognising-researchers-with-orcid-identifiers/)
Some publishers display ORCID IDs on their article pages or author pages, others have not yet got round to it. Even if they are not yet displaying it on their article pages, the ID is often propagated to Crossref or Datacite via DOI metadata. This helps discoverability and disambiguation and also allows for [auto updating of ORCID records](https://orcid.org/blog/2015/10/25/auto-update-has-arrived-orcid-records-move-next-level).
Upvotes: 3
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<issue_start>username_0: For a PhD application: assuming a student has a good technical GPA (whatever that means from your point of view) and took some challenging technical classes and some grad courses; what would you think if he has taking some "challenging" courses for unrelated topics on Pass/Not Pass basis. My university lets me take one third of my whole units for P/NP basis. For example, as a math major, what if instead of taking easy humanity courses, I take hard humanity courses; but not for letter grade. How would this affect a grad school application?<issue_comment>username_1: Short answer, yes it could affect your grad school application. If the school is looking at those non-major classes.
What you should do is check with the admissions councilors at the schools you are interested in. Each school may look at this differently, but be prepared to give an explanation as to why you took those classes, in case they ask.
The best way that you can do this is in your personal statement or any other essays that might be included in your application. Within that paper, I suggest that you talk about the areas of study that you wish to grow your knowledge, even if it is a "basic class". If you word it right, you can show how you enjoy learning new and challenging topics, which is why you chose to take certain classes at a harder, but pass/fail, level even though they did not apply to your major.
Edit: I only suggest that you add this into your statement if the councilors state that those classes will be taken into consideration. If they deem otherwise, then there is no need to worry about those classes.
Upvotes: -1 <issue_comment>username_2: I have been to Ph.D. admissions committees both as a grad student and as a faculty member. Generally speaking, if those courses are not very relevant to your major and your intended area of research, I wouldn't pay much attention to "Pass" grades (whereas low letter grades would probably stand out) We get plenty of domestic and foreign applicants with very diverse backgrounds and there are much more important things to look at in their application package.
I assume that the genesis of your position is that you want to be challenged in class, but not at the expense of risking a bad grade staining your otherwise impressive transcript in a subject that probably won't define your career. While this is certainly not the only approach, it seems sound thinking to me.
If they do affect your GPA in a negative way, however, I would consider a bit more carefully--perhaps not in a binary way, but in regards to how many courses to do this with.
By the way, remember that as a Ph.D. student you can also take courses outside your major you feel curious about. I certainly did that.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: Today I took my midterm exam for one of my classes. I saw that a student next to me was using her phone, and as I turned my head she hid it. At the end of the exam I wrote a note to my professor, I didn't mention the person's name, but I said that such type of behavior is not acceptable and that he should notice it next time.
I am kind of nervous that I will get in trouble for it, Did I do the right thing? What if the professor penalizes me? I studied really hard for this exam and I figured that it wasn't fair for my classmates and I to see a cheater get a good grade, and us a lower grade.<issue_comment>username_1: Your sense of justice is something to be appreciated. I don't see the reason as to why should the professor penalize you for reporting malpractice. But as for *'getting into trouble'* part this may cause problems if any of your peers connected to the one you reported about comes to know of this. So best remain discreet about the issue even to your own colleagues.
Although the right thing to do, it is not something for you to get *too* concerned about; your main concern should be on your future. Initial reporting is good, but better not try to force the professor to take action. Students who do malpractice do not generally go far in course. They usually do this to avoid a fail than to score the top. When it comes to the end, it is the true skills earned that will determine their job. So, if they do cheat, then they are just cheating themselves.
Upvotes: 3 <issue_comment>username_2: There are many students like you who often see such incidents but prefer not to complain because a cheater can never succeed more than a meritorious/hard working student. If you are studying well and doing hard work, then she can never get better grades than you. Mostly a student starts cheating when he/she loses faith in him/herself to pass the exam.
If you have reported the matter to your professor, then you have done a good job. Usually, professors take those matters easy and never make it complicated. So stop thinking negatively and prepare for your next exams.
Upvotes: 2 <issue_comment>username_3: You were right to inform the professor of cheating, and you shouldn't be penalized for that: your grade in the exam should depend only on what you wrote in your answers and nothing else.
However, I don't understand your motivation in writing the note. You should consider what you were trying to achieve by writing it. The way you describe it, the note sounds like it was lecturing the professor on how to do their job, rather than doing anything about cheating. You describe cheating as "unacceptable" but, by not naming the cheater, you show that you're more willing to accept cheating than the consequences of standing up to it. But, of course, it's your choice and your evaluation of the consequences is the most important.
You should perhaps consider other ways of dealing with the cheating. Other options include writing an anonymous note naming the cheater to the appropriate administrative staff. If you're worried that that would still leave you identifiable because the cheat knows you saw them, you could just start discussing the issue with other people in your class. If it becomes common knowledge that some unnamed person was cheating in the exam, peer pressure might stop that person cheating in the future.
Upvotes: 6 <issue_comment>username_4: First, I'd like to be clear that I agree with your opinion that cheating should not be tolerated; it is unfair to other students, and generally has a negative effect on both learning and motivation in coursework.
I think honestly informing your instructor about observations or experiences in an exam is generally helpful, and we are almost always greatful for the feedback. In general this should not be something you can "get in trouble" with your instructors over.
That said, I'd like to point out that you probably don't have any responsibility (or authority) to make *judgements* about your classmate, or the gravity of her offence. I know that when you are stressed by time-constraints and a challenging course load it is tempting react strongly to the thought of someone cheating. It appears that your classmate was doing something wrong, but the fact is that you don't know that for sure. If you think about it in that light, you might appreciate that you are relieved of this burden (judging her and deciding her consequences). Hopefully, your professor can look at the incident more objectively and take appropriate action and/or appropriate precautions for the next exam.
Your reaction, accurately reporting what you saw, was the right one. Now you should let the instructor deal with it, and **avoid jumping to any undue conclusions**.
Upvotes: 3 <issue_comment>username_5: I feel you mate, but my advice is - better try living without the need of things to be fair. That's impossible to achieve and you will be happier if you mind your own business without caring what other have and you don't. :) You should be proud of yourself cause you didn't cheat. And also try not to care about grades so much.. they don't matter. What you learn is what matters. As an example my boss now is 2 years younger than me and didn't finish university yet while i have bachelor degree.
Anyways, i wish you good luck, and try staying away of negative thoughts! ^^
Upvotes: 2 <issue_comment>username_6: Depending on the university, there may be guidelines for what to do. My alma mater has this sentence in its full honor code document:
>
> This includes an obligation to report violations by other students to the Honor Committee.
>
>
>
So at the university I attended, students are expected to report other students **to the Honor Committee**, not necessarily to a professor or anyone else. It is possible that some institutions or honor committees consider it a violation of the honor or ethics code to **not** report violations that you witness, although I doubt the punishment for not reporting is severe at all, in those cases.
If you have an honor code and/or ethics code or committee or anything like that at your university, then that's where you should look for next steps.
Upvotes: 4 <issue_comment>username_7: You noticed the use of a phone and put your professor's attention to the fact that a phone was used (possibly for cheating). That's good, so next examination phones can be forbidden (or blocked). But you did not tell your professor: "It is your job to notice this. You failed!", did you? This might not be considered as appropriately polite.
Regarding the possible cheating it would be a point to mention whether it might effect you directly, for example if the top x % of a course pass, getting more points (by cheating) than you could result in you failing the exam (while you would have passed with your number of achieved points if the cheater would not have gotten more points than you). And if failing that course means failing your study, well, standing up an yelling "Phone!" pointing at it might be appropriate. (Otherwise this is *not* appropriate, of course.)
Upvotes: 3 <issue_comment>username_8: You know it is really depends on class and professor if they think cheating is serious professor will do something about it. My classmate caught somebody looked up cell phone while doing the exam. It is a moral issue. Cheating is cheating I told my classmate. That person will not have any proud of in their life. How can you have life and will be able to tell other or their child about moral that make me sick to the stomach.
Upvotes: 0 <issue_comment>username_9: I understand you could feel angry seeing someone cheating and getting away with that, but I don't think reporting it to a teacher, professor or any board would be good. I believe it's good you didn't tell the professor which student had done it. To me naming such a cheater and reporting them to anyone would sound like informing. It's the person's responsibility and matter of conscience. If you are sure they cheated and are really angry about it, you could always tell the person you didn't like it. However, the person might just reply that it was not your business. Also, if it was a single occassion and the person just glanced at a phone once, I really wouldn't make fuss about it.
Upvotes: -1
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<issue_start>username_0: I have a student whose academic performance seems starkly disproportionate to his potential. He is full of interesting ideas and questions and enthusiasm, and frequently talks to me before and after class. I enjoy his company and I was fully expecting that his classroom work would be excellent.
It's not. In fact, he's only narrowly passing my course. His homework assignments are painfully underdeveloped and his test scores mediocre. Other instructors have reported similar experiences with him. It seems so incongruous. I don't think it's a problem of work ethic; he is in his late thirties or thereabouts and is happy to be pursuing a degree in my field (linguistics). I can't shake the sense that he puts a ton of effort into his work but can only get so far. Given the level of our oral conversations, it's difficult to believe how much and how regularly he misinterprets written guidelines.
Obviously, it's possible that there's something going on here that isn't any of my business. But the student himself keeps looking really disappointed in himself and his results, and my suggestions thus far that he simply keep at it and ask me lots of questions are starting to feel useless.
I have no actual credentials in psychology. However, I keep wondering if I should give the situation a little nudge. The idea of suggesting that my student get evaluated for learning disabilities makes me feel like I'm meddling or overstepping a boundary, but I keep wondering if I'm looking at an executive function disorder or even some kind of dyslexia.
Does anyone have any thoughts or advice?<issue_comment>username_1: The best solution will depend on your location and the seniority of the student. But I would first recommend contacting your institution's disability support officer or similar if one is available. They will be bested placed to advise you on how to proceed.
Depending on how well you know the student you may consider bringing it up directly with them. However, I would be very careful about doing this. As you say they may feel you are meddling and many people can be very defensive if you suggest they have a learning disorder. Personally, I would only talk to the student if you know them quite well and have talked to the disability support officer.
Upvotes: 2 <issue_comment>username_2: I might meet with the student and ask about class performance without pushing any particular hypothesis. Going with the sandwich (good thing/bad thing/good thing) approach: "StudentName, I appreciate your active participation in class -- it's incredibly heartening -- but I'm noticing that your performance on assignments and exams doesn't show the same level of understanding that I hear from you in class. I really want you to do well here. What's going on? Can I help?"
And then listen. Have several referrals ready beforehand -- disability office, yes, but also the writing center, tutoring center, any helpful affinity groups the student might be appropriate for, and so on -- so that you can make the most useful, least overwhelming suggestions.
Upvotes: 4 <issue_comment>username_3: Yes, as others have said, a conversation with the Disability Services office is a great place to start. Collect one or more brochures and specific resources from them to offer your student. Then, next time he comes in to office hours, after having your normal conversation about whatever he came in for, offer him the materials. Don't act concerned or critical -- just be matter of fact, and say (this might be a white lie, but that's okay) that you have offered these resources to other students you've had where you felt that their academic results were not reflective of their potential, and that these services can be very helpful. Then say a couple of glowing things about him and how glad you are to have him in your class. Wrap up with something friendly such as: "Please let me know, at any time, what additional sorts of accommodations I can arrange, to support you in your studies. Even after our semester together is over, you will always be welcome to come in let me know how things are going, or to ask for assistance with your studies. I'm here to help."
The point is that you have been helping as well as you know how... but as you acknowledged, you are an expert in your field, but not in how to diagnose or accommodate learning difficulties.
By the way, in your conversation with Disability Services -- you may want to send them a couple of your assignments. They might have some specific suggestions for how to incorporate some principles of Universal Design into your assignments, to make them more user-friendly to your special student, and any other students you have now, or might have in the future, with some not-so-obvious special needs!
Upvotes: 2 <issue_comment>username_4: Does he wear glasses / contacts?
>
> ...it's difficult to believe how much and how regularly he
> misinterprets written guidelines.
>
>
>
This quote makes me think that it could very easily just be a sight problem. You mention that he is really bright and that the work ethic is good. This quote makes me think that it is purely a reading problem brought on by poor sight.
Upvotes: 0 <issue_comment>username_5: Many of these are great suggestions. You could talk to the student first. Or then talk to both the student and parents. While I highly doubt they dont know about a disability it might be likely possible if hes highly functioning as you said orally. Maybe he has a reading learning disability. It could also be maybe the family cant afford testing. You might suggest to the student that if he is disabled he can get accommodations that could help him in the class. Or see if he wants extra help because you want too see him succeed. It could also have to do with age. Sometimes school is much harder when you are older. I suggest saying it if course all in a nice way but maybe the parents or student do not know about getting class accommodations or think they can get extra help. I would do this before just sending out a warning of an F notice. Good luck. I'm not sure when this was listed or if it was resolved hope it works out!! Ih also it maybe the student doesnt tell you about the disability because he doesnt want different treatment. I am learning disabled and didnt tell my professors for that reason.
Upvotes: 0 <issue_comment>username_6: In a previous academic course, a student quite obviously had some sort of not particularly mild autism spectrum disorder (e.g. the student brought a family member to office hours to act as a sort of translator). In lunchroom conversations with other professors it became clear that others were aware of the same issues and that institutionally they were not recognized. The issue was brought to the attention of the relevant administration, and it turned out that neither the student nor the student's family was aware that the student was entitled to assistance and had consequently never requested it nor notified anyone in the institution of the student's needs. I don't know exactly what the student's discapacity is (I have no need to know this information), but I do know that the situation was rectified and the student's needs are now addressed.
The moral is that if one suspects such a situation, one should identify the relevant administrative actors and contact them. This should be done with the appropriate discretion and tact. In particular, it may not be a good idea to addess the issue directly with the student. Different students want their discapacities handled in different ways; some wish to maintain maximum privacy, some do not. It is best to make no assumptions and to put the matter in the hands of someone trained to deal with such matters, both in terms of the interpersonal aspect and the legal aspect, neither of which is necessarily simple or straightforward.
Upvotes: 0
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<issue_start>username_0: I'm an undergraduate applying for PhD in engineering, and I've been involved in 3 different research projects. The first project is rather unexciting for me, and I chose not to ask the professor for a letter of recommendation. But I still worked on it for about 8 months and did some solid work (no publication though). As I do not intend to work in the same area for my graduate study, I don't want to talk about that project (have to keep the statement concise!), but will it seem weird if there's a research experience in my resume that's not mentioned anywhere else in my other application documents?<issue_comment>username_1: Truly speaking, your personal statement should not describe your diverse research experiences. But, It should describe your research interest that to fit your current application. In CV, it is OK to highlight your past research experience.
So if you are no more interested to work on that area, then don't mention elsewhere except CV. Because the selection committee always look into the experience of the applicant's proposed area of research.
Upvotes: 2 <issue_comment>username_2: A personal statement is not a narrative version of your CV - rather, it's a description of your research interests, and how what you have done before helped shape those interests, and how they leave you qualified to start graduate school to pursue those interests.
If some of your experience turned out to be a dead end, and it doesn't fit said narrative, there's no need to include it.
Upvotes: 4 [selected_answer]
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| 1,112
| 3,639
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<issue_start>username_0: I am currently writing my PhD thesis and several times I cite various ISO standards. I am unsure what the correct way to format the bibliography entry for such documents is.
Currently I am doing something like:
>
> ISO (1997). ISO 4287 Geometrical Product Specifications (GPS) โ Surface texture: Profile
> method โ Terms, definitions and surface texture parameters.
>
>
>
I'm using an author-year style so the entries normally look like
>
> Author (year) Title, Journal/publisher
>
>
>
Is there a better way to format this?<issue_comment>username_1: Depending on how a standard is published, it should be cited either as an article, a book, or a technical report.
* If the standard is published as a journal article or has an associated journal article, e.g., then it should be cited as journal article. Example: the BioBricks Assembly Standard.
* If the standard is published as a stand-alone book (e.g., being sold by a standards organization), then it should be cited as a book. Example: many ANSI or ISO standards.
* If the standard is published through some other archival mechanism, then it should typically be cited as a technical report. Example: IETF standards.
How exactly you format such citations then depends on the citation style that you are being asked to use (e.g., MLA, IEEE, Harvard).
Upvotes: 3 <issue_comment>username_2: check out this blog entry on [Citing ISO Standards](http://www.garshol.priv.no/blog/47.html) or this site on [Bibliographic Citation Standards and Schemes](http://dublincore.org/groups/citation/citstds.html)
As you can see there is no definitive answer to you question.
Maybe you ask your thesis advisor.
Upvotes: 4 [selected_answer]<issue_comment>username_3: Using the C++ programming language as an example, one can find nearly every citation for the C++ standards in BibTeX format here:
<http://ftp.math.utah.edu/pub/tex/bib/isostd.html>
For example, here is the reference to the ISO C++98 standard:
```
@Book{ISO:1998:IIP,
author = "{ISO}",
title = "{ISO\slash IEC 14882:1998}: {Programming} languages
--- {C++}",
publisher = pub-ISO,
address = pub-ISO:adr,
pages = "732",
day = "1",
month = sep,
year = "1998",
ISBN = "????",
ISBN-13 = "????",
LCCN = "????",
bibdate = "Tue Dec 12 06:45:55 2000",
bibsource = "http://www.math.utah.edu/pub/tex/bib/isostd.bib;
http://www.math.utah.edu/pub/tex/bib/mathcw.bib",
note = "Available in electronic form for online purchase at
\path=http://webstore.ansi.org/= and
\path=http://www.cssinfo.com/=.",
price = "CHF 351, US\$18 (electronic), US\$252 (print);
US\$245.00",
URL = "http://webstore.ansi.org/ansidocstore/product.asp?sku=ISO%2FIEC+14882%2D1998;
http://webstore.ansi.org/ansidocstore/product.asp?sku=ISO%2FIEC+14882%3A1998;
http://www.iso.ch/cate/d25845.html;
https://webstore.ansi.org/",
acknowledgement = ack-nhfb,
xxISBN = "none",
}
```
You can copy and paste this into your `.bib` file containing citations for LaTeX, which you should be using instead of Word anyway : ) You can use the `natbib` package to format it into whichever citation style you like.
Upvotes: 2 <issue_comment>username_4: You can cite it as follows:
Software engineering โ Product quality โ Part 4:
Quality in use metrics. ISO/IEC TR 9126-4:2004(E),
2004.
Website for the same is: <https://www.iso.org/standard/39752.html>
Upvotes: 1
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<issue_start>username_0: In [How to contact professors for PhD vacancies?](https://academia.stackexchange.com/a/930/14341), Suresh suggests (and I believe most of you agree with this):
>
> Think about their work. Find something intelligent to say (even a question).
>
>
>
I have read a couple of the recent, most cited papers of the professor. It is considered to be a breakthrough in the field, and of course very interesting. I have some questions, but I'm afraid that they are just trivial, that the answers are lying apparently in the papers (in the professor's perspective) that I can't see.
But I decide to write an email to them anyway. When I'm about to describe what I've read, I come up with a joke about that breakthrough method. That joke is only one sentence long, and for me obviously it's funny. However, I'm afraid there are some backfires if I decide to joke about it. Maybe the professor will see that the joke has no relevant to the method (explaining kills the joke), or it will be too informal in the first contact.
So is it safe to put the joke into the email?
TL;DR: [Women rates funny guys as more intelligent](http://edition.cnn.com/2009/HEALTH/04/02/women.funny.men.intelligent/index.html?iref=24hours). Are professors the same?<issue_comment>username_1: Though the the psychological aspect might be true, it wouldn't be advisable to use it under this context. Even if it *is* amusing, your research proposal itself might be mistaken to be just a joke.
Your sense of humour should be something to be witnessed in person. Bear in mind that sense of humour is only a supportive quality; it is your primary skills set and research passion is what would make the initial impact.
Upvotes: 3 <issue_comment>username_2: Well, if the joke is taken as funny, that could be a very effective way to develop a rapport with a potential PhD advisor, stand out from other applicants, and assess whether it is the sort of advisor with whom you would enjoy spending the next three-plus years. But it is a risky strategy if your sense of humour does not align with the advisor's right at the outset of contact.
More importantly, I have the suspicion that you might not be identifying the most effective types of questions. While asking questions about the advisor's research at least shows that you are familiar with it and have taken the time to investigate his group, specifically, you will get more mileage by showing that you can think of new *research questions* that expand on the work his/her group has already been doing. Is there a direction unexplored in his/her recent research that you find quite fascinating?
Upvotes: 6 [selected_answer]<issue_comment>username_3: >
> TL;DR: Women rates funny guys as more intelligent. Are professors the same?
>
>
>
No, not really. In ordinary conversation, nobody is expected to say anything deep or knowledgeable. Making a joke at least shows more cleverness than many of the alternatives (such as chatting about the weather). On the other hand, in a context where you might be expected to say something with real academic content, just making a joke instead suggests that you don't have anything else to contribute. I think it would be better to try to engage with the subject matter, even if you are clearly not an expert yet, than to look like you are deflecting the issue with a joke.
The worst case scenario is making a terrible joke and seeming overly proud of yourself for making it. Don't write to someone doing gene editing and say "Your recent papers are really impressive and have been getting crisper and crisper (get it? LOL!). I guess mi Cas es su Cas, am I right?"
Upvotes: 5 <issue_comment>username_4: I'd approach this based on a risk vs. payoff question.
The risk of the joke is that you're off-putting, offensive, or otherwise do some damage to your application, up to and including losing it.
The payoff is that the joke inspires some sort of "I like the cut of your jib" feeling in the professor, and marginally increases your chance of success.
The problem, as I see it, is that the worst case torpedoes your chances, while the best case only matters if you were already pretty borderline. It strikes me as not worth it, at least until you get an idea of the professor's sense of humor.
Upvotes: 2 <issue_comment>username_5: You're over-thinking this.
You're not completely sure if you should include the joke but leaving it out doesn't hurt you at all. **So just leave it out.** You're wasting your time turning this triviality into a detailed question and waiting for responses.
Upvotes: 2 <issue_comment>username_6: ### Short emails are better
Don't out everything into one big email. It will only end up in the todo pile, or be scanned for "what does this guy want from me?"
Consider asking to-the-point questions on his research.
Fact is that research has shown you are more likely to get an answer if your email is really short.
So use this strategy to start a **discussion**. Chances are that he'll invite you to come to his office (use a university email, so he knows this is an option!)
Once you've sent a few messages back and forth, you'll be able to tell wheter or not to make that joke. Your chances of getting an offer are also much higher if he perceives you as "persistent and curious" about his research.
Upvotes: 1
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<issue_start>username_0: Some students have been asking that I release all the assignments and their due dates at the beginning of the course. I suppose that I could create some estimates, but I suspect that we will end up moving slower that I would hope (this seems to always be the case) and may even have to drop an assignment or two. I'd prefer to release the deadlines and assignments as we approach them, but the students allege that knowing this information ahead of time will help them manage their schedule.<issue_comment>username_1: I see no problem in releasing your *estimate* of related dates "as you've been asked to help some students schedule," with the same caveats you give here (which I would highlight). It's always good to be responsive to fairly easy requests by students, but it would be unreasonable for students to expect a schedule to be set in stone.
Upvotes: 6 [selected_answer]<issue_comment>username_2: >
> the students allege that knowing this information ahead of time will help them manage their schedule.
>
>
>
The students will have to cope with knowing that there will be an assignment every x days/weeks. Even if you can, most courses probably *cannot* provide any more precise information, even if they wanted to:
* Assignments often get defined only a short time before they are needed. Partly, this is to match them with current progress in class, but also because there is always something to change, refine, or downright replace in the assignments from last year and no-one has the time to do that en bloc for all assignments before the semester.
* Assignments might be incremental (one assignment using solutions by all students from the previous assignment).
Sure, you might decide to skip one of x assignments, but I doubt that temporary lack of an assignment will ruin anyone's planning. No-one plans *that* precisely a semester in advance.
With that said, it might not be desirable to hand out assignments so early:
* Having only one or two weeks to solve a task can be by design.
* You don't want students to prematurely try and solve something with a complicated method just because they do not realize the easier method will still be taught later.
Upvotes: 3 <issue_comment>username_3: It is extremely helpful for students to have a decent idea of when projects are due, especially major projects. They may be balancing multiple classes, jobs, have family situations that require them to travel, etc.
Given that, I'd try to release anticipated due dates as soon as possible, with the caveat that they may slide. Realistically, that's the best you can do, and it at least helps with some planning.
If you decide not to do this, I'd probably have a somewhat more flexible policy regarding extensions and the like.
Upvotes: 3
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| 933
| 3,736
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<issue_start>username_0: I am an M.S. in Computer Science student at an excellent school, and I am trying to decide between pursuing a career in research (getting a PhD), and going into the industry to work for a company like Google. Unfortunately, the program I am in is only 3 semesters long, so there is not really sufficient time to do research before graduating without sacrificing a course I really want (and need) to take (I also did not do Computer Science as an undergraduate so I have a very high return for any courses I do take / high opportunity cost for any courses I don't take).
With this in mind, my questions are:
1. What type of factors should I be considering, knowing that doing research to see if I enjoy it is likely not on the table? How does one know that they want to do research? Is loving the theoretical aspects of your courses enough?
2. I am quite confident I could do the PhD at my current school, which is my top choice given the faculty advisor(s) I would have. The research would be absolutely fascinating, well funded, and almost certainly set me up for a fantastic career in either academia or industry when I graduate.
3. Getting the PhD would take 5 - 6 years (starting from now).
4. I would be giving up roughly 600k in income (before tax) if I did the PhD, not including any promotions I may get during the the way or inflation, which would drive this number up. I would also expect to be doing fun and interesting work in industry.
My program is geared towards setting people up for a career in industry, but it has also been made clear that it can be molded to set students up for a PhD track as well. My apologies if this is too open ended. I can clarify further if you would like.<issue_comment>username_1: You are at a divide in the road. Put in job applications or apply for the PhD program?
One thing that makes it harder for you to decide is that you haven't tried getting involved in a research project yet, so you haven't had the opportunity to find out if you like doing research. Your schedule does not permit you to give research a try before you graduate.
I suppose one possibility would be to try a semester of PhD and see how you like it. Similarly, you could try working for half a year and see how you like that.
It would be ideal, however, if you could find a research opportunity for the winter or summer break.
I imagine that deferring starting would be easier for the PhD than for the job branch.
Upvotes: 1 <issue_comment>username_2: I actually don't think you have to pretend that your choice is firm. Lots of people leave Ph.D. programs and join industry. Some of them then go back to their Ph.D. programs afterward. Lots of people work in industry for a few years and then do a Ph.D. Some of them go back to industry afterward. And this is true in lots of disciplines, not just CS (which is rather closer to industry than some others I can think of).
It's a mistake to think that this is a choice you have to make right now and then the rest of your life will be a march down a fixed road. Careers, and educational paths, don't work like that.
It's also a mistake to think that these kinds of decisions are hugely consequential for one's happiness. A lot of happiness comes not from choosing the right path for you but from finding the you (as it were) in the path on which you happen to be. See, e.g., the many Cal Newport posts on the subject, e.g.: <http://calnewport.com/blog/2010/09/10/the-danger-of-the-dream-job-delusion/>
If I were in your position, I'd apply both to PhDs and to industry jobs, see what I get, and then make a short-term decision, with the recognition that long-term decisions do not necessarily follow.
Upvotes: 4 [selected_answer]
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| 1,578
| 6,841
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<issue_start>username_0: I would like to read some opinions about a complex situation regarding a potential postdoc position that I am not 100% sure about how to approach.
As part of my PhD I had to take several courses, six in total. During this period, I experienced a lot of difficulties:
1. A huge chunk of my funding was removed, not just to me, but to all the grad students of my department as well. This left me with a salary of 650$/month during the last 8 months of my 2nd year as a PhD. While I had savings that allowed me to survive the first months, as my money started to dwindle I had to take measures like eating twice a day and was almost forced to register to the student food bank.
2. I had a supervisor and a co-supervisor and there was a lot of fighting between them. I felt like I was back in high school with all the gossiping, bullying and similar issues that I witnessed. It was like watching Laurel & Hardy in the 21st century academia.
I think that owing to professional jealousy, my co-supervisor decided to make life miserable for all the students that he shared with my supervisor. He denied access to equipment, delayed the approval of budget for equipment acquisition, berated us at the littlest of details and so on. It was so bad that the Ombusdman, the department chair and a dean of grad studies became involved.
3. I was an international student that came from a small country and had very few (if any) friends at all in the city where I was doing my PhD. While I tried hard to become involved with people from other backgrounds and work with my colleagues, I always ended up alone doing most of my assignments, study sessions and so on.
4. My research project was refocused, reoriented a couple of times during my first two years as a PhD, causing me to adjust correspondingly my literature review, research proposal and so on.
Certainly, these circumstances affected me; I became depressed and my motivation went down hard. My academic performance suffered correspondingly and I got a low grade (B-) in a mandatory class, which caused my GPA to go below the minimum required for the program (3.4) and I landed in academic probation. This automatically disqualified me to apply for scholarships, grants, merit-based assistant positions, internships and so on.
However, I was able to overcome all of that, got my GPA back to the minimum acceptable limit, passed my candidacy, final dissertation/viva and got my degree. However, I am now a doctor in a STEM field with some publications in my area of expertise but with a mediocre GPA.
In the last couple of months I was able to get some interviews with a couple of companies that are looking for someone to conduct R&D and have expressed their interest in me. However, these positions are conditioned to get funding through government institutions which is a slightly complex process: it requires a joint grant application from the company and a candidate, which is picked by the company based on an internal selection process. Both the quality of the project, the feasibility of the proposal and the individual qualifications of the candidate are assessed and then it is decided whether or not the application is selected among the pool of applicants.
For one company, I passed the interview stage, the presentation process and the meeting with the senior managers; all them where pleased with the way I conducted myself and decided to select me as their candidate. Although I was initially excited about the proposal, it wasn't clear until the end that the position was conditioned to the approval of the government grant. They did discuss about the fact that external funding was required but only mentioned the specific government agency they were aiming for only after the selection process was finished. Now I feel terrible because I consider that my academic credentials could be a major issue that could cause the rejection of the grant application, even though I have some publications and conferences that could provide some support to my application.
While I mentioned my low GPA during the interview, which I considered kind of odd being an interview for an industrial position, I didn't discuss my academic probation situation. I conducted my own inquiry about this agency and couldn't determine whether or not having that black spot in my transcripts would be a major issue or if it would be only a minor inconvenient. I couldn't find the evaluation criteria used by this agency either, but I know that if an application gets rejected it is accounted for in the total number of times that a company can request this specific funding.
Now I am torn because I know that when I inform the company about this, it will cause them to pick a different candidate.
Any suggestions about what can I do in this scenario?<issue_comment>username_1: My personal mantra is "full disclosure" on such matters (whenever it makes sense, of course).
IMHO, you should have mentioned the whole situation up front. Because now that will eventually come to light and, following your idea of worst case scenario, the grant can get denied because of that, and that will make you look bad to the company.
Keep in mind that such situations (problems during the phd) are more common than you think and potentially are not that big of a deal... you got the title after all, sometimes that's all that matters...
I see two possible paths once you disclose that situation: 1) They decide that you are not a suitable candidate, which will avoid the whole bad thing I mentioned on the first paragraph or 2) they decide that you are a suitable candidate and to try to stick with you for the grant.
Ideally, you would rather they pick #2, but path #1 is not a bad outcome for you either... its a whole lot better than getting the grant denied afterwards...
Either way, in your position, I would disclose the whole thing right away, apologizing for not doing it sooner...
Upvotes: 2 <issue_comment>username_2: >
> *While I mentioned my low GPA during the interview, which I considered kind of odd being an interview for an industrial position, I didn't
> discuss my academic probation situation.*
>
>
>
You informed them of the "low" GPA. Good enough! If this mattered very much to them, they could have asked you if there were any repercussions as a result of the "low" GPA.
Of all the skeletons in the closet I can imagine, yours is really a very small skeleton. However, it is natural that right now, while you are on the edge of your chair about this position, that skeleton is getting larger and larger in your mind.
Now you need to go for a hike, clean the oven, write some overdue letters to friends and relatives, go to a movie, in short, try to distract yourself from the very natural nerves you are feeling while you wait to find out!
Upvotes: 1
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| 4,072
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<issue_start>username_0: I am an undergraduate student. Recently, my interest about a particular (difficult) field โ somewhere between physics and mathsย โ arose, a field that is only briefly mentioned in some lectures. For that reason I decided to ask the only professor (Professorย A) who could know more about it. Professorย A also happens to be a professor that is, in polite words, student-unfriendly. I simply asked if he could suggest some books or topics I could read in order to get prepared for a book that had the whole theory of that difficult field I was looking for.
His first reaction was laughter. He said that even he himself has not โtouchedโ this particular field and that no one else in the whole university could. In the meantime, he used **several provocative phrases** to describe how poorly educated in maths students are for such purposes. It is also known that Professorย A generally talks with many students in a bad manner and generally misbehaves. Still, he is a good researcher, and other professors respect him for that (and only that โ they know about the misbehaviour).
Anyway, the next thing that happened is that many other professors know about this situation and their behaviour towards me is strange. One of them is a professor I would like to work with (Professorย B).
I strongly believe that Professorย A said something wrong/different about our conversation.
Right on the day I talked to Professorย A, Professorย B cancelled (not postponed) a meeting: I went to the meeting and he had already left the building. **I** sent an e-mail saying I came but did not find him. I also included maybe we could meet another time. The reply contained: โI am sorry, but I heard from other professors that you have already discussed the topics you wanted to discuss with me.โ
Well, somethingโs not right.
I definitely canโt ask Professorย B directly: โwhat did Professorย A say to you?โ. Is there anything I could do? Before contacting anyone else, can I do anything to verify what they had talked about? Or what else could I do?<issue_comment>username_1: My personal mantra is "full disclosure" on such matters (whenever it makes sense, of course).
IMHO, you should have mentioned the whole situation up front. Because now that will eventually come to light and, following your idea of worst case scenario, the grant can get denied because of that, and that will make you look bad to the company.
Keep in mind that such situations (problems during the phd) are more common than you think and potentially are not that big of a deal... you got the title after all, sometimes that's all that matters...
I see two possible paths once you disclose that situation: 1) They decide that you are not a suitable candidate, which will avoid the whole bad thing I mentioned on the first paragraph or 2) they decide that you are a suitable candidate and to try to stick with you for the grant.
Ideally, you would rather they pick #2, but path #1 is not a bad outcome for you either... its a whole lot better than getting the grant denied afterwards...
Either way, in your position, I would disclose the whole thing right away, apologizing for not doing it sooner...
Upvotes: 2 <issue_comment>username_2: >
> *While I mentioned my low GPA during the interview, which I considered kind of odd being an interview for an industrial position, I didn't
> discuss my academic probation situation.*
>
>
>
You informed them of the "low" GPA. Good enough! If this mattered very much to them, they could have asked you if there were any repercussions as a result of the "low" GPA.
Of all the skeletons in the closet I can imagine, yours is really a very small skeleton. However, it is natural that right now, while you are on the edge of your chair about this position, that skeleton is getting larger and larger in your mind.
Now you need to go for a hike, clean the oven, write some overdue letters to friends and relatives, go to a movie, in short, try to distract yourself from the very natural nerves you are feeling while you wait to find out!
Upvotes: 1
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<issue_start>username_0: More than 10 years ago I went to University A School of Engineering, in the USA and used this name on all resumรฉs, etc. Now, I am applying to attend this same school again (for another degree).
Over a week ago, the university changed its name to *University B School of Engineering* (due to a hefty donation). Even the name outside the University (I pass by it everyday) still says *University A School of Engineering,* and so do places like LinkedIn, but the University website changed its name.
My question is: How do I address the school on resume, essays, etc? Do I say *University A School of Engineering* or *University B School of Engineering?* Because by reflex, I still say *University A School of Engineering,* because thatโs its name for over 100 years.
By the way, my references already uploaded letters of recommendation to the universityโs online system, and they referred to it as *University A School of Engineering.*<issue_comment>username_1: You should write "University B School of Engineering (formerly University A School of Engineering)", or possibly in a footnote instead of parentheses. Leave it like that for a year or two until you can be sure people reading your CV are familiar with the new name, and then drop the parenthetical remark.
Upvotes: 2 <issue_comment>username_2: Always use the name of the school that was correct at the time when you were doing something. So, if you mention your first degree, use *Universityย A* and when you mention your current activities, use *Universityย B.* If there is a chance that whatever you are writing is read by somebody from outside this university or who joins this university years later and could be oblivious of its past name, use footnotes or parentheses to indicate the name change like this:
>
> University A School of Engineering (now University B School of Engineering)
>
>
> University B School of Engineering (formely University A School of Engineering)
>
>
>
Furthermore use pronouns and referrers to avoid confusion, when both of them appear close-by, e.g.:
>
> I apply to University B School of Engineering because I already did my BSc at this institution and this was a positive experience.
>
>
>
Unless the university failed to make all its personell and students aware of the change, I do not see a reason to mention the name change on documents that do not leave this university like essays and applications. (In particular the administrative staff is probably rather annoyed by the name change and prefers to be reminded of it as little as possible.)
Upvotes: 5 [selected_answer]
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<issue_start>username_0: I am fascinated by machine learning, and have been experimenting with ML techniques in code for a few years now. I would really like to run an experimental study about the most effective ML systems for a certain problem, and incrementally improve the model. Basically, I'm looking for research, but my college doesn't have well-defined research programs. Are there opportunities to do research with other institutions for undergraduate students?
**Update:**
I see it's now worth mentioning that for various reasons, I attend a community college. Hence, no local research opportunities.<issue_comment>username_1: i would suggest that faculty advisors and supervisors at other undergraduate institutions have their hands full with their own students. if you had a preexisting relationship with someone it might be a different story. however, you don't have to have a mentor to do research. expert help will make for better results and can help with regard to getting published. there is undoubtedly a large literature here on SE about cultivating mentorships.
here are several options: request some independent study at your school, which means you get an advisor. poke around online and in meetups to find project collaborators; enroll in an online data science program; do what you can on your own until you can apply to a graduate program in CS, information, or statistics, where you would have opportunities for at least some research advising. in all these cases, having an idea what topics you would like to work on will make the commencement of useful projects more likely. good luck.
Upvotes: 1 <issue_comment>username_2: Look at summer internships in companies like Google, Facebook, Microsoft, IBM... (they have their machine learning groups).
If your schools does not do good machine learning - it would be both hard to do it there and get admitted at research programs at other universities or institutes (if your advisor it's not know there, you are unlikely to get accepted).
Upvotes: 1 <issue_comment>username_3: One thing to consider is research experience for undergraduate (REU) placements over the summer. Many of these are actively built on affording research opportunities to students in schools that do not necessarily have their own research infrastructure.
Here is a list of those funded by the NSF, but this is by no means all of them: <http://www.nsf.gov/crssprgm/reu/list_result.jsp?unitid=5049>
Upvotes: 2 <issue_comment>username_4: Open-source communities can be very welcoming to *contributors*.
Testing and benchmarking a tool like sklearn is not easy, and they for sure will like someone to study the effectiveness of methods implemented and maybe provide some improvements (or at least the foundations for quickly testing any new algorithm or change).
There is a substantial amount of people there with academic background that can assist you with having a research direction. They won't be able to give you college credits, though (but you may be able to find someone in academia that could write a letter - maybe your college can give you credit if the project was supervised by a external academic)
Upvotes: 0
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<issue_start>username_0: At an institution where the faculty are unionized, I imagine that they could, in principle, go on strike. Presumably this would involve a halt to all teaching and service activities.
*But what about research?*
I see many potential problems here:
* Many faculty have obligations to federal or other funding agencies that cannot be lightly set aside.
* Some experiments may run for years and even a few days' interruption
could be disastrous.
* Grant deadlines could be missed, again potentially causing devastating interruptions in a research program.
* How far would a prohibition on research go? Is sitting and reading papers in your living room considered to be crossing the picket lines?
I'm sure others can think of other problems.
Frankly, I don't want **anyone** telling me when or where I can work and if a faculty union is going to do that, I'd be very reluctant to participate. I would hate to be caught in the untenable position where I must either be a scab, or I must stop thinking about the work that is so central to my life's purpose. I'd be very interested in hearing any insights that those at unionized schools might have.<issue_comment>username_1: Consider the following FAQ from West Chester University discussing the possibility of a strike:
>
> 3. Will the Pennsylvania State System of Higher Education universities, includingWest Chester University close if a strike is called?
> No. The universities will remain open if a faculty strike is called. By law, individual faculty members have the right to decline to participate in a strike called by the union so individual classes could still be held.
>
>
>
and at University of Northern British Columbia:
>
> I am doing research as part of my degree. Will I be able to continue during a strike?
> It depends. Some research may be allowed under the terms negotiated at the start of job action. Also, anyone may cross a picket line during a strike unless the Administration declares a lockout (in which case nobody is allowed in). You should discuss this with your supervisor.
>
>
> How will a strike impact the delivery of supplies, reagents, enzymes,
> etc.? During the 72 hours prior to the start of job action, the
> parties negotiate โessential services,โ that is those things that are
> deemed essential. In general, anything not declared an essential
> service would be impacted, which would probably include most
> deliveries. You should discuss this with your supervisor.
>
>
>
And a report about the University of Puerto Rico (admittedly, this is a student-led strike):
>
> Since the University of Puerto Rico strike began, faculty and students have only had intermittent access to its labs. Even when they are allowed to enter, they are working with dwindling supplies of some chemicals and other research materials. Closed campuses mean new shipments cannot be delivered.
>
>
>
These suggest, in a formal capacity, some research might still be able to take place, either from crossing the picket line, or from negotiations for research that is time sensitive (for example, many biology experiments which must be monitored, changed at certain intervals, etc.) but that they may certainly suffer during long strikes.
Beyond that, one imagines that it's impossible to faculty not to do "research" in the more expansive sense of the word, as occasionally that involves idly musing on a subject, and there's no reason to suspect that faculty would stop thinking about their life's work during a strike. Rather, it's far more likely to impact classes.
Upvotes: 3 <issue_comment>username_2: That would depend on local conventions. It is always physically possible to work despite a strike, but in Norway a few years ago there was a strike and a number of faculty took the position that that meant that their research activities must stop. [Here](https://www.insidehighered.com/views/2012/06/28/essay-incongruities-being-faculty-member-strike) is one report (search for the statement "I'd be a scab and would suffer consequences...").
Upvotes: 2 <issue_comment>username_3: I think you cannot avoid taking a side here, because inaction is also a statement.
To me it seems that you see yourself not as part of the university, but merely attached to it -- as long as they provide resources and no better offer comes along, you will continue to work there, but you don't want to get involved any further than that.
This is not a healthy relationship with an employer, though -- it means that there is no communication about working conditions. That others saw the need for a strike is a clear sign that this communication has broken down university-wide.
This strike is going to determine your working environment for years to come, which is going to affect your research far more than a few skipped days.
Upvotes: -1 <issue_comment>username_4: In Brazil, the other employees of the university go on strike almost every year. Professors, every 10 years or so, but, afaik, only for teaching duties, research goes on (a bit harder actually, since they are not teaching at the period). Some professors still give courses during strike...
Tbh, it happens so often, nobody really cares, and, for most people, it is like a surprise vacation...
Upvotes: 0 <issue_comment>username_5: Everything depends on the local laws and conventions. In general, research is possible during a strike, but you may suffer the consequences, if you're a union member.
In many countries, employers often respond to a strike with a lockout in order to save money and to increase the pressure on the union. During a lockout, nobody has access to the university and nobody gets paid, regardless of whether they're on strike or not. The use of university-provided resources, such as email account, laptop, or access to articles behind a paywall, is obviously forbidden during a lockout.
Strikes and lockout may cause individual researchers to miss deadlines or make them unable to meet their obligations to third parties. All important contracts should have force majeure clauses for dealing with such situations.
There may also be direct harm to individual researchers or to the university as a result of the strike/lockout, but that's actually the point. If there is no agreement, both parties will lose. That's the most fundamental negotiation tactic there is. A strike just aims to shift the balance so that the employer will lose more than the employees, while a lockout aims for the opposite.
Upvotes: 2
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<issue_start>username_0: Personally I do not recall ever having seen any of my final exams I have taken during my undergrad (except in my nightmares). Midterms, quizzes and homeworks are usually returned to the students before the final exam, but I am really curious as to what happens to the final exams after they have been graded.
Are the exams hauled off to a secret storage facility for keepsake? Are they photocopied and kept as a student's permanent confidential academic record (unbeknownst to the student)? Are the exams hastily moved to a recycling facility and turned into fodder for new exams?
If I were to request a copy of my final exam from undergrad (say after one year), what are the chances that the school will still have a copy?
Can someone (administrator/professors) shed a light on the secret life of a final exam?<issue_comment>username_1: Speaking as a professor, I typically hold on to them for a year or so just in case any student wishes to see them. That said, I can remember this happening only once in about 5000 students taught.
When I was in college, we had the option of providing self-addressed stamped envelopes in which our final exams could be returned to us. Over half of the students availed themselves of this option.
I do not believe that my university has any formal policy, though they could have one that I am unaware of. It would seem foolish for a professor to get rid of the exams before the students have had an opportunity to see their grades and respond if something seems out of line.
Upvotes: 6 [selected_answer]<issue_comment>username_2: An out-of-the-way corner of my office contains stacks of final exams from the last few courses I've taught. Students are welcome to stop by my office and retrieve their exams; very few do so, but more than the one in 5000 mentioned by username_1. We're not supposed to discard the exams until some time (maybe a year, maybe 3, I don't remember offhand) has passed, presumably because students might open a grade appeal process. I generally keep exams longer, but not forever; when that out-of-the-way corner gets too full (and when I notice it) I weed out the oldest exams.
Upvotes: 3 <issue_comment>username_3: At our university, the lecturer has to store your exams (along with the original test and answer key) for at least 2 years. This is so that a committee has the possibility of looking at them during an audit, to determine whether the exam was of sufficient level and graded properly. Usually such an audit does not take place and the exams are simply discarded once the lecturer runs out of shelf space.
There is a 30 day period in which students can request a copy of their exams. After these 30 days, even though the exams are stored, they are no longer entitled to this - the storage is purely for the eventuality of an audit.
Upvotes: 5 <issue_comment>username_4: After an exam was taken, the secretariat of our institution copies them and sends them to the lecturer in charge of it (some major exams require a second reviser). After grading them, the lecturers have to return the exams to the secretariat which announces the results to the students who failed (passes are only told on request). The graded exam papers (with the lecturer's signature) will be stored in the secretariat for one year after announcing the result as the law gives every student the right to dispute a grade within that time frame.
Theoretically we could dispose of them after that time. In fact, however, it is too much work to regularly scan the students' files for such "expired" exams as there are several smaller and major exams throughout the year. So what's done is normally, that they dispose of all them (but finals, which must be stored a lifetime) one year after the graduation of a student.
Upvotes: 2 <issue_comment>username_5: At my UK institution, exam scripts are stored centrally by the university up to the deadline for formal appeals (I think one year post graduation). Any student should be able to request to see their exam script under data-protection rules, and a number do. As a lecturer I usually won't see the scripts after I've submitted the marks โย the administrators take them away as soon as possible so they're organized for the external examiners.
Upvotes: 3 <issue_comment>username_6: As you can see from the other answers, practice varies considerably from institution to institution. Generally speaking, in every jurisdiction there is a period during which a student can challenge their marks. I have never seen or heard of a situation where this was not based on the grade of the final examination. The final examination papers are therefore treated as legal documents which must be kept in a place where they are easily accessible. Once the statute of limitations runs out on these documents --- again varying from place to place --- the papers are disposed of. At my department they are usually shredded, but nobody has ever told me that they cannot be disposed of in some other manner. (Of course if you are a packrat, you can store them in your office until you retire.)
Upvotes: 3 <issue_comment>username_7: At my institution in the US, materials used for grading are to be kept until after the appeal / change deadline, which one has to look up in the rules, but has been after two quarters. Students can asks for them, because they are "records" which they have a right to. After that, they are to be destroyed (because, by policy, failure to pick it up means they have abandoned their "record"). About two students gave me envelopes to mail the exam to me, a bunch would pop in after grades were posted to get the exam, and maybe a dozen asked for them some time around the start of the next quarter. Because exams have to be kept secret, retaining them indefinitely poses a substantial risk for the institution, so they tend to favor short periods of retention. However, there can be specific state-mandated retention policies which force longer retention; so I suspect there is much variation in how long exams are retained in the US.
Upvotes: 2 <issue_comment>username_8: At my Alma Mater, and for over 5 years now, all final exams are scanned after grading, and the paper is shredded (not necessarily immediately but pretty quickly I think). Then they all live in infamy on some web server...
Each student can access the scan of their graded exams, of course.
Upvotes: 2 <issue_comment>username_9: In my undergraduate experiences (in the US), I usually was able to, at the very least, take a look at my exam after it was graded. However, the exact practices seem to have varied by department (or even by instructor):
* In two cases from the statistics department, I could take a look at the exam while in the professor's office, but I had to return it immediately afterwards.
* In some cases (a physics and some economics classes), I was able to obtain the exam papers from a department secretary. I was also permitted to hold onto them.
* In a third scenario (also economics), I was told to contact the TA's if I wanted my final exam papers. So not only were the TA's responsible for grading, but they also kept the portions of the exams they graded. However, I have no idea if in this case the papers eventually go back to the professors / department, should the TA's graduate.
* In mathematics sequences taught by the same instructor, we simply received the final exam papers in class in the succeeding term. I am not sure if the papers for the *final* term of the course were retrievable: I would assume that they were but never attempted to access them.
In all of these cases, I was able to access my papers within two or three months of the exam. However, I also remember one instance where I had wanted to obtain the comments on a final paper for a history class. The graduate student who taught the class was unresponsive to my emails, but in our intermittent exchanges, did indicate that it would be possible for me to get comments for the final paper (which had been submitted as a hard copy) back even two terms after that class had finished. (This meant that he must have held onto the work in question. However, my institution also goes by the quarter system, so "two terms" is really only equivalent to about four or five months.)
Upvotes: 1 <issue_comment>username_10: This has been mostly answered with a variety of practices, but I'll note that the return policy (as opposed to whether it's kept at all) does depend somewhat on discipline and (in particular) the type of exam. I hope this is considered relevant, as I feel like it has been discussed quite a bit in other answers. Here is what I've noticed.
* @Maroon is right about math exams - typically "In mathematics sequences taught by the same instructor, we simply received the final exam papers in class in the succeeding term" is a reasonable policy. I've gone so far as to hunt students down because then I don't have to find a place to hang on to them, or because I know they'll be happy to see it (especially if the final is a longer take-home exam or a portfolio); we're small, so this is doable. But then again, it's often not so hard for me to change the questions for succeeding offerings of the same course.
* In many humanities courses, you would not be able to keep the exam because there are only so many good questions for essays and the like (or at least because they think this is the case). Naturally this is for an essay exam, not a final paper.
* In some social or hard science courses (and elsewhere, e.g. humanities survey courses), you may have a multiple-choice exam that is graded by "Scantron" or computer or some other way. In such events I also wouldn't expect to be able to keep the exam itself, but perhaps the scored sheet could be given to the student (since they could just change the order of the questions in a succeeding term).
Finally, there is a new trend toward what is called "embedded assessment", or the idea that one can track how well a course is doing at its objectives by examining some subset of questions that are *not* changed from term to term. In that event I would expect that exams definitely wouldn't be handed back, though again one might be able to look at them.
Upvotes: 2 <issue_comment>username_11: At my university there was no centralised repository for exam scripts, and it was the responsibility of individual academic staff to store the exam scripts for their own classes for two years, at which time they could be disposed of. (In the event of a staff-member leaving the university, they would give their exam scripts to the colleagues taking over their courses.) Each semester we would get an email from our wonderful school administrator reminding us all that we were now allowed to dispose of exam scripts from Semester X, Year Y. There would be disposal bins provided, which were the kind that are bolted shut, so that once you dispose of them you can't get them out.
As to what happens with the exam scripts after they are put into the disposal bins, I have no first-hand knowledge. However, I conjecture that all the exam scripts from all the universities in the country are taken out into the middle of the desert and burned in a mighty bonfire, with exorcists from all the world's major religions present to banish the evil spirits of introductory-calculus errors back to the netherworld.
Upvotes: 1 <issue_comment>username_12: It depends on the university, as others have said. There may be specific policies regarding grade availability, audits, etc.
In U.S. public universities, graded material that isn't returned to students may *also* subject to public records laws. These laws are not very consistently followed or enforced for individual faculty records, and details vary from state to state, but my memory of the relevant training session is that Texas law requires them to be kept for 5 years then properly destroyed, with a record destruction report filed.
Upvotes: 0 <issue_comment>username_13: *This community wiki answer was created from answers in the comments.*
At community colleges in California, accrediting bodies have dictated that we have to have things called SLOs, which are a useless and statistically meaningless way of measuring what students learned in a supposedly standardized way. One of the most common ways of doing an SLO is to use a particular problem from the final exam. For this reason, we generally have to hold onto the finals at least until we're done with that particular round of the SLO.
In some other universities, exams are archived in a central facility in preparation for accrediting body auditing. The accrediting body verifies that we had an impressive amount of paper stored in an organized manner and little else.
Upvotes: 0
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<issue_start>username_0: Iโm getting towards the end of a long project and am required to write a dissertation (Bachelor of Engineering) and we have been advised that itโs a good idea to include an acknowledgements pageยน. What Iโm wondering is: Is it considered a requirement to thank your academic supervisor, regardless of whether they actually helped? My supervisor was not particularly helpful and I ended up not bothering to ask them questions about half way through the project. Is it considered poor form to leave them out of the acknowledgements?
My original question was similar to a [previous question](https://academia.stackexchange.com/questions/23521/phd-thesis-without-acknowledgements) asking about whether they should publish a PhD Thesis without acknowledgements due to difficulties with supervisors. My question is slightly different in that I would like to include an acknowledgements page to thank family and friends etc. This would make it more obvious that the supervisor has been left off the list of people who have been acknowledged.
---
ยนโฏThe guidance provided says:
>
> It is common courtesy that you acknowledge assistance received whilst undertaking the project and preparing the dissertation. You should consider carefully all forms of assistance received and these may encompass academic, technical, secretarial, administrative and personal assistance (e.g. family and friends). A set of simple statements is usually appropriate and adequate acknowledgement should not normally exceed one page.
>
>
><issue_comment>username_1: From your comment:
>
> ereading the guidance provided, it says the following: 11.6.5 Acknowledgements It is common courtesy that you acknowledge assistance received whilst undertaking the project and preparing the dissertation. You should consider carefully all forms of assistance received and these may encompass academic, technical, secretarial, administrative and personal assistance (e.g. family and friends). A set of simple statements is usually appropriate and adequate acknowledgement should not normally exceed one page.
>
>
>
As your academic supervisor is the one that probably will sign off on your dissertation (if that is the custom where you are) and at the very least, filled the necessary role of having a supervisor - then at the very least, he/she has helped in an administrative sense. However, consider that there may have been a lot of activity 'behind the scenes'.
But, it is always polite to acknowledge your supervisor in a positive manner - realistically though, it is the content of your work that will matter.
Upvotes: 5 [selected_answer]<issue_comment>username_2: There is acknowledging and there is thanking. Your supervisor presumably has done at least one thing to get you finished, whether it was accepting you into the program, suggesting the idea that you worked on, helping for the first half or so, or just signing whatever has to be signed at the end for you to actually pass.
So don't write a long paragraph about what an inspiration your supervisor was and how amazing the support and guidance was. Just write a sentence specifically for your supervisor. The university is listing all kinds of people they think you should acknowledge including secretarial and admin staff, so leaving off the supervisor would be really strange. While this one may not have set any amazing-supervisor records, that doesn't mean you were actually unsupervised. Save the flowery couldn't-have-done-it-without-you sentences for your parents or best friend or love of your life. Provide one sentence for each person or group you want to acknowledge or thank, and then move on.
Upvotes: 3 <issue_comment>username_3: I think the guidance is largely intended to prevent some sentimental types from spending five pages with their acknowledgments, and to guide those with poor social skills from forgetting to have an acknowledgments page at all. It definitely doesn't state any *requirements*.
You might as well be polite -- but you can choose whom to be effusive about, and whom to be polite about.
And now, please forgive me for quoting my favorite dedication, by <NAME>:
>
> To my daughter Leonora, without whose never-failing sympathy and encouragement this book would have been finished in half the time.
>
>
>
Upvotes: 2
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<issue_start>username_0: I obtained a PhD in Microbiology. I have some papers and a competitive CV. I would like to continue in Academia or to try industry.
Is the normal path to find a postdoc job in naturejobs.com? I'm overwhelmed by the high number of jobs that are being offered, I just need one!<issue_comment>username_1: In the sciences, it is almost expected if you want to go into academia that you will do at least one postdoc. (In some disciplines like astrophysics, you might even do more than one!) There are a lot of different job boards out there for finding a postdoc, but your best source (assuming you are still on speaking terms) is your thesis advisor. He/she will likely have friends and colleagues looking for a postdoc. Those folks will then know the background you are coming from and likely put you on their short list. Good luck!
Upvotes: 4 [selected_answer]<issue_comment>username_2: As [Sullivan](https://academia.stackexchange.com/users/42760/cj-sullivan) mentioned, it is very popular to rely on the help, support, and networking skills of one's supervisor when looking for a first postdoc. The pro's are quite clear:
* You do not have to search for the job on the various job-boards --- your supervisor will find the post by asking his friends
* You do not have to choose the most appropriate job among advertised --- your supervisor will do the choice (or compose the short-list) for you
* You do not have to engage in competition with other candidates --- the recommendation and influence of your supervisor works on your behalf
* You do not take any risks associated with the wrong choice, poorly prepared application documents, poor presentation skills, tough luck, etc.
However, there is at least one major con of doing this:
* By using your supervisor as a door opener you demonstrate a certain degree of dependence and lack of your own vision and responsibility. In other words, you do not put yourself on board as an independent researcher.
Upvotes: 1
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<issue_start>username_0: It has been pointed out to me that several business-oriented websites advise to add a few โinteresting facts about yourself" in the โabout meโ section on your *professional* webpage.
It seems that the aim of this practice is to avoid being โstiff and boringโ and to share some unexpected or humorous details that paint a picture of your personal side (quirks and all).
>
> I wonder if this practice is widespread in *academic* setting as well (and thus if I should take the advice).
>
>
>
* In principle, I don't object to publicly sharing little (not *too* weird) bits of personal information about myself (such as the music I like, the books I've read recently, what the name of my pet is);
* I do know some (quite successful) colleagues and a few professors that include such personal trivia on their webpages;
* I think that this might actually have a positive impact on personal relationships with colleagues, senior researchers, and can surely show younger (undergrad) students that we're humans after all!
However, I'm afraid that this practice may be seen as *jokey* or *unprofessional* by senior researchers (especially since I'm young, a graduate student). Hence the question.<issue_comment>username_1: You're probably familiar with the saying *"beauty is in the eyes of the beholder"*. In my opinion, similarly, the perception and reaction that people will get from including interesting / amusing / fascinating personal details will largely depend on the readers' *subjective* attributes. I am in a situation relatively similar to yours (that is, a beginner researcher), and I think that it would be smart to include somewhat less of such details, rather than too much (which, again, is all [relative](http://aleksandrblekh.com/brief-biography) :-).
From many personal websites of scholars that I have visited, I got a sense that more fancy details are included by either *very experienced* academics (and it's understandable, as they have/had more time spent on various activities), or by any academics that are *"extravagant"* in their interests.
**Update:** In his comment above, @paulgarrett makes an excellent and important point about considering the desired effect of potentially including such information. I would just expand the point and formulate it as "considering the *desired effect* on the *target audience*".
Upvotes: 3 [selected_answer]<issue_comment>username_2: >
> *I wonder... if I should take the advice.*
>
>
>
It's a very individual decision. Each person has his own level of privacy or publicness that he is comfortable with. Your post gives me the impression you might be rather on the private end of the spectrum. There's nothing wrong with that.
Also note, displaying personal information about yourself on the internet is a bit like salting the soup. One can always add more salt individually at the table -- but you can't go back once you've oversalted at the stove. Similarly, once you've let people know certain personal tidbits, it can be impossible to unshare them. So, if in doubt, perhaps it's better to err on the side of being a bit on the private side. People will get to know the whole you on personal acquaintance!
Upvotes: 2 <issue_comment>username_3: Frame your plan in terms of what you want to demonstrate to several groups: your students, colleagues, and mentors, potential collaborators and employers (thanks username_1 for this addition).
You only get one message to send out to all of them: if there is any overlap between what you'd like those groups to know about you personally, then this is, *ipso facto*, what you should write up.
Upvotes: 2 <issue_comment>username_4: So far, none of the other answers have mentioned **Security**.
Personal information, such as [What is the name of your first pet](https://blogs.microsoft.com/cybertrust/2008/09/23/what-was-the-name-of-your-first-pet/), is used by many online account recovery mechanisms.
[Many accounts have been hacked](https://www.eonetwork.org/octane-magazine/special-features/social-media-networks-facilitate-identity-theft-fraud) using such personal information:
>
> The following profile elements can be used to steal or misappropriate
> your identity:
>
>
> * Full name (particularly your middle name)
> * Date of birth (often required)
> * Home town
> * Relationship status
> * School locations and graduation dates
> * Pet names
> * Other affiliations, interests and hobbies
>
>
>
...
>
> Best Practices
>
>
> * Assuming you plan to be active in social media, minimize the use of personal information on your profiles that may be used for password
> verification or phishing attacks.
> * Avoid listing the following information publicly: date of birth, hometown, home address, year of high school or college graduation,
> primary e-mail address.
>
>
>
[Secrets, Lies, and Account Recovery:
Lessons from the Use of Personal Knowledge Questions at Google](http://www.www2015.it/documents/proceedings/proceedings/p141.pdf):
>
> **Publicly available answers.**
>
>
> Rabkin found that 16% of questions had answers routinely listed
> publicly in online social-networking profiles.
>
>
> Even if users keep data private on social networks, inference attacks
> enable approximating sensitive information from a userโs friends.
>
>
>
So think very carefully before publically exposing personal information.
Upvotes: 2
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<issue_start>username_0: Australian academic job advertisements often ask for candidates to show they can liaise professionally with people in certain other academic roles. What sort of experience or achievements are they looking for?<issue_comment>username_1: This one is pretty easy. The requirement that you've mentioned simply asks for some proof, at least, informal one, that a person is capable to successfully facilitate professional interactions by *communicating* with people from various subject domains and *convert* ideas and information between domain "languages". In other words, successfully act as a *subject domain translator*.
The simplest example of such role from the industry would be a *business analyst*, which most often requires to translate requirements and other project information between business-focused groups and IT-focused ones. Roles of *project / product / program manager* are related, though different.
Therefore, to meet such requirement, which is very typical for both academia and industry due to their collaborative nature of work, I would say that *listing successful projects (with specifying roles and relevant tasks & achievements of facilitating interdisciplinary cooperation)* in a CV is enough.
Upvotes: 2 <issue_comment>username_2: My guess is that the ads mention this because these universities are trying to get more interdisciplinary work going, and they want to hire people to whom interdisciplinary work comes naturally. Also, there's the communication thing that keshlam mentioned.
It couldn't hurt to ask one of the departments who mention this in the ad what they meant by that.
Here are some ideas for things that might support this aspect:
* Gave a talk about your work to a non-specialized audience
* Published a paper with a colleague from a different discipline
* (This one is focused on communication, not interdisciplinary research) Served as peer advisor in such-and-so organization
* Served on campus-wide advisory committee on such-and-so topic
Upvotes: 1 <issue_comment>username_3: In short: soft skills, eloquence, and persuasiveness.
Any certification that involves the above should do the trick. Certification might include English communication certificates, multi-linguistic competence. Other achievements could involve experience as a spokesperson, any role of leadership at your previous institution, or your role as a coordinator in an event such as a conference or a symposium.
Upvotes: 1 <issue_comment>username_4: This is broadly stated, and as thus, is meant to be broadly interpreted. Some examples that I can think of include:
1) Being able to speak another, or multiple languages
2) Ability to attract industry funding/or attract industry collaboration
3) Versatile and applicable (meaning relevant) research when it comes to getting funding
4) One thing that I cannot stress enough, is that extracurricular activities should not just be thrown out the window. A researcher can show that they have a strong collaboration with K-12 education, for example.
5) The ability to collaborate research with other departments, or schools. How? By demonstrating this, or the willingness to do this, in one's resume (international collaboration is also interesting).
6) If given the opportunity, industry recommendations.
7) Showing a strong commitment to students, and how your research can be relevant to attracting industry and other organizations, to strengthen the department and the employability of the students.
8) Obviously, having a focal research thrust is important, but showing a small bit of diversity, and working with a diverse crowd of professionals on this, shouldn't hut.
9) Having engaged in relevant internships or other work experiences, preferably outside of academia, but relevant to your work.
10) Demonstration of strong interpersonal skills, demonstrated by recommendations.
A couple of the points which I have stated above seem to be quite similar. The reason is, academia loves those who can involve industry. Why? This leads to funding and employability of students. Additionally, the bottom line in academia is funding, and if your bringing in other departments, your going beyond your call of duty. Again, this statement is meant to be broadly interpreted, and there are many other ways that once can demonstrate this.
Upvotes: 0
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| 1,704
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<issue_start>username_0: Sorry for asking maybe a too-specific question. I've searched the internet and in this site but I still want a specific answer.
Is the Lecture Notes in (enter the name of field here) by Springer a journal?
Some universities require the PhD students to publish in journals in order to graduate, so I want to know. I am in Computer Science field.<issue_comment>username_1: The Springer Lecture Notes in Computer Science (LNCS) series (and its related sub-series) are rather odd publications. The [DBLP bibliography server marks them as a journal](http://dblp.uni-trier.de/db/journals/lncs.html) in one way, but categorizes them as a series in another way, and they are structured and reviewed more like conference proceedings or collections of book chapters.
I personally would not think of them as being the equivalent of a journal publication. Whether they count as a journal publication for a particular organization's set of regulations, however, is something that only that organization can determine.
Upvotes: 4 <issue_comment>username_2: I think the technical answer is **no**. Rather it is a series of research monographs.
Clearly there is a continuum here, and actually the SLN[X] series seems to have become more journal-like since the last time I checked. (The SLNM webpage lists an inmpact factor, for instance.) I think you can do no better than to consult the series homepages:
[Springer Lecture Notes in Computer Science](http://www.springer.com/computer/computer+series?SGWID=0-40099-0-0-0).
[Springer Lecture Notes in Mathematics](http://www.springer.com/series/304).
[Springer Lecture Notes in Physics](http://www.springer.com/series/5304).
In CS the series seems to be organized into many subseries, however each volume gets a "global number".
However in all three cases you can check the language used and see that they talk about "monographs", "titles" and "texts", never "journals". If my memory is accurate, librarians view them this way as well: sometimes journals can be checked out for a much shorter time than books, and in my experience the SLNM have always been treated like books.
For the math series, from the linked page you can click to get a four page pdf file detailing the editorial policy for the productions of the LNM monographs. The following passage seems rather enlightening:
>
> Monograph manuscripts should be reasonably self-contained and rounded off. Thus they
> may, and often will, present not only results of the author but also related work by other
> people. They may be based on specialised lecture courses. Furthermore, the manuscripts
> should provide sufficient motivation, examples and applications. This clearly
> distinguishes Lecture Notes from journal articles or technical reports which normally are
> very concise. Articles intended for a journal but too long to be accepted by most journals,
> usually do not have this "lecture notes" character. For similar reasons it is unusual for
> doctoral theses to be accepted for the Lecture Notes series, though habilitation theses may
> be appropriate.
>
>
>
I could not find the analogous file for either the SLNCS or SLNP.
In terms of the specific question:
>
> Some universities require the PhD students to publish in journals in order to graduate, so I want to know. I am in Computer Science field.
>
>
>
This is a question about academic culture, both general CS culture and the culture of your specific department and university. You certainly need to ask people in your own local culture. As you can see above, **in mathematics** graduate students rarely publish in SLNM: PhD theses are generally not appropriate, and it is hard to see what other book-length partially expository high level research document it would be worth the time of a graduate student to write and publish. But it looks like CS does things a bit differently...
Upvotes: 5 [selected_answer]<issue_comment>username_3: Status of LNCS is rather strange, but it is surely not a journal. Each book is a proceeding (I'm not aware of any exceptions to this rule), and altogether it's simply a series. I'll try to explain why:
1. Note that while it has an ISSN, each of its volumes gets an ISBN. This makes it a "serial" publication, but each of the books is ... well, a "book". *(Journal issues do not get ISBN.)*
2. Springer itself lists most (if not all) of the books as proceedings, including the dates of the conference etc. The conference dates are usually not listed for special issues for instance, it's most often only mentioned in the preamble. *(Jounal issues don't get "names".)*
3. You get invited talks listed there which are not peer-reviewed. *(In journals, only announcements are -- in general -- not peer-reviewed.)*
4. It has no periodicity. *(Journals have to be periodical; this periodicity can change over time, and supplements can appear that break the periodicity, but if LNCS were a journal, it would be a journal with no regular issues published periodically.)*
5. It does not have, and cannot have by current standards, impact factor assigned. *(Journals can have IF, obviously.)*
To conclude: Each book is a proceeding, and the papers are "inproceedings" by BibTeX standard. Note that according to many bibliography styles, you should list the name of the proceeding together with its editors, and the volume number in the series. I speak about LNCS, but it's the same for all Springers series, and not only them, the same applies for instance to EPTCS as well.
Upvotes: 2 <issue_comment>username_4: Specifically for Lecture Notes in Computer Science: **No**. As can be found from <http://www.springer.com/computer/lncs?SGWID=0-164-6-1068921-0>
>
> Not being a journal, but a book series publishing primarily proceedings, LNCS is not included in ISI's Science Citation Index Expanded (SCI-E) and hence does not have an impact factor. However, references to ISI-listed journals that are cited in LNCS papers do contribute to the respective journalโs impact factor.
>
>
>
Upvotes: 2 <issue_comment>username_5: As of 2018, it is included in ISI Conference Proceedings Citation Index. I'm not sure whether the conference papers published in LNCS before 2018 will be included as well.
<https://www.springer.com/gp/computer-science/lncs/information-on-abstracting-and-indexing/799288>
>
> Volumes published as part of the LNCS, LNAI, LNBI, CCIS, IFIP AICT, LNICST or LNBIP series are made available to the following indexing services:
>
>
> ISI Conference Proceedings Citation Index - Science (CPCI-S), included in ISI Web of Science
> ...
>
>
>
Upvotes: 1
|
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| 405
| 1,578
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<issue_start>username_0: well i have a degree on physics but my qualifications were horrible so i can't hardly get a grant or vacancy (with paid money)
so my question is if there would be possible to make a thesis at-distance i mean i work the math at home (assuming it is all theoretical and no experiments are made) and then y send to my tutor online via PC and then i have only to go to the university to defend my thesis<issue_comment>username_1: Why don't you aim for a MSc first, with the purpose of boosting your credentials?
If you achieve an acceptable GPA during the MSc and manage to work in an interesting topic, your chances of getting accepted in a PhD would improve dramatically.
Also, try to show pro-activity and contact professors willing to take short term research assistants, so you are able to show that the willingness to do R&D and the capability of working in a lab environment, even if you end up working in theoretical physics.
Upvotes: 1 <issue_comment>username_2: Yes, it is possible to follow a doctorate online but I would expect an doctorate to require more off-line activities than an on-line undergrad degree.
Some online universities offer on-line doctorates. Universitat Oberta de Catalunya has [three doctorate programs](http://studies.uoc.edu/en/doctoral-programmes) and they can be studied full time off-line or part time on-line, although I don't see any of them related to physics. [The Open University has PhD programs](http://www.open.ac.uk/postgraduate/research-degrees/degrees-we-offer/doctor-of-philosophy-phd), too.
Upvotes: 0
|
2015/10/18
| 874
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<issue_start>username_0: According to <NAME>'s answer to [Can a professor influence the graduate admissions committee if he or she is interested in a particular student?](https://academia.stackexchange.com/a/42552/14341):
>
> If a professor sends us a note that they'd like to have a student admitted and state that they will take on their adviser role, we [the adcom] will only not admit that student if there are any red flags in the file.
>
>
>
I want to elaborate this more. **What are the red flags that he mentions?**
I know that they will look at these things: the transcript, the LORs, the SOP, the GRE and TOEFL scores. What is the threshold of them? At the 50% bottom of the applications or what? Is the threshold different from top schools and low tier ones?
I have applied to a top school, to a leading professor, who says that I "would be a terrific addition" to the group. If I can avoid the red flags, how much chance that I will get an admission?<issue_comment>username_1: >
> What are the red flags that he mentions?
>
>
>
In general, a red flag is anything that makes the application look inappropriate or weak in comparison with other applications. This is a vague term, as you've recognized. It can mean something a little different to each committee member. (I've been in discussions in which one committee member thought something was clearly a worrisome sign while another was completely unbothered by it.)
In practice, when you first look at a group of applications they come across like this. There's a small group that should obviously be admitted, and a large group that don't look like good choices. The latter are the ones with red flags. Then there's a group that look like they could plausibly be admitted, but there are too many of them so further distinctions have to be made. That's the group where support from a potential advisor would be most helpful.
>
> I have applied to a top school, to a leading professor, and they says that I "would be a terrific addition" to the group. Would this mean that if I'm trying to avoid the red flags, 100% that I will get an admission?
>
>
>
It's completely unclear. First of all, it depends on how the admissions committee works. For example, it sounds like support from an advisor helps much more in Wolfgang Bangerth's department than in mine. Without knowing where you are applying, it's impossible to say what will happen in your case.
Furthermore, who knows what this professor's statement means? Maybe they tell lots of people that they would be terrific additions. Maybe you're special but someone even more impressive has also applied. It's not worth spending a lot of time trying to interpret statements like this, since you just don't have enough information to say with any confidence what they mean.
Upvotes: 5 [selected_answer]<issue_comment>username_2: Remember, admission is competitive. Avoiding "red flags" (anything which indicates you will not be able to complete the degree respectably), you're competing against all the other applicants for a limited number of admissions. You may have a wonderful application but be just a hair below the other top applicants. There is no 100% for ordinary mortals. And even the exceptional may not get in if the school feels (for example) that this student won't be able to handle the stress of suddenly being only "typical" in the new environment.
Be the best you can be, apply everywhere you're seriously considering going, and cross your fingers.
Upvotes: 1
|
2015/10/18
| 626
| 2,634
|
<issue_start>username_0: I'm a little over a month into a 9-month teaching position, to cover two semesters' worth of courses. It's my first "proper" job since finishing my PhD. I've just been offered a 2 1/2-year postdoc (which I'd much rather do than my current job), and been told that the latest I could take it up by is 2/3 the way through next semester. So if I left to take up the postdoc, my current department would have to find someone else for (at least part of) next semester's courses.
According to the terms of my contract, I'm within my rights to leave, giving 3 months' notice. But if I did that, would I piss the department off so much as to find myself in some way blacklisted in years to come?<issue_comment>username_1: You need to talk with someone in the department about how to handle this (presumably the teaching coordinator, or chair, or whoever hired you). In the sorts of departments/universities I'm familiar with, it would be difficult to arrange for someone else to take over a course partway through the semester. Then your options might be teaching the whole course or leaving a semester early, and in the latter case they might need to know soon to line up a replacement. On the other hand, it's possible that something very different could work out, depending on the local situation.
>
> But if I did that, would I piss the department off so much as to find myself in some way blacklisted in years to come?
>
>
>
Maybe, if you announce a decision without consulting with them and if that decision is extremely inconvenient. However, it sounds like a reasonable thing to request, if you're flexible about trying to meet the department's needs as well (for example by quitting in between semesters rather than partway through the spring).
Upvotes: 5 [selected_answer]<issue_comment>username_2: Generally math departments are able to find extra instructors to teach courses near the last minute. For example, in our department, one instructor fell very ill, and someone else was offered additional pay to take over his classes.
In general it's problematic to replace someone mid-semester, but your department will probably be able to replace you for the spring if you let them know now. I would urge you to plan to finish your current teaching, to not take a teaching assignment at your present university for the spring, and to try to arrange so that your postdoc begins at the start of the spring semester. This is unlikely to cause severe difficulties for anyone (but check with all parties before committing to anything).
Best wishes and congratuations on your postdoc position!
Upvotes: 0
|
2015/10/18
| 745
| 3,144
|
<issue_start>username_0: During my masters program I changed my major from Molecular Biology to Biotechnology.
Should I explain in my statement of purpose for PhD programs why I changed my major?<issue_comment>username_1: >
> Should I explain in my statement of purpose for PhD programs why I changed my major?
>
>
>
Yes, this is a substantial enough change that it's worth at least a brief explanation. As a general rule, it's better to explain than to make the committee guess. There might not be much to say beyond that you realized biotechnology was a better fit for your research interests. If so, then say that; if there is more to say, then it's worth clarifying further.
Upvotes: 3 <issue_comment>username_2: I have finished my undergrad in physics and wanting to change the field to ecology. After consulting a lot of good questions here, my solution is:
Write in detail in your website, write briefly in your statement, and put a link to your full version
=====================================================================================================
I will call this the Changing Major Dilemma. This dilemma actually is a combination of two smaller dilemmas.
The first dilemma is the contracting of you and the school. On one hand, since changing your field is your important decision, it's about **your benefit**. On the other hand, the SOP is the place to show how you fit **their benefit**. Your benefit is having a new breeze in knowledge, to have the fun of discovering things that you have lost in your old field, and to make your life easier. Their benefit is to recruit someone is capable to do the research. Having fun in the new area is one thing, being capable to do it is another thing. You need to prove that your benefit will give you the ability to satisfy their benefit. The SOP is born for this. Therefore, you definitely want to give them the reason why you decide to change your field, however long it is.
The second dilemma is, it is hard to explain your decision within only a paragraph, while the structure of the SOP require you to focus on their benefit, aka your future research. Your future research should be the most important point in your SOP, because, well, it is the place to show how you fit their interest. Knowing why you switch your field is can explain how your interest give you the power to fill their interest, and that is interesting, but it's not urgent.
Luckily we live in a world which has internet. You can build your own space in the internet, focusing only to your interest, and leave the SOP to focus only to their interest. Write briefly the reason you want to switch, then give them a link to your website. Leaving a link in your SOP is acceptable.
โข [How should I write a statement of interest about how my research will fill gaps in the field, when I don't know enough about the field yet?](https://academia.stackexchange.com/q/14868/14341)
Upvotes: 2 <issue_comment>username_3: This was "barely" a change. You need to mention and give a brief explanation for it, just so people see that you are acting "rationally". But you don't need to dwell on it.
Upvotes: 0
|
2015/10/18
| 794
| 3,257
|
<issue_start>username_0: I am a student of mathematics, pursuing masters degree at a reputable institution in India. My course is algebra intensive and my masters thesis is based on commutative algebra (until now, I have been learning about Hilbert syzygy theorem, free resolution and betti numbers etc etc). Also I am good at programming. I participate in online coding competition and regularly solve SPOJ problems. Recently I am working in revamping our departments website (We use Drupal by the way).
Areas that I am specially interested are, commutative algebra, group theory, cryptography and writing codes (C, C++, PHP, Python).
But let me tell you I have no intention of becoming a professor. I would love to be a researcher but not a professor. That is why I want to work in some R&D. I don't know what to do after my masters degree. People are saying that you should pursue PhD in Math, but I don't know if this will help me or not. Data science seems really good and lucrative but I don't know whether I am fit for it or not. Or how to proceed from here to have a career as data scientist. I really do like cryptography and its link with algebra and number theory. So being a researcher in this field is also lucrative option for me. But I don't know what to do next. Thanks !<issue_comment>username_1: I'm glad that you're interested in further study. I'm actually not familiar with the Indian job market right now, but if you're not interested in academia, then in that case, here is what I would recommend:
Get a PhD in CS or Business (Computer Information Systems) - go to Data Science is a great career, even if you don't enjoy it that much, it is very lucrative as you said, and it is also pretty interesting. Information Security is a booming field, and is huge right now. You can also do this through pure mathematics, by getting your PhD in Math and specializing in computational number theory, while staying involved in InfoSec work (through internship, for example).
The academic job market in India, especially for Professors, seems to be relativity good at the moment, so it may be easy to get a job as one. I don't know this for sure though. It seems like this isn't an option for you though, so here is what I would say:
Do something like I suggested above (I strongly believe that Data Science is the way to go), and try to get into a reputable institition in India (if you plan to stay there), like IIT. Otherwise, there a lot of good institions throughout the world that you can look into. To become a data scientist, you need to apply to PhD programs in CIS/Business/CS, and join a research group that has a Data analytics concentration (talking in regards to my experience here in the USA). There's a lot of US Companies that have major offices in India, and Data is a big field now that is under-saturated currently.
Upvotes: 2 <issue_comment>username_2: I can relate to you very well and wish I knew that there are so many opportunities available for mathematics majors.
Since you like research, you can work for companies like Google and Facebook. Other opportunities are available if not in the research field, e.g. more practical application of mathematics, include quantitative analysts and finance.
Upvotes: 1
|
2015/10/18
| 555
| 2,294
|
<issue_start>username_0: I'm reapplying to one school I got rejected from and it's my top choice. Is there any chance they just might go like "oh, him again?" and throw it out or something, or not read it?
My application is going to be very different and, in my opinion, much stronger this time, with 2 new pieces of research.<issue_comment>username_1: I'm glad that you're interested in further study. I'm actually not familiar with the Indian job market right now, but if you're not interested in academia, then in that case, here is what I would recommend:
Get a PhD in CS or Business (Computer Information Systems) - go to Data Science is a great career, even if you don't enjoy it that much, it is very lucrative as you said, and it is also pretty interesting. Information Security is a booming field, and is huge right now. You can also do this through pure mathematics, by getting your PhD in Math and specializing in computational number theory, while staying involved in InfoSec work (through internship, for example).
The academic job market in India, especially for Professors, seems to be relativity good at the moment, so it may be easy to get a job as one. I don't know this for sure though. It seems like this isn't an option for you though, so here is what I would say:
Do something like I suggested above (I strongly believe that Data Science is the way to go), and try to get into a reputable institition in India (if you plan to stay there), like IIT. Otherwise, there a lot of good institions throughout the world that you can look into. To become a data scientist, you need to apply to PhD programs in CIS/Business/CS, and join a research group that has a Data analytics concentration (talking in regards to my experience here in the USA). There's a lot of US Companies that have major offices in India, and Data is a big field now that is under-saturated currently.
Upvotes: 2 <issue_comment>username_2: I can relate to you very well and wish I knew that there are so many opportunities available for mathematics majors.
Since you like research, you can work for companies like Google and Facebook. Other opportunities are available if not in the research field, e.g. more practical application of mathematics, include quantitative analysts and finance.
Upvotes: 1
|
2015/10/19
| 600
| 2,409
|
<issue_start>username_0: Suppose I have a paper #1 which was accepted by a Very Respectable Journal, and has been assigned a DOI, but has yet to be actually published (i.e. it's in the queue, and the DOI is not "activated", so it doesn't work for now).
Suppose, at this point, that I write another paper #2 in which I cite paper #1, saying that it is accepted by Ver. Resp. J. In this case, should I or should I not provide the DOI?
The possible downside of this is that someone may try to use the DOI before it goes live and be confused. On the other hand, if someone reads the version of paper #2 later on, the DOI may be more helpful than mere mention of the paper being accepted at Ver. Resp. J.<issue_comment>username_1: Whether or not your article (paper #2) provides the DOI for its references (paper #1) isn't at your discretion, regardless of whether or not the referenced paper (paper #1) is published.
It's determined by what the style guide says about citation formatting, in your target journal for paper #2. If the style guide says to include DOIs, then you include DOIs. If it doesn't, then you don't. And whether a referenced paper is published or not only matters if the style guide that covers the referencing paper says it matters.
Upvotes: 0 <issue_comment>username_2: Assuming the formatting requirements of your journal say to include DOIs, I would do so. One of two scenarios seems most likely:
1. Paper #1 will appear in press (or online) before Paper #2 is published, at which point it is a trivial edit to change the *in press* citation to the proper published citation, with the DOI.
2. For some reason this doesn't happen, and Paper #2 sees the light of day before the DOI in Paper #1 goes live. For a relatively short span of Paper #2's life, readers won't be able to get to the DOI for paper one - but for what is likely the majority of the paper's useful life, the DOI given in the references section *will* be live, and will point to the published Paper #1.
It's only in that really brief span of time where a reader might try to access the DOI and not be able to. I think optimizing for that time (which may be zero) is counter-productive when you view a paper over its entire lifetime. At best, you have what is essentially an auto-updating reference. At worst, a reader goes "That's odd..." and emails you to see if they can get a preprint.
Upvotes: 3 [selected_answer]
|
2015/10/19
| 3,148
| 13,056
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<issue_start>username_0: Iโm currently a high-school student that has been aspiring to be a physicist for quite some time. However, after much research I have found the following to be stakes in that path:
* There are about twice as many physics PhDs as tenure-possible jobs in academia for them, and those who make it donโt usually get tenure.
* Physics majors lack the skills in life that others do, like engineering majors or math majors. This makes it very difficult to find a job where they are competitive applicants.
* Job prospects for future physicists is at 10โฏ%, slightly below average, meaning that this situation won't get better in the next decade.
Iโve always been interested in the sciences, but this is rather depressing. With a physics major, and no PhD (which would otherwise put you in the above position), the best possibility seems to be a high-school teacher. Thatโs respectable, but I would like to know what other options there are for physics majors (BSc, or MSc). Be as creative as youโd like โ include options like moving to another country with better job prospects for physicists (I checked and couldnโt find the job prospects of other countries).<issue_comment>username_1: I wouldn't give up on academia just yet. But if you do, then Wall Street, say, is littered with PhDs (and bachelors) of physics, in particular hedge funds. You'd typically do a lot of coding, and, to a lesser extent, financial modeling. To give you one example, I've interviewed with someone who researched fluid motions on Jupiter before becoming MD at Goldman. You can google "quants" for that particular option, but you're not restricted to being a quant. You'd be hired for smarts.
Upvotes: 2 <issue_comment>username_2: Various [AIP](https://www.aip.org/) subsidiaries including the [APS](http://www.aps.org/) keep tabs on these things: check out [the APS's 2011-2012 survey results](http://www.aps.org/careers/statistics/index.cfm).
Don't believe *"Physics majors lack the skills in life that others do, like engineering majors or math majors"*, most engineering employers expect to teach a substantial set of specific skill they need in house even to engineering majors. And a physics major is well positioned to bone up on engineering subject.
But do be prepared to have a little trouble getting your foot in the door; you have to get past HR so that your paperwork is seen by a technical manager. That takes [a well designed resume](http://www.aps.org/careers/guidance/development/resume.cfm), and you if don't have a mentor with the right experience it might be worth paying a consultant.
General answers to the "What can I do question?"
* **BS** Programming, engineering, business are the big three and lots of other jobs are represented in the surveys. With a JD there are specialized areas of the law available to people with a technical background. With a MBA, there are companies who want to hire people to lead the technical end of the business. Med school is an option too, and physicist actually pass the MCAT more often than any other major (they're only second in passing the LSAT as the mathematicians squeeze in front).
* **MS** Minimum degree for some reasonable chance of doing science. All the usual suspects plus industry research work and some chance of teaching at the post-secondary level (but generally not tenure-track).
* **PhD** Programming, engineering, business, teaching and research. The thing to understand here is that many Physics PhDs *don't* end up doing physics,1 but most *do* end up employed at a job that uses the traits that brought you to the major---curiosity, focus, detail orientation and the ability to construct and organize large and complicated models.
With a MS or PhD there are good jobs in the patent office.
The APS recently [held a webinar](http://www.aps.org/careers/guidance/webinars/physcareers.cfm) on this very subject.
---
1 The percentage that end up doing some kind of physics is in the low 50s, and about half end up changing subfield from their dissertation work.
Upvotes: 4 <issue_comment>username_3: You mentioned high school teaching - this is related to what I do.
I have a PhD in a semi-obscure sub-discipline of Physics - despite being employed as a part time lab tech and part time Physics teacher, I am still involved in research (mostly as a lead author) as an Adjunct staff member of the University I graduated from.
Depending on where you are, it is still possible to do paid work in one area and still be involved and recognised in Physics research as an Adjunct.
Upvotes: 2 <issue_comment>username_4: If you're concerned about getting a job while also getting an MS in physics, try identifying a branch of physics that is likely to become more relevant in the future. As an example, the field of handling greenhouse gas problems is likely to grow in the future. Perhaps there are areas in geophysics (for carbon storage) or more towards chemical physics (carbon capture) or mechanical engineering (CO2 transport) that you could pursue. Another (perhaps more high-risk) topic would be fusion power. Another would be the intersection of "big data" and physics.
The difficult things with this strategy are
* knowing what will be important in the future
* timing it such that these things are becoming important when you are entering the job market
* finding such things which are also interesting for you
In some sense I followed this strategy myself. I did most of my BS and early MS studies in quantum physics, but ended up pursuing computational physics (specifically CFD) for my Master's degree, which had been more of a hobby than anything else up to that point. Turns out, physicists who can write good high-performance code in languages other than C++ are in high demand.
This brings me to my final point: what you do for your BS is probably a bit irrelevant, in the sense that you can relatively easily switch to a different sub-field of physics later on.
(And, because I can't resist: a physicist is obliged to take the path that [minimizes the action](https://en.wikipedia.org/wiki/Principle_of_least_action).)
Upvotes: 1 <issue_comment>username_5: >
> Physics majors lack the skills in life that others do, like engineering majors or math majors.
>
>
>
Knowledge of concrete physics is only a small portion of what you learn when studying physics. You also learn: Scientific thinking and working, problem solving, abstracting things, doing useful approximations, developing models, programming, mathematics, statistics and communicating all of this. Something similar applies to many, if not all other fields.
Also, what makes you think that studying mathematics of all things gives you more โskill in lifeโ? Itโs the nature of mathematics to go one step further in terms of abstractness, theoreticness or purity than physics ([relevant XKCD](https://xkcd.com/435/))ยน. There is a grain of truth in the clichรฉ that mathematicians are detached from realityยฒ. Of course, there are some mathematical tools that are generally very useful โ so useful that they are part of the physics curriculum as well.
---
ยนโฏOf course this only holds on average. There are certainly some fields of mathematics that are more applied than some fields of physics.
ยฒโฏNote that I do not want to bash mathematicians here (in particular since I am half of a mathematican myself). This really is a clichรฉ and only few mathematicians are detached from reality. Moreover, mathematics needs to be the way it is. All I am saying is that you do not become closer to reality just *because* you study maths instead of physics.
Upvotes: 2 <issue_comment>username_6: I have a PhD in mathematical physics (in particular in algebraic formulation of QFT) obtained in Germany, after a master's degree in Italy (on discrete theories for quantum gravity).
I am currently employed as data scientist for a private company, where I have the opportunity to still carry on research in particular areas (mostly machine learning and algorithm methods for data analysis, which, strictly speaking, are not "physics", though). It is a lot of fun and I enjoy it; most of my colleagues have undergone the same carrier path, with PhD in physics/mathematics. Before I also spent some time as quantitative analyst for a bank.
This said, there are opportunities out there for academics having PhD in very technical areas, mainly as data scientists, data/quantitative analysts for private companies or research platforms, or the financial sector. It is also true that, although placing your foot in is not particularly easy, companies *do* like academics who are able to think, carry on ideas and projects, rather than just doing mere technicalities. Moreover, most of the times people who have done research are much faster in developing solutions and finding possible errors and bugs.
Therefore my opinion is that albeit finding a job outside academia is not the easiest, it is possible and does not have to discourage anyone from pursuing a PhD.
I would like to comment on few sentences of yours:
>
> There are about twice as many physics PhDs as tenure-possible jobs in academia for them, and those who make it donโt usually get tenure.
>
>
>
Actually it is even worse: there are about ten times as many physics PhD as tenure-possible jobs, especially in Europe.
>
> Physics majors lack the skills in life that others do, like engineering majors or math majors. This makes it very difficult to find a job where they are competitive applicants.
>
>
>
This is just completely nonsense. Physicists are **exactly** the most competitive applicants: they can be employed in any field at any time, despite the skills required, because they can *make* their own skills. I double dare you to find applicants who are more suitable, pick any job you want. Furthermore, I have never met any physicist or mathematician or engineer who lacks the so-called social skills: on the other hand most of them have been the most entertaining colleagues and co-workers I have had. If someone is weird or anti-social it is about themselves and is totally unrelated to whether they have studied physics, biology or nutrition for dogs and cats.
Upvotes: 3 <issue_comment>username_7: I will second a lot of what has been said here. As an astrophysicist I spent 10 years working for NASA, then 25 years as a professor at a Research I university. I had a good and high profile career, but also had other things I wanted to do. A lot of that came from experiences advising and mentoring hundreds of students. Some years ago I took early retirement and these days among other things coach professionals, including engineers and academics, helping them meet professional and personal goals. That includes career coaching.
If you dig into it you will discover that the unemployment rate among physicists is very low. A physics education is less about learning physics, per se, than it is about developing a very powerful way of thinking about the world and attacking diverse problems. There are physicists in an extremely wide variety of positions ranging from systems engineering, to data and other analysis, to private and public research labs, to finance, to modeling, to teaching, to medicine (in medical school physics undergrads tend to run the table on premeds), to government labs, to you name it. I have a client right now who is moving from theoretical physics into analysis of data from networked consumer health monitoring devices with an eye toward improving public health. Every now and then you even find one doing something like coaching. Pick a career path and there is a very good chance that you will find physicists there applying their thinking skills to just about every sort of task you can name.
In a world where perhaps half of current white collar jobs will have disappeared in 15 years, and the best jobs have yet to be invented, a physicist's way of approaching the world is likely to be far better preparation than those who pursue field-specific degrees. (Do pick up a good computing background along the way, including exposure to things like genetic algorithms and AI.)
Were I to give advice it would be to take advantage of opportunities while a student to work outside of Academia. That might well include taking a year's break at some point and taking a job or internship. That will help you grow a network and build a resume, as well as expand your perspective beyond Academia. As someone already mentioned, very few physicists wind up in Academia, but when you are in school those are the physicists that you meet and work with. There is a common attitude among faculty that those who remain in Academia "made it" and those who leave Academia have "failed." That perspective is... well, I probably can't use the language needed to describe just how nonsensical, myopic, and self aggrandizing that attitude is. The choice between Academia and other careers should be approached as a thoughtful decision rather than viewing Academia as the default option.
Upvotes: 2
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<issue_start>username_0: Iโm writing up my thesis and use two levels of structure in my table of contents, which looks something like this:
>
> ### Table of contents
>
>
> 1. Introduction
>
>
> 1.1 Subsection intro
> 2. Methods
>
>
> 2.1 Methods subsection
>
>
> 2.2 Etcetera
>
>
>
However, the section numbering in my thesis has three levels, so for example section 2.1 contains a subsection 2.1.1
>
> 2.1 Methods subsection
> ----------------------
>
>
> blablabla
>
>
> ### 2.1.1 Methods subsubsection
>
>
> More bla bla bla
>
>
>
I donโt want to have three levels in my table of contents because that really clutters it up. However, I donโt want to reduce the number of actual levels to two because I refer to the subsubsection in my text as well. Is this OK or is there some convention that says you have to have the same numbering depth in your table of contents and text?<issue_comment>username_1: Unless (as @schester says) you have some guidelines or a supervisor that says "this is not okay", I don't think there is any convention that forbids this.
But, I would ask myself two questions:
* do I really need that many levels of subsections?
* or, does it really clutter things up that much to have three levels in
the table of contents?
I think the answer to both of those questions depends very much on your actual thesis. In my MSc thesis I did have three levels of subsections in the table-of-contents, but only two of the sections had subsubsections.
What I would finally point out is that a long table of contents is not necessarily a bad thing. I have a very classic1 textbook on my desk right now that has a 9 page table of contents, and I love that.
---
1 This book was first published in 1879 and is still in active use in my field, the latest edition is from 2006. Yep, it's "Hydrodynamics" by <NAME>.
Upvotes: 1 <issue_comment>username_2: >
> Is this OK or is there some convention that says you have to have the same numbering depth in your table of contents and text?
>
>
>
There is no general convention against this, but your supervisor or university may hold dogmatic views on it, so you have ask them or read their regulations, respectively.
That being said, the question whether itโs a good idea can usually be answered best if you consider the purpose of the respective elements:
* The purpose of the table of contents is to allow the reader to quickly find a specific part of your text and to give a rough overview over your structure. You do not need a certain subsubsection or similar in your table of contents, if both:
+ it is safe to assume that everybody who is looking for the contents of some subsubsection or similar will find them as well if it is not explicitly listed in the table of contents;
+ the subsubsection is not essential to your thesisโ structure (which is very likely).Actually, I think that many theses do not need a table of contents that goes beyond the first level.
* The purpose of having subsubsections (and similar) is to structure your text and to be able to have precise references within the text (e.g., โsee Sec. 4.3.2โ). Thus a subsubsection is not needed, if both:
+ You do not specifically reference it.
+ It does not help the reader to see how your content is structured.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I have the following basic questions regarding my name on a research paper.
1. Is it compulsory to write the complete name on a research paper (if it is a long name)?
2. Is it acceptable for an author to use a sligthly different name on a paper than on a previous paper?
For example, if the authorโs name would be *<NAME>* and the shortened name would be *<NAME>.*<issue_comment>username_1: It is best to be consistent with how one writes his/her name in a paper. If the author usually writes his/her name in full (or vice versa), then you should follow that pattern. This makes it easier for other researchers and software to verify that two papers were co-authored by the same person.
Upvotes: 5 [selected_answer]<issue_comment>username_2: The issue with names is that there is still no standard unique identifier of an author (\*). I.e. for a paper, the community has more or less converged to use DOIs. However, this has not been the case for authors.
The implication is that there is no way to disambiguate names: is `<NAME>` in paper A the same `<NAME>` of paper B? `<NAME>` in paper C and `<NAME>` in paper D are the same person?
One way to mitigate this problem, from an author perspective, is to choose a name that is unique, or at least unique in your field of research (a real problem for e.g. researchers from China). On the other hand, choosing a name too long can, arguably, be detrimental because readers will not memorize it so easily.
Thus, the recommendation is: use one and only one name throughout your scientific career, and choose that name wisely (e.g. ask feedback from your supervisor). That name doesn't need to be the full name, nor has to be a shortened one; just need to uniquely represent who you are named.
Ideally, I should google for your name and the first occurrence should be either your homepage or your google scholar page (or a paper of yours).
I personally memorize the name easily when it has a first and last name. E.g. `<NAME>`, or `<NAME>`, and only use the middle letters to disambiguate the name, when needed.
(\*) there are [some attempts](http://orcid.org/), but it is not a standard AFAIK.
Upvotes: 2 <issue_comment>username_3: In the case of the citing the papers without DOI, using a different name in comparison with the preceding publications of an specific author may make great troubles for citing systems (just like google scholar). Consequently, the statistics regarding the citations of that author might be flawed.
So, One would assert that the researchers should determine their name within the affiliation, once, and stick to it in the future.
Upvotes: 0
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| 1,497
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<issue_start>username_0: Recently I had a paper accepted by a major journal in discrete mathematics. Now the paper is going through the final stages of publication. The publisher sent me a link in which I have to specify the access policy for the paper. I can choose to either pay a fee (which I won't), and make my paper publicly available from the publisher website, or I can choose to self-archive, and
then make my paper publicly available after a period of 24 months of embargo.
More precisely, the text for the self-archiving is the following:
>
> I wish to self-archive my accepted author manucript , which is my draft
> version of the article and which may include any author-incorporated
> changes from the peer review process. I can post this author manuscript
> on my institutional or subject-orientated repository immediately for
> internal use and make it publicly available after a journal specific
> embargo period has expired.
>
>
>
The problem is that I have already posted the revised version of my paper at arxiv much before receiving this access form from the publisher. So I have some questions concerning this paragraph.
1. The paragraph says that I can post the manuscript at a subject-oriented repository immediately for internal use. As mentioned before I already posted it to arxiv, which I think can be considered as a subject-oriented repository. Is that allowed? What do they mean by internal use?
2. What do they mean about making the manuscript publicly available after the embargo? I have a link at my homepage pointing to the arxiv page. Is this considered to be publicly available?
3. What is the difference between posting it to a repository and making it public?
4. Can I get in trouble if they find the link to the paper at my homepage?<issue_comment>username_1: >
>
> >
> > I can post this author manuscript on my institutional or subject-orientated repository immediately for internal use [โฆ]
> >
> >
> >
>
>
> [โฆ]
>
>
> The paragraph says that I can post the manuscript at a subject-oriented repository immediately for internal use. As mentioned before I already posted it to arxiv, which I think can be considered as a subject-oriented repository. Is that allowed? What do they mean by internal use?
>
>
>
This respective sentence is not very well phrased and probably misphrased. โSubject-orientated repositoryโ sounds very much like ArXiv but contradicts โinternal useโ (unless they have a very wide definition of *internal*). Having a โsubject-orientated repositoryโ for โinternal useโ would have to be institutional and thus already be covered without adding โsubject-orientated repositoryโ.
To be sure you should check other information by the publisher, in particular the copyright agreement (or similar) you probably agreed to already. [Sherpa/Romeo](http://www.sherpa.ac.uk/romeo/) may also help. If all that fails, you need to (and should) ask the publisher to clarify this.
If needed to guess, I would say that that line originally read โI can post this author manuscript on my institutional immediately for internal useโ and then somebody inserted โor subject-orientated repositoryโ.
>
> What do they mean about making the manuscript publicly available after the embargo? I have a link at my homepage pointing to the arxiv page. Is this considered to be publicly available?
>
>
>
The ArXiv is already publically available, linking it does not change this. *Making publically available* means exactly that, so, e.g., it would cover putting the manuscript directly on your homepage.
>
> What is the difference between posting it to a repository and making it public?
>
>
>
A repository may be not public. For example, our group has its own private paper repository.
>
> Can I get in trouble if they find the link to the paper at my homepage?
>
>
>
If they find out about your ArXiv publication only that way, perhaps. But given that the ArXiv is public and easily searchable, thatโs very unlikely.
What you can get in trouble for is publishing the paper on ArXiv. However, if the journal is general open to ArXiv publishing (see the first point), it is unlikely that they only allow it after they published the paper themselves. Again, what you should do is to take a look into the copyright agreement and similar and what they say about prior publication on public repositories and ask them if the information is unclear.
Upvotes: 2 <issue_comment>username_2: The text you quote is from Elsevier, and their policy on [hosting articles](http://www.elsevier.com/about/company-information/policies/hosting) says that "arXiv and RePEc can update a preprint immediately with the accepted manuscript and a DOI link to the formal publication" (while the embargo period applies only to other organizations), so you haven't violated the agreement in updating the arXiv posting. You can add the DOI via the arXiv's journal reference feature once it is available.
Upvotes: 5 [selected_answer]<issue_comment>username_3: As a general reference tool, there is an attempt to collect all the different policies centrally such that you may search by your paper's DOI and get the information you need about legally sharing it: <https://shareyourpaper.org/>
Typically (for me) it's been the final author versions that I'm allowed to share, which I then go on to share with ShareYourPaper and also post on my ResearchGate, etc.
As with the comment about about ArXiv, there is also growing acceptance and promotion of preprint servers by major journals, e.g. on recently submitting a paper to the Royal Society of Chemistry (RSC), the process concluded by encouraging me to head on over to <https://chemrxiv.org/> and upload all my materials there, too.
Upvotes: 0 <issue_comment>username_4: As stated by others in the comment section, it may also depend on your funding agency. In Canada, for instance, NSERC requires the manuscript be freely available within 12 months of publication, using a repository and/or the journal itself (<http://www.science.gc.ca/eic/site/063.nsf/eng/h_F6765465.html?OpenDocument>).
Upvotes: 0
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<issue_start>username_0: A PHD (in Computational Biology) student asked me to do some programming for a software application she is developing as a part of her work for her PHD. To be more clear, she is not asking for any help in the design part, but rather in the implementation.
The PHD student I am talking about was my teacher in my undergrad. She taught me a software related course in my undergrad, and was generally a very nice teacher. She taught well, and she was polite, cooperative and kind.
She called me yesterday and told me that she is doing her PHD. The mobile application she wants to develop is only a small part of her work. She asked me to help her with it. There are two kinds of help that she mentioned:
1. She wants me to guide her on how to go about learning mobile application development. I am fine with that.
2. She said that she is very busy and if her schedule gets tighter, she will like me to complete the application. The application has not been started yet, and she told me about already being very busy, which tells me that she wants me to write a considerable amount of code for the application.
From my web search, I found out that [doing this is permissible](https://academia.stackexchange.com/questions/38023/would-it-be-ethical-for-a-computer-science-phd-student-to-hire-an-assistant-pro/answer-38026), if the work of the external person is acknowledged.
**So, if she does want to acknowledge and give me due credit if I do some work (that is if I actually write some code for her application), in what ways can she do that?**<issue_comment>username_1: She should mention your contribution in the acknowledgments section of her thesis and the related article(s) she might publish.
Additionally, she could provide monetary compensation for your time. Or, as per <NAME>'s suggestion, she could arrange that you receive academic credits or that your work counts as one of the requirements for getting a degree. This is only applicable in a subset of situations where you are pursuing a degree and where the involved institutions are willing to do so.
In response to comments arguing that you should get co-authorship, or that you could bargain authorship instead of a salary, I'm copying [the authorship guidelines of the ICMJE](http://www.icmje.org/icmje-recommendations.pdf):
>
> The ICMJE recommends that authorship be based on the following 4 criteria:
>
>
> 1. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
> 2. Drafting the work or revising it critically for important intellectual content; AND
> 3. Final approval of the version to be published; AND
> 4. Agreement to be accountable for all aspects of the
> work in ensuring that questions related to the accuracy or
> integrity of any part of the work are appropriately investigated and resolved.
>
>
> In addition to being accountable for the parts of the work he or she has done, an author should be able to identify which co-authors are responsible for specific other parts of the work. In addition, authors should have confidence in the integrity of the contributions of their co-authors.
>
>
> All those designated as authors should meet all four criteria for authorship, and all who meet the four criteria should be identified as authors. Those who do not meet all four criteria should be acknowledged.
>
>
>
Upvotes: 4 <issue_comment>username_2: The important questions to ask:
* Will you get paid for your work?
* Will you be a co-author on the publications that will use your code?
Note that the answer to (b) is independent of the answer to (a) and vice-versa. Ideally, the answer to both of those questions should be YES. If she has not any money to offer (which is possible), then (b) should be 100% YES and she should provide an estimate of how much time this task will take. Once, she has given you a rough estimate (probably multiply it with 1.20 to 1.50) and see if adding a publication to your CV is worth your time without getting any money.
TL, DR; You should be a co-author on the (at least initial) publication that uses your code and you should negotiate for some monetary compensation. Do that, BEFORE actually committing to anything or starting to work on the project.
Upvotes: 2 <issue_comment>username_3: It depends on what you want out of it. Yes, ideally you'd get paid, and that may be possible in the form of a paid summer internship if you're still an undergrad.
If you are considering further postgraduate study, a publication to your name is a good thing. It's a really good thing if it's something you'd be happy to raise in an interview, and working on it may get you good contacts.
Upvotes: 1 <issue_comment>username_4: Sharing authorship on related publications has already been said so I will just mention one very important thing that I'm surprised no one mention.
*Copyright of the code.*
This is not really her giving credit to you, this will be your right from the very start. Just be clear from the very start on the license and put your name on it. If you choose the right license, you will retain copyright of it and derivative works making sure that the application or library remains free forever (or more selfish requests such as money for the use of the application, authorship or citations in any paper that makes use of it under a signed MTA, or anything else). I will refrain from advising on choosing a license since that's a big topic, I am biased for GPL, and the subject is probably off topic here.
However, do note that if you are paid to do this job, you may be required to relinquish copyright.
Upvotes: 3 <issue_comment>username_5: Are you proud to be asked, or do you see it as a chore? Do you *need* to be credited for your work, is the experience of doing it not enough? What happens if your work is not of sufficient quality, do you want her to acknowledge that?
I think the area you are in is a messy one. If you can't do it for the sake of doing it then you should not do it. The experience should be reason enuf to do the job, and if you can tie into a undergrad project then so much the better.
Upvotes: 0
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<issue_start>username_0: A set of formulae have been collated with brief explanation for each pertaining to a statistical method called *Test of Hypothesis* from a very few set of sources. I would like to publish this work on ResearchGate. But what will I call it? It is neither research paper of novel method nor a standard survey paper. I don't suppose this is a technical report either. Yet I do believe this material would be helpful to many. What may I publish this as?<issue_comment>username_1: If you conducted a thorough evaluation/assessment/research of previous works about a specific topic and put it all together in a single document, you could call it a review paper. If this summary cannot be found in the literature associated to your field, well, bonus points.
Upvotes: 0 <issue_comment>username_2: My comment turned into answer: you could call it an "expository paper", especially if it contains some more descriptive details on how/where to use/apply these formulas.
At least in my field (mathematics) such papers are not unheard of. These are often published in journals more aimed towards such papers with a broader audience, for example the [American Mathematical Monthly](http://www.maa.org/press/periodicals/american-mathematical-monthly) or [Expositiones Mathematicae](http://www.journals.elsevier.com/expositiones-mathematicae/). These papers can be of great value as a clear and easy reference to results in a particular field; on the other hand, they may not quite be considered research papers.
Upvotes: 3 [selected_answer]
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| 1,701
| 7,202
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<issue_start>username_0: Suppose I published a paper in a journal with no open-access policy, but with the usual constraints regarding copyright.
A researcher that I do not know in person has asked me for a copy of a this paper I coauthored. Am I allowed to share the final-version PDF file with them (by e-mail)? I mean, does it make any difference with sharing it publicly (which I *do* know I am not allowed to)?
If not, what would be a polite way to tell them so?<issue_comment>username_1: It could easily be a violation of the publishing agreement you signed unless it specifically outlines how you might share the article (which many agreements do). You are unlikely to get hauled into court by your publisher unless you or whoever you send it to informs them of your transgression and you refuse to correct it. That being said, it's unethical in my opinion to purposefully violate your publishing agreement (which is a contract that you signed), so I wouldn't advocate it. Reread it, and follow its terms.
Upvotes: 1 <issue_comment>username_2: I believe that it is a moral obligation of scientists to make their work available to colleagues, except when larger considerations such as safety intervene. Most publication agreements allow for some form of sharing, even if only a preprint---you might or might not be able to post it for free online, but you can at least share via email. There's a decent fair use argument for it as well, which is likely to cover ambiguous agreements.
I also believe that if you discover that a publication agreement explicitly prohibits sharing a pre-print via email, then it is appropriate and ethical to commit civil disobedience and share a pre-print of the article. I believe this because I think that a publication agreement that prohibits individual exchange of pre-print scientific documents is itself unethical. Don't share the final version, though: the moral obligation of scientific openness is served well enough by a pre-print, and the final version does often clearly incorporate real work and value added by the publisher, which you have no moral right to.
Do note, however, that if you choose to share when you are prohibited from doing so, that you should realize that you are committing civil disobedience and that there is a chance (however unlikely) that you may have to take the legal consequences for doing so.
Upvotes: 5 <issue_comment>username_3: In the old days, one received 25 or 50 paper reprints gratis, and could order more, each time one published a paper. These would be sent out in response to requests such as the one you describe.
These days, I believe some publishers have provisions for the same kind of on-request personal sharing of single copies of a paper. I'm sure this varies from publisher to publisher, however.
I also suspect that there may be a strong fair use argument for sharing a final pdf upon request but I do not have the legal expertise to say for certain.
Finally, I'll note that many, many researchers post final pdfs of their work openly on the web. Irrespective of whether you support this (as I do) or consider it unethical, if the publishers are unwilling to target these people they will certainly not be interested in someone who privately emails a pdf of his or her own work to a colleague upon request.
Upvotes: 4 <issue_comment>username_4: >
> Am I allowed to share the final-version PDF file with him/her (by e-mail)?
>
>
>
From a (US) legal perspective, that depends entirely on the publishing agreement. Some journals do allow this; if so, it will be stated explicitly in the agreement. For example, the [APS copyright transfer agreement](http://journals.aps.org/authors/transfer-of-copyright-agreement) includes the text
>
> The author(s)...shall have the following rights (the โAuthor Rightsโ):
>
>
> 3. The right...to make copies of all or part of the Article, including the APS-prepared version without revision or modification, for the author(s)โ and/or the employerโs use for educational or research purposes.
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>
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Without something like this in the agreement, whether you're allowed to share the paper depends on whether it can legally be considered fair use. No copyright agreement can prohibit something which falls under fair use, but on the other hand you don't *really* know what falls under fair use until a court tells you. I'm not sure if there's any precedent on whether sharing copies of an article for private research use qualifies as fair.
I won't address this from a moral perspective since you asked whether it's *allowed*, but as some of the other answers show, it's possible to reach a different conclusion that way.
>
> I mean, does it make any difference with sharing it publicly (which I do know I am not allowed to)?
>
>
>
Well, this also depends on the publishing agreement. By default, if the agreement doesn't say anything otherwise, there is no difference between sharing the article publicly and sharing it privately; both qualify as unauthorized distribution, and both are similarly illegal. But the publishing agreement may allow for some forms of public sharing. Going back to the APS agreement, it includes several clauses allowing various forms of public sharing (under "Authors' Rights"):
>
> 2. The nonexclusive right, after publication by APS, to give permission to third parties to republish print versions of the Article or a translation thereof, or excerpts therefrom, without obtaining permission from APS, provided the APS-prepared version is not used for this purpose, the Article is not republished in another journal, and the third party does not charge a fee. If the APS version is used, or the third party republishes in a publication or product charging a fee for use, permission from APS must be obtained.
>
>
> 3. The right to use all or part of the Article, including the APS-prepared version without revision or modification, on the author(s)โ web home page or employerโs website and to make copies of all or part of the Article, including the APS-prepared version without revision or modification, for the author(s)โ and/or the employerโs use for educational or research purposes.
>
>
> 4. The right to post and update the Article on free-access e-print servers as long as files prepared and/or formatted by APS or its vendors are not used for that purpose. Any such posting made or updated after acceptance of the Article for publication shall include a link to the online abstract in the APS journal or to the entry page of the journal. If the author wishes the APS-prepared version to be used for an online posting other than on the author(s)โ or employerโs website, APS permission is required; if permission is granted, APS will provide the Article as it was published in the journal, and use will be subject to APS terms and conditions.
>
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>
So under this agreement, you (the author) can post the final journal version of the article on your own personal website, and you can post preprints (i.e. versions you prepared prior to submitting to the journal) on a site like [arXiv](http://arxiv.org) or grant permission to third parties to distribute these versions.
Upvotes: 4 [selected_answer]
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2015/10/19
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<issue_start>username_0: We've submitted a paper to a well known journal, but it's been **more than one year** without a reply, despite multiple e-mails sent to the editors. We got a reply once, just pointing to another editor which did not answer our requests.
Just to clarify:
* aug/2014: paper submission;
* mar/2015: first e-mail sent to editor **(no reply)**;
* may/2015: second e-mail sent to editor, which answered pointing to another sub-editor and saying that the delay might be caused by a late reviewer;
* jun/2015: e-mail sent to sub-editor asking for clarifications about the delay **(no reply)**;
* aug/2015: e-mail sent to editor and sub-editor asking for news about our paper **(no reply)**;
* oct/2015: again, another e-mail for both editors **(no reply)**, and we even asked to confirm the receipt, without reply either.
What is the next thing we should do? I guess that withdraw our submission is the logical step, but we don't want to lose all this time of reviewing without any feedback and knowing that our paper was probably reviewed by one or two reviewers, and it could be near completion.<issue_comment>username_1: First thing first, I would suggest planning to never submit to this journal again. Some journals take a very long time to review, and in some fields more than a year of reviewing is not uncommon. Editors, however, should be reasonably responsive to email and months without reply is not reasonable.
Although, there is one case where it might be reasonable: it might be that all of your email has been going into their spam filter. You don't say where you are from, but there can be problems of this type: I recently had an experience where some international colleagues had their entire *domain* blacklisted by anti-spam systems and it made every interaction very painful and difficult.
Either way, at this point, you've basically got two options for escalation in attempting to find out the status of your paper:
1. Make contact via another medium than email, preferably by phone so you can get a human on the line.
2. If that fails, get in touch with the *publisher* and let them know what's going on with their journal.
You also need to be more persistent in your attempts to contact: emailing once every two months and just taking no response as your answer is really letting things slide.
If all of this fails, then you're stuck with an unpalatable choice: leave the paper in limbo or withdraw. Neither is a particularly good option, but neither is the end of the world, either.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Have you checked the online tracking system of the journal to see if the status or the status date has changed recently? If the status has been 'under review' for a long time, but the status date is fairly recent, it would indicate that the editor or reviewers have accessed the system more recently. This is a positive sign, showing that there is some activity around your paper. However, if there has not been any change in the status date for a long time, it means that your paper has been lying idle.
In the former scenario, it might help if you try to contact the journal over phone or by sending more frequent emails. However, if your paper has not been accessed for a long time, it would be better to consider withdrawing it.
Upvotes: 1
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2015/10/19
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<issue_start>username_0: I want to know, if I submit a paper to a journal, will they change the formatting of the paper? For example, will they change the position of the tables or the figures?
If they change these, then I think it is not necessary for me to learn MS Word or LaTeX in depth. As long as I can write the paper in a readable manner, it should be fine because the journal will make the format better if the paper is accepted. But if there is a specific style and format of the papers published in the journal which must be fulfilled by the authors, then it is a different story.
My field is physics and biophysics.<issue_comment>username_1: It's good to know LaTeX, that will help you a lot, and is arguably essential in science. I agree though, that if you absolutely master Word, that would allow you to make similar looking papers, and the truth of the matter is that Word is extremely powerful, is used to its fullest. Take that as you will.
Upvotes: 1 <issue_comment>username_2: This depends entirely on the journal policy, which in turn tends to depend strongly on field. For example:
* In computer science and electrical engineering, many ACM and IEEE journals expect papers to be turned in using a format that is very close to publication and then re-format little if at all. For these journals, good mastery of LaTeX is a must.
* Many biology journals, by contrast, will *refuse* to take nicely formatted submissions and require text to be submitted separately from figures. For these journals, you mostly just need to know how to use your citation manager.
Beyond looking at individual journals, I would say that a good rule of thumb is to consider how many equations you are likely to publish. The more mathematical your work, the more likely that your publication venue is to have embraced LaTeX and the more benefit expertise with it is likely to be to you.
Upvotes: 7 [selected_answer]<issue_comment>username_3: I think it depends on what kind of "depth" you are talking about.
You'll certainly want to learn at least one of those systems, to a level of competence that allows you to produce documents that are of comparable quality to your field's standards, and that meet the specifications that journals in your field require.
This does not necessarily require "mastery", just comfort with basic features. Indeed, knowing too much about the system and how to tune it to create very specific and/or unusual effects is probably not helpful. It's much more important to be *standard* than to be fancy. When very specific formatting or effects are required, journals will often either provide templates and/or style files, or simply do their own formatting.
Some features of these applications are not so much aimed at producing particular effects, but at making it more convenient for you to use them (e.g. citation managers, packages for formatting particular kinds of diagrams, etc). These are things you can pick up to the extent you find they are helpful.
Upvotes: 3 <issue_comment>username_4: Somewhat echoing other comments and answers: no, don't think of "mastering" any particular type-setting software, but, on the other hand, *yes*, it is probably worthwhile to become *sufficiently* *proficient* in whatever you choose, so that you do not spend much cognitive energy on typesetting per se, as opposed to *content*. The particular choice of typesetting system depends on your context, of course, ...
(I myself was coerced to learn some details of (La)TeX in order to satisfy the late-adapter/adopter-incompetence of some publishers in the early 1990s. That is, I "needed" to figure out how to do really-low-level things like move the location of the page-number... This was and is a stupid way to spend time, but maybe unavoidable in some contexts... Similarly, had to have everything sufficiently controlled in pointlessly low-level ways to satisfy the whims of English-major-B.A. editors... so had to retreat from LaTeX to plain TeX to have access to silly things... My advice: do not do any such thing, anymore. Even the heel-draggers have caught up.)
Again, an implicit question somewhat in reaction to "do I have to master...?" is "do I have to have a clue...?", and the answer is "yes". Do not let inability to typeset your work be a noticeable bottleneck.
Another sleeper question: "when you're a novice, should you conform to the formatting and typesetting conventions of the ambient academic culture... or is it ok to get creative...?" :) Well, I tell my own students that conformity is certainly not a high virtue, but it is obviously a *convenient* virtue, e.g., if one wants to avoid routine dismissal as a crank/crackpot. This is not entirely ridiculous, in fact, I think, since demonstration of awareness of the rituals of a (inevitably, social) group is a positive signal to that group.
Upvotes: 5 <issue_comment>username_5: **tldr;** You use what your co-authors use.
**Long answer:** Academia is the mostly world of networking and collaboration. Efficient work with your colleagues and peers involves joint writing and editing: for academic publication, teaching, and even administration purposes. To work efficiently as a member of the team, you need to master the tools which other colleagues are using. You can figure this out by asking around. However, for some subject areas, the answer can be easily guessed: for example in Mathematics LaTeX is a tool of trade, whereas in Social Sciences or Humanities people can be unaware of its existence. I can not say about your area (biophysics), consider asking your colleagues what they use.
Upvotes: 5 <issue_comment>username_6: In many physics subfields, colleagues will expect you to put your preprints on the [arXiv](http://arxiv.org). You may also post them on your website or an institutional website. Those will appear in the way that you format them, without any help from a professional editor.
Upvotes: 1 <issue_comment>username_7: You're a physicist? Then it's worth it to spend the time to learn LaTeX to a reasonable level. There are a bunch of templates for doing all sorts of neat diagrams about quantum states, those silly operator brackets, and what-have-you. (I'm obviously not a physicist...) None of that in MS-Word - as far as I know.
As for the MS-Word option - these days you have [LibreOffice Writer](http://www.libreoffice.org/), which is quite powerful, stable, feature-rich and cross-platform. For some cases/issues it has not fully caught up with MS-Word, but it's quite sufficient as your default.
Now, if you're lazy but you want LaTeX-style math at least you could use one of the MS-Word/LibreOffice plugins or extensions or OLE apps which allow this. For MS-Word for example you have Design Science Equation Editor.
Finally, if you're not lazy and actually practice seriously with at least one of these, you'll find it a lot easier to use the other (especially LaTeX -> LibreOffice), because that will get you used to defining themes and styles and sticking to them rather than the "make-this-line-bold, now Enter Enter Enter to get more space" you see people doing.
Upvotes: 1 <issue_comment>username_8: "Is it worth it to master LaTeX or MS Word?"
Just wanted to echo [Dmirty's sentiment](https://academia.stackexchange.com/questions/56511/is-it-worth-it-to-master-latex-or-ms-word/56548#56548), but also mention that LaTeX proficiency is a bit of a niche skill. If you are good at it, it can potentially open other doors for you; I found my current job thanks in part to this. If you like LaTeX and find that you are good at it, it is worth your time to master it since these skills may pay off in other ways. However I cannot really say the same about MS Word, its such a ubiquitous program that you are *expected* to have some proficiency with it in academia.
Upvotes: -1 <issue_comment>username_9: First of all, the publisher will almost certainly change the format of your paper. The extent of the changes, however, vary with publisher. Some publishers prefer LaTeX because the manuscript is close to final form. Other publishers, however, prefer MS Word because their workflow has been built-up around Word documents.
You should become proficient in both MS Word **and** LaTeX. Here's why.
Reasons to learn LaTeX:
1. You're a physicist; that should be reason enough.
2. The preprint of your paper (for your personal website, arXiv, etc.) won't look like a manuscript draft.
3. You can make great looking CVs, letters, dissertations, grant proposals, etc.
4. LaTeX defaults are nice, Word defaults are pretty horrible (tables, margins, figure captions, etc.)
Reasons to learn Word:
1. Many of your colleagues will likely use it, thus you will have to as well.
2. Some journals may prefer submission in Word.
3. The better you know Word, the less you'll have to fight with it when it starts auto-formatting everything and moving your figures around.
If you want to keep your manuscript simple while maintaining flexibility in the output, consider writing in [Markdown](https://help.github.com/articles/markdown-basics/), then converting to whatever format you like using [pandoc](http://pandoc.org/).
Upvotes: 2 <issue_comment>username_10: You should be aiming to produce a typeset manuscript of the highest possible quality, regardless of whether the formatting is going to be changed by a journal. Though I can't give a really convincing argument for this, it is something that I passionately believe in, and I hope that the following list of half-reasons might go some way to convincing you.
* It will make you feel good about the research you've done. There are few things more satisfying than putting the final touches to a beautifully typeset piece of work. You will feel proud of the document you've created - and this pride will carry over to the research that you're writing about.
* The formatting and typesetting is an important part of your paper. Nowhere near as important as the scientific content, of course, but when somebody reads your paper, the way the words sit on the page is an important part of the way the information reaches them off the page. Since the primary goal of a research paper is dissemination of information, you should not disregard the matter of how easy the paper is to read. Of course, if the journal messes up the formatting completely then this could become irrelevant, but a good journal typesetting policy should emphasize exactly the same things that are important to you - clarity, elegance and readability - so if you take these things into account, you can be sure that you are producing something as close as possible to what the journal will eventually be printing. If you leave the whole thing as a 'clean-up' exercise to the journal, then you are giving up all control over an important part of the message of your paper.
* As a follow-up to the last point (and others have spoken about this as well), you should remember that the academic journal you are publishing in is just one of the many places that your paper will be read. Pretty much everywhere else, the typesetting that the readers see will be yours, not the journal's. when you submit your article to referees, they will be reading your article, and a poorly formatted MS Word document will be less kindly looked upon than a beautifully typeset LaTeX article (perhaps you can see which way I'm going with this...) If you want to put the preprint of the paper on the ArXiv or on your personal site, then you want it to be as readable as possible - and that means doing the typesetting yourself.
* A rigorous approach to typesetting encourages a rigorous scientific approach. This is mainly relevant if you've got into the (excellent) habit of writing up your research as you go. Learning the best ways to break documents up into sections and recombine and rework them together (part of the 'mastery' of any typesetting system) is an excellent crucible for organizing your research in a truly rigorous and flexible manner. One of the best things about a system like LaTeX (and even MS Word) is that it encourages creating a fully granular, extensible document with different sections that can be moved around if they need to be or improved upon at some stage. This is *exactly* the attitude that you want to have with your research. If you neglect to master your typesetting system then you run the risk of typing out one large sequential and inflexible document, and this can prejudice your view of your own research in a bad way.
As I say, these are all fairly 'touchy-feely' arguments, and none is convincing on its own, but I strongly believe that together they give a good reason for taking typesetting as seriously as you would if you were preparing a manuscript for direct inclusion into a journal.
The question remains: what typesetting system should you use. As you can probably expect, I recommend mastering LaTeX, as it will give you the largest formatting reward for a relatively small effort. MS Word mastery is not a bad skill to have, but as a scientist I think you will appreciate the direct control over what is happening in LaTeX (and the knowledge of what is going on) over the sometimes cryptic "let's move this diagram over here for no reason" attitude of MS Word. It's more effort to learn, certainly, but you'll soon realize that it was worth it. Sooner than you think, you'll reach a point of fluency in LaTeX where the time you spend formatting your article will be, while considerable, only a small fraction of your research time. That is the ideal situation to be in.
Upvotes: 3 <issue_comment>username_11: >
> learn MS Word or LaTeX in depth
>
>
>
Not sure how much understanding is "in depth". If your paper doesn't have any equations, then 1 day is already too much for you to learn Latex from scratch.
Learning Latex is just like learning to type with 10 fingers, or learning to use vim. At first, it seems to take more time, but when you get familiar, you will work in a much more efficient way. For example, maintaining references, links etc in Word is a pain, but in Latex it is just a piece of cake.
However, if you decide to type with 2 fingers in your whole life, you will still be fine. Word is much easier to learn, so it is more popular outside academia and the fields where computer skills are not important, e.g. Humanity and Social Sciences.
Upvotes: 0 <issue_comment>username_12: From your question history and history here, it sounds like you're just starting out in research. Are you planning to write a thesis at some point?
Even for a Masters thesis there are some advantages to using LaTeX, for a science PhD thesis it's indispensible for the following reasons:
* Equations (even simple ones will soon become much easier in LaTeX)
* Cross-referencing of figures and sections within a document: learn a couple of commands and it just works.
* Citations, especially if your field uses a numeric citation style (would you want to renumber 200 citations, some used several times, on the day you send it to the printers?)
There are tools to do most of this in word. Some of them are OK, some are free, but most are rubbish and/or expensive compared to the stuff that's built-in for free in LaTeX.
The relevance of this to paper writing is that learning to use LaTeX specifically for writing a thesis is too hard, too late. Write a few papers in it, maybe the odd internal report as well, and it will be easy by the time you're writing your thesis.
Finally don't miss the very helpful tex.stackexchange.com, where there are plenty of getting-started questions.
Upvotes: 2
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2015/10/20
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<issue_start>username_0: I sent a paper to a top tier journal in science a few weeks ago. I received the feedback from the editor saying he declined to publish/ accept my paper at the moment but if I corrected/ responded to the comments provided by reviewer, he/ she would consider to publish my paper.
I went to paper tracking website only to discover that my paper is classified as "reject and resubmit". Does that mean if I responded/ did everything suggested by reviewer, there'll be high possibility my paper will be outright rejected?
The comments from reviewer was not that harsh, but I wonder whether I'll be wasting my time if I went back to the lab and did what he said. I only have 2 months to respond.
Also, what is the difference between "reject and resubmit" and "major revision required"? This is my first submission and I'm confused.
Hope anyone can enlighten me.<issue_comment>username_1: Each journal will have it's own fairly vague differences between different tiers of evaluation, but what the editor has described and "Reject and Resubmit" are exactly the same thing.
Essentially, your paper has been rejected ("declined to publish accept my paper") but there is the opportunity to revise your paper and resubmit it for consideration again ("...if I corrected/responded to the comments provided by the reviewer"). A paper that has been outright rejected doesn't get to have another go at the submission process.
>
> Does that mean if I responded/ did everything suggested by reviewer, there'll be high possibility my paper will be outright rejected?
>
>
>
What that means is that the editor will consider it again - it's chances depend on many things, including the quality of your revisions.
>
> Also, what is the difference between "reject and resubmit" and "major
> revision required"? This is my first submission and I'm confused.
>
>
>
It will very much depend on the journal. Both are, in rough terms, "This needs some work before we can consider it for publication", though the vagaries of what exactly that means will change.
For the record, refusing initial publication and inviting you for a second round after you've addressed the reviewer's comments is likely the standard trajectory for a paper to reach publication.
Upvotes: 3 <issue_comment>username_2: You are right that your paper may still be rejected, but you shouldn't worry too much. The fact that the editor proposed a resubmission suggests that he/she sees real value in it. As an editor, I can say that I would never waste time handling a submission again unless I thought there was a decent chance of acceptance.
Of course a decent chance is not 100%. Acceptance conditional on minor revisions means the editor is confident the revisions can be completed straightforwardly, while major revisions are always more of a gamble. They might just not work out in principle, or the authors might not be capable of pulling them off. However, they are worth a try.
Turning down an offer to resubmit is usually a mistake. It comes across as a sign of weakness, like you've decided your paper probably can't be fixed and you'd better just submit it somewhere less prestigious/demanding.
>
> Also, what is the difference between "reject and resubmit" and "major revision required"?
>
>
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Sometimes there's no difference at all: there are fields in which "reject and resubmit" is just what majors revisions are always called. Sometimes there's a difference, with reject and resubmit indicating a slightly less optimistic outlook (but still optimistic enough to be worth trying).
There are also borderline dishonest reasons some journals prefer reject and resubmit. Splitting a single submission into two submissions can make the journal look good in two different ways. Rejecting the initial submission decreases the journal's acceptance rate, which makes it look more selective. (A journal that accepts every submission after an R&R can claim it technically has an acceptance rate of 50% rather than 100%.) Furthermore, splitting the process in two decreases the average time from submission to a decision, which is another statistic authors care about.
Upvotes: 5 <issue_comment>username_3: While I agree with the other answers, that there's differences in how terms get used, I take it to be the case that (for the journals which make a distinction), the distinction is something as follows:
In terms of acceptance,
Reject and Resubmit (or revise and resubmit) (hereafter, R&R) = your article has been rejected.
Major revision = your article is in a kind of limbo state where it is neither accepted as is nor rejected but rather held unto the revisions come in.
In terms of reviewers,
R&R = you have no reason to expect the same reviewers. (You may or may not get them). The review will be *de novo* in principle.
Major revision = you will most likely have the same reviewers (It's not a perfect guarantee) who will decide whether your changes are sufficient to push it over the bar.
---
This of course contrasts with three other states I've seen:
1. Accepted as-is (no more reviewing needed)
2. Accepted subject to minor revisions (accepted pending minor changes they expect you will succeed in making).
3. Outright rejection (don't bother working on it again).
4. Outright rejection with the editor's suggestion to substantially revise and resubmit (*de novo* review and consideration).
Upvotes: 1 <issue_comment>username_4: >
> Also, what is the difference between "reject and resubmit" and "major revision required"? This is my first submission and I'm confused.
>
>
>
In addition to wonderful answers above: Another difference, which may impact you as an author, is the "submission date" as it will appear on your accepted paper. If a new finding is proposed by two (competing) groups, it may be difficult to see which group can claim the priority. In this case, the decision often is made based on the "submission date", and not the "final publication date", which may be more than a year later due to the time-demanding journal publication process.
* For papers under Major Revision the final publication date is delayed by the revision and re-review process, but the submission date remains the same
* For papers with the Reject and Resubmit status, the submission date will be the date of resubmission. Therefore, it will be more difficult to demonstrate the evidence of priority in this case.
Upvotes: 2 <issue_comment>username_5: One other point I'd like to add to the above answers is that [many journals these days prefer to give a Revise and Resubmit (R&R) over a Major Revisions decision](http://smallpondscience.com/2015/05/20/what-ever-happened-to-major-and-minor-revisions/), but both effectively mean the same thing. The fact that there is a deadline attached to the R&R is definitely an indication that the editor has seen some potential in your paper and wants to reconsider it after it has been revised. While your paper still might be rejected, it would definitely stand a better chance of being accepted by this journal than by a completely new journal. This is also because even for an R&R, there remains a possibility that the editor might send it to the same reviewers, in which case, your paper stands a good chance of acceptance, provided your revisions are satisfactory.
Upvotes: 3
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2015/10/20
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<issue_start>username_0: According to one of my friend's suggestion, I visited a website and was going to find some tutoring support, then I ended up hiring a person to write the essay.
However, I changed my mind and I did work on the essay by myself without reading the bought essay. I am going not to come back to the website again. So if I just hired the essay writer but am not using their work, am I called a cheater? If I pay for a writer am I already cheating, or only when I use their work?<issue_comment>username_1: If your task is to write an essay and you let somebody do it for you, then you are cheating. If you copy somebody's work (even just a part of it) then you are cheating. If you try to let somebody's work pass as your own, then you are cheating.
You are saying that you are *not using their work* โ I hope that means that you are not using their text (in total or parts of it), you have not just obfuscated the text and try to pass it as your own, or have not rewritten the essay in your own words (keeping the ideas and golden thread of the bought essay). If this is true, then (at least in my courses) you would not be a cheater. In all these cases you could replace the bought essay with the essay of a classmate and we would have a very similar question. The only difference is that you have paid money for it.
Upvotes: 6 <issue_comment>username_2: In the normal flow of using paid essay-writing service, the point at which the cheating actually occurs is when you try to pass off someone else's work as your own - in other words, when you submit the essay that wasn't written by you. So if you didn't do that, then it's not cheating.
Except... you may have used the essay that was written for you as inspiration for writing your own essay. If the conditions of the assignment say that you are not allowed to receive this sort of outside help, then it is cheating. Otherwise, it could be fine, but you would probably be ethically required to acknowledge the help you received from the essay-writer. If you fail to do so, that is academic fraud of some sort - it may not technically fall under the umbrella of "cheating" but I'd say it's still pretty bad, and will probably be dealt with similarly.
(So to summarize, I've identified three Bad Things to do: pass off someone else's work as your own, use someone else's work in violation of the terms of the assignment, or fail to acknowledge assistance you received.)
As a separate issue, consider that even though you didn't actually cheat, you gave money to a company that exists primarily to facilitate cheating. So perhaps you have indirectly supported other people's ability to cheat. It's up to you whether you're okay with that.
Upvotes: 5 <issue_comment>username_3: Using a simple and extreme analogy: are you a murderer if you buy a knife but you end up deciding not do anything with it?
Upvotes: 2 <issue_comment>username_4: I'm going to be to a bit presumptuous and say:
### That's not what you really want to ask.
Are you a cheater, philosophically? Ethically? Morally? Historically? Well, maybe so, maybe no, anybody can voice their opinion. Suppose that you are. Now suppose that you aren't. That has no direct bearing on reality.
I believe what you're really asking is:
1. Should I suppress my feelings of guilt?
2. What will the academic institution I study at do if they ever find out?
3. Will they ever find out?
4. Will I tell them myself or not?
5. Will I be able to feel at peace with my decision about that?
The answer to No. 3 is: Unlikely, since the essay writer will not start blabbing about how he helps people make a mockery of the academic system.
The answer to no. 2 depends on information we don't have.
But all the rest - well, they're really hard questions. I would suggest you talk to a good friend of yours, or your significant other, or your parents, or therapist/counselor, about them.
Upvotes: 3 <issue_comment>username_5: My general answer.
==================
I would pipe in with the general consensus: *usually, paying for an essay that you never use is **not** cheating.* I feel like people who are saying "well, you funded the cheating industry" have a somewhat valid point: you probably don't have warrant to feel *proud* about what you did and might even feel *bad* about it. But the question of "cheating" is, "**did this give you an unfair advantage over the other students**," and in the usual case, that is "no."
However, please note that a **university policy** on cheating may forbid things which are not themselves cheating! The classic example is if, after you've taken a course, you write an essay for someone who is currently taking it: you might be kicked out for *helping someone cheat* even though you didn't cheat yourself. Your university's policy may also ban paying for essays *even if you don't use them* as a matter of course. So if we're not talking about "cheating" but "violating the policy on cheating" then we need to know the policy.
Now let's get clever.
=====================
To me this is actually a **fun** question insofar as we ask, "well, what about that word *usually* up there: you said it's not *usually* cheating, but how **unusual** can we make this?" In other words: are there situations where you can pay for an essay that you will never read or submit, and you still somehow use it to cheat? And the answer is **yes.**
As a vehicle to explore this, I would like to introduce you to Dr. <NAME>, who teaches at the University of Cheating (named for the city it is in, of course). Her course is in Advanced Floozels -- do not worry about this word, it is a nonsense word. Unbeknownst to her, lots of her students are rather amenable to cheating in principle.
Dr. Alice has a very strange policy for her Advanced Floozels course: since nobody can truly memorize everything there is to know about floozels, her final exam begins with one essay question: students must, in a 24 hour time period, research the given question and write an essay response. She wants to give them some ability to study for the exam by guiding their general research on floozels, so one week prior to revealing the question, she reveals 10 possible essay questions, one of which is going to be the chosen question. Let's also say that there are 30 students, with the top 10 getting a significant boost on their actual final exam and the bottom 10 getting a significant penalty.
### Bob and the random testing insurance
Bob only finds a small niche of floozel knowledge interesting. When the study week begins, he only really likes one of the questions, so he buys the 9 remaining essays from people who have taken Advanced Floozels before, for each of the other questions, and then he spends a week studying only the one question that interests him. Bob is very lucky: Dr. Alice chooses this question for the exam, he writes a perfect essay with eight whole days' research behind it, and he rockets into the top bracket.
Bob has gained an unfair advantage over the other students even though he did not read or submit the 9 papers he paid for.
### Carol's curvy screw-up
Carol and Dennis are also taking Advanced Floozels and Dennis wants to spend the test day goofing off, even though he is a great student. He offers in advance to pay Carol, another good student, for her essay, so that he can rewrite it in his own words and try to pass off his essay as independent work. Initially, Carol accepts his money and agrees. However, when the essay question is revealed, she chickens out and wants to return the money. Unfortunately, Dennis is out whitewater rafting and she is unable to reach him by phone or text to retroactively decline the offer. She therefore instead approaches her friend Ellie, who now does some floozel research. It turns out that the question is very similar to Ellie's research from last year and so Ellie offers to write (for some of Dennis's money) a paper which looks to Dennis like it is cutting-edge research but which Dr. Alice will realize is total garbage. Carol agrees.
This is not always cheating, but we could maybe expect that Dennis would get a slightly better paper in than Carol's, so if Carol was just between two of these categories (bottom 10 gets penalized, middle 10 is neutral, top 10 is rewarded), tanking Dennis might give her a reward that she wouldn't have otherwise had, had she not agreed to this whole strange state-of-affairs.
### Anonymous exams which the instructor nevertheless reads.
There are a lot of ways to cheat if we broaden the "I didn't submit it" to "I didn't submit it *in my own name*." For example, we can do "insurance" this way too: Felipe might pay for and submit a nameless exam and then intentionally not write his own name on his exam. He does this because he's taking a very difficult risk on his own paper, writing about some very cutting-edge floozel research that will either be extremely forward-thinking to Alice, or else will seem like complete drivel. Now when she has a paper with no name, the compassionate Dr. Alice grades both normally and posts both publicly, and expects them to get back to her. Felipe looks at the nameless posts and sees that his paper, in fact, has the highest grade there, so he claims it as his own and apologizes for not writing his name on his essay; perhaps she even asks him to prove it and he shows her the original file on his laptop.
Other people claim their papers and Dr. Alice has no idea who the 31st paper belongs to, and cannot necessarily prove that anybody was cheating. Nevertheless, we know that Felipe was: similar to Bob, he was buying a "safety net" which other students did not have access to.
Or, Gertrude might buy so many low-quality papers and submit them anonymously that Dr. Alice realizes that something has gone awfully wrong, and might ask everyone to privately email her their submissions from their school email account instead, since that will be better-tied to their identity. Gertrude uses the extra time from this distraction to gain an unfair advantage over other people who have completed their essay on-time.
Harold pays for an anonymous essay which ultimately insinuates that if Dr. Alice failed any of her male students, she would be subjected to physical danger. The police are unable to trace it and she is scared enough that she doesn't fail any of them, and then Harold has an unfair advantage over the female students. (Technically this doesn't have to be submitted, but it happens to be the best way to ensure Dr. Alice or one of her TAs reads the work.)
Irene pays for an essay in the sense that she pays someone else to steal some early drafts of several essays from some of the top people in the class, with the explicit essay being composed of complete sentences from all of them weaved into a cohesive narrative. She does not read them directly but anonymously posts it to FloozelTalk, the premier floozel research chat forum, where Dr. Alice reads it and thinks it's cutting edge research being done as we speak. Dr. Alice penalizes everyone who appears to have plagiarized this essay, and Irene thereby gets some benefit from it.
### Then there are the ones which go outside the box completely.
Implicit in this I have been looking for solutions which use the *information content* of the paper but, I mean, it's also a physical artifact as well. Jacob pays for an essay which is 300 pages long (needing it to be a coherent essay just in case someone stops him and demands to see it, for example) -- and then he rigs it above the turn-in slot so that he drops it on Dr. Alice's head as she is picking up the papers, knocking her out cold: he then anonymously calls an ambulance and uses the added time that she is recovering in the hospital to complete his actual essay.
Upvotes: 4 <issue_comment>username_6: There seem to be two interpretations of "cheat" here. One refers to academic standards (and is probably what you meant, since you asked on the academia web site); the other refers to general morality. As far as academic standards are concerned, I agree with the others who have answered that you did not cheat. General morality is another matter. Even though you never used the essay that you bought, you presumably originally intended to use it, and that intention was immoral. Fortunately, society in general and academia in particular do not (usually) punish private intentions, only external actions. So you're OK as far as society and academia are concerned. On the other hand, you may not be quite OK as far as your own conscience is concerned. That's a separate issue, and probably off-topic for this site, but I'll tell you what I'd do in your situation: I wouldn't tell my professor or TA or dean or anyone in academia about any of this, but I would mention it the next time I go to confession.
Upvotes: 3 <issue_comment>username_7: I think you need to distinguish "did you cheat" from "did you violate the rules against cheating". Interestingly, this answer turns out to be essentially the opposite of the answer by username_6, although I think that is also very good answer.
If you did not read the essay you purchased, then I would say you did not cheat, in the end, although apparently you intended to cheat originally. That is my personal take, at least,
However, how can you prove you did not read the essay? At my institution, cheating is defined as "Any action that, if the instructor of the course knew about it, would not be permitted." (That is almost a direct quote from the policy.) Certainly, buying an essay would be considered a violation of my school's policy as it is literally written: an instructor would prohibit buying an essay if she knew a student was planning to do it.
I do agree with the conclusion of Andreas' answer: I would not tell anyone at the university about it, but perhaps a discussion with a counselor or religious advisor might be helpful.
Upvotes: 3
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2015/10/20
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<issue_start>username_0: The reviewer for the paper that I submitted for publication suggested major revision that I think cannot be pulled off/ done. What should I do? Should I just write the letter to editor saying I cannot pull off that revision since it's impossible. Or should I just submit my paper somewhere else.
This is my first paper submission.<issue_comment>username_1: You have a number of options. Only you can decide which is the best in your case.
(1) You can withdraw the paper from the original journal and submit it elsewhere, in the hope that a different set of reviewers will be more enthusiastic or realistic.
(2) You can re-submit to the original journal and simply decline to do the reviewer's request. This is perfectly reasonable, and editors will simply use their judgement as to whether the paper is still acceptable even without this revision. If you do follow this route, be sure to make as many of the requested revisions as you possibly can, to show that you aren't simply being stubborn, and also explain professionally (clearly but politely) why you didn't do the other revision (it isn't practical) and why it isn't necessary (you already have strong statistical significance).
(3) You can request an extension from the editor. The 2-month revision time is almost always negotiable, if you have a reasonable argument. I recently requested an extension from 2 months to 6 because a co-author had had a baby, and the editor was perfectly happy with that. (I offered to include baby pictures, but even that was not necessary.)
My own preference would probably be, in order, (2), (1), and (3), but you will have to decide on your own.
Edit to add that, as @username_2 says, you could just ask the editor if they feel the major revision is necessary. I would be a little hesitant about that, because I think (without evidence) that editors would be inclined to say that everything the reviewers asked is required, and then you're stuck with it, while if you just send in your revision as in (2), the editor might see it differently. In other words, it's often better to ask forgiveness rather than permission.
Upvotes: 3 <issue_comment>username_2: Let me add one other thing, building on the answer from @username_1.
Many times, a request for revision will tell you *which* parts of the reviewers comments the editor feels is most important. Reviewers ask for lots of things, and often the handling editor feels some are important and some are not.
If the editor explicitly asked for the samples, then you're probably stuck with extension or withdrawal. If they did not, however, you may wish to write to the editor to query whether they believe the extra samples are necessary. Explain why you do not believe they are necessary (don't say they're too hard, that's only good for asking for an extension). If the editor agrees with you, then you can proceed to revise without the samples and have a good chance of acceptance; if not, then you will not waste your time on an inadequate revision and can ask for extension or withdrawal.
Upvotes: 1 <issue_comment>username_3: I would advocate @username_1 's option 2, but phrased differently. You need to deal with the reviewer's concerns - but you don't need to do it in exactly the way that they request.
This reviewer has apparently formed the impression that
1. more samples are available to test, and
2. your analysis/discussion is not robust, because it is currently based on too few observations.
If the reviewer thinks this, then other readers probably will too. These are the issues that you need to address in revising the manuscript.
You say that it is impossible to obtain more samples. This seems not to have been obvious to the reader, so it needs to be stated/explained more clearly in the manuscript. That addresses point (1).
Dealing with (2) is more difficult. You may have to think about the theoretical basis for whatever analysis you are performing, and consider how results might be biased by a small sample size. Are there other techniques that are more appropriate? Do you really have enough data to draw firm, statistically-significant conclusions? If the answer to this is 'no', be honest about it, and make the best of what you have. If the system you are studying is rare but sufficiently interesting, then it should be acceptable to say "our observations seem to suggest X, although this cannot be confirmed with current data".
Of course, it's always possible that the reviewer is just plain wrong - it does happen sometimes. If this is the case, consider what you can do to stop other people falling into the same mistake - perhaps you need to add a discussion of why your analysis is robust despite the small sample size, or show some additional figures.
Upvotes: 2
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2015/10/20
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<issue_start>username_0: **Original Post:**
I recently attended a lecture with highly technical content. One of the middle slides in the deck had a particular phrase that reminded me of something that I had read several years before.
It took me a few minutes, but I found the original source (another slide deck) and am shocked to find that the professor lifted 35 slides verbatim from the original source. The University holds students accountable for plagiarism and strictly defines plagiarism such that this clearly fits. The slides were used verbatim and no credit or reference was provided. Further, logos were added and color schemes were changed to make make them look slightly more like original content.
What should I do? This professor has a professional full time job and I can imagine this getting swept under the rug, but this is clearly plagiarism and is spelled out very clearly in the student conduct code.
Is this an overreaction or should I pursue this? This is confounded by the fact that I am very disappointed by the rigor of the course and feel like the professor lacks adequate technical background to teach the course (I guess my suspicions came true). I'm really busy at work so don't want to deal with a big todo, but believe this really discredits the academic integrity of the course.
**Additional content in response to comments:**
The University defines plagiarism as "Using another writer's words without proper citation." There is no proper citation given here, and these are not educational materials. This is 35 slides from someone else's tutorial presentation.
I do not believe that the professor and the author of the original content have a relationship. I have emailed the author to enquire about any permissions or relationship. Still, even with permission, this is still plagiarism as defined be most people and as defined by the University.
All original works in the US are implicitly copyright protected, so there is also a copyright issue, but this is not currently my concern, though it could be of interest to the original author. I have emailed him, so this is up to him.
This **is** a US institution and is a top tier highly respected school. I am also not a lay student, but a Ph.D. with a degree from a top tier university who has served as a faculty member at two top tier universities (including this one). I have also taught undergraduate courses in the past. I have never engaged in this type of plagiarism, have never known colleagues to do so, and am shocked that so many people suggest this is par for the course in teaching. My doctorate is from a school that prides itself on its honor code and takes honor code violations very seriously and I have served on the honor council and deliberated on a case of plagiarism in the past. I really am shocked by this incident.
**Response from Original Author of the Slides:**
I have received a response from the author of the slides and he states that the work is his original work, that there are no additional authors of the work, that no one has been given permission to present the work, and that he believes his copyright on the work has been infringed upon. He has requested additional information to assert his claim on the copyright.<issue_comment>username_1: Although it would be nicer if the professor acknowledged that he took the slide from somewhere, this is neither cheating nor plagiarism.
Moreover, if the slides looked exactly the same as the original one, there is a good chance the author(s) of the original slides had shared the latex source code etc for others to copy. I have seen many authors of books, tools doing that to advertise their books/tools.
UPDATE
------
IMHO, plagiarism is when one claims work, ideas as his own, when they are actually not. Although you didn't mention the content of the presentation, I do not believe the professor mentioned the work in these **35** copied slides are his own.
If I'm presenting the work of prof. A, and he is already has excellent slides with examples, etc why do I need to waste my effort on trying to make other slides? (If I claim the work in the slides are my idea, my work, this is another story)
As I've mentioned in my original answer, the author of this tool
<http://www.cprover.org/cbmc/> provides a source of his slides:
>
> A set of slides on CBMC: PDF, 2x3 handouts.
>
> The sources are available [here](http://www.cprover.org/svn/cbmc/trunk/doc/slides/cbmc-latex-beamer/).
>
>
>
What does he expect people to do when sharing the source of the slides, if not re-use them in presentations, lectures etc?
If this is plagiarism, would it be unethical for the author of this tool to encourage people to plagiarize his slides?
I give this as an example, because I'm using this tool at the moment, similar examples are not rare at all.
Upvotes: 2 <issue_comment>username_2: If the author of the copied slides gave his/her permission for your professor to use the slides, we could reasonably have a debate about whether this is plagiarism. I would be on the side of those arguing that it is at least a mild form of plagiarism if not worse, and in particular is setting a very bad example for the students attending the lectures, who are exactly the population that professors spend inordinate amounts of time and energy trying to educate about the wrongs of plagiarism and related forms of academic dishonesty. But as I said, I can understand if some people may disagree and argue that the culture of teaching in some places might look with some forgiveness on such practices.
On the other hand, if the author of the copied slides *did not* give permission to use the slides, then **this is as clear-cut an example of plagiarism as I can imagine**. To see this, try to imagine yourself as the author of the slides, who put in a large amount of time and creative energy creating something of value and will now be getting an email from the OP informing them that someone else has casually taken their creative output and put it to work for their personal gain, for free and without permission or attribution. How do you think you would feel? I do not need to imagine it; it so happens that a week ago I discovered that someone has plagiarized a work of mine. The details do not matter, and that incident involves plagiarism that cannot hurt me in any tangible way (though it is harmful to others), but I can assure you that *it doesn't feel good*. So to @ff524 and others advocating a tolerant attitude on this question, I hope you never find out how this feels from personal experience, and perhaps without this knowledge you cannot appreciate my argument. Nonetheless, I urge you to at least try the thought experiment I proposed above and reconsider your position.
**EDIT:** The premise of those arguing that this isn't plagiarism is that originality isn't expected in a teaching context. I'm afraid this argument doesn't stand up in the face of scrutiny. Let's say I were to show up to my class and instead of giving a lecture that I myself prepared, I were to recite word for word a lecture from a popular MIT OpenCourseWare class that I found on the web and transcribed, but without acknowledging the source or letting on that I was delivering someone else's lecture. If criticized, using the logic of @ff524's comments I will simply point out that teachers are in the habit of reusing each other's material, so it's no big deal. I will also claim that I am doing my students a favor since the author of the lecture is an extremely eloquent and charismatic lecturer whose lectures have been viewed millions of times by people from all over the world, so their lecture is obviously more compelling and useful than anything I can prepare myself.
Now, is there anyone here who seriously suggests that this can be acceptable behavior for a lecturer? Regardless of what you want to call it, there is serious dishonesty being committed. If I really believed reciting someone else's lecture serves the best interests of the students, why not acknowledge the source? My behavior shows a clear intent to deceive the students, to claim credit for the intellectual fruits of another person's labor, and to avoid criticism for not putting in the hard work involved in teaching a class, something for which I am paid. The situation described by the OP is 100% analogous to this, except my example is slightly more extreme. So again, before we discuss whether this is plagiarism I would like us all to agree that the OP's professor's behavior is 1. wrong, and 2. dishonest.
Now that we've agreed, the question is why anyone would be resistant to calling this behavior plagiarism. Okay, so maybe in a teaching context there is a bit *less* of an expectation of originality, but come on - **copying 35 slides verbatim?** Moreover, the dishonesty and intent to deceive that I described above are exactly the characteristic features of why people commit the more usual kind of plagiarism: they are lazy, don't want to work hard or aren't smart enough to do good work, and they want to get credit for doing something, so they choose the easy solution of taking someone else's work and passing it off as their own. **Why the reluctance to call a spade a spade?** I just don't get it.
Finally, let me elaborate on something I mentioned at the beginning. We in academia spend a huge amount of time and energy trying to inculcate in our students the moral ethos of doing original work and never acting dishonestly, especially in connection with claiming credit for someone else's work, and we agonize endlessly over why some students don't seem to be getting the message. I witnessed this on many occasions when I was serving recently on my university's Campus Judicial Board and sat on disciplinary hearing panels for students accused of many kinds of academic misconduct, including plagiarism. You cannot imagine the silly excuses and rationalizations people come up with for why they copied someone else's work or happened to be glancing directly towards the exam notebook of another student for extended periods of time during an exam, and you cannot imagine the frustration of the instructors who caught them. So, my point here is that if we refuse to label this professor's behavior as plagiarism, this makes us look like total hypocrites. If we are to have any hope of getting the message across to students that one must do original work and attribute any usage of someone else's, we have to be firm and consistent in our standards. I chose to focus on the scenario when permission for using the slides was not given by the author since there it is a bit clearer that a strict moral boundary had been crossed, but as I said my opinion applies also to the scenario where the author did give permission, although in that case it would be a milder offense since the author at least would not have been harmed.
Upvotes: 5 [selected_answer]<issue_comment>username_3: Was the original source of the slides an adjunct, and did this incident take place in the United States? If so, many institutions own copyright to any teaching materials (such as slides) created by adjuncts under the work-for-hire doctrine. (Policy usually leaves copyright with tenured or tenure-track faculty and *possibly* academic staff who teach, but almost never adjuncts.)
Your current instructor may have been handed the materials -- quite likely without attribution -- and told to teach with them. Still arguably plagiarism, but not exactly the fault of the instructor.
One more possibility: are the slides supplementary materials supplied with the textbook adopted in class?
Upvotes: 3 <issue_comment>username_4: Maybe the whole discussion got sidetracked, IMO this is a clear violation of copyrights of the original author, and it should be treated as such. Auhor of original slides most probably could take legal actions (regional rights may vary). This is unless original author didn't give consent for copying (either by giving proper license, or by allowing your proffessor to use his slides).
**Disclaimer**: I'am not a lawyer. My examples are based on legal system in my country (Poland), I have done very limited check of actual laws in Poland. This might vary.
Consider a situation where the same user photocopies handbook for the whole class (it still will have very positive impact for class education).
It's one thing to take a passage from the book, or to write a presentation based on a handbook (as this can be done under "Fair Use" rights, or some profisions for educational materials), incorporating a large part of someone's work into your work is entirely different matter. I have checked some materials and it seems that (in Poland):
* You can indeed present works of other people in educational context.
* You have no exemptions for **quoting** on education, so general laws apply: quotation must both be properly attributed and "small amount".
Upvotes: 1 <issue_comment>username_5: In my opinion,
### You are overreacting, and this is (probably) not plagiarism. Also, you're misreading the university's definition.
A slide-set used in class is not, in my view, a publication (unless someone puts it up on his website and insinuates he/she has created them). As an attendant of a lecture, I would not automatically assume the presenter prepared the slides him/herself.
Here's a likely scenario:
* Original author created the slides without any on-slide mention of himself or their authorship.
* Original author posted slides somewhere web-accessible.
* Presenter was looking for slide material for his/her lecture.
* Presenter found the slides on a search engine.
* Presenter downloaded the slides, not even looking where they were from.
* Not finding any authorship notice, nor any copyright notice, presenter decided s/he can just use the slides. *And please don't comment about whether or not this is justifiable, or legal, whether he's violating copyrights... even if he is, that doesn't matter w.r.t. plagiarism*
I think the presenter should have added an indication of where s/he got the slides from, if it's not material developed by course staff, by his department or by himself (and maybe then as well); but he's still not claiming he did this. So, no plagiarism by a "common sense" definition.
Now, your university defines plagiarism as "Using another writer's words without proper citation." - but obviously this must be interpreted in context. For example, suppose someone makes a joke on Facebook and you tell it in class. Are you plagiarizing? Come on, the university doesn't think you are. What they mean is "Using another writer's words without proper citation, in a publication of your own." so, lecture slides are not that kind of publication (at least, most people would not think so, and the presenter doesn't think so), and telling a joke is not publishing a book of jokes etc.
Upvotes: 0 <issue_comment>username_6: It is important to distinguish between plagiarism and copyright. For example:
* If I copy sentences verbatim from <NAME>, and present them as my own, that is plagiarism, but not copyright infringement, because <NAME>'s work is not covered by copyright, at least in my country of residence.
* If someone tells me a new mathematical result they have proved, but they have not written down, and I rush to write it up first without giving them any credit, that is plagiarism. But it is not copyright infringement, because there is no tangible work for me to copy.
In this case, the real question about plagiarism is whether there is an expectation of originality in lecture slides. That question is not entirely clear to me - I am not sure that there *is* an expectation that lecture slides are original. Now, if they were part of an assignment for a class on how to teach, that would be different. But if they are just being used to actually teach a class, I am not convinced that it is "plagiarism" to use someone else's slides without attribution.
Upvotes: 3 <issue_comment>username_7: As an adjunct professor myself, I've done this: used the slide deck of another academic. However, I always seek and obtain the permission of the originator. Even more, I use this as an opportunity to let the students know that I've done this and that there are ways to ethically use the material of others.
From the sound of things, the presenter in your case did not let you know any of the details and, in my opinion, probably used the slides without permission.
While this is not what I would consider plagiarism (did the presenter try to claim ownership of the slide deck?), it does sound unethical in that it makes use of the other's intellectual property --- a copyright violation.
Upvotes: 2 <issue_comment>username_8: 1) This probably falls under the **"fair use"** section of copyright law. Or at least it would easily enough with some additional modifications to the slide stack.
2) Unless he was attempting to publish the material as his own, this probably isn't plagiarism either.
3) If he never claimed the material was his own original work, then most likely this isn't even a violation of his institution's ethical code of conduct.
He would be entirely within the law to simply navigate to the public website that shows the slide stack and present it live from that web location. Posting a link on the course page is also legal.
If the instructor is actually lazy and incompetent, that is a legitimate complaint. If that was just background or introductory material, I would not qualify that as lazy or incompetent behavior. On the other hand, if that was the core material for the course, then he is probably lazy and incompetent.
Upvotes: 2 <issue_comment>username_9: I think your reaction is that the university policy for student work defines plagiarism as:
>
> Using another writer's words without proper citation.
>
>
>
Wikipedia provides [a more general definition of plagiarism](https://en.wikipedia.org/wiki/Plagiarism):
>
> Plagiarism is the "wrongful appropriation" and "stealing and publication" of another author's "language, thoughts, ideas, or expressions" and the representation of them as one's own original work
>
>
>
for student work, the definitions are in essence the same as by turning in the work, the assumption is that the work is yours unless otherwise noted. No such assumption exists for teaching material. While the professor should have cited the source and given credit, one should not assume that the material was created by the professor.
If, however, the professor submitted the teaching materials as part of his tenure and promotion package, then it would be critical to provide attribution as to where the teaching materials came from.
Upvotes: 2 <issue_comment>username_10: In my opinion it should be worse than anything a student does. For one, what is a student assignment? It is a piece of work that is graded by one or a few markers. It is not likely to be read by many people. Most theses do not even get that much readership! Only the best theses do! So when a student plagiarizes, one can argue that he or she has cheated his way to credits or has discredited the reputation of the university indirectly, by devaluing the worth of their degrees. But if we think about it, the **direct** relationship between a student's plagiarism and implications in the wider world is rather small.
This on the other hand has all of the same implications that I mentioned above, PLUS direct implications. Not only is the lecturer held to a contract that he is being paid for, but he is teaching unoriginal content to lets say a dozen students or hundreds of students, possibly thousands, if it is an ongoing course over many years. Those students then further disseminate that unoriginal content!
I think if we do not believe this to be plagiarism, then students should be given lighter punishments as well! This is worse! The effects of unoriginal content are not 'activated', because of a peer review stamp or the red ink of a marker. Unoriginal content has repercussions simply by virtue of what it communicates. We cannot say because this is a teaching environment that it is not plagiarism. Obviously there is fair-use as well, but you would allow for lets say quotes, pictures, maybe some formulae here and there. Not verbatim slides! And if verbatim slides are used, then that must be disclosed. In a teaching context, a lecturer is communicating in much the same way as a researcher with a publication. Actually, many lecturers as I have alluded, will be communicating more effectively in this way than many writers and students will ever hope to communicate.
Upvotes: 0
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<issue_start>username_0: I work in a discipline where titles of published conference proceedings are notoriously inconsistent. (Perhaps all disciplines are like this?) For example, various years' proceedings of the same annual event may be officially titled a dozen different ways:
* *Proceedings of the First Annual Conference of the Society for Underwater Basket Weaving*
* *Proceedings of the 2nd Conference of the Society for Underwater Basket Weaving*
* *Proceedings of the 1998 Conference of the Society for Underwater Basket-Weaving*
* *SUBW '99: Proceedings of the Annual Conference*
* *Papers from the Fifth International Conference for Underwater Basket Weaving (SUBW 2000)*
* *Society for Underwater Basket Weaving: Papers from the 6th Annual Conference in Ashgabat, Turkmenistan*
* *SUBW 2002: Past Successes and Future Directions*
* (etc. etc.)
Sometimes the titles aren't even consistent in the same volume of proceedingsโdifferent names may appear on the cover and the inner title page!
My question is, where one's publisher expresses no preference on how one's bibliography is formatted, is it better to keep such titles as-is, or to normalize them? For example, one possible way of normalizing the above entries would be as follows:
* *Proceedings of the 1st Annual Conference of the Society for Underwater Basket Weaving (SUBW 1996)*
* *Proceedings of the 2nd Annual Conference of the Society for Underwater Basket Weaving (SUBW 1997)*
* *Proceedings of the 3rd Annual Conference of the Society for Underwater Basket Weaving (SUBW 1998)*
* *Proceedings of the 4th Annual Conference of the Society for Underwater Basket Weaving (SUBW 1999)*
* *Proceedings of the 5th Annual Conference of the Society for Underwater Basket Weaving (SUBW 2000)*
* *Proceedings of the 6th Annual Conference of the Society for Underwater Basket Weaving (SUBW 2001)*
* *Proceedings of the 7th Annual Conference of the Society for Underwater Basket Weaving (SUBW 2002)*
The disadvantage of doing this is that your bibliography is no longer an accurate reflection of what's printed in the proceedings themselves. If any libraries hold copies of the proceedings, they may catalogue them under the original titles, so a reader wouldn't be able to find them there by searching for one of your normalized titles.
However, I think normalization has some significant advantages. For one, it's always clear *which* conference of *which* scholarly society you are referencingโsomething which isn't always the case when using the original titles. Since many proceedings nowadays are published online only, normalizing the titles could make it easier for readers to find the society's web page, and through it the proceedings. Nowadays many proceedings can be uniquely identified by ISBN or DOI; including these identifiers in the bibliography makes it less important to faithfully transcribe the title. Using consistent titles also makes it easier for readers to search your bibliography for references to papers in proceedings volumes of interest, without having to know or remember their original titles.
A third option would be to list both the original title and the normalized version, though I think this is rather cumbersome, particularly when the two versions differ only slightly.
Am I missing any more advantages or disadvantages? Do any popular style guides speak to this issue?<issue_comment>username_1: The *Conference on Precision Electromagnetic Measurements (CPEM)* is one conference in my field that suffers from the same problem, complicated by the fact that the proceedings are called *conference digest*, instead (digest is put sometimes at the beginning, sometimes at the end). I have never seen works from this conference cited in the same way, and given that this conference started in 1962, if there were serious problems in finding the proceedings in the libraries, probably some form of standardization would have come out along the years.
In general, I try to be consistent, at least within a paper. Your example, composed of both the full and the abbreviated titles, seems fine to me: in any case it gives the reader, even one not familiar with your field, all the possible search keys to identify the volume (and one familiar with the conference would probably not care anyway).
Upvotes: 2 <issue_comment>username_2: One issue is setting precedents for reporting inaccurate bibliographic information. Some authors are sloppy or eccentric, and I don't want to offer them any flexibility or encouragement. (Of course some of them will be sloppy or eccentric anyway, but it's still useful to have a clear rule.) Even for careful and sensible authors, it can be difficult to judge what the most recognizable, searchable, or useful form of a title is. The answer may be rather different for experts and non-experts, or now vs. a hundred years in the future. Standardizing on the exact title as published is the simplest and most systematic way to resolve this issue. To the extent there's a consensus on this issue, I believe it's using the original title. (A bibliographic entry should be a factual assertion.)
You can always add clarifying information in square brackets as you see fit. For example, you could append "[SUBW 2001]" to "Society for Underwater Basket Weaving: Papers from the 6th Annual Conference in Ashgabat, Turkmenistan".
The trickiest case is when a conference's name has actually changed. For example, the Symposium on Switching Circuit Theory and Logical Design, Symposium on Switching and Automata Theory (SWAT), and Symposium on Foundations of Computer Science (FOCS) are all the same conference at different points in time. It would be really problematic to standardize "Third Annual Symposium on Switching Circuit Theory and Logical Design 1962" to "3rd Annual Symposium on Foundations of Computer Science (FOCS 1962)". That would be in line with the present-day conference name, but it would be incredibly confusing for anyone who actually looked the paper up and found no mention of FOCS at all.
Of course the examples listed in the question are substantially less problematic, but I feel it's safest to draw the line at the actual title.
Upvotes: 1 <issue_comment>username_3: Sorry, but this seems like it will create, rather than prevent, chaos. If you don't use the "official" name of a conference or its proceedings and, instead, use one that you prefer, you create two negative effects.
First, you complicate search. People reading your work will want to check your references. Without the official titles, this becomes harder. Giving both the official and your "preferred" title just makes things messy, not neat.
Second, if you can do this so can others. So, you "regularize" a list of conferences in one way and I "regularize" it in a different way. Again, chaos.
But perhaps the names are given for a purpose that you don't recognize or understand but you want to place your judgement over those of a lot of other people, including the conference committees and the organization's officers.
If you want the stated problem to go away, then work within the sponsoring organizations to regularize the names of things so that the issue starts to go away.
Upvotes: 0
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<issue_start>username_0: I am a undergraduate student majoring in Human resource management and planning to get admitted in such a university where I have great opportunity to do research.
Is it possible to pursue masters degree from US university without taking financial help from family?
In what extent does US university provide financial aid for MS students?
What are the benefits of getting TA or RA facility in US university?<issue_comment>username_1: It is possible to pursue a masters degree at a US university without getting financial back-up from family:
You can get a grant or scholarship to cover your expenses. I've heard about some people who did that. You fill the forms, add documents and send it to the funding agency which provides grants and scholarships. If the agency thinks that you are worthy, it will award you a grant or scholarship. I just gave you a hint, Google knows more about it (:
Upvotes: -1 <issue_comment>username_2: In general in the US, masters degrees which are not on a PhD track are not funded. That is there are not really opportunities to work as an RA or TA. As master's programs tend to be more professionally oriented, the expectation is that the student will take out student loans. In contrast, in PhD programs, the student does work for their professor, and therefore receives funding.
My understanding (and this may be more true of the sciences than other fields) is that PhD students are strongly preferred for TA and RA positions. Both TA and RA positions build useful experience for PhD students by giving the PhD student experience with teaching and academic research.
As to the more general question of funding for masters programs, I would guess that you will probably have the most luck looking for opportunities specific to your situation (e.g. field of study), however in general masters students are expected to pay their own way.
Upvotes: 2 <issue_comment>username_3: Universities, and departments, often view Masters degree students as something of a cash-cow, so there are far less funding options than are available to PhD students. That being said, there are a number of options you have before turning to family:
* There may be a limited number of TA/RAships available to Masters students. The benefits will depend on the university, but will likely include a modest salary, and will possibly include benefits like health insurance or tuition remission.
* You can work your way through it, viewing tuition as just a major life expense. This of course depends on the local job market.
* You can take on debt. *Many* people I know took out student loans in order to pay for their Masters. Whether or not this is desirable and economically justified is another question, but it is always an option.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: It is surprising to see from these sources ([Wikipedia](https://en.wikipedia.org/wiki/Master_of_Engineering#United_Kingdom) and [University of Edinburgh](https://www.eng.ed.ac.uk/undergraduate/engineering-degrees)) that the Master of Engineering (M.Eng.) degree is actually an undergraduate degree in the UK. It is recalled as an 'undergraduate masters degree'. While only PhD MSc and MPhil are considered to be postgraduate degrees.
How far is this true? Why is it so?<issue_comment>username_1: It is considered an undergraduate degree because no degree is required in order to start the degree. Undergraduate masters degrees are increasingly common in the UK, [due to the funding system](https://www.timeshighereducation.com/news/surge-in-popularity-of-two-in-one-degree-courses/2014853.article). Postgraduate taught degrees are not currently eligible for government funding, so an *integrated masters degree* is often the cheapest route to a masters degree.
The integrated MEng degree developed early, since an accredited masters is a requirement to become a chartered engineer in the UK. Such courses, at least in theory, include the content of a bachelors degree, plus the content of a standalone postgraduate masters degree, often with an option to abandon early and receive a bachelor's degree. PhDs, MScs and MPhils almost invariably require a degree as an entry requirement, hence they are postgraduate degrees.
Upvotes: 5 [selected_answer]<issue_comment>username_2: It mostly boils down to how the University organises its degree program, you are correct on the definitions of the degrees. The undergraduate programs are for undergraduates, and will take typically 4 years to complete (equivalent of 3 years of normal undergraduate program, and 1 year for the masters component).
There is usually a mechanism for just doing a postgraduate masters similar to the masters part of the undergraduate program, where the title would be different as it was officially a different degree (postgraduate instead of undergraduate).
Having undergraduate masters programs help in the UK with applying for student finance, as "student loans" are readily accessible for undergraduates, but not for postgraduates. So it makes sense to do it all in one and get the undergraduate loans for the full masters program.
Some people suggest that a "proper" postgraduate masters is better than a program with an integrated masters for undergraduates, but in reality I haven't found anywhere that would discriminate between the two.
Upvotes: 3
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<issue_start>username_0: I was at a college meeting the other day and I learned that Harvard and MIT have agreements that students of both institutions can take classes at the other for credit towards their degrees. Besides the type of students you'll encounter more and things like housing and dining, what would be some more differences between attending Harvard and MIT?<issue_comment>username_1: Three key things to keep in mind when considering these types of arrangement are:
1. Different universities have different requirements, and taking courses from the one university will often not clearly satisfy requirements from the other.
2. Just because students *can* take classes at another university doesn't mean they will find it practical to cross town to do so.
3. Certain courses are restricted even within a university (e.g., Harvard's legal and medical programs).
Thus, for example, my observation of the Harvard/MIT arrangement that you provide as an example is that few students take much advantage of it. Early undergraduate is dominated by core curriculum requirements that are incompatible between the two schools. Mid-undergraduate likely focuses on requirements from one's major which are likewise either incompatible or duplicated. It is only in upper-level electives, where the class is strongly individual to a professor, that there is likely to be a strong benefit for taking courses at the other university. Even there, however, with two strong institutions there are a lot of good and interesting courses to be had "close to home," and students rarely choose to cross town unless they are strongly motivated towards a particular course.
Upvotes: 3 <issue_comment>username_2: Requirements for the degree programs likely differ between the universities, and there are often limits (especially limits in practice) as to *how many* courses one can cross-register for at another university while still satisfying all requirements for a degree program at one's home university.
There are also differences in social aspects, institutional policies, opportunities provided by the university other than class enrollments (and/or library use), and alumni networks.
Upvotes: 2
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<issue_start>username_0: I have seen some few syllabuses online that look very similar. Is it fine to adopt any syllabus or instructors need to have their own syllabus? And do instructors need to get permission from the original syllabus writer or just link and acknowledgement?<issue_comment>username_1: It's probably a (morally) minor copyright violation in the US to just copy the material and use it. At the very least, you'd want to borrow that material with written (email is fine) permission from the original writer. You can't simply acknowledge your way out of copyright infringement. IANAL, but there are those who might argue in the US that the collection of what you will teach in what order when is not sufficiently creative enough to warrant copyright protection (it's already that way for recipes), but that's an argument for a court to hear not a way to rationalize your own behavior.
On top of this, there's probably local things required by your university or government that will be specific to you that will need changing anyway, so unless you are borrowing last year's instructor's syllabus from your own university, you're presumably going to want to do more than just copy someone else's.
Upvotes: 1 <issue_comment>username_2: In some cases, it could be that the instructors had a template provided by the school. When I was an instructor at a college, I was required to update a few things on the syllabus, like my name, but I was required to NOT change ANYTHING else. I had no flexibility (in that one specific way... I did have a whole lot of flexibility with just about every other way that I ran my particular class, which I know is quite different than what some other instructors experience). One thing I did have the flexibility to do was to create my own addition to the syllabus, but the college bureaucracy, which determined the official course objectives, also mandated a certain amount of information get presented unaltered.
In that case, I, as the instructor, never bothered to check the copyright of each and every syllabus, because obviously I had the organization's permission to do what the organization absolutely required of me.
This is just one example: The main point being, in some cases, instructors might not be creating their syllabus entirely from scratch. Surely, the specific details vary from school to school.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I need some etiquette advice. The book version of my PhD manuscript has just come out and I have a limited number of copies (8) from my publisher that I can give to family etc. My dilemma is whether it is more appropriate to send a copy to the department where I earned my PhD or to send the copy directly to my supervisor, who has retired and is no longer teaching there. The rest of my committee is still teaching in the department.
Any thoughts?
Thanks for the help,
Wendy<issue_comment>username_1: To the department. The point of publishing work is to share the knowledge with others. This will be more greatly achieved in your previous department where other professors and up-and-coming students can have access to your work. This would be better than your work simply sitting on your old supervisor's book shelf. Your supervisor likely knows your work and therefore does not need a constant reminder sitting on his or her shelf. Also, I never knew an academic supervisor who cherished having a previous student's work sitting on their shelf solely for sentimental reasons, which I think might be your motive.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Beyond co-authors or people making a **significant** *gratis* contribution (e.g.: proof-reading your manuscript for free; helping you with translating between languages for free), nobody is entitled to a free copy of your book. You should disburse your complimentary copies however you want.
Personally, speaking as somebody about to complete a PhD myself, my priority will be to give a complimentary copy to my supervisor, because he has been outstandingly supportive and, to be honest, I have a bit of a grudge against my department (for various reasons which I do not wish to enumerate).
If you are concerned about who will benefit most, keep in mind that retired academics are often still actively interested in recent research, may not be very wealthy (i.e.: are less likely to be able to afford your book than a department, which should have a budget for such things), and may really appreciate being kept in the loop.
Upvotes: 2
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<issue_start>username_0: Say in the reference list you have referenced a book: can you reference a chapter in that book in-text as such: (Doe 2011, Chapter 3)?
I don't necessarily want to go with the option of referencing each chapter in the reference list.<issue_comment>username_1: To the department. The point of publishing work is to share the knowledge with others. This will be more greatly achieved in your previous department where other professors and up-and-coming students can have access to your work. This would be better than your work simply sitting on your old supervisor's book shelf. Your supervisor likely knows your work and therefore does not need a constant reminder sitting on his or her shelf. Also, I never knew an academic supervisor who cherished having a previous student's work sitting on their shelf solely for sentimental reasons, which I think might be your motive.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Beyond co-authors or people making a **significant** *gratis* contribution (e.g.: proof-reading your manuscript for free; helping you with translating between languages for free), nobody is entitled to a free copy of your book. You should disburse your complimentary copies however you want.
Personally, speaking as somebody about to complete a PhD myself, my priority will be to give a complimentary copy to my supervisor, because he has been outstandingly supportive and, to be honest, I have a bit of a grudge against my department (for various reasons which I do not wish to enumerate).
If you are concerned about who will benefit most, keep in mind that retired academics are often still actively interested in recent research, may not be very wealthy (i.e.: are less likely to be able to afford your book than a department, which should have a budget for such things), and may really appreciate being kept in the loop.
Upvotes: 2
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<issue_start>username_0: I am wondering whether the following research practice is ethical.
A software engineering researcher downloads source code repositories from [Github](https://github.com), a large source of publicly available open source code. The researcher searches the git commit logs to find email addresses of software developers who have committed to a project, and uses these email addresses to send them an email asking them to participate in a survey. If the recipient clicks on the link to the survey, the survey contains an appropriate briefing and obtains informed consent. The researcher follows all institutional and legal requirements related to human subjects research. The researcher limits the number of emails sent to only the number of participants they think they will need to test their hypotheses. However, at least one recipient of this email is annoyed that the researcher obtained their email address in this fashion and sent them unsolicited email.
Is this an ethical research practice? In particular, what would be the relevant ethical principles or ethical framework for analyzing this question? I've read a bunch of papers and backgrounders on ethics in human subject research and in engineering research, but they seem focused on other issues. Are there accepted norms or guidelines relating to this sort of situation? Has it been considered in other fields, such as the social sciences?
A possible argument that the practice is ethical: The data source is publicly available, and the email addresses were collected from this publicly available data. Developers chose to make their software repository publicly available, and they should assume that any information contained in it are public. Developers who don't want to be contacted could have configured their git client specially to use a different email address. The research will benefit our understanding of the science of software development. Subjects have an opportunity to decide whether or not to participate in the survey. Participant confidentiality will be protected, and all responses will be treated anonymously. The research complies with all legal and compliance requirements. From a legal perspective, the emails are not "spam", since the unsolicited email was not sent for a commercial purpose.
A possible argument that the practice is unethical: Software developers probably would not expect someone to scrape email addresses from the git commit logs. Their email address might be contained in a publicly available data set, but some developers might expect/consider the information private, or at least not public and free for unrestricted use. Some developers might object that it is one thing to use email addresses that are publicly listed on their Github profile page, but it is another thing to extract private email addresses that are provided as part of their git configuration, and that their understanding of social norms is that the email addresses automatically inserted into the commit logs by their git client were not intended for this purpose. Some software developers might object to having an unwanted email message in their inbox or find the practices "creepy".
---
Please note: I am not asking about IRBs, legal requirements, or compliance. I am super-familiar with those considerations. Assume that the researcher has complied faithfully with all of those requirements that are applicable in their country. I'm not asking about that aspect. In my view, researchers have an independent obligation to conduct research in an ethical manner, and to exercise their own judgement in avoiding unethical behavior, even if is legally permitted or approved by an IRB.<issue_comment>username_1: A relevant guideline from the Council of American Survey Research Organizations' [Code of Standards and Ethics for Survey Research](https://c.ymcdn.com/sites/www.casro.org/resource/resmgr/casro_code_of_standards.pdf):
>
> Research Organizations are required to verify that individuals contacted for research by email have
> a reasonable expectation that they will receive email contact for research. Such agreement can be
> assumed when ALL of the following conditions exist:
>
>
> 1. A substantive pre-existing relationship exists between the individuals contacted and the
> Research Organization, the Client supplying email addresses, or the Internet Sample Providers
> supplying the email addresses (the latter being so identified in the email invitation);
> 2. Survey email invitees have a reasonable expectation, based on the pre-existing relationship
> where survey email invitees have specifically opted in for Internet research with the research
> company or Sample Provider, or in the case of Client-supplied lists that they may be contacted
> for research and invitees have not opted out of email communications;
> 3. Survey email invitations clearly communicate the name of the sample provider, the relationship
> of the individual to that provider, and clearly offer the choice to be removed from future email
> contact.
> 4. The email sample list excludes all individuals who have previously requested removal from
> future email contact in an appropriate and timely manner.
> 5. Participants in the email sample were not recruited via unsolicited email invitations.
>
>
>
It would seem here that GitHub users do *not* have a reasonable expectation that they will be contacted for research.
Upvotes: 5 <issue_comment>username_2: Being curious about this question, I asked GitHub about such uses. Here was their response:
>
> Thanks for reaching out! We always encourage users who have questions about our Terms to contact GitHub Support directly, so we can learn more about their specific situation.
>
>
> In the meantime, I'll be happy to point you to GitHub's Terms of Service and address the general issue of sending unsolicited emails.
>
>
> [Section G10](https://help.github.com/articles/github-terms-of-service/#g-general-conditions) of our terms states:
>
>
>
> >
> > You must not upload, post, host, or transmit unsolicited email, SMSs, or "spam" messages.
> >
> >
> >
>
>
>
So, it appears that they also interpret section G.10 as banning this practice, though they encourage anyone with a question about what uses of their service are allowed to contact them directly.
---
April 2022 update:
As polm23 pointed out in a comment, Github's terms have been updated since my answer was originally written. This concern is now addressed in [section 7 of Github's Acceptable Use Policy](https://docs.github.com/en/site-policy/acceptable-use-policies/github-acceptable-use-policies#7-information-usage-restrictions), which includes the following (emphasis mine):
>
> You may not use information from the Service (whether scraped, collected through our API, or obtained otherwise) for spamming purposes, **including for the purposes of sending unsolicited emails to users** or selling User Personal Information (as defined in the GitHub Privacy Statement), such as to recruiters, headhunters, and job boards.
>
>
>
So, sending unsolicited e-mails to users is still banned, just under a different section of their policies.
Upvotes: 4 <issue_comment>username_3: In my opinion, the specific case you described **is ethical** with the following qualification:
1. It depends on what the survey is about and what it is for.
2. It must be the case that the scraper allows for easy opting-out of any further email from them.
3. This is a bit into the ethical "gray area" and a slight changes of circumstances of the scraping and its use might put it past the line of acceptability.
When I put my name and email as a contributor in a file on some public repository (ignoring the case of the email getting in thee against my wishes), I am making myself somewhat available, to be reached for issues regarding that source file. Now, it's true that a survey about developers' habits is not something I had in mind; but if it's for an arguably-socially-beneficial cause - I don't believe it's an abuse of my putting my email there in the file.
Upvotes: 1
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<issue_start>username_0: I'm a graduated student who is trying to continue his education with a Master or possibly a PhD. Surfing the net, I noticed that to enroll for some PhDs an example of writing is required. I successfully completed my bachelor degree (as required) with a thesis about a proposed topic. I wrote it entirely in English, which is pretty uncommon for many colleagues from my country, but my work didn't show promising results. Long story short, my algorithms aren't really good.
Is that something common or it's a sign of demerit? Doing research for an undergraduate thesis and ending with bad results, is this something that you should avoid speaking about when asked about previous research experiences?<issue_comment>username_1: The fact that you worked through a research project is definitely *great* experience, whatever the eventual outcome. If you played a part in designing the project, all the better, but even if you just executed a research plan proposed to you by your research adviser, that's still valuable experience that will help your graduate school application.
Upvotes: 2 <issue_comment>username_2: In undergrad research, *how* you did it is more important that *where* you got.
If you did your research properly, that is: adequate bibliographical revision, adequate problem definition, reasonable approach and a proper interpretation of the results, that is an excellent thesis, IMHO. Even if your conclusion is "these methods are terrible for this", which, if true, is a valid contribution.
Upvotes: 4 [selected_answer]<issue_comment>username_3: I think that you (as many others) have a distorted perspective on expectations and goals of doing research and writing a thesis in a educational setting. The following represents my vision on the topic and definitely is not an absolute truth. However, I believe and hope that many people would agree with my point of view. In my mind, education and research in educational setting, including writing a thesis (dissertation) seeks to **enable** a future scholar to perform research and, perhaps, teach. That is, the goal is to immerse a person in an *experience* and teach them a *framework* for approaching problems and finding solutions to those problems (gaining specific knowledge is a valuable, but secondary goal). That experience and that framework are much more important than anything else one can learn in an academic environment. As the famous Chinese proverb says,
>
> *Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.*
>
>
>
Obviously, this wisdom should be understood in the academic context, but both essence and value of this idea remain as valid in academia as they do in other contexts. Moreover, from the perspective of mastering the scholarly framework, I think that it is much more important to ask the right questions (and, perhaps, ask any questions, as IMHO there no wrong or bad questions), than to obtain results or, even, good results. In my view, *asking questions* that lead to obtaining results is paramount to becoming a good scholar and represents an essential part of the above-mentioned scholarly framework. Speaking of importance to science of asking questions and, generally, being curious (versus focusing on results), another famous phrase of a famous scholar comes to mind:
>
> *I have no special talent. I am only passionately curious.* โ <NAME>
>
>
>
Considering all the arguments, mentioned above, and returning to your specific question, I would say that it is completely wrong to gauge quality of a thesis (or graduate's achievements, in general) by research results. Not only results are *not an indicator* of said quality or achievements, but also "bad results" are as *valuable*, if not more, as the "good" ones. For more information on the value of *negative results* (for studies with formulated *hypotheses*), please see [my other answer](https://academia.stackexchange.com/a/46306/12391). Good luck!
Upvotes: 2
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2015/10/20
| 1,608
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<issue_start>username_0: I've gotten myself in a tricky situation.
Before finishing my PhD I applied to several positions, both faculty and postdoc. I received offers for a postdoc position at one of the top universities in my field **and** an tenure-track faculty position at a good university with a very good salary. Since I really wanted to do a postdoc, I asked to defer the faculty position for one year and it was accepted. They made it clear however that they could only "reserve" the position for 1 year, any further delay would cancel the appointment.
Few months into my postdoc, we found out my wife is expecting and the baby (our first) will arrive the month I'm suppose to move to the new uni. This means that during the final month we would need to search for house in another country, have the baby, arrange for the move, prepare for the new position, move the newborn baby to a new country, find new doctors, etc. I cannot move alone (and don't want to) since it will be too hard on my wife (we have no family in either countries).
My current lab offered to extend the postdoc for another year. However, I would need to back down from my agreement with the other uni. Will this kill my opportunities for a faculty position the years to come? Will it put me in the spot of explaining at every future application that I'm not a badly educated person?
P.S.: just for the record, I was/am really looking forward for the faculty position and I'm not happy that I'll have to do the whole interviewing procedure again...<issue_comment>username_1: I suggest contacting the department that hired you (the department chair and/or a few colleagues you trust) and explaining the problem. If it is a good university in a developed country, it is almost certain they would have all kinds of resources (both formal and informal) that you are not aware of to help new faculty members with issues related to their relocation, e.g., housing, health insurance and health care, moving arrangements, and other relevant things to ease your transition. They may also be able to rearrange your teaching to allow you not to teach the first semester, so effectively you could arrive on campus a few months after your initial appointment date. This could be done informally or as part of the institution's official policy for parental leave. My institution for example has quite generous policies for such things, so you may be pleasantly surprised at how flexible they can be.
Remember, your new department hired you, so they are probably just as eager to see you joining them as you are to be joining, and would be just as disappointed if you don't come. Will the move be stressful? Of course, any move is stressful, certainly between countries and with a family. But when you weigh the short-term difficulties against the very long term benefits from taking this dream position, I think it is a no-brainer (at least given the information you've provided in the question). Good luck!
Upvotes: 7 [selected_answer]<issue_comment>username_2: I can only repeat what @DanRomik said in his comment. Tenure track jobs at good universities are rare. There is no guarantee that you will get such an opportunity again.
I understand that the situation is *inconvenient*, but it is not impossible. In particular, many problems can be solved if you're willing to consider spending money. For example, don't buy a house but simply rent the first apartment you find for a year; pay for your parents or your in-laws to travel and stay with your wife for as long as is necessary; pay a company to move all of your stuff; etc. Yes, all of this might cost you $10k or $20k, but that's a small down payment overall on your salary over the next 20-30 years. Don't be afraid to spend money if you can justify it as a really good investment to get a job you might not get otherwise.
Upvotes: 5 <issue_comment>username_3: You asked whether staying in the post-doc instead of starting the job you accepted would kill your opportunities for a faculty position in years to come. "Kill" is a strong word, and job offers depend on many things, including publications, research area, references, departmental politics, and special skills (advanced statistics, e.g.) It won't mean that you'll never get another offer, but it could mean you won't have an offer for the following year. There might not be any suitable openings.
It could affect your reputation and tip the scales against you, too. This is because having a baby is not on the list of "Acceptable Reasons to Back Out of a Tenure-Track Position." Nothing is, except a better offer, and that's acceptable but not appreciated.
One of the most valued (or at least praised) qualities in junior faculty is a fiendish dedication to work, measured in time spent on campus. If anyone at the job school resented your not joining them, they'd have no trouble consructing a persona for you that is non-serious, overly-protective of your wife, and even irrational, by posing the question, "Who gives up a chance like this just because his wife is having a baby?" (Some people aren't keen on babies. At my first job, there were two women hired the year I was. One had a baby and took maternity leave during the second school year, and the other was to have a baby the summer that followed, with no need for maternity leave. The dean of our division, who was from my department, said to a table of 6 or 8 of us during lunch that the second woman had done the "wise thing, the moral thing" by timing her pregnancy for summer.)
You also wondered if staying back would put you in the spot of explaining at every future application that you're not a badly educated person. Your education will be evident on your CV. It might make you look like you're not dependable and not serious about your career, which is worse.
If you stay at the post-doc, I think an emphasis on the furtherance of your research there is a stronger way to frame the decision. When the baby problem arose and they offered you another year, you gave it a lot of consideration, and the opportunity to continue your research another year (at a top school) before having to take up the responsibilities of teaching seemed invaluable.
Although the job people said asking to delay by another year would kill the offer, you could explore the option of not teaching your first term and doubling up on teaching the second next one. You could move the moment the baby is born, and then, by arrangement, stay home a lot writing up what you'd done at the post-doc. Another possibility is wrapping up your lab work at the post-doc a month early, moving before the baby is born, and finishing the post-doc from the new location, collaborating on data analysis and writing.
Upvotes: 2
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2015/10/21
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<issue_start>username_0: I have a fairly unique situation going on that I'm not quite sure how to handle. A colleague of mine completed her PhD two years ago on the topic of arts and the local community. Since she was computer illiterate, she hand-wrote her entire thesis. Her advisor delayed in reviewing her work, asking for money from the student before beginning to review but she refused to pay (according to her). After a while, the advisor told my colleague that he would take care of having the thesis typed up himself, and did so. She paid the typing and printing cost. (Also, for context, it's fairly common not to know how to operate a computer in my region.)
At that point, this advisor asked for *my* PhD thesis, which I had recently completed. I handed him a soft copy.
Recently, my colleague and I were reviewing our theses, we noticed blatant plagiarism between the two versions. My colleague then remembered that her advisor has mentioned that he "edited" her thesis to "make it more informative". She immediately informed the university about the plagiarism and has put in a request to rescind the degree, as the no longer feels she deserves it. Unfortunately, the press found out about this story, and it's now in the public eye.
My question is, **what can I do to protect my reputation at this point?** I've since done some research and believe I have found other examples of this advisor both demanding money from students before graduating them and plagiarizing work on PhD papers. I've presented this to the Vice Chancellor, and he seems to believe the evidence, as we're not the first ones to complain about this type of behavior from this advisor. Still, with all that said, is there anything I can do to clear my name and expose the advisor?<issue_comment>username_1: Your colleague handed her hand-written thesis to her PhD advisor. She couldn't graduate without bribing him. He should have had it typed out as-is, but instead he took the liberty to edit it, and added plagiarism from *your* thesis, then published it.
He is behaving wrongly on many levels:
* He should not ask a bribe.
* He should not edit her thesis text.
* He should not have sent in her edited thesis as her authorship.
* He should not plagiarise your thesis.
The people involved:
* The advisor is engaging in severe misconduct and should be fired and criminally prosecuted.
* Your colleague has been uncareful to not have complete documentation. She must retract her PhD thesis, because she did not approve the final text and should not bear responsibility for its contents. She is a victim of the advisor but she is at a large risk of being accused of plagiarism and bribery herself, which makes her situation tricky.
* Your PhD thesis still stands. For you, it should be easy to provide evidence of plagiarism and evidence that you were the original author, for your PhD thesis was already published a year earlier. The damage to your reputation is much less than to the other people involved, as you are exclusively a victim.
What to do:
* Make sure you keep written copies of everything you do.
* She has apparently already spoken to the Vice Chancellor, who believes her. That is good. Go there together, along with anyone else who has been wrongly treated by the advisor, and ask what formal steps you can take to make him face consequences.
* If the vice chancellor is unwilling to proceed, you might threaten with publicity, but I would not do so before.
* She needs to retract her PhD thesis because the text is not her responsibility and she did not approve the final version.
---
P.S. The advice above may be naive. I am from a society where corruption is not considered normal (when it does happen, it is considered a scandal) and where a situation such as you describe would be unheard of in a university. I hope the advice is still useful and perhaps the follow-up to these incidents can help improve academic culture overall.
P.P.S. If you know anyone else who hand-writes their thesis, strongly recommend them to contact a computer-literate friend to scan each page soon after it is written and keep this backed up in a safe place.
Upvotes: 4 <issue_comment>username_2: I think your reputation is not ruined at all. You completed your PhD thesis **before** your colleague sent her thesis draft to the advisor for review. As long as you can show this time-line to the Vice Chancellor, the investigation committee (if there is any) and the public, you are clean.
In my opinion, your colleague will have hard time to prove her innocence. She needs to prove that her advisor edited her thesis to add materials from your thesis **without her consent**.
It can be reasonably concluded from your question that the advisor is in this plagiarism scheme based on the fact that you gave him the soft copy of your thesis. I cannot say he did it on his own because lack of evidence. How do we know your colleagues did not pressure him? (Why did he type her thesis in the first place? Whose idea was it?) But, he is the advisor who does have responsibility to ensure his student's thesis meets the academic standards. In that regard, he failed to be an advisor.
Again, based on your question, I do not have enough evidence to say that the advisor is corrupted. To say that he is corrupted, you'll need more concrete evidence. Just a few people say he took bribes is not enough. So far, your colleague said she did not pay him the bribe. Others say the advisor demanded money, would they come forward and testify against him? You'll need to take the case to the authority and let them figure it out as this is a serious accusation and itโs crime in many countries (It would be a crime if the advisor works in a public university in my location and takes bribes.)
P.S. I believe that there are many people in the world who are computer illiterate. I myself don't use smart phone. But, I don't think this question has much to do with computer illiterate. Your colleague really should photocopy her thesis draft before she handed it to her advisor.
Upvotes: 3
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2015/10/21
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<issue_start>username_0: In the field I work in, it is customary to use a graphical representation of some mathematical concepts. For my thesis, I have been creating a batch of figures containing these representations. These figures are very similar to those in one of my sources. I am wondering if I should cite that source in some way.
Some of my considerations:
* The general form of the images is widely used in the field
* I am making all figures myself, so no direct copying<issue_comment>username_1: Is your source recreating a form that is already very common? Then you don't need to cite it, as you could have taken it from a dozen other places and it would have looked the same. You might want to search for the original invention of the representation, although if it's very common this becomes somewhat exaggerated (I cited Mollweide (1805) for the Mollweide projection, but most people wouldn't).
Is the representation that your source uses a new one? In other words, is it original work created by the author of your source? Then you *should* cite/acknowledge it or you might be accused of plagiarism or even copyright violations.
When in doubt, I would cite the source. If you cite where it wasn't really necessary, consequences are minimal. At worst people will think โwhy did she add a citation for something trivial/obvious?โ. However, if you fail to cite where you should have, consequences could be quite severe.
Upvotes: 3 <issue_comment>username_2: According to [SIAM](https://www.siam.org/books/authors/p_handbook5.php):
>
> Note: Figures or tables created by someone other than the author or borrowed from a previously published source, even those created by the author him- or herself, must carry an appropriate credit line at the end of the caption. (See section 5.2.5 for additional information.)
>
>
>
[Elsevier](https://www.elsevier.com/about/company-information/policies/copyright/permissions#Permission%20Guidelines) and [IEEE](https://www.ieee.org/publications_standards/publications/rights/permissions_faq.pdf) have similar statements, which explicitly include the recreation of the figures.
If you have a source in mind already, it is probably safest just to cite it in the caption. However, if the form of the figure is indisputably widespread, then there is no need to cite it. I would generally follow the same **fair use guidelines** as does [Wikipedia](https://en.wikipedia.org/wiki/Wikipedia:Image_use_policy) in such cases.
*Examples I would not cite* (because they are indisputably widespread):
* Using circles and lines connecting them to represent a graph, G
* A [Hasse Diagram](https://en.wikipedia.org/wiki/Hasse_diagram) to represent all possible bit combinations
* The format of a [UML diagram](https://en.wikipedia.org/wiki/Unified_Modeling_Language) (although I would refer to it as such)
* A figure where I cannot identify an appropriate source with a reasonable amount of effort
*Examples I would cite*:
* Any figures that I created for a previous paper ("adapted from [2]")
* A figure from another paper that demonstrates a specific point, where demonstrating that same point is the reason for recreating the figure
* A figure reporting data when I have not added to/modified the underlying data
* Any time that I have a source in mind and I am unclear under which category it falls
Upvotes: 5 [selected_answer]<issue_comment>username_3: In my thesis, I drew some figures (diagrams) and created some tables based on published figures. The caption in each case ended with something like "Based on a table from reference 42." or in one case "Based on figures from references 23 and 42."
There's never any harm in giving credit where it's due; there's often harm in letting people think you did stuff yourself if you didn't.
To contrast, *data* figures where I didn't collect the data were generally scanned from the source publication and cited clearly in the form "Figure from reference 17." One or two data figures were obtained directly from the author electronically, and were similarly cited.
Upvotes: 2
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2015/10/21
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<issue_start>username_0: I am currently doing my PhD in Cosmology in Germany.
I would like to apply for a postdoc position in UK. Targeted destinations would be Cambridge, Oxford and Imperial College.
Do I have realistic possibilities of finding a position there, even though I have not studied for my PhD in the UK? I have the impression that in UK they tend to hire people coming from the UK.<issue_comment>username_1: Well I am studying for a PhD at Cambridge and most of the post-docs that I have met are not from the UK. I personally know at least 3 post-docs from Germany and a large proportion ([24%](http://www.graduate.study.cam.ac.uk/admissions-statistics)) of the graduate students are from Europe ([39% are non-UK/Europe](http://www.graduate.study.cam.ac.uk/admissions-statistics)). So from my experience Cambridge doesn't seem to preferentially hire UK post-docs.
Upvotes: 3 <issue_comment>username_2: The widespread rumour about Germany is that academic community in this country can be quite protective and unwelcoming to people from outside, especially when it comes to professorial-level posts. I dare to guess that your concerns about postdoc positions in the UK are in some way a projection of what you learned about academia in Germany. I do not think that in the UK there is a tendency to hire primarily people from the UK.
However, you perhaps should be wary of the following.
* The universities you target are extremely competitive
* The research funding budgets in the UK are typically less deep and more difficult to get compared to Germany. Usually Profs can hire not that many postdocs and PhD students, so the competition rises
* Postdocs are usually involved in teaching as well (some 1h tutorial class per week), and a good command of English can be something that people expect a successful candidate to have (even if it is not stated explicitly as a person specification criteria)
Upvotes: 2
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2015/10/21
| 5,152
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<issue_start>username_0: I just finished a midterm exam. It was very easy but I was only able to finish about 3/4 of it. And I rushed through some parts in the final moments.
Talking with other students, there's a consensus that there wasn't enough time. Some of us mentioned this to the professor as we were leaving, and he acknowledged it.
What can the professor do to remedy this situation?<issue_comment>username_1: The most obvious thing the professor can do is to take the time constraints into account when grading the exam, for instance by 'grading on a curve'. I have taken at least one exam where the professor announced this beforehand, stating he was sure the exam would be too long, and that he would scale the grades students obtained.
In the long run, unless the professor has very good reasons to keep the time constraints (too) strict, he can of course make any new exams easier or shorter, or give the students more time to complete them.
Upvotes: 2 <issue_comment>username_2: This is an excellent example of when a professor may choose to [grade on a curve](https://en.wikipedia.org/wiki/Grading_on_a_curve). Grading on a curve normalizes the exam against observed performance rather than an absolute standard, and is a good way to re-normalizing when an exam proves unexpectedly challenging.
Your professor, however, might not choose to do so, or might choose to set the curve in a way that doesn't help you as much as you might like. The key is what's happening in the class relative to the actual educational goals of the professor.
* If the exam was harder or longer than intended, and the professor believes that the lower grades reflect that, rather than the knowledge of the students, then they are likely to grade on a curve.
* If, on the other hand, the students are showing evidence that they do not understand things as deeply as they are required to, then the professor may not curve or may adjust with a curve less than you hope.
It's really impossible to know which case without knowing the details of the exam and peoples' performance. A "long but easy" test sometimes is testing for deep facility that allows people to be extremely fast. For example, think of the arithmetic exercises sometimes done in elementary school, which can only be solved quickly enough if the student has effectively memorized and internalized arithmetic, rather than working out answers from first principles (e.g., counting on fingers). The same principle can sometimes apply in undergraduate and graduate education as well.
Bottom line: maybe the professor will choose a generous curve, but there are reasons that may argue against it as well, depending on the circumstances.
Upvotes: 5 <issue_comment>username_3: I found myself in a position similar to your instructor's. I considered and rejected several possibilities:
* Adjusting the curve or grading scale to compensate can be unfair to students who cannot read and understand English quickly, especially if the exam is text-heavy or the students are not native English speakers. The result of this approach is that the exam grade reflects speed of English reading comprehension more than mastery of the course material.
* Dropping the lowest exam grade, or allowing a grade on another assessment to compensate for the midterm exam grade, only works if there are other assessments that cover the material that was on the midterm exam. Otherwise, a student could get an A in the course without having mastered some of the learning objectives.
* Adding another assessment that wasn't on the syllabus, or adjusting other assessments to cover the material that was on the midterm (in violation of the syllabus), isn't fair either, especially to students who have other commitments and need to make plans in advance and schedule their time very carefully.
Ultimately, I decided that the fairest approach is to give students another opportunity (but not in the form of a required assessment) to demonstrate mastery of the course material. Depending on the course format, the size of the class, etc., several possibilities are:
* Allow students to submit a correction to their exam, and earn partial credit for answers that they didn't complete correctly on the exam but did successfully in the correction. There is a possibility that students will receive unauthorized assistance on this correction, though.
* Same as previous suggestion, but have the students explain their corrections in an oral exam. This reduces their ability to benefit from unauthorized assistance, since by questioning the students it is easier to see who really understands what they are saying. However, it is unfair to students who get nervous or have trouble expressing themselves in an oral exam.
* Grade the original exam on a curve, but allow students to take a makeup exam covering the same material, if they feel like their "curved" grade doesn't reflect their knowledge of the material. For students who take the makeup exam, the makeup exam grade replaces the curved exam grade. This may be unfair to students who have limited time to review for and take another exam, possibly because of outside commitments, and have to manage their school and other commitments very carefully.
As you can see, none of these are perfectly fair, either. Depending on the particular circumstances (and possibly with input from the class), an instructor may decide which is the *least* unfair.
Upvotes: 6 [selected_answer]<issue_comment>username_4: If most students had issues finishing the test, then having the professor weight the questions differently may be a fair way to handle it. For example, if the test was 4 pages long, weight the questions on page 1 and 2 normal, page 3 half-weight, and page 4 quarter-weight. This way, people that did finish the test get credit for finishing the test. People that didn't finish, or rushed through the last page, are not penalized as much.
Grading on a curve compensates for a test where all of the questions are uniformly hard, and the scores (graded normally) would be uniformly very low. That isn't the case here: everyone made it through page 1 just fine, the questions were not hard, so a missed question there should be the full penalty it normally is.
Upvotes: 2 <issue_comment>username_5: In a similar situation what I did was to adjust grades on a question by question basis, adjusting to give full points for those who got the most points on each question. Not really fair, and some students complained; but I didn't see any better method. In the end, some of the questions were easy/fast to do, others turned out too hard/long, and I was trying to adjust for the later ones.
Upvotes: 1 <issue_comment>username_6: There are many things you can do to mitigate the damage (offer another exam, grade differently, add a fixed percentage to all grades, โgrade on a curveโ) but there is no perfect solution. Students have to manage their time during the exam, some will be stressed out when they realize they won't be able to do everything, others might rush and compromise quality or not take the time to fully understand each question in an effort to finish in time. You simply cannot compensate for all that after the fact.
Upvotes: 1 <issue_comment>username_7: Just a little input from personal experience in the UK:
We had one exam where we were told in advance that it would be near impossible to finish/complete perfectly. (I did actually get through it, made a little mistake at the end and other little mistakes too.)
From my point of view, it is or was doable in the time - but you couldn't stop to think about a problem in depth or make mistakes.
The reason for this was to draw the marks down as modules/courses that receive too high marks may be regraded by an external examiner which the university wants to avoid. So offering one hard exam that the best might get 60-80% on (with 70% the criteria for a First) is a way of avoiding that.
(And from other people's comments, I believe exams were or are graded on a curve there too.)
Now this can work the other way too - a course/group that receives marks that are too low are remarked by an external which raises their grades (happened to people in statistics I believe).
Now one can argue about the pros and cons (and I find this rather stupid), but that's another discussion.
The gist of my comment is that there may very well be a specific intention behind that exam, especially if it only one and not a regular occurrence.
Upvotes: 2 <issue_comment>username_8: I have faced this a few times. (Once there was a general insistence that there was not enough time, though the number and difficulty of the questions was not noticeably different than in previous years; another time large numbers of students emailed me after the exam to say they had not known there was a question 5 on the back of the last page, despite the obligatory "THIS EXAM HAS FIVE PARTS" boilerplate on the first page.)
The first thing you do is to mark the exam in the usual way. Then you observe. Did many people leave the last question blank? Or just scribble a few quick points in a way that suggests a lack of time? If someone did the questions out of order, did they do worst on whatever question they left for last? Is there any kind of noticeable pattern to the exams that is not like the pattern you usually see for that course (eg every year, the X question might be the one everyone finds hardest; if this year the Y question, which was last on the paper, appears to have been more of a challenge then you have something observable.)
If you see no pattern and the average mark is about what you expected you don't need to do anything. If you see no pattern and the average mark is low, you can either work harder at getting the material through the heads of this particular cohort, or set an easier final to keep the average up (an approach I reject, but mention because some people do it.)
When I did see a pattern, I made the following offer to my class:
>
> Do you think your performance on the midterm truly reflects your knowledge of the material? If you do not (for example if you feel you were constrained by a too-short time limit) then you may use your mark on the final exam as a replacement for your mark on the midterm. **You must request this accommodation within one week from today**.
>
>
>
That last constraint was very deliberate. You have written the midterm. You have received your marked midterm. We have taken up solutions to the midterm questions and discussed particular areas where you may not have known something or may have been in error. You have a good grasp right now of what part of your mark deficit (my students always seem to have some mark they believe they deserve, and want to know why they didn't get that mark, as though I start at 100 and subtract) comes from "not getting it" and what part comes from "running out of time". If you think the real issue was running out of time, then you know that right now.
There was always someone who wanted me to mark their final exam and then only use that mark if it was better than the midterm. No way. This isn't some sort of bet or optimizing technique. This is a one-time offer: if you're so sure that midterm was not a reasonable instrument for assessing you, I'll throw it out. I'll use my remaining instrument, the final exam, for assessing that part of your mark. (Assignments in my class were group work and in any event assignments and exams assess different skills and knowledge; I would only be willing to substitute exam for exam.)
In years where there were many complaints, some (but not all) of the complainers would take the deal. Rarely, it would be really good for them. Say 50% on the midterm and 90% on the final exam. Often, it would be a small improvement - 60% on the midterm and 70% on the final exam. Over half the time, it didn't help them at all. They got 50% on the midterm and 50% on the final exam too, even though there were no time complaints on the final and they may have left early (I write finishing times on all final exam papers as I receive them.) So I'm not entirely sure this approach solves the actual problem of some students getting lower marks than they deserve on the midterm due to lack of time. However it completely solves the problem of students **complaining** because they believe they got a lower mark on the midterm than they deserve. And where there has been a true mismeasurement, it does fix that.
Upvotes: 3 <issue_comment>username_9: A possibility that I'm surprised hasn't been mentioned yet:
If you think the students had adequate time to complete only 8 out of the 10 problems (for example) then you could drop the two lowest-scoring questions on each student's exam, and base the exam score solely on the highest-scoring 8 questions. (If different questions have different point values then you could do something similar but a bit more complicated.)
It's not a perfect solution, but it seems natural and is easy to justify. The only students it really lets down are the students who spread out their effort so as to write equally poor answers for all the questions, rather than properly concentrating and writing good answers for any of the questions. That's not something I would want to encourage anyway (although some people might disagree, I suppose.)
Upvotes: 2 <issue_comment>username_10: One can add a bonus note to each student's grade, measuring the overall *quality* of answers. So, someone who did very good job but did only 3/4th of a 4/3 too long exam would receive a perfect grade. Someone doing a reasonably good, unfinished exam would have its grade improved compared to the planned grading, and someone doing a very poor job would have a very low grade no matter how many questions he answered.
Upvotes: 1 <issue_comment>username_11: I have built certification systems and most of our expert level certifications are built to make sure the average person **who passes** does not finish the certification test.
So if we asked 100 questions we would estimate how many we think the user could do in the 2 hours. We might formulate this as 80.
We then put a weight on the extra answers or incorrectly answered question. Based on a 100 question test we would normally give the student 1 extra point for each correctly answered question after 80 and minus 2 points for each incorrectly answered question.
Scenarios:
A. Student A answers 80 questions. She gets an 80% on those questions. Her final grade is an 80%.
B. Student B answers 60 questions. She gets 90% on those questions. So she answered 54/60 right. But she did not get to 20 questions. Her final grade would be calculated using 54/80 so a 67.5%.
C. Student C answers all 100 questions. The first 80 questions she got an 80%. She then got 15 of the last 20 questions right. The 15 right answers got her 15 points and the 5 wrong answers deducted 10 points. She got a bonus 5%. Final score is 85%.
D. Student D answers 90 questions. She got a 100% on the first 80 questions. And then missed 5 of the 10 last questions. She will get minus 5 points for the questions past 80. So her final score is a 95%.
E. Student E answers 95 question. She got a 100% on all 95 questions. Receives a 115%. This is how you pull your true experts from your really good students.
**What you do**
I would tend to think you made a big mistake in making the test or teaching your students. You should pay for the mistake by having to give out MUCH higher grades. You can use a scale like mine to grade but your number of questions needed to answered needs to be ridiculously low. I would even go so far as to say - whatever test had the least amount of answers. I don't want to be ridiculous on this so you may have to take several factors into account but I would rethink your test and think how many questions could they answer in 80% of the time - use that.
Upvotes: 2 <issue_comment>username_12: So...All of these responses are from the perspective of the student taking the exam. What of the professor's perspective?
Students today think that the criteria of excellence on an examination is 100 percent. They fundamentally misunderstand what a "test" is, and what information it gives the professor.
A well-designed test isn't given so that the student can feel "awesomesauce" about themselves. It's given to assess the student's grasp of the coursework. If every student finishes everything and gets an A, what has been evaluated? On some level, we can look at such a test as assurance that our students have met some "floor" criteria, but we haven't actually tested exactly what they know. A well-designed test is one that "brackets" the expected student performance, such that most, if not all of the students will not touch the upper boundary...by this, we can assess what they know, and where their knowledge stops. This is magnitudes more valuable to an instructor than giving the student a feel-good "all will ace" test. The test INTENDS to drop you somewhere before the end. And, the test is graded accordingly...getting an A doesn't necessarily mean you answered everything.
This concept will be anathema to the entering freshman and sophmores who were in elementary school when "no child left behind" was enacted, because when that happened, the whole constellation of what testing was actually for was bastardized.
Upvotes: -1 <issue_comment>username_13: I have experienced this when teaching courses. Setting an exam at the correct level of difficulty is difficult, since most subject-matter experts find it hard to gauge the appropriate level of difficulty for students who know much less than them. I have found it helpful to adopt the following processes:
* **Make your assessment schedule robust to errors:** Academics are human and they make mistakes and errors of judgment. Assume that you will misjudge the difficulty of an exam at some point. Make your assessment schedule robust by having multiple assessment items prior to the final exam. I like having redeemable tests during the semester, since this allows me to set some tests, and gauge whether they were too easy/hard prior to writing the final exam.
* **Give yourself maximum discretion for scaling of marks, but avoid if possible:** To the extent that university policy allows it, always include explicit statements in your course outline that gives you the maximum discretion to scale marks in your assessments. If it is allowed by university policy, then a statement to the effect that you have discretion to scale results up or down is useful. I also like to include a statement to the effect that I have discretion to award additional marks, beyond the stated marks, for work of exceptional quality. (Rare, but occasionally it happens.) You are in a stronger position to engage in scaling of marks if you have put students on notice of this in the course outline.
Although you want the discretion to do this, it is best not to have to scale marks if this can be avoided. If your assessment schedule is robust, then an excessively easy/hard assessment can be dealt with by changing the level of difficulty of later assessments. If you set a test too hard, you can correct this in the next test. Your goal is to set a reasonable level of difficulty in the overall course, even if an individual assessment was not calibrated correctly.
* **Exam length for undergraduate-level courses:** As a rule-of-thumb, the teacher should be able to correctly complete the exam in *one-third* of the time allocated to students, from a position of initial ignorance of the answers. So if you are setting a three-hour exam, you should be able to do the whole thing, including all working out and writing up of answers, in one hour.
* **Exam length postgraduate-level courses:** As a rule-of-thumb, the teacher should be able to correctly complete the exam in *one-half* of the time allocated to students, from a position of initial ignorance of the answers. So if you are setting a three-hour exam, you should be able to do the whole thing, including all working out and writing up of answers, in one-and-a-half hours.
* **Sit your own exams:** After you have written an exam, let it sit for a while to try to forget the answers (if you haven't been naughty and left it too late to do this), then do the exam yourself under exam conditions, adjusting your working to "forget" everything and work it out from scratch. Keep track of the times you start each new question so that you can see how long each one took. Compare this to the above rules-of-thumb to see if your exam is too long, and if so, look for questions that are taking more than their share of the time.
* **Get student feedback on length/difficult after each test:** After each in-class test I get my students to tell me about the length and difficulty, usually just by a show of hands. Was this exam more difficult than you expected, about as difficult as you expected, or less difficult than you expected? Did you find you had more time than you could constructively use, about the right amount of time, or less time than you needed?
Usually I just get this information on the in-class tests during semester, by show of hands after the test. It would also be easy to have feedback boxes at the end of the exam if you don't have an opportunity to address your students (e.g., in some final exams). I find that this helps me calibrate whether the length and difficulty were reasonable. Bear in mind that most students will usually say they didn't have as much time as they needed, but you will know when this is really the case because the response will be overwhelming.
These processes have generally held me in good stead with writing exams. Occasionally I still write one that turns out too hard, but because I have a robust assessment schedule, this does not stuff up the whole course. My experience is that there is no *post hoc* solution - if you write an exam that takes too long, take it as a learning experience and write a better one next time. You can scale if necessary, but this should be a last resort.
Upvotes: 0
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2015/10/21
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<issue_start>username_0: What is the best email address for a Research Assistant (RA)?
I noticed that most of the RAs and faculty in grad schools use their first name only as an email handle, like: `<EMAIL>`.
However, as far as I know, the "perfect" professional email address would be like: `<EMAIL>`.
Only few of them used this format but with a dot in the middle, like: `<EMAIL>`.
I think it might be neater to use the firstname-only form, but is it still professional to use it?
I'm sorry for this silly question, but I would appreciate your clarification.<issue_comment>username_1: Most schools don't actually give you a choice: they simply set you up with a standard email address following their standard format. Often this is some combination of first name or first initial plus last name, though I've even seen some schools give everybody a horrible alphanumerical mess as their official email address. Many places will then also give you an option of setting up one or more email aliases, which you can use to modify the default.
Personally, I think that anything that includes your last name (and nothing else bizarre) is pretty reasonable and professional. For my own case, for example, one can reach me in various locations with various forms of "beal", "jbeal", "username_1", "jacobbeal", and "jacob.beal", all of which convey the same basic information of "yes, this is who you think it is."
It is worth noting that, in some circles, being the one to get your first name or your initials on a system can be considered particularly special. This is because it can indicate that you had been a very early adopter and/or involved in the system's development. That's unlikely to be the case for most RAs at a university, however.
Upvotes: 4 <issue_comment>username_2: In a small group, particularly one you are starting, you *might* be able to set policy by selecting your email. Otherwise, you are probably stuck with whatever local policy dictates. At LSU when starting my PhD I was asked for my preferred Unix login, I gave my surname (exactly 8 letters ;-). Here in Chile middle names aren't commonly used, so we used first initial + (at most) 7 letters of the surname; if that gave a collision, use middle initial to disambiguate; if still colliding, apply some special rule. The university policy is first.last, decorated by numbers (2, 3, ...) in case of repeats. At least at the Computer Lab of Cambridge in the UK the policy seems to be three initials plus a number.
Upvotes: 0
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2015/10/22
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<issue_start>username_0: I'm very interested in trying to get published as a history major in order to ease my path towards becoming a history professor, so I've been thinking about trying to do research on my own. As a result, I want to get published before I graduate but I hear it's not easy to get published in regular journals so I was thinking I should get published in try an undergraduate journal instead. Would that be a better alternative or no? If not, what are some tips to getting published in a regular journal?<issue_comment>username_1: Don't waste your time. Publications in undergraduate journals don't count for anything except demonstrating your interest in the subject. It is better to spend the time really polishing a good writing sample and cultivating letters of reference from your professors. (As well as keeping your grades high.)
**EDIT:
Publication in an undergrad journal won't realistically help polish the writing sample. Other undergraduates will be the referees and editors involved with the process. It would be far better to take the piece to faculty members, and say that one wants to use the piece as a writing sample and solicit professional feedback rather than student feedback.**
Also, you absolutely need to look hard at the placement numbers for any graduate program you want to attend. It is much better to simply pursue a non-academic career right away rather than spend 5-8 years in graduate school only to find at the end that you have no realistic hope of getting an academic job anyway.
(To contextualize my advice, my area is Philosophy and I'm located in the US.)
Upvotes: 1 <issue_comment>username_2: Publishing as an undergrad is a good idea. In particular you might want to publish something related to your undergraduate honors thesis. The [Journal of Young Investigarors](http://www.jyi.org/) is a good choice. Several undergrads from projects I have been associated with have published there. If you are serious about being a History Professor, a publication (and an honors thesis) will help you get into a good graduate program, and will show that you are serious about gaining the experience needed to succeed in academics.
Upvotes: 2 <issue_comment>username_3: First of all, if you've already written an excellent paper of which you are proud of, then why not submit it to an undergraduate history publication? It certainly won't hurt your chances for graduate school admissions. In fact, I would say that it certainly demonstrates interest and willingness to engage in the academic community of your chosen field. This is something that graduate admissions look for and care about when they're evaluating your application.
Undergraduate publishing opportunities are quite plentiful, and many of them are becoming very well-recognized. In my opinion, I've found that the writing/research published in the best history journals are neck-to-neck with papers that could pass a graduate thesis defense.
I would encourage you to check out:
<http://history.unc.edu/undergraduate-program/undergraduate-journals/>
with an emphasis on [Yale](https://historicalreview.yale.edu)'s and [Vanderbilt](http://vanderbilthistoricalreview.com)'s undergraduate (which are one of the few journals open to undergrads from all universities rather than just serving their own university/college). (Full disclosure, I am an editor of the latter, see: <http://vanderbilthistoricalreview.com>)
Upvotes: 3
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2015/10/22
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<issue_start>username_0: I have a long and very good relationship with a previous professor of mine. I took two of his/her courses in college, got A+'s in both, and spent hours chatting with him/her on various academic topics even outside the scope of those classes. In addition, he/she has written me two letters of recommendation, both of which have served me very well in my career, and functioned as a reference for several jobs I've applied for (and for all of which I was given an offer).
This professor recently again agreed to function as a reference for a job application, and in our email exchanged asked me if I could recommend any resources for him/her to use when making a new website. I provided said resources, and also offered to make the site for him/her if they wished (I have several years of experience as a full stack web developer and would be able to make them a high quality site in a relatively short amount of time).
My question is this: did I put this professor in an awkward situation by offering to make the website for him/her? I understand that writing letters of recommendation and serving as a reference is an expected part of a professor's job, and I am worried that by offering my services free of charge, I may be putting the professor in a potentially questionable ethical position (i.e. making it look like writing me a letter of rec was a quid pro quo). Of course, the reality is that I'm just happy to help someone whom I greatly respect and consider a friend, but I'm worried that it may not be perceived as such.<issue_comment>username_1: This may vary greatly from person to person, but I, at least, would feel it was inappropriate to accept such a favor from somebody who I had written a recommendation for (unless it would already have been appropriate between us otherwise).
Personally, I feel that writing letters of recommendation for good people is *not* a favor, but a responsibility, a duty, and a privilege. It is a responsibility and a duty because it is one of those little pieces of service that is vital to supporting the scientific endeavor and maintaining its quality. It is a privilege because my opinions get to help shape the future of the field, and by supporting people who I believe in, I get to help make it the environment that I wish it to be.
In short: gratitude from a recommendee is appropriate. Quid pro quo is not. I would not hold it against somebody who offered a favor in return, but I would politely decline.
As I said, however, opinions on where the boundaries lie vary. For example, I would not have requested information about web resources in the same email, as the professor did for you. I personally think *that* is a faux pas (but, as noted, I'm pretty hard-line in my opinions here). Thus, in responding, I don't think that you committed an error, though I would find the whole interchange a bit dubious myself.
Upvotes: 5 [selected_answer]<issue_comment>username_2: If there's any awkwardness, it's because the two topics were mixed in one email thread.
If you yourself see the website as a separate matter from the LOR, and if you are pretty confident the professor does too, then you'll be fine.
In short, if you're making the website as an expression of your appreciation of the *teaching* the person did for you, then you're fine.
Upvotes: 3 <issue_comment>username_3: Yes, it's faux pas if you're a current student. Once you've left the program, you could offer the services.
I don't know if you've put the professor in a particularly difficult situation. The professor should know the departmental restrictions and he/she is probably used to turning down friendly offers from unassuming students. Worst case scenario for you is that he or she graciously declines.
I agree with previous poster that you shouldn't look at letter writing as a favor from your professors. It's part of their job to write letters (be those good or bad ones).
I've had close relationships with professors, and while I also agree that he/she probably should have sent this in a separate email (big university brother is always watching), it's understandable that tacked it on at the end. Don't fret about it too much. I'd send a follow-up email with external sources, and then maybe follow up after you've left the university if you really want to pursue helping the prof with his or her site.
Upvotes: 0
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2015/10/22
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<issue_start>username_0: I wonder whether there exists any well-established database schema(s) to store references.
For example, the Perl package [Bib2ML (aka. Bib2HTML)](http://get-software.net/biblio/bibtex/utils/bib2ml/doc/index.html) contains a `bib2sql` tool that generates a SQL database from a BibTeX database, with the following schema:
[](https://i.stack.imgur.com/P3vpZ.png)
If there is no well-established schema, I am still interested to know about alternatives. One can assume the data it contains can be extracted from the paper or the BibTeX (i.e. no need to be able to store information coming from other sources, and the focus is on the reference, not the paper's content).<issue_comment>username_1: If you would consider an approach of storing bibliographic information in *XML format*, either directly (as XML files), or indirectly (via serialization or XML-to-RelationalDB conversion), you might find the following resources of interest (some of the resources are *general* and/or *database-focused*):
* [Metadata Object Description Schema (MODS)](http://www.loc.gov/standards/mods) by *The Library of Congress* (USA);
* [Standards at The Library of Congress](http://www.loc.gov/standards) page lists a host of relevant information;
* [Apache OpenOffice bibliographic implementation](https://www.openoffice.org/bibliographic/implementation.html) and [bibliographic database information](https://wiki.openoffice.org/wiki/Bibliographic/Database);
* development documentation for any other *open source bibliography management software* (JabRef, Zotero, etc.); for more information, see [this list](https://www.openhub.net/tags?names=bibliography);
* [Dublin Core Metadata Initiative (DCMI)](http://dublincore.org);
* [List of citation standards](http://dublincore.org/groups/citation/citstds.html), which might be used to store bibliographic metadata (by DCMI);
* Finally, for the *NoSQL* way of doing things, consider using [BibJSON schema](http://okfnlabs.org/bibjson) and, for the *linked data* emphasis, consider using [JSON-LD](http://json-ld.org) (also see [this relevant article](http://journal.code4lib.org/articles/4893)).
Upvotes: 2 <issue_comment>username_2: I expect most reference management software uses some sort of database system to store the local data in an easily accessible way.
In particular I know that [Mendeley stores the local database using SQlite](http://support.mendeley.com/customer/en/portal/articles/227951-how-do-i-locate-mendeley-desktop-database-files-on-my-computer-), although I doubt there is any common standard across different software.
Upvotes: 2
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