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2016/04/03
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<issue_start>username_0: I was admitted to the MPhil masters program in "Advanced Computer Science" at Cambridge, UK, but unfortunately I wasn't offered a scholarship. I browsed the internet a bit, but as I'm not from England (though from the EU) I couldn't find any possibility of loans or studentships, that would cover the whopping 20000£ needed to cover fees and living costs for the 9 months the program takes.
Does anyone here have any experience what possibility for funding exist ? Cambridge, as it seems, of *at most* grant me a bursary which does not nearly cover theses costs.
Would it be a good idea at all to take a loan (supposing that that's possible) ?<issue_comment>username_1: Getting funding is usually the most difficult part.
There is some funding available available for MPhil programs (but not much - and they are very competitive). Most of it you would have needed to apply for with your course application (or before).
But check [here](http://www.graduate.study.cam.ac.uk/finance/funding) and see if you qualify for anything.
Also check if your home country offers scholarships to study overseas.
I would strongly recommend *not* taking out a loan for it. It's not worth taking on the debt.
Upvotes: -1 <issue_comment>username_2: Here is the actual list of funding sources that may be available to you.
<http://www.graduate.study.cam.ac.uk/finance/funding>
But you should give their financial aid office a call. They're the definitive source for this kind of information, and they should be able to give you advice that is not listed on their web site.
Since you're in an EU country, your tuition should be comparable to what the British people pay. And because you're coming from an EU country, funds may be available to you solely because of that reason. And yes, loans can be a good investment, especially for what you'll be studying.
Obviously, if you were studying something like Archeology or Art History, I would try to steer you away from taking loans.
Upvotes: 3 <issue_comment>username_3: If:
* you have quite low debts currently, and
* the evidence is that this degree would considerably increase your expected earnings (don't just assume it - tackle it like a research question: try to find the best evidence you can that's the opposite of what you currently believe, and assess it), and
* the non-completion rate of the course (including drop-outs and exam failures) is not too low
then it may make sense to take on the debt.
Providing a list of possible sources of funding is out of scope for this site, but you will find such lists across the web: individual Cambridge colleges, charities, organisations to promote international study, and commercial sponsors may all be options.
Upvotes: 3
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2016/04/03
| 871
| 3,657
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<issue_start>username_0: In the past days I was accepted in two PhD programmes about biomedical imaging processing and I have a big dilemma about which one to choose. Both of them are in similar biomedical imaging fields but the mathematical and computational techniques to develop are not the same. Lets call them Phd program A and B.
I find PhD programme A really motivating, fits my interests and I like the mathematics involved in it. Although, the institution where it is done is a good place to do research the supervisor has just ten years of research experience, not big amount of citations and the journals in which he publishes have not a big impact factor.
About PhD programme B, I do not find it so interesting and I guess that after some time I could loose some motivation but it is also fine (in fact, if programme A would not exist I would accept programme B without too much hesitation). Nevertheless, the supervisor has a huge experience, he publishes in good journals (like PNAS) and has contributed to the writing of some books in the field. Moreover, the research centre is quite tough/challenging (there would be more pressure but I find it necessary for doing good research) and students there are motivated and enthusiastic.
About other aspects of the programmes, like country or funding both of them are more or less the same, good public funding but perhaps I prefer the country of project A but it is just a guess.
Has anyone faced the same situation? What would you do? Perhaps I am missing some important point?
Thanks in advance for the answers.<issue_comment>username_1: Getting funding is usually the most difficult part.
There is some funding available available for MPhil programs (but not much - and they are very competitive). Most of it you would have needed to apply for with your course application (or before).
But check [here](http://www.graduate.study.cam.ac.uk/finance/funding) and see if you qualify for anything.
Also check if your home country offers scholarships to study overseas.
I would strongly recommend *not* taking out a loan for it. It's not worth taking on the debt.
Upvotes: -1 <issue_comment>username_2: Here is the actual list of funding sources that may be available to you.
<http://www.graduate.study.cam.ac.uk/finance/funding>
But you should give their financial aid office a call. They're the definitive source for this kind of information, and they should be able to give you advice that is not listed on their web site.
Since you're in an EU country, your tuition should be comparable to what the British people pay. And because you're coming from an EU country, funds may be available to you solely because of that reason. And yes, loans can be a good investment, especially for what you'll be studying.
Obviously, if you were studying something like Archeology or Art History, I would try to steer you away from taking loans.
Upvotes: 3 <issue_comment>username_3: If:
* you have quite low debts currently, and
* the evidence is that this degree would considerably increase your expected earnings (don't just assume it - tackle it like a research question: try to find the best evidence you can that's the opposite of what you currently believe, and assess it), and
* the non-completion rate of the course (including drop-outs and exam failures) is not too low
then it may make sense to take on the debt.
Providing a list of possible sources of funding is out of scope for this site, but you will find such lists across the web: individual Cambridge colleges, charities, organisations to promote international study, and commercial sponsors may all be options.
Upvotes: 3
|
2016/04/03
| 1,747
| 7,206
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<issue_start>username_0: [](https://i.stack.imgur.com/kuUvk.png)
(Not his actual hand writing)
---
I am currently working under an academic research adviser who is a *very nice person and very knowledgeable* but I think he has problem in communicating with others (myself included) that is hindering the research progress and outputs of his group.
**This problem is demonstrated on three fronts:**
**1. Poor handwriting**
His hand writing is very very messy, comparable to the figure above. I do not understand how anyone can understand him. Everyone else in the research group communicates using Latex or some other software to make the writing neat and understandable. Further, he never erases anything but just scratches things out. Can you imagine what scratches on messy hand writing look like? Even messier.
I'd like to think that messy hand writing is linked with unfettered intellectual creativity but I just cannot understand anything that he writes and neither can anybody else.
**2. Unclear presentation or slides.**
In my opinion slides should be made to the point, clear and concise. I found a random example not even related to my field of study to clarify what I mean: <http://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/2011/sargent-lecture_slides.pdf>
But his slides are routinely overloaded with equations and unclear graphics obviously cropped and pasted with no regard to background, positioning or anything. Simply put, the slides do not capture the main idea. And because of this reason he routinely go over time or skip large chunk of complicated equations during presentation, this causes 1/2 of the people to stop following him and it is very noticeable.
**3. Unclear notation**
I think this one is quite serious because he routinely uses symbols that are a little ambiguous in their meanings. In fact his symbols seems to consistently go against whatever is currently in the literature. For example, people in my research field uses Greek alphabets for one thing but he uses it for something completely different. Also there are definitions he sort of made up on the spot that I thought were standard. I am honestly not sure whether I should just adopt his conventions or keep whatever other people have been using in this field.
I think part of the reason is because he is from an older generation who is used to the paper and pencil type of work and is not very adapt with technology. I think he is also a very busy person so he has to come up with ideas and notations on the spot which causes conflict with the rest of the world.
Is there a good way I can approach him to address these problems without offending him or hurt his feelings?<issue_comment>username_1: I can understand your frustration, I have an advisor right now that has some of the qualities you have mentioned (points 1 and 2)! Here is my take on your situation.
Facts;
1. He is an older and busy professor => I'm sure he has heard many complaints about these points before. I'm even sure his colleagues and dept. chair know that too! Guess what, he is still the same, he will be the same. My advise to you is learn how to **adapt**. My adivor's had writing is really bad and we (his PhD students) keep old drafts of his writing with marks up of words that we could not get the first time just in case we need to decode his writing from a current draft! We all faced this issue once we joined his team. We would go to his office just to ask on how to read certain mark ups he wrote on our drafts and papers! To be honest, we tried to introduce him to the very simple and friendly Word "track change" but he politely said that this is not the way to teach and correct drafts. He only requests hard copies of manuscripts to go over and only asks for the soft copy once the paper is ready to be submitted. Also, he gets annoyed if he sees any of us reading/reviewing a paper or a draft using the computer, he would simply shake his head and say, "Kids these days!" (smiling and in a funny way). Honestly, I used to hate that but now, this is what I do. I still use pencil and a hard copy of the paper I'm reviewing or writing. To be honest, my advisor is right in a way. I agree that it is not the best/optimum/environmentally friendly way to do research (by printing pages and pages of drafts), but papers really sound and look different when you hold them in your hands. As I said earlier, to each his own, but since you are his student, you do not have to agree with him/her all the time! But, to keep your work going and avoid delays and arguments, you might want to do things his/her way! I believe that each student should has his own scientific charisma, but so far you are still a student so you might change your views if you try new (or in this case old school) stuff!
2. His note are all over the place and 1/2 the people stop following him and it is noticeable. If it noticeable to you, it must be noticeable to him/her too (during all his/her years of research and teaching)! Keep in mind that slides or presentations need to be somehow clear and easy to follow. But, they also do not need to be colorful and include cinematic effects! Perhaps to your advisor, having clean cut presentations is not that important. S/He cares about the **science only**. I would suggest that you offer to fix 1-2 of his presentations. Change them into something completely different. Arrange them in a way you would do your own presentations. Then, show them to him, perhaps he will like them and change the other slides (or most likely, will ask you to do change them).
3. Unclear notation => read point 1 above again.
Finally, being a graduate student is tough. The truth is, if you look closely, many PhD students turns to be like their advisers (in a way or two). How many of us have said "he (your advisor) does not know hat is he talking about?!" or "That does not make sense, he (your advisor) must have not read the previous page". But that is ok, I'm sure our students will say the same one day!
Having daily contact with someone can and will change the way you do or see stuff. Simply put, try not to over think such things that are annoying you and focus on the positive aspects. Your advisor is a **nice** and **knowledgeable** guy! Trust me, this is a hard combination to have in an advisor!
Upvotes: 3 <issue_comment>username_2: I would advise you to approach him on a different base than **he has a communication problem**, namely on the base that **you have a problem with his way of communication**. Note the slight shift.
Phrasing it that way eliminates the problem that you may accuse him of something or even offend him. For example, you would not say "your handwriting is poor" but "I have a hard time to read your handwriting and it costs me a lot of time to read it". Also, you would not say "your slides are unclear" but "I do not get the main idea from the slides and would find it helpful if [...]". Finally, instead of "your notation is unclear" you would say that "I consistently get confused since the book X uses the notation Y while you use Z".
Upvotes: 4 [selected_answer]
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2016/04/04
| 381
| 1,638
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<issue_start>username_0: Is there a special database somewhere where you can see how often other scholars have cited you or your publications in their scholarly works?
My professor is always saying, "No one has cited me on this..."
Is that just his general assessment or does he know this from a verified source?<issue_comment>username_1: Google scholar works pretty well, though with all of these things there are edges cases that cause problems (non unique names, random poster presentations showing up counting as citations, etc.)
I find that ResearchGate tends to be pretty good. People can comment, annotate, and more generally fix up the metadata issues on this site in a social media style, and so it tends to be pretty accurate. However, since it's still quite new most papers are missing from its databases (though it still tends to count citations correctly?).
Upvotes: 5 [selected_answer]<issue_comment>username_2: If you're in high-energy physics, look at your author profile or paper on [inspire](http://inspirehep.net).
Upvotes: 0 <issue_comment>username_3: One of the official databases is [Web of Science](https://www.webofknowledge.com). It only includes citations of the published (not preprint) paper.
Upvotes: 3 <issue_comment>username_4: In mathematics there is the extremely reliable database [MathSciNet](http://www.ams.org/mathscinet/). The drawbacks are that it's not freely available and it takes some years for papers and citations to appear there correctly. However, it really is accurate (they have staff to handle difficult cases with similar author names, authors changing names and stuff).
Upvotes: 2
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2016/04/04
| 678
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<issue_start>username_0: I got a job offer shortly after starting my PhD. So my question is: What should I say to my advisor about why I am quitting my PhD? Is it fair to tell her that I have accepted a job offer? And What should I say to an employer about why I am leaving my PhD? Will it not cause them suspect that I can't survive a PhD, let alone a job with them?<issue_comment>username_1: This is pretty common in my field (applied math). Students see the amount of money they can be making, and see the amount of work a PhD is, and leave. Be cordial about it, but the institution (and potential adviser) will likely be very unhappy. **Make sure you are confident in your choice before even mentioning it to your adviser.** Because of this being a common issue, I know that for plenty of professors the moment you start speaking about industry you have already burned the bridge.
As for what people in industry will think, I can't comment for them. Some will probably think you made a good conscious choice to not continue pursuing a PhD (just tell people about how the job market isn't that good). Others will think you dropped out.
This is just such a personal thing. People will see it how they want to see it no matter how you tell the story.
Upvotes: 4 <issue_comment>username_2: Chris's comment is spot on. Some other points:
* Aside from people being unhappy, you will be faced with a lot of pressure from your advisor(s) to remain in academia. In my experience, professors view it as a mark of personal failure when one of their students leaves academia for industry. Some of your classmates may respond in this manner also. It's always your choice whether you want to engage in conversation, listen to their points, or simply just say "this is my choice and that's that", but you should be aware that the conversations will happen.
* People in industry likely won't care either way. That said, it will be in your best interest to have a good reason why you're leaving. Simply saying "I had a chance to earn gobs and gobs of money" doesn't look good on you. Likewise, any sort of complaint against the program ("didn't like the research", "didn't like the advisor", "too slow") is bad. Your stated reason typically should include (1) interesting topics in industry, (2) personal demands (spouse was relocating), or (3) opportunity too good to pass up. Be optimistic about everything.
* If at all possible, stay on good terms with people in your academic department. Wherever you're going, you'll eventually be in a situation where people will need to be hired, and knowing people in the university can give you an early look at graduating students looking for positions. Don't consider this a burned bridge; try to leave on good terms, if at all possible.
Upvotes: 3
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2016/04/04
| 468
| 2,109
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<issue_start>username_0: I know that many Statistics PhD students come from undergraduate / master's level math / applied math backgrounds. So, many will have taken a full-year of introductory real analysis and most likely also complex analysis (and lots of linear algebra and linear algebraic courses, such as scientific computing) -- but perhaps not measure-theoretic analysis.
Would you say that it is imperative to try and take a measure theory course to strengthen one's application to PhD programs in Statistics?
A lot of my classmates are fixated on the idea that measure theory is a necessity for Phd admission, while one professor that I spoke with internally thinks that this is a myth. But, he is a mathematician, so I'd rather ask the question here, just to gather more information.
Thanks,<issue_comment>username_1: Measure theory is essential for higher level probability.
However, I believe most graduate schools will have a graduate course on measure theory. Thus it is not absolutely necessary to have learnt measure theory before entering graduate school.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Most statistics doctoral programs don't require their applicants to know measure theory, but then again, some very good doctoral statistics programs don't even require measure theory at all. (Case in point is Virginia Tech, which at least back in the early 2000's when I was there, had a great applied statistics department and measure theory was not required for the PhD program).
Do you need measure theory do statistics? Well, if you plan to work in academics as a statistician or want to do cutting edge research in financial analysis, you probably need it but I would say for a large portion of applied statisticians working outside of academics, the answer is no. IMO, it is not that important for the vast majority of what applied statisticians do (experimental design, data visualization, and estimation). Most of my friends who have high level positions in companies as statistical consultants report they never use it (which has been true for me also).
Upvotes: 1
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2016/04/04
| 1,149
| 4,948
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<issue_start>username_0: I have no research experience and I'm in my junior year of college. I'm very interested in doing research in any field at this point (combinatorics or linear algebra would be especially preferred) and I fully intend to apply for math grad school during my senior year.
I have a decent amount of coursework (abstract algebra [groups, rings, fields and special topics], analysis [real, complex, functional, measures], linear algebra, topology, combinatorics, number theory, partial differential equations, and more). I want to do research this summer (even without funding if need be) and throughout my senior year (I was declined to every REU that I applied for, unfortunately) and I plan to work alone since I have no other options (that I know of).
There aren't any student projects going on at my own college (except for one on wheels) and my professors (5 total though one is leaving and another will be on sabbatical) only seem willing to help if I provide a research topic and if that topic is related to their own expertise (I don't fit in this category) which means that I've had no help so far. I don't know where to look since most journals and blogs seem to be deeply invested into very complicated projects where my ability is likely not high enough to understand. There is no graduate program at my college so there are no grad students.
My questions is this: Where can I find potential research projects or at least a start? How does one decide on what they want to do? I know people from other colleges but they were simply given projects to work on so they didn't know how to find on otherwise.<issue_comment>username_1: It sounds like it would be easiest to do research with one of those professors. I'm not sure why you say you don't fit in the category of one of the professors expertise when you seem to have a general range of knowledge. I would look up your professors literature, checking for what's popular and what's interesting to you. Use those ideas while looking at related papers and try to come up with a problem to explore. Often they won't want too grandiose a problem when working with students because they want you to be able to do some of the work. <NAME> offers good advice. In flipping through materials likely to have student works, you can get an idea of what's appropriate.
If the professors are hard to approach, show them you've done your pre-research and maybe even attempted some things. If you need help getting to that last stage, perhaps come back to SE with more detailed information, or to some mathematics forums asking for some hints/direction.
Upvotes: 1 <issue_comment>username_2: I think this can only be explained with a personal story. I did my undergraduate at a small liberal arts institution and because of that there were not many professors to choose from. However, I knew who I wanted to work with since his general area (dynamical systems) always interested me, although we had never met (since he was on sabbatical for awhile).
I sent him an email listing 3 different projects I had thought of, and he emailed me back saying he wouldn't do those, but he had a project I should do (climate mathematics, never even thought about it before). I was kind of taken aback, but in the end I thought, well this is the best I am getting, and took the project.
When we finally met the following year, I was still a little skeptical, but as we started working through the problems I found out how interesting the subject was. I learned a lot through his mentorship, and gave chalkboard talks on different papers / analysis results (working out of Courant/Hilbert and Wittaker) every few weeks and a few months in I was very fond of the project and was spending all of my time on it just because of how interesting it was, and the story ends with it turning into a good publication.
Turns out the professor had the idea planned out during sabbatical. He was working with a research team there where many ideas were created, and the papers I worked from were recent results by newly minted PhDs he was working with. He had even published a paper on how to teach undergraduates climate science: this man had though it through!
There are a few morals to the story. First of all, when you're young in your research career, you don't know what is interesting yet, and a quick read of the literature is not enough to gauge this. Also, if plenty of people are researching a subject, it's probably pretty interesting and worth a try. Lastly, for research with undergraduates, the good mentors would like you to go with their ideas because they have a plan for how to teach it / work through the problem.
All together, I would say find a mentor you respect and trust and just ask them to take you under their wing. It may not be the project you had in mind, but you will learn a lot more this way, and you'll be surprised how interesting the project is.
Upvotes: 3
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2016/04/04
| 974
| 4,145
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<issue_start>username_0: In the US one seldom reads about Master and much more about Graduate schools. I have the feeling that Graduate school can also mean doing a doctorate/pursuing a PhD degree; thus I am confused with the lack of clear separation here as it isn't a problem with the European distinction of Bachelor, Master, and Doctorate.
Is there a general rule that can be applied to understand what educational level is meant? Like for PhD there is an department admission process required and for Master there isn't, or something like this?
Moreover, one could say to have graduated from High school, from college, from Master's...from kindergarden if you want. Wouldn't it therefore be more logic not to use "graduate" when talking about some specific educational level and instead use terms such as Bachelor, Master, PhD?<issue_comment>username_1: It sounds like it would be easiest to do research with one of those professors. I'm not sure why you say you don't fit in the category of one of the professors expertise when you seem to have a general range of knowledge. I would look up your professors literature, checking for what's popular and what's interesting to you. Use those ideas while looking at related papers and try to come up with a problem to explore. Often they won't want too grandiose a problem when working with students because they want you to be able to do some of the work. <NAME> offers good advice. In flipping through materials likely to have student works, you can get an idea of what's appropriate.
If the professors are hard to approach, show them you've done your pre-research and maybe even attempted some things. If you need help getting to that last stage, perhaps come back to SE with more detailed information, or to some mathematics forums asking for some hints/direction.
Upvotes: 1 <issue_comment>username_2: I think this can only be explained with a personal story. I did my undergraduate at a small liberal arts institution and because of that there were not many professors to choose from. However, I knew who I wanted to work with since his general area (dynamical systems) always interested me, although we had never met (since he was on sabbatical for awhile).
I sent him an email listing 3 different projects I had thought of, and he emailed me back saying he wouldn't do those, but he had a project I should do (climate mathematics, never even thought about it before). I was kind of taken aback, but in the end I thought, well this is the best I am getting, and took the project.
When we finally met the following year, I was still a little skeptical, but as we started working through the problems I found out how interesting the subject was. I learned a lot through his mentorship, and gave chalkboard talks on different papers / analysis results (working out of Courant/Hilbert and Wittaker) every few weeks and a few months in I was very fond of the project and was spending all of my time on it just because of how interesting it was, and the story ends with it turning into a good publication.
Turns out the professor had the idea planned out during sabbatical. He was working with a research team there where many ideas were created, and the papers I worked from were recent results by newly minted PhDs he was working with. He had even published a paper on how to teach undergraduates climate science: this man had though it through!
There are a few morals to the story. First of all, when you're young in your research career, you don't know what is interesting yet, and a quick read of the literature is not enough to gauge this. Also, if plenty of people are researching a subject, it's probably pretty interesting and worth a try. Lastly, for research with undergraduates, the good mentors would like you to go with their ideas because they have a plan for how to teach it / work through the problem.
All together, I would say find a mentor you respect and trust and just ask them to take you under their wing. It may not be the project you had in mind, but you will learn a lot more this way, and you'll be surprised how interesting the project is.
Upvotes: 3
|
2016/04/04
| 480
| 2,078
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<issue_start>username_0: I am writing my M Phil thesis in engineering, on the development of a new process for treating a particular type of wastewater.
In my literature review I have a background section, which describes the nature of the problem to be solved.
Originally I used this section to thoroughly describe the problem my thesis is trying to solve. For example, I explained the mechanism by which each contaminant effects the environment. This section was about 3 pages long.
However, I then noticed another thesis that had recently been accepted from my university simply stated "Wastewater from process X is a serious problem" and referenced a review article.
After seeing this I rewrote my background section in a similar style to the above, and got it down to under one page.
I believe the shorter style makes more sense because the problem I am attempting to solve is well known in the literature. If the reader wishes to know more information they can read one of the many articles describing it.
For now I am planning to go with the shorter style. Does anyone have any insights as to which style would be better?
Also, if you are wondering why I do not ask my supervisor, it is a long story but this is not possible.
I appreciate anyone's time and thank you in advance.<issue_comment>username_1: Style is very discipline, department, and even person specific. So this is really up to your supervisor. We can tell what we think, but when (s)he thinks differently, then it is her or his opinion that counts.
Upvotes: 1 <issue_comment>username_2: It is very dependent on your research topic. For the same advisor, different students will have different chapters and thesis arrangements/length. I would definitely consult with your advisor (remember, number and length of thesis is not something to brag about! The thesis should details your 3-4 years scientific journey. I'm not familiar with your research but I would say that in US schools, 20-50 pages is the average length of the literature review section (thesis can be 200-300 pages long).
Upvotes: 0
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2016/04/04
| 724
| 2,961
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<issue_start>username_0: Someone referenced my work in a journal paper but they did not cite it the right way.
They only included my first name, my supervisor's first name, the name of the paper and the date. They did not include our last names or the journal that the paper was published in.
Do I contact the authors or the journal to correct this? Or can it not be fixed?
Currently, the citation is not included in my Google Scholar page because they didn't write my last name nor my supervisor's last name.<issue_comment>username_1: I would recommend approaching this problem through the following layers of triage:
* First, is it a serious journal, or a predatory trash publication? If it's not a serious journal, just ignore it and move on. It won't really count as a citation anyway, and there's basically nothing you can do to get a meaningful response from the people running it.
* Second, if it's a real journal, is it in the final form or a "just accepted" pre-print? Some journals give early access to "just accepted" manuscripts before any copyediting occurs, typically with a big warning label saying "Not yet final, things may change." If this is the case, then you may be able to count on the production staff catching the problem and getting it fixed before the final form; if you don't want to count on the error being caught, it is reasonable to (politely) contact the authors.
* If neither of these is true, and the paper is in its final form in a real journal you can write to the editorial staff to request a correction.
Upvotes: 5 <issue_comment>username_2: I suggest,check for the format of the published Journal or other papers in that Journal. If format of the paper is as such only FIRST authors and no JOURNAL name, nothing much can be done.
Manually, you can add this paper to your GOOGLE SCHOLAR profile, under the PROFILE NAME click on "Add" button and "Add article manually" on left side. Hope, this helps you.
[](https://i.stack.imgur.com/rIoRv.jpg)
[](https://i.stack.imgur.com/auY8l.jpg)
Upvotes: -1 <issue_comment>username_3: I would contact the author first. It would give you a chance to discuss their article and yours, as well as give them the opportunity to do the right thing. If that doesn't work then I would consider contacting the publisher.
Upvotes: 0 <issue_comment>username_4: In addition to the issues with Google Scholar, your article may not be properly cited in other databases, such as ISI Knowledge (Thomson) or Scopus (Elsevier). You may want to contact the publishers of those indices as well; both of them should have a form that allows you to correct misattributions such as this. (Note that this process can take some time: it can often be 6-8 weeks before the article makes it into print, and usually you're not notified when the changes are made.)
Upvotes: 1
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2016/04/04
| 825
| 3,517
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<issue_start>username_0: I have created a software and the assisting methodology for its application to some kinetic studies. I used a lot of theory. E.g., I used kinetic model, reactor model, data analysis (about 7 methods to analyse the results totally). Now I have prepared an article where I report this methodology and demonstrate the results of its application.
***How much theory should I include into the article?*** Can I only refer to other publications/books for the models/methods proposed earlier?
I have seen many publications where a part of theory is taken out from the main text to appendices ([example with 5 appendices](http://www.sciencedirect.com/science/article/pii/S0006349505730939)). In some journals appendices are not included into the article (supplementary, accessible online-only). Is it a good solution to include some theory in appendices? If yes, how many appendices would be OK (i.e., would the reader like the article with 7 appendices? As for me, I do not have anything against many appendices).<issue_comment>username_1: If you refer to **theory** as **derivation**, then it is fine to refer to older/relative publications and only add the equations (in the manuscript) you have derived or those that are not included in previous studies. You do not have to derive/write every single equation! If the derivation is way too long, you can add the complete derivation (if needed?!) in an appendix. Or even, write two papers! One on the **derivation**, **approach** or **theory** itself and one on the application of such approach.
If you refer to **derivation** as solved examples, then you can always add a complete example in the appendix. The length of such appendix will largely depend on the journal's rules.
Upvotes: 1 <issue_comment>username_2: My usual approach is based on two main ideas:
* One new idea per paper
* Each paper must be self-contained
So, if I create a new methodology for something that can be applied to something else, that's two papers, one theoretical, one application. Of course, that's computer science, not sure how it translates to your field.
The second is more important to the question. IMHO, you should include enough definitions so the reader can understand most of the paper without external sources, but not too much. You cannot waste space with derivations that are not your original work (unless you are writing a textbook). Explain the very basic, go straight to the end results, provide the references for further information.
Keep the focus on your contribution and make sure that it is very clear to the reader what is your contribution and what is not.
Upvotes: 2 <issue_comment>username_3: Besides the already given hints I offer another guideline:
**Give as many background as you yourself would have needed to get the idea and method before you have developed it.**
In other words:
**Write the paper to your former self (before you knew about what you've found out).**
If you would have been happy with a paper that described the idea and references a lot to standard, readily available books for the background, then go for that style. If you had found it awkward to work through a paper that has a lot of references to papers/books that are hard to find, then don't do that. Note that different principles can apply at different places in the same paper.
These hint is in some way a simplified form of the general hint
**Know your audience!**
Oh, and also discuss this with your advisor.
Upvotes: 3 [selected_answer]
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2016/04/04
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<issue_start>username_0: I taught my first class last quarter. The results for evaluations are very polarized. The raw data shows that my scores are either very high or very low for a majority of items. That implies some students loved the class and some hated it.
Honestly, this teaching experience has been so tiring that I am seriously thinking teaching is not for me. My colleagues tell me it will get better but I am not sure how I feel about my average performance. I wish the evaluations weren't so polarized so I could know if I was overall an effective instructor or not.
How would you make sense of the results?<issue_comment>username_1: I would not sweat over it (not yet!). Not because **ONLY 58%** of students filled the evaluation form and definitely not from teaching your **first** course! Wait till you teach more courses, gather more data then re-evaluate from there. Teaching requires experience and experience comes with time.
Remember this, how many professors did you have when you were a student that you did not like? Did you not like them because you did not like the course itself? Did not like their personalities? Just because they were mean? Got a bad grade with them? Had you do too many homework, etc. the point is, many students (especially undergraduates) tend to be **somehow** moody when filling evaluations. I fear sometime that many of these evaluations are based on the professor's charisma, personality, the way s/he dresses, popularity than actual teaching.
One thing you can do is to collect informal evaluations every 4 weeks (or so) of the semester. So, you can see and re-evaluate your teaching methods sooner/faster. This can be done by sending online surveys to the students that let them post their reviews anonymously (You might wanna check your dept.'s rules for this first". Or maybe have short conversations with few students (A-student, B-student and C-student) to get some feed backs. Perhaps you can ask a fellow faculty member to attend your class 1-2 times to critique your teaching methods.
Upvotes: 3 <issue_comment>username_2: Evaluations only tell you whether your students liked you or not. Your main goal, however, is to have students learn the material and develop their intellectual skills, not to have them like you.
Have experienced colleagues sit in on your classes and give you feedback, and have colleagues look at your assessments and the students' performance on them (with appropriate attention given to how you prepared the students - at an extreme, assessments mean something different (but not nothing) if you've given the students the questions and answers in advance!). This will give you much more useful information than student evaluations.
Upvotes: 6 [selected_answer]<issue_comment>username_3: From the OP's comments:
Evaluations the students gave the OP:
>
> [...] there are like 3-4 students with really low evaluations.
>
>
>
Grades the OP gave the students:
>
> I had about 20 who received As, around 12 Bs, around 10 in C range, 1 D and an F.
>
>
>
I don't know if I'm misunderstanding, but it sounds like in a class of 44 students, about 8% gave very poor evaluations, while the other 92% gave very high evaluations. I would say that there's some good news and some bad news here.
* If 92% gave very high evaluations, then clearly a lot of things are going right.
* To be unsatisfied with such high evaluations shows, in my opinion, totally unrealistic expectations.
* The grade distribution described here is extremely inflated. It's hard to know what this means without more context. It's possible that this is at a school that has extremely inflated grades in general. (This kind of extreme grade inflation is fairly common in non-STEM courses at expensive private schools that have highly selective admissions.)
Student evaluations are basically measures of two things: (1) whether the instructor did what was expected (showed up for class, knew the subject), and (2) whether the student got the grade they wanted, without an onerous amount of effort. Evaluations are not sensitive measures of the difference between an average teacher and a great teacher.
Upvotes: 4 <issue_comment>username_4: Another interpretation of the results is that, it being an introductory course, was attended by people who had prior knowledge and some who had not been exposed to the content before. Those who rated you well may have been from the former camp, and found the material easy. Those who were from the later may have found your teaching to be less than effective.
On the other hand, the opposite could have been true. Take, for example, a business school that requires their Information Systems majors to take an introductory "Information Systems" class that is also required of all business students. The material could, at best, be remedial or even detrimental to covering more advanced topics in the same field because of the introductory course. (For example: Group projects where they end up doing most of the work).
Both of these scenarios are plausible. Another user mentioned getting evaluations throughout the semester. That's good, but you should also collect information about who the students are to make better use of those evaluations.
Do the students have prior experience in your subject?
* For those with prior experience, how are they receiving the material? Is it beneficial to them? Are you essentially having a few students do a large portion of the classes work? (E.G. From the 2nd example, is there an IS major in every group (if there are group projects) who is doing 80-100% of the group work?)
* For those without prior experience, is your material helping them? Are assessments enhancing their learning as well? Or are they spending disproportionate amounts of time on the work relative to those with prior experience?
If you can answer these questions, you can better figure out which group of students is giving you evaluations that are positive and which groups are giving you the negative evaluations. From there, you might determine that the evaluations you are giving are too easy/too hard relative to a large portion of the class. Maybe you don't even need to make a decision then. If your findings are that you have a hugely disparate class, maybe your department changes the structure of the course such that more advanced students take another class and more remedial students take another.
Upvotes: 2 <issue_comment>username_5: Based on the numbers you gave, that really doesn't sound very polarized. In fact, it sounds like you received overwhelmingly positive reviews. Good job!
But perhaps I misunderstood.
If you *do* get polarized reviews, then two radically different types of reviews would indicate two radically different types of respondents. After all, they were all in the same class, but perceived it quite differently. If you're concerned about whether your students like you, which I think you should be but not every one does, or if there are some high stakes attached to your reviews, like salary, then you'll want to fix this.
Therefore, you'll need to take a close look at any data you have regarding your students and try to determine what this difference could be. It could be preparation, major, years in school, cultural background, aptitude in the subject, or any number of things.
Upvotes: 0 <issue_comment>username_6: I've found that good teachers tend to be both liked and disliked - liked by those who see what they are doing and how they are handling the classroom, or for fairness, or for actually wanting students to benefit and putting in effort, disliked by those who want to skip it and want a teacher who's just marking time and putting in the hours, isn't tight on the class etc.
Mediocre teachers tend to get 'blah' average. If you were a poor teacher my guess is the polarized bit wouldn't include a lot of 'good's. That to me says something worth noting. Polarisation itself isn't the issue. But someone who can't get a chunk of above average ratings (consistently) may need to look at themselves in a way that you might not.
That said - 100% agree with previous comments too. Get some teachers you respect to watch and rate your work, and not just as a once off. But be aware teachers like anyone can get into a rutt or have different personalities and ways (not to mention teaching can get incredibly politicised and has its fair share of "One True Way" -ers), so consider anything said rather than assume its all automatically correct and decide for yourself.
Also ask your students each year - "I rate how I do too" and ask them for one thing they like and one thing they would like you to do differently. It will teach you things - and teach them that rating ones own performance is no bad thing, not a threat or criticism, not something only people 'above' do to people 'below' in a hierarchy of privilege and judgement, and a decent basic model for the future to do that for their own benefit if they wish, and example of an adult willing to do so. That if nothing else is education.
Upvotes: 1 <issue_comment>username_7: here's one suggestion:
From the results of the polarized reviews, have you considered the possibility that you showed favoritism towards some students, while neglecting others -- others who were probably very hardworking and dedicated to your course but felt relatively ignored by you?
Upvotes: 0
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2016/04/04
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<issue_start>username_0: I am planning to drop a course in my master's program as it has been really difficult for me to score well in it while looking for internships this semester.
If I don't drop it I will end up with a C in that course. I already have a B- and I don't want my GPA to drop.
How badly will it my hurt my future prospects when I am looking for jobs and internships?
I am a CS major and the course is related to my field.<issue_comment>username_1: The only repercussion you need to worry about is how much dropping the class will affect your standing in your program. If your program/school/advisor are okay with you dropping the class I see no further harm that will come from it.
This being said, you will of course miss out on what is being taught in the class, which may indirectly affect your ability to get a job since you do not have some sort of required skill.
But again, I have never had an employer ask me why I withdrew from a class.
Upvotes: 2 <issue_comment>username_2: Can you / would you want to change your grading to pass/fail? Your Department could allow you this option for one or two classes - this wouldn't hurt your GPA, I believe.
Another option: you could discuss with your professor about whether he'd be willing to give you a grade of "Incomplete". Then you can work to resolve this I-grade, either through retaking the course, or doing extra work with your current professor to boost your grade up a bit. I'm not really sure how that all works, though - I just know that some professors will offer that option for students.
(I am guessing the Incomplete grade option would only be made possible if you had some sort of crisis during the semester...)
Upvotes: 0 <issue_comment>username_3: Some things you have to take into consideration are, is this a required class, minimum number of classes to be full-time and your school's policy on low grades.
If it is a required class, then if you drop it, you will have to take it again.
If you meet the minimum number of classes to be considered full-time, then from that aspect you would not have any problem with it.
If you get a C, would it be alright with the academic standing in your school?
Upvotes: 0
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2016/04/04
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<issue_start>username_0: I recently applied for an intensive language program at my university; the program's relatively expensive, but many students get full or partial scholarships to cover some of the cost. I just got a letter confirming my acceptance into the program, along with a modest scholarship. I'm thrilled, but, unfortunately, there's no way that I can afford this program based on the scholarship they've given me.
I have to write back to the program executive, who I've spoken with several times throughout my application process, either accepting or refusing the scholarship. What I'm wondering is: is there some way that I can refuse the scholarship while also hinting at the fact that the only thing keeping me from attending this program is money? I've had a lot of friends who have written letters along the lines of "I would love to enroll in University X, but University Y has given me a larger scholarship", and have gotten larger scholarships from law/grad schools. I'm wondering if sending an email like "I appreciate this opportunity and would love to attend, but, unfortunately, cannot afford the tuition" would have a similar effect, or does it seem... I don't know, slimy? Is trying to subtly manipulate my way into a larger scholarship inappropriate and/or a futile effort? Should I just politely reject the scholarship offer instead?
Any previous experiences/advice anyone has would be a huge help!<issue_comment>username_1: The only repercussion you need to worry about is how much dropping the class will affect your standing in your program. If your program/school/advisor are okay with you dropping the class I see no further harm that will come from it.
This being said, you will of course miss out on what is being taught in the class, which may indirectly affect your ability to get a job since you do not have some sort of required skill.
But again, I have never had an employer ask me why I withdrew from a class.
Upvotes: 2 <issue_comment>username_2: Can you / would you want to change your grading to pass/fail? Your Department could allow you this option for one or two classes - this wouldn't hurt your GPA, I believe.
Another option: you could discuss with your professor about whether he'd be willing to give you a grade of "Incomplete". Then you can work to resolve this I-grade, either through retaking the course, or doing extra work with your current professor to boost your grade up a bit. I'm not really sure how that all works, though - I just know that some professors will offer that option for students.
(I am guessing the Incomplete grade option would only be made possible if you had some sort of crisis during the semester...)
Upvotes: 0 <issue_comment>username_3: Some things you have to take into consideration are, is this a required class, minimum number of classes to be full-time and your school's policy on low grades.
If it is a required class, then if you drop it, you will have to take it again.
If you meet the minimum number of classes to be considered full-time, then from that aspect you would not have any problem with it.
If you get a C, would it be alright with the academic standing in your school?
Upvotes: 0
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2016/04/04
| 1,255
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<issue_start>username_0: This question is specifically about a high school course, but it should be applicable to any online course in general.
I was taking a physics course online to skip it in school, those courses are really expensive, so I took the cheapest one that my school was allowing me to take, and it was understandably low quality. This much was ok and expected.
What wasn't ok however, was that all the questions on the quizzes and exams were stolen from the internet. Every single question was taken from some school's "Ch 3 Review Sheet" or "2008 XYZ High School Physics Final Exam" etc. that was made public online.
My parents paid $500 for this course and the people didn't actually write anything themselves, and I'm pretty angry.
So my question is twofold:
1. Is it ok for a course to do this?
2. If not, is there any official organization I can complain to.<issue_comment>username_1: >
> Is it ok for a course to do this?
>
>
>
It is common for instructors to use teaching materials from outside sources. There is generally no expectation of originality when it comes to teaching materials, including lecture slides, assignments and exam questions (which may be provided by the publisher, especially at the high school and undergrad level). See [this answer](https://academia.stackexchange.com/a/65472/11365) for details.
This is similar to the way we don't consider politicians to have plagiarised when they give a speech that was written by a speechwriter - in that scenario, too, there is no expectation that the material was written by the politician who delivers it. (In that situation, we only seem to mind if the *speechwriter* lifts parts of the speech from another source...) But if a student submits a homework assignment that was written for him by someone else, or an advisor puts chunks of her student's thesis in a paper without proper attribution, we would consider *that* plagiarism, because there is an expectation of originality.
You wrote
>
> I'm not getting taught off a textbook here that comes with a set of slides and test questions, I'm supposed to be paying them to write their own material.
>
>
>
I'm not sure why you think so. You're not paying anyone to develop course materials. It is common for instructors to use prepared material, including slides, test bank questions, etc. that might come with the textbook. It's also common for instructors to share material between themselves.
What you *are* paying for is for them to deliver an effective educational experience to you. If they have been educating you effectively, it shouldn't matter whether the materials are original, or whether they came from a test bank or other outside source. If they haven't been educating you effectively, you can complain on those grounds - not because you expect them to develop original materials.
>
> If not, is there any official organization I can complain to.
>
>
>
If you believe you have been treated to a sub-par educational experience, you can complain to whomever is responsible for the course.
Upvotes: 5 <issue_comment>username_2: To comment at length on issues addressed well by @username_1's answer:
First, as a fact, in all my observations, at all levels of education, from k12 through advanced PhD-program stuff, at most 1/100 people create their own course material. That is, yes, 99/100 use something published by traditional publishers, etc. For that matter, probably an exact zero percent of high school teachers use anything other than what is mandated by their school board, which was not created by them... and they would not have been paid or compensated for creating anything anyway, so, ...
At undergrad level, a similar dynamic is in play: most universities, colleges, and even community colleges do prefer "tried and true" texts to anything that their own people might create. (See "prophet in their own land"...) So, actually, it's all the more certification of conformity that they don't use their own in-house material...
Returning to the literal question(s). Low level math is so intensely cliched that no one can claim much originality to anything at all... Ok, given that, can you complain that anyone's not original? No. They aren't original, and they know that, and everyone else does... and how many ways can we ask basic calculus questions? Or can we copyright "2+2=4"? Hopefully not. Nor need we compose original narratives about arithmetic algorithms using Hindu-Arabic numerals.
Nevertheless, a too-literal copy-and-paste of stuff off the internet is cheesy, cheap, etc.
Double-nevertheless, there isn't much room for "original" questions about 350-year-old, or 1,500-year-old, ... math. The fact that your "teachers" didn't create their own content is completely unsurprising, given the realities.
(I note that, due to my luxury of having a low teaching load, blah-blah, I *can* create more true-to-reality notes on many mathematical topics... But many people do not have a light-enough load to do this, and so on...)
Upvotes: 3
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2016/04/05
| 1,191
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<issue_start>username_0: For one of my pieces of coursework I have to make a game engine and I wasn't completely understanding what my lecturer was going on about. So I looked online and found a tutorial on how to make one and its been really useful and I understand better how it all works but my coursework is basically just the tutorial code.
I submit it in a couple of weeks so it may be a bit late to start thinking this but isn't it just plagiarism? I'm not copy and pasting the code but I'm writing it practically word for word. But on the other had there only so many ways you can use OpenGL and make it look different and do what you want it to do.<issue_comment>username_1: >
> Is it ok for a course to do this?
>
>
>
It is common for instructors to use teaching materials from outside sources. There is generally no expectation of originality when it comes to teaching materials, including lecture slides, assignments and exam questions (which may be provided by the publisher, especially at the high school and undergrad level). See [this answer](https://academia.stackexchange.com/a/65472/11365) for details.
This is similar to the way we don't consider politicians to have plagiarised when they give a speech that was written by a speechwriter - in that scenario, too, there is no expectation that the material was written by the politician who delivers it. (In that situation, we only seem to mind if the *speechwriter* lifts parts of the speech from another source...) But if a student submits a homework assignment that was written for him by someone else, or an advisor puts chunks of her student's thesis in a paper without proper attribution, we would consider *that* plagiarism, because there is an expectation of originality.
You wrote
>
> I'm not getting taught off a textbook here that comes with a set of slides and test questions, I'm supposed to be paying them to write their own material.
>
>
>
I'm not sure why you think so. You're not paying anyone to develop course materials. It is common for instructors to use prepared material, including slides, test bank questions, etc. that might come with the textbook. It's also common for instructors to share material between themselves.
What you *are* paying for is for them to deliver an effective educational experience to you. If they have been educating you effectively, it shouldn't matter whether the materials are original, or whether they came from a test bank or other outside source. If they haven't been educating you effectively, you can complain on those grounds - not because you expect them to develop original materials.
>
> If not, is there any official organization I can complain to.
>
>
>
If you believe you have been treated to a sub-par educational experience, you can complain to whomever is responsible for the course.
Upvotes: 5 <issue_comment>username_2: To comment at length on issues addressed well by @username_1's answer:
First, as a fact, in all my observations, at all levels of education, from k12 through advanced PhD-program stuff, at most 1/100 people create their own course material. That is, yes, 99/100 use something published by traditional publishers, etc. For that matter, probably an exact zero percent of high school teachers use anything other than what is mandated by their school board, which was not created by them... and they would not have been paid or compensated for creating anything anyway, so, ...
At undergrad level, a similar dynamic is in play: most universities, colleges, and even community colleges do prefer "tried and true" texts to anything that their own people might create. (See "prophet in their own land"...) So, actually, it's all the more certification of conformity that they don't use their own in-house material...
Returning to the literal question(s). Low level math is so intensely cliched that no one can claim much originality to anything at all... Ok, given that, can you complain that anyone's not original? No. They aren't original, and they know that, and everyone else does... and how many ways can we ask basic calculus questions? Or can we copyright "2+2=4"? Hopefully not. Nor need we compose original narratives about arithmetic algorithms using Hindu-Arabic numerals.
Nevertheless, a too-literal copy-and-paste of stuff off the internet is cheesy, cheap, etc.
Double-nevertheless, there isn't much room for "original" questions about 350-year-old, or 1,500-year-old, ... math. The fact that your "teachers" didn't create their own content is completely unsurprising, given the realities.
(I note that, due to my luxury of having a low teaching load, blah-blah, I *can* create more true-to-reality notes on many mathematical topics... But many people do not have a light-enough load to do this, and so on...)
Upvotes: 3
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2016/04/05
| 1,152
| 4,600
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<issue_start>username_0: Just a curiosity: after how many years does publications become public (cannot be kept behind a paywall anymore)?<issue_comment>username_1: Some journals have in their copyright transfer some text regarding when the article becomes open access.
When that is not the case, I would expect that copyright laws apply, and the articles might become public domain after a certain period defined in law, see e.g.: <https://en.wikipedia.org/wiki/List_of_countries%27_copyright_lengths>
Upvotes: 3 <issue_comment>username_2: Strictly speaking, the answer to your question is *Never*. Even after the copyright has expired, there is nothing to prevent a journal from keeping articles behind a paywall. Many journals will make articles open access after a certain amount of time, and after the copyright has expired, other people may freely distribute public domain articles. However, there are some journals that nonetheless have paywalled archives going back to the nineteenth century.
Upvotes: 6 [selected_answer]<issue_comment>username_3: This is somewhat tangential to the question, but it's becoming [increasingly common](https://en.wikipedia.org/wiki/Open-access_mandate) that governments, universities, and funding agencies require research to be published in an open access journal from the beginning.
Such policies are not retroactive – but paywalls are (very) slowly but surely becoming obsolete.
Upvotes: 2 <issue_comment>username_4: It depends on the funder and their rules, but a one year period is typical.
If research is funded by the American NIH, some version of it needs to be accessible within twelve months of the publication date. This can either be achieved by publishing in an Open Access journal or by submitting a preprint version to BioMedCentral. Here is the [NIH's Open Access Policy](http://old.biomedcentral.com/funding/nihpolicy/).
The (also American) NSF has adopted [a similar policy](https://www.aps.org/publications/apsnews/updates/access.cfm), as has NASA and the Department of Agriculture. The Department of Energy has a long [public access plan](http://www.energy.gov/sites/prod/files/2014/08/f18/DOE_Public_Access%20Plan_FINAL.pdf) that is supposed to provide access to DOE work and data, but I'm not sure how much has been implemented. The Department of Defense mantains the [Defense Technical Information Center](http://www.dtic.mil/dtic/), which provides access to unclassified DoD-funded research papers and some data sets, again with a 1-year embargo period for non-open access publications.
All of these initiatives seem to flow from a February 2013 memo by <NAME> entitled ["Increasing Access to the Results of Federally Funded Scientific Research."](https://www.whitehouse.gov/sites/default/files/microsites/ostp/ostp_public_access_memo_2013.pdf)
Meanwhile, in Canada, the Tri-Agency council (NSERC, CIHR, and SSHRC, which together fund most Canadian research) have adopted a similar [open access policy](http://www.science.gc.ca/default.asp?lang=En&n=F6765465-1) that also requires authors to either publish in open-access venues or deposit the final peer-reviewed manuscript in an appropriate repository, again within 12 months. These rules were effective starting in 2008 for CIHR and May 2015 for NSERC and SSHRC. Like the NIH policy, this also covers things like gene sequences.
Upvotes: 2 <issue_comment>username_5: Unless I grossly misunderstand, no one is entitled to anything right off the bat.
A work might be 'in the public domain', but if I have the only copy I could probably still make money off selling access to it (private museum showcasing a manuscript?) or copies of it. An actual or digital copy could, I suspect, be deemed the property of an individual even if the contents are public domain. It seems likely that the step of providing access or making copies is not guaranteed even if being in the public domain means the public owns them.
Also, the following webpage suggests that the compilation or collection of something could be copyright even if the individual parts are public domain. The example given is a compilation of poetry. Taken as a whole, then, the database/system containing the collected articles wouldn't be public domain and it's hard to imagine how you'd b able to argue that the company in question should provide access/copies for **free**
<http://fairuse.stanford.edu/overview/public-domain/welcome/>
Taken as whole, if the definition of *public* here also conveys the premise of being freely accessible, available, then I'd say it could be as long as never.
Upvotes: 2
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2016/04/05
| 704
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<issue_start>username_0: I recently reviewed an article. I found weaknesses in assumptions that meant none of the conclusions that were made could *actually* be made; basically they had absolutely no result.
As such, I gave a detailed review (~ 2000 words) explaining why the assumptions made by the authors were wrong. I was civil and polite throughout, it was not an attack and I tried to remain constructive. I recommended to the editor to reject the paper and, despite recommendations of *accept with major revisions* from the other two reviewers, the editor rejected the paper. I believe that the authors will take the easy option and just submit to another journal without making serious edits, rather than paying serious attention too my review.
If the paper does get published in (almost) unchanged state, should/could I write some kind of response article? How does one get to do this (should I email the editor with a draft of a response article)?
Should I contact the authors (before they publish, after they publish, or not at all, before or after I contact the editor, before or after I submit/publish a response article)?<issue_comment>username_1: Wait. The authors have seen your review, they should know that they have a problem. There's nothing to be done until the flawed article appears in another journal (if it ever does). You might write a draft response article and sit on it until the unchanged article appears. If it does, you can update your draft based on any changes and submit it to the same journal in response. If they fix it before resubmitting it, then you have nothing to do, and your review will have been successful.
Upvotes: 5 [selected_answer]<issue_comment>username_2: You have mentioned that another reviewer has recommended with "accept with major revisions", did s/he pointed out the "wrong" assumption the authors used in their paper? If not, did any other reviewer do that (assuming that there is more than 2 reviewers)? I'm assuming that you can access their review (many journals allow that **once you have posted your response**). Keep in mind that the editor will most likely go with the worst case scenario (worst decision).
As a reviewer, your job is to evaluate the paper (fairly and up to your knowledge). You may not contact the authors now and reveal that you are one the reviewers (from my understanding). If the paper has "zero results" utilizing such a severe "wrong" assumption, then why are sure that they will submit the paper as is to a different journal and won't take your review into account? Do you know them personally (that is a different story then!). Keep in mind that there is no guarantee that the paper **will** published in its **current form** anyway! If you have spotted mistake, other will too!
You can however, if the paper is published, email the authors with questions or explanations. Ask them to include an "errata" or withdraw the paper (if possible). You can even write a response paper (not sure if applicable in your field), in which you can discuss what's wrong with the aforementioned paper. This can be done, either by citing their work (less harsh) or directly critiquing their work.
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<issue_start>username_0: I've heard some conflicting reports on this, but in general, how many graduate credit hours are required to teach in a department or secure a professorship in it?
I'm an interdisciplinary PhD student with a heavy focus on computer science, but I will have close to thirty credit hours in social sciences when I'm done and I'd like to know if it is worth getting the count up a bit.<issue_comment>username_1: Wait. The authors have seen your review, they should know that they have a problem. There's nothing to be done until the flawed article appears in another journal (if it ever does). You might write a draft response article and sit on it until the unchanged article appears. If it does, you can update your draft based on any changes and submit it to the same journal in response. If they fix it before resubmitting it, then you have nothing to do, and your review will have been successful.
Upvotes: 5 [selected_answer]<issue_comment>username_2: You have mentioned that another reviewer has recommended with "accept with major revisions", did s/he pointed out the "wrong" assumption the authors used in their paper? If not, did any other reviewer do that (assuming that there is more than 2 reviewers)? I'm assuming that you can access their review (many journals allow that **once you have posted your response**). Keep in mind that the editor will most likely go with the worst case scenario (worst decision).
As a reviewer, your job is to evaluate the paper (fairly and up to your knowledge). You may not contact the authors now and reveal that you are one the reviewers (from my understanding). If the paper has "zero results" utilizing such a severe "wrong" assumption, then why are sure that they will submit the paper as is to a different journal and won't take your review into account? Do you know them personally (that is a different story then!). Keep in mind that there is no guarantee that the paper **will** published in its **current form** anyway! If you have spotted mistake, other will too!
You can however, if the paper is published, email the authors with questions or explanations. Ask them to include an "errata" or withdraw the paper (if possible). You can even write a response paper (not sure if applicable in your field), in which you can discuss what's wrong with the aforementioned paper. This can be done, either by citing their work (less harsh) or directly critiquing their work.
Upvotes: 0
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<issue_start>username_0: I have been part of several classes where no-one wants to answer questions or actively take much part in the discussions. I am sure this must be frustrating for the lecturers, who try really hard to get us to answer and get an interesting discussion going.
Obviously, one answer to fix this is to suck it up and just answer the question and explain your opinion. However, as I am sure some of you know, such silences are overwhelming; it is as if the air forces you to not do anything, just sit there and wait for the one person who saves the class every time.
However, what can the lecturer do? Once the lecturer knows they are dealing with such a class, surely something should be done? In my opinion, the lecturer needs to stop asking questions to the entire class, but point at students and make them answer in that way. "What do you think, Pat?", is what I mean. If Pat does not know, that is fine; then move on to another one. As a student myself, I think this is the best way for a lecturer to approach this. Often the students are friends, or loosely know each other, so there is no rational reason for why the students don't dare to say anything. As I said, it is as if there is something in the air.
So, I know there are lecturers out there. What at your strategies for fixing this? Or perhaps other students have experienced lectures that cured this problem? I am talking mostly of small classrooms, not 100+ lecture halls.<issue_comment>username_1: Why do think the students do not like to engage in the lecture (I understood that you are a student who lectures?). Is it in all the classes (or sections) you teach? Or just this particular section. Do you think that the lectures are boring? Material is very simple? Too complicated? They can not understand you? There is a sort of cultural barrier (maybe)? Sometimes if the lecture is early in the morning or late in the afternoon, students seem to be on airplane mode!
You need to tackle this issue from different angles. For instance, try to ask for feedback either formally (ask few random students) or informally (anonymous/online surveys). You can ask few colleagues to attend your actual lecture or a mock up lecture (where they can video tape you) in which they can provide some insights to how you can improve your skills (if needed). Maybe you can start **awarding bonus** points to however answers "this question" or can explain "this point". You can also do this, let's say that you are explaining a lecture on "structural design". You can say, "Well, *Robert* is design engineers who works at firm owned by *Sally* (another student)" The more students you engage, the better.
Upvotes: 0 <issue_comment>username_2: There are several strategies that one can use, most revolve around getting then thinking a bit before responding in a way that's not dead time, and/or making them feel comfortable (that is, not nervous/anxious) within the class environment.
One is to give students questions or things to consider while doing their readings at home. That way, when in class, students aren't caught off guard by a question: they'll already have had time to process a potential answer and feel less on the spot. This works well for both very short answers and discussion type questions.
Another way (for discussion type questions) is to very quickly break then into pairs groups of three to discuss answers and they have one group present an answer. This also has the advantage of getting nearly all the students to respond in some way. When I do this in my class, the group time might be a single minute or two, with two or three minutes discussion.
An oddly simple strategy is to walk around the classroom while asking. For some students, I think, responding to a professor at a podium in the front makes them feel all eyes are on them (granted, that's probably true). When the professor is right next to them, it can feel more like a conversation. The downside to this one is some students will feel doubly on the spot. But used judiciously, it can be effective.
If you can lead into it with a primer question having then raise their hands, you can jump start participation. For example, "how many of y'all have been to [country]?" Choose a person or two based on the question(s), and follow up with the main question.
Upvotes: 2 <issue_comment>username_3: Some people prefer to think about new ideas for a while and look them up from other sources before asking/answering questions. If that is the case, any questions the lecturer asks on the topic of the current lecture may just distract the students and hinder their ability to learn. With such students, it may be better to ask questions about the topic of the previous lecture instead.
Upvotes: 2 <issue_comment>username_4: One strategy is for a professor to ask questions that are easier to answer. This is not the same as asking easier questions.
One of the more often used sample teaching pedagogy techniques (at least in America) is to teach a class how to make a peanut butter & jelly sandwich. This is done because most American teachers are well aware of how to make a peanut butter & jelly sandwich, so teaching technique can better be focused on in the absence of other thought.
In this scenario: If a question's answer is vague, then students are less likely to answer. E.G. "Can anyone tell me why that is?" The student might think: What is "why" and "that"? Is (s)he talking about the last step we just did? Are we talking about the entire process? Is she talking about a particular element that was shown but not verbalized?
A better question from the professor might be "Why might I put peanut butter on both sides of a sandwich?" [If no answer, lead to that answer]: "Okay, what happens to the jelly side of a sandwich?"
Student: The bread gets soggy.
Teacher: "Does the peanutbutter side of the sandwich get soggy?"
Student: "No."
Teacher: "So one side of the sandwich gets soggy while the other does not. What do we think might happen if we put peanut butter on both sides of the sandwich?"
You can do all sorts of tricks and play psychological games with students, but until questions are asked that are easy to answer (again, not the same as an easier question), students will hesitate to answer when asked.
Upvotes: 4 <issue_comment>username_5: I think the best way to deal with this as an instructor is to set the tone right from the first day.
* Make it clear you want an interactive class room, and that includes the students asking questions and even challenging you as well as having the students answer your questions.
* Make sure your questions are worth answering. No one wants to answer an obvious question that was in the book they read for the day ("How may valence electrons does an oxygen atom have?"). Students like questions where they have to think a bit or interpret a bit.
* Conversely, make sure your questions are not too hard, and that they are not unclear.
* If all else fails -- and it often does the first time you ask an interesting question on the first day of class -- this is what I do. I wait a moment, then smile and acknowledge the awkward silence. And then I let the class know that I want an interactive class and that I'm perfectly happy to stand at the front the room through the awkward silence for as long as it takes. From my tone, I make it very clear that this not me being strict and judgemental, but that I want to work with them and that's why I am doing this.
Upvotes: 7 [selected_answer]<issue_comment>username_6: **Classroom response devices,** also known as "clickers," can help overcome this to some degree. These are devices about the size of a remote control (some systems also work well with mobile phones and/or mobile computers; even Google Forms can be used for this) where a professor asks a question and presents typically 4-5 multiple choice options. Students vote on what they think is the right answer and the aggregate response graph may be projected live (or not).
If there's a moderately high degree of variance, the professor then asks people to discuss their answer with the person next to them for about a minute, and then can more easily call on people (individually or generally) to share specific reasons why they think one answer is better than another. A second vote is often taken after one or both of those discussion phases. Once people have already thought about how to express their reasoning, and had a short discussion of it with one other person, this reduces the perceived barrier to speaking in front of the class. The instructor can also look at the responses to get feedback on whether or not the class understands the material, or what the spread of opinions is (for more subjective questions), etc. This is sometimes called a **vote-pair-share** structure.
Some instructors build in assessment (low-stakes quiz questions, e.g. one per class adding up to a quiz score over the course of the semester) with other questions that are not used in assessment. Some use a threshold (e.g. get more than X% of these questions right to earn full points for this small part of your course grade). Some provide credit for answering at all and a bonus for getting the answer correct (e.g. 2 points for answering, 3 for answering correctly). Some don't keep track at all but use it for all the other feedback benefits and may tell students something like "at least one of these questions will appear verbatim on the next quiz" so the students have some additional incentive to take advantage of the feedback opportunity.
*(Please feel free to edit with elaborations, links, etc.)*
Upvotes: 4 <issue_comment>username_7: In my opinion, a good solution is to, in whatever way seems appropriate, set the situation up so that all the students have the opportunity to respond, and, simultaneously, none of the students who choose to respond need feel held accountable for their answer. In particular, "pointing at students to answer the question" is a bad idea, and in fact is the antithesis of my suggestion.
The rest of this post is my (unfortunately quite long-winded) explanation of this suggestion.
---
Selecting individual students to answer questions is, in my opinion, a bad strategy in general. It might work in small group situations where you can have a personal student-teacher relationship with everyone there, but I don't think it will work to your favour in large groups. In particular, it ignores the feelings of the students:
* First, it's potentially embarrassing to get the question wrong (whether or not you, as the lecturer, think it should be embarrassing is irrelevant - for some people, it *is* embarrassing).
* Second, to pick a student out from the crowd is to ignore the possibility of said student having, say, anxiety issues, or a social disorder, or a (possibly irrational) fear of being "in-the-spotlight", or any number of combinations of other things.
Both of these issues mean that this strategy ultimately alienates you from your audience, even if only a little bit. This is not an environment in which students like to respond to questions, and some students may as a result opt out of attending the lectures when they can.
At my university, some lecturers have decided to take different approaches to asking questions, and they seem to have more success getting responses. In particular, two methods which seem to have been effective in some of the modules I have taken so far are the following.
* Telling the class to discuss the question amongst themselves for a minute-or-so before expecting for the answer. The wording here is important: if the lecturer does not tell the class what the appropriate action is, then it could be argued that the only action the lecturer can truly expect is *in*action, i.e., silence. If this does not seem wholly reasonable, think of it this way: it's plausible that the crushing silence when the lecturer asks their question is the audience's response to simply not knowing what to do in such a situation. In light of this, the lecturer might find it helpful to explicitly tell the audience not just *what* to do (answer the question) but also *how* to do it (by working in pairs/in groups).
* Voting systems in general (see @username_6's answer, "classroom response devices"), but, in particular, anonymous in-class Google forms. See [this blog post](https://explainingmaths.wordpress.com/2014/06/11/using-google-forms-for-in-class-real-time-student-response-analysis/) from Dr <NAME>'s blog *Explaining Mathematics* for some more details. This might seem like a bad idea (encouraging students to use their phones in lectures?), but it certainly got people answering the questions. Because the class uses their phones to respond, it's (a) cheaper and (b) slightly more relaxed than using some kind of remote-based voting system, and this *relaxed* atmosphere encourages the students' responses.
I think the key to both of these approaches is that the students get to act as a group: no single student ever has to feel responsible for their (possibly incorrect!) answer. In the first approach, their peers influence their answer; in the second, the answer (that is, the majority vote) is influenced by their peers.
Upvotes: 3 <issue_comment>username_8: In my experience the key issue (as touched upon by username_7's answer) is a simple "cost/benefit analysis" from the point of view of the student.
Potential benefits of answering:
* you engage in the discussion
* you show that you are following the lecture
* you can establish yourself as a smart student... if the answer is interesting/correct
On the other hand, the potential risks are:
* if the answer is wrong, risk of appearing stupid in front of your peers *and* the lecturer
* whether or not the answer is right, there's a risk of appearing as a show-off, or someone who is trying to become a "teacher's pet"
Plus, speaking in front of an audience is notoriously difficult for insecure people. Not answering seems to be often a safer strategy.
To change this cost/benefit analysis in my experience the best options are:
* frame the question so that it's more "opinion based" rather than "fact based", i.e. reduce the chance that you can give a blatantly wrong answer
+ not "should this function be differentiable?" but rather "what features do you think this function should have?" which also opens up the possibility of less technical answers (e.g. it should be "soft")
* make sure that the lecturer is perceived as friendly and reacts to errors in a relaxed way ("it's interesting that you would think so; I see where you are coming from with that; however...")
Upvotes: 3 <issue_comment>username_9: I have observed a class which was taught alternately by two different instructors. One of the instructors (G) almost always immediately got interaction and involvement from many members of the class. The other instructor (B) would often be faced with silence. Same students, same time of day, similar subject material, very different behaviour.
I think the major differences in instructor behaviour I observed were:
1. B would phrase his questions as a request for a fact. "What are the consequences of idea X?"
G would usually ask for experiences or opinions. "What happened when you tried to apply idea X to the situation in the tutorial question?", "Has anyone tried to apply idea X in any other situation? What happened?"
2. B would sometimes indicate that he though an answer was poor. B's comments seemed to deter people from speaking.
G would usually just ask a follow up question, or ask if anyone else had anything to add. G's process typically resulted in discussion and an improved answer from the same or another student.
3. B would try to force the students to answer if no one did "I will just wait until someone answers" or "I will pick on someone if you don't answer".
G would remember the students from the tutorial/coursework/previous lectures/etc, and ask someone by name "Lucy, I think you encountered something related to this, can you tell us about it?".
4. B would make jokes during his lecture indicating that he though some particular approach or idea was inferior to another e.g "idea Y is really good, some people use idea Z but they probably haven't heard of the internet". I suspect these jokes put off students, "what if he also thinks the thing I am going to mention is stupid".
G would stick to precise statements, "in situation X, idea Y works like ... whereas idea Z works like ...".
Upvotes: 6 <issue_comment>username_10: I searched this page for "Vibe" "Energy" "Enthusiasm" "Non judgment" "Tone" "Humor/ Humour" "Laugh" "Fun" and not a single answer had these words in there.
>
> there is **no rational reason** for why the students **don't dare to say
> anything**. As I said, **it is as if there is something in the air**.
>
>
>
The answer is there in your question itself.
There are psychological - emotional - mental behavioral components to this scenario that no one has mentioned.
You need to tune into them to "defuse" whatever "something is in the air".
Its just about the tone of the conversation having a VIBE/ ENERGY that is tough for me to convey in words; there's enthusiasm & encouraging similar enthusiasm & interest in the people around you/ in your audience. If you cannot inspire such a vibe, then forget about getting participation.
In my experience, even SHY or QUIET people open up if you are able to make them laugh; Humor :)
Another is EMPATHY. If you can laugh at yourself or your humor shows you are human yourself and not judgmental on a high horse as faculty, then they feel they can open up and speak.
Point being, if the energy/ vibe is light & enthusiastic towards the subject and sprinkled with little "fun" and less seriousness/ dryness then you'll have more participation without fear of "judgment" from the teacher or fellow students.
The major difference in participation is not about content, it's about "styling" & "presentation" and "articulation" of the content so that it appeals to the audience.
And a large part of making a "dry" boring topic interesting is "being creative" and the easiest thing you can do is add **Humor/ Fun/ some Enthusiasm**
Now, outlining what kind & flavor of humor will be appropriate & permissible as per rules & regulations of "code of conduct" is out of scope to discuss here.
Nonetheless, the most memorable and fun professors and classes or presentations/ seminars/ talks I had as a student, as a professional or as a speaker/ presenter/ communicator had a **small amount of humor sprinkled; making people laugh, smile, grin and have a little fun, while still staying on Subject**.
It does not have to be political or sexist humor. Typically light and non controversial where people feel more light & relaxed. It's not even about jokes.
Is there a technique of pathway for this. It would vary largely based on place, speaker & audience. But great presentation skills/ books is something that should be brushed.
Agenda:
What is the agenda? Is it to sell something or is it to get people to absorb and learn something, or is it an ego trip of a CEO/ CTO to show off something?
People read into agenda & intention. If you convey the right intent using some of the above thoughts and people feel that intent aligns with them then they will connect with you.
PS: I remember this asst professor who taught as a tutor outside of our university college the dry & mind boggling and complex subject of foundational "Television & Video technology".
He broke it down, made it sample and added tiny bits of humor to get us all into the subject which was so dry that if I read one paragraph of the book I'd sleep.
But, his way, we just put all notes on one diagram as he showed us and I knew everything I needed to know.
Another small trick, that we used at some "motivational & leadership" talks/ workshops in addition to making it fun with a bunch of humor;
A small packet of wrapped candy/ toffee - Throw one to each student who participated / tried to answer or even if completely incorrect. Making it a fun non judgmental game where people are not afraid to TRY even if the answer is wrong. The reward is not huge, but it gets the juices & fun mood flowing :)
**Bottomline:**
These are soft skills and there tons of books and training programs and coaches out there on soft skills. Depending on the demographics what you do and how you get them to participate will vary.
* Culture - US/ UK / EU/ Asia/ Japanese/ Chinese/ South America
* Age/ Level: Undergrad/ Grad/ MBA/ Professional or Exec MBA
* Subject: Technical/ Business/ Philosophical/ Math/ Etc.
Too much variance to give a specific "flavor" but it boils down to adding some of these elements as part of presentation skills.
After decades of classes, I do not remember the content of the courses, but I remember parts of it because of how the professor articulated them using the above elements.
Upvotes: 1 <issue_comment>username_11: I've read several studies from educational psychology where interaction is *beneficial*, which contradicts some of the other answers here, so it is good that you are trying to get them engaged.
From the courses I have taken, I have seen a few variations of this method that seemed to work:
* Use a system that allows you to pick a student randomly and systematically. So the idea is to randomly call on each student the same number of times. I've seen this done with a stack of notecards with each student's name. You select a card and call on that student then you place that card in a separate pile. Once everyone has been called on, then all the cards get shuffled and the process repeats. Another way I have seen it done is using an iPad app.
Once my instructors started grading us based on this, there was a dramatic difference in the answers students provided (as well as how much reading I did outside of the class).
Upvotes: 0 <issue_comment>username_12: Many times, this "shyness" you describe is really a room full of people waiting for someone else to answer. I try a few different approaches from time to time; all of these have been effective to some degree or another:
* **Take a page out of the flipped classroom.** Have the students get into teams of two or three, and discuss the issue at hand for five minutes. Then, call on groups individually: "What did you come up with? What do you think? Who thought of a different approach?" By letting the students discuss the matter more privately first, they seem less reluctant to share with the entire class.
* **Make a game out of it, and let the dice decide.** I've occasionally grouped my class roster into subgroups of 6, and rolled a pair of dice to see who would answer the next question. (I've also used a 20-sided die on occasion; computer scientists seem especially appreciative of this approach.)
* **Just skip over the question.** (Of course, this one comes with a price!) One time, I said to the class, "No one wants to answer this question? No one? Going once... going twice... gone. Fine, I'll save that one for the final exam." I then changed the slide quickly, and added, "You're going to answer these questions one way or the other. We can discuss them in class, or you can write essays on the exam." (I don't recommend doing this one often, but it can set the tone early in the semester.) By the way, the next time I threw out a question in that lecture, five or six hands shot into the air. From that point on, "Going once..." would be enough to get the conversation started.
* **Learn to be patient, and don't freak out when there's a long silence.** I understand that there will be times when the students won't be talkative, but I've learned that's part of the process. Sometimes students will keep quiet because they *know* you'll jump in and answer you own question, so stand your ground, and don't let them off the hook.
* **Put humorous prompts into your lecture slides.** I often enlist help from celebrities when I'm planning to ask a question that I think the class might balk on. For example, I once put this into my slide:
[](https://i.stack.imgur.com/umIa6.png)
and then, when nobody answered, I clicked one more time to reveal the rest of the picture:
[](https://i.stack.imgur.com/UuAmX.png)
At the end of the term, one of the students recounted this slide on the end-of-course surveys,
saying, "Best discussion motivator ever!"
Upvotes: 1 <issue_comment>username_13: Prof<NAME> is the master of class engagement. Watch and learn. <https://www.youtube.com/watch?v=_wOUMd3bMRI>
Upvotes: 1 <issue_comment>username_14: I always to engage students in discussion, and when **nobody** answers questions, I walk among the desks, and ask one random student, "What do you think of this issue?"
There are ethnic groups that are trained not to make eye contact or ask questions, which would expose their ignorance. This is difficult for them. You are in an American university, are you not? Please adapt to the local culture.
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<issue_start>username_0: During my PhD I suffered from Generalized Anxiety Disorder, that was officially diagnosed. I had to stay away from the University for a year, however this issue didn't affect at all my productivity and I carried on my research with several publications.
When asking for recommendation letters, my supervisor told me he is forced to mention my problem, underlining my health issues.
I would like to know how much he can write about my mental health, also considering that the academic work didn't suffer at all from this.<issue_comment>username_1: >
> I would like to know how much he can write about my mental health, also considering that the academic work didn't suffer at all from this.
>
>
>
According to [some](https://www.workplacefairness.org/medical-privacy-workplace#10) of organizations: "*The Americans with Disabilities Act recognizes that **employers may sometimes have to disclose medical information** about applicants or employees.* " But also they claim: "***The basic legal principle that employers should follow is not to reveal medical information about you unless there is a legitimate business reason to do so***. But because that standard is fairly vague, there are laws which more specifically protect the privacy of your medical records, such as the Americans with Disabilities Act, the law which makes it illegal to discriminate on the basis of an employee's disability."
For UK you may find more information on [NHS](http://www.nhs.uk/chq/Pages/2313.aspx?CategoryID=68) website and [Equality Act 2010 Guidance for employees](http://www.equalityhumanrights.com/sites/default/files/uploads/documents/Old_Guidance/PDFS/Workers/1_employees_applying_for_a_job.pdf).
If you ask me I would say that it is not actually ethical to write about your mental health if your job didn't suffer from that. For some careers there are some health restrictions (e.g. pilots, surgeons, etc.) but I've never seen that for academic work. More to say, I know people who have GAD, OCD, etc. and they have never had significant issues in academic life. But I also have to say that people usually don't take year off because of mental health issue, especially not for GAD. From your post I can't see if the GAD is a main reason of one year off. If it isn't the main reason then I don't understand why your supervisor has a need to write it in recommendation letter. But, if GAD is your main reason why you needed to stay away from University than I don't understand how your mental health didn't affect your productivity when it is even though you continued to work. Whatever the case is, I wouldn't like that my supervisor writes "a mental issue" because for me it sounds serious and Generalized Anxiety Disorder actually doesn't sound due to prevalence "[*GAD affects 6.8 million adults, or 3.1% of the U.S. population*](http://www.adaa.org/understanding-anxiety/generalized-anxiety-disorder-gad)"
Shortly, I don't think he should write about your mental health when you obviously continued to work. It is your private information, there are some laws about it and I am worried that you will be discriminate because of that.
My advice: Talk with your supervisor, find out why he thinks that he is forced to write it in recommendation letter (that is really strange) and please look more into the laws and send them to him if it is needed.
Upvotes: 4 [selected_answer]<issue_comment>username_2: If you received significant special accommodations while doing your PhD, e.g., double-time on your exams (especially comprehensive written exams and such) and other special help during your research period (was he easier on you and gave you more guidance and answers and harder on other students?), I am guessing that he feels that he must write a "fair" letter of recommendation, stating how you received special help -- and as a result of the special help, you were able to be a productive student and researcher. I highly doubt he will say much more than this, because your privacy is likely protected by several different laws.
I'm really not sure, though -- so this is just something for you to consider.
Upvotes: 2 <issue_comment>username_3: There's probably a misinterpretation going on. I suspect your advisor wants to explain something to the people reading it, rather than "warn" them. Something like:
>
> he took a year off because he was ill
>
>
>
is okay to say.
>
> you should be aware that he has condition X
>
>
>
may actually be illegal to say, and I would not want to receive such a letter. The people receiving it are suddenly at risk for a discrimination case if they do not give the position and it can be credibly shown that the reason was the disability.
So - ask your supervisor why he feels he needs to mention it. In parallel, contact your university's disabilities office to get a response. If you are uncomfortable with your supervisor's reason, tell him the advice you got from the disabilities office.
To give you an idea of how seriously some universities take various regulations - I had to have permission from an undergraduate to include their grade in a letter of recommendation.
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<issue_start>username_0: Which is a better poster orientation: Vertical/portrait (taller than wide) or horizontal/landscape (wider than tall)? Assume that the content does not "naturally" fit either of these formats so as to make one choice obvious.
Are there any studies that explore the differences between these two?
If you aren't aware of any, what psychological mechanisms might underly differences in the way people perceive the research (or researcher) based on the difference between the orientations?
I'm not interested in answers that say "it's just a subjective personal style choice" but am interested in answers that detail at least some difference in what may be perceived or communicated differently as a result of a change in orientation.
If there are strong field-specific conventions, those would be good to know (because being the only person who fails to follow that structure might give an impression that this person is an outsider or doesn't understand the community) but it'd be nice to have at least some answers that can apply in a very broad multidisciplinary poster session which is too topically diverse for any field-specific orientation convention to apply.
For the purposes of answering here, please assume the two dimensions are fixed at a bit under 3 and 4 feet, but orientation is not fixed.
---
*Related:*
* [What are some general good principles for creating a poster for a poster session?](https://academia.stackexchange.com/questions/2330/what-are-some-general-good-principles-for-creating-a-poster-for-a-poster-session)
* [Default poster size](https://academia.stackexchange.com/questions/13759/default-poster-size)<issue_comment>username_1: While I am not aware of field-specific differences, my personal experience leads me to believe that landscape is likely to be better for conveying information than portrait. The reasons for this are:
* People are [much more visually sensitive to vertical than horizontal changes in position](https://en.wikipedia.org/wiki/Vertical%E2%80%93horizontal_illusion), due to the fact that we are largely surface-dwellers. You'll have a much bigger visual impact from things that are near eye-level than things that are significantly displaced up or down.
* Posters are typically consumed in parallel, with different people arriving at different times and looking at different parts. A landscape format lets more people be close to the poster (and potentially the parts they're focusing on) than portrait format.
That said, 1) many venues restrict you tightly in the amount of space that you are allotted, and it will generally be better to use the space you've got rather than make a smaller poster with a preferred orientation, and 2) good vs. bad graphical design will vastly outweigh portrait vs. landscape in terms of impact.
Upvotes: 4 <issue_comment>username_2: I don't see any statistical evidence cited, so make your own stats: create two posters with same copy, font/size, and image; one portrait and one landscape, and hang them vertically side by side.
Ask 25+ people which version they prefer, note their gender and age and height. Don't allow discussion betweeen viewers. (EG dominant people may prefer one version and influence/skew the others)
Then switch the L-R order of the posters and ask another 25 people.
See if the change of L-R orientation changes preferences. (Theatre folks know that a character entering from stage right (audience left) is strong and smooth; and entering from the other side is clashing, because (in the West) we are used to reading left to right. When people look at any scene, even a full dinner plate, most sweep eyes left to right (tho' I wonder about southpaws)
Put distance marks on the floor: See if one poster draws viewers physically closer. The landscape should be spaced mid-point with the portrait version's mid-point, mid-points at 58" from the floor. (paintings are oft hung too high).
Finally, invite subject to add their comments. EG, "this one feels harder to read" "this one feels fake" "the colour is warmer in this one" "this one is too harsh" etc etc.
Perhaps the only significant factor is that horizontal posters are much rarer.
====== ===
I invite statisticians, pyschologists and other smarty pants to improve on this experiment. This might rock at a science fair: every visitor casts their vote before reading the test results. Let me know how it goes! scripts at dennishassell \* commmmmmmmmmmmmmmmmm.
Upvotes: 1
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2016/04/05
| 1,103
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<issue_start>username_0: Forty years ago, London University was still offering degree registration to "external" students, who might be living anywhere in the world. To prepare themselves for the London exams, many studied at local institutions; but it was also acceptable for external students not to study at any institution but to study "privately". Some of these "private" students had private tutors, while others studied wholly on their own, without any tuition, and after being registered for the required period of time they presented themselves in a London or London-accredited examination room and sat the exam papers. Fees were paid both for registration and examination. For many decades, the availability of degree examinations to private students was considered one of the special features of London University.
I am not asking for recommendations, but are there any British universities nowadays that register and examine students who study wholly on their own?
Note that I am not asking about degrees by "distance learning" in which coursework is required and tuition bought from and given by the degree-awarding institution, or by an institution accredited by it, although it is possible that the kind of degree registration I am asking about might be considered a sub-category of distance learning.<issue_comment>username_1: Considering how cash-strapped and/or financially savvy British higher education institutions tend to be nowadays, you are extremely unlikely to find such a programme set available anywhere in the British isles.
In the days of online distance learning and MOOCs (massive open online courses), there is probably no valid reason for an institution to grant degrees for free.
The rationale for charging fees for distance learning is that registering with a degree programme, you precisely do not 'study wholly on your own', but you benefit from a wide range of resources, not the least digital, to have access to the latest scholarship, in addition to the expertise the local staff 'holds' themselves.
If you are based outside the UK, your natural first port of call to find an answer for a question of this nature would be the British Council; they are the experts to advise globally about UK educational and cultural opportunities.
Upvotes: -1 <issue_comment>username_2: The obvious answer is [the Open University](http://www.openuniversity.edu/study), which exists to offer such degrees.
They have a huge range of qualifications from undergraduate to PhD level and allow study from home full- or part-time (70% of OU students are in full time employment, so most students are involved part-time).
I haven't had anything to do with them myself, but know people who've studied chemistry and computer science, in both cases to degree level as part-time study while working. While these individuals were based in the UK, the programmes (or at least many of them) are offered internationally.
Upvotes: -1 <issue_comment>username_3: The University of London still offers self study courses for international students. The [list of courses](http://www.londoninternational.ac.uk/courses/search) includes both undergraduate and post graduate degrees in a range of subjects. While these courses are self study and do not include tuition, they are not cheap. For example, the fees for the [Accounting and Finance (BSc)](http://www.londoninternational.ac.uk/courses/undergraduate/lse/bsc-accounting-finance) are:
>
> Academic year 2016-2017
>
>
> Application fee (non-refundable) £ 84
>
>
> Initial registration fee £ 760
>
>
> Examination entry fee (per full course) £ 224
>
>
> Examination entry fee (per half course) £ 112
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>
> Continuing registration fee £ 380
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> Total for BSc degree £ 4,292
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>
> Other fees (as applicable)
>
>
> Additional registration fee for students taking law courses (per course) £ 51
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>
> Application fee for consideration of accreditation of prior learning (per full course) £ 89
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>
>
The fees are a little confusing since they are using course in two different ways. I think £224 fee is for a full year module.
At a total cost of £4,292, this is considerably cheaper than the £9,000 per year (£27,000 per for a degree) that most UK universities are charging. That said while program includes study materials, it does not include teaching.
Upvotes: 3
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2016/04/06
| 944
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<issue_start>username_0: Is it accepted/appropriate to take pictures of presentation slides at conferences for private use?
I am not talking about putting those pictures out in the public afterwards, I know this is illegal without consent of the presenter.
Should it matter, I am talking about math conferences. And I am asking because I don't see anyone taking pictures.<issue_comment>username_1: Your observation is right in general (but note that the situation may be a bit different if some big-shot gives a plenary - people may take pictures or may even ask for autograms).
If the conference does not have an official policy, I would suggest to try to ask the speaker beforehand. However, as explained in the comments, speakers usually are happy to send you their slides (or upload them somewhere anyway), so there seems to be little use in taking pictures of moderate quality of some slides while you can have the whole presentation in perfect quality.
As a matter of fact, at some of my first conferences I did take pictures during talks. This was when I was new to the community and not to record the slides but to help me remember who the speaker was and to identify them in the coffee-breaks even a few days later. I made sure that taking pictures did not disturb the talk in any way (e.g. no flash and all sounds turned off).
Upvotes: 3 <issue_comment>username_2: I have seen it done many times, sometimes I would see people recording entire sessions on video. My guess is these are people coming from institutions that cannot afford to send many researchers abroad and the one person sent will pass the material to their colleagues in their home country.
Some conferences explicitly forbid recording presented material. See for example the American [Association for Research in Otolaryngology (ARO)](http://www.aro.org/?page=MidWinterMeeting):
>
> ARO does not permit audio or photographic recording of any research data presented at the meeting.
>
>
>
But that rule was not strictly enforced at the meetings I attended. So the answer is: it depends on the venue.
Upvotes: 4 <issue_comment>username_3: I have often seen researchers at conferences taking pictures during talks. In my field (astrophysics) people often show complicated graphs and equations. If their work is not already published some people like to take photos of the slides to help them understand the work and discuss it with the speaker later. Most of the conferences I've been to will ask speakers to submit slides for an online repository to be shared with attendees later, so everyone will get the slides eventually. I have also emailed a speaker who gave a talk very relevant to my research a couple of days after a conference asking for a copy of the presentation to help me understand some of the notes I took at the time. They were perfectly happy to share their work but also asked that I keep it to myself until it was published.
I would say it is fine as an aid to memory, but it is polite to ask the speaker first or mention it if you chat to them later.
Upvotes: 2 <issue_comment>username_4: Interesting to read the other answers and the discussion in the comments, which suggest that there are very different practices around this. I'll add a different perspective, because in my field (a quantitative social science), it is absolutely commonplace to take pictures of slides and also to tweet them. In fact, this is often even encouraged. When I give a talk, I want to reach a large audience, and if someone is interested in it but cannot attend, it is just great if they can be reached in such a way.
Upvotes: 2 <issue_comment>username_5: Actually all these comments are naive. It is completely inappropriate to take pictures. If you have sat behind an idiot who does you'd know why - its bad etiquette and interferes with the focus and thinking of all those around the idiot. A presentation should be listened to, not raising cameras obstructing others views and then distracting the thought processes further with noise and lights. Presentations are not there for taking pictures but actual communication - its not wonder there are no more questions these days after many presentations other than from the front.
Upvotes: -1
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2016/04/06
| 2,756
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<issue_start>username_0: I have an online interview for a PhD program via Skype. I want to ask the panel if my girlfriend can join in the interview. She will turn off her microphone and camera, so there will no interrupting sound from her. She will only hear our conversation and see our faces (if they turn on the camera). She is there just to share with my experience, not my stress. I can do the interview alone. I also don't need to impress her.
This looks odd and unprofessional, I admit. But from what I read from the book of the professor that I follow, he is very open. He always use first person point of view. Even when at the time I contacted there was no funding for me, he managed to find one and asked me to do the interview. The professor who introduce me to contact him described him as "cool", though it is an informal conversation. Based on those observation, I want to take a little safety risk (just a little, and safety).
I think the asking question is not the important thing; just pretend they are human and ask simply:
>
> My girlfriend wants to observe the interview. She won't make any interruption. Should I let her in?
>
>
>
**Q**: However, should I ask this question? If there is no problem, there are some more things to consider:
* Should I ask this via email or when we begin to talk?
* It can have technical troubles, such as lagging. Of course the interview is more important, and if the connection keeps unstable, she shouldn't take part anymore. If this happens, would this leaves a bad impression on the professors?
**One more thing**: seriously, I don't need her that badly for just one hour. Yes, this is not a Nobel prize, it's just a normal interview. I just think that it's nice to have, and until I can't find a good reason to not to do that, I'll take a try. If everyone is scare of making a mistake, **when they can't point out what that mistake is**, then there is no development in this world. I seriously don't think that "unprofessional" or "childish" is a good reason, especially when the person I'm talking with is open-minded.<issue_comment>username_1: I would find this odd and unprofessional. I recommend against this.
Also, I want to be able to talk freely and openly with you in an interview, and have you respond in kind, and I would be worried about how having your girlfriend on the line will affect this dynamic. (For example: I might worry that you would be distracted by thinking about how she is perceiving the interview, or trying to impress her.)
I might also be concerned that needing moral support for an interview this badly does not say much about your ability to handle the stresses of graduate school.
Upvotes: 7 <issue_comment>username_2: While I agree with username_1 that the request "My girlfriend wants to join in with me. She won't make any interruption. Can she join in?" would come across as unprofessional, the situation may be different if you could present a compelling reason.
A possibility would be that you want a person to observe the interview to give you feedback afterwards to improve your presentation for future interviews. That would strike me as a good reason, however, the fact that this person is your *girl*friend and not just any friend would again be a bit strange. If this would be your motivation, leave out the fact that she is your girlfriend.
However, the request to have some of your friends to observe the interview in silence may also come across as "I'd like to have a watchdog to make sure that everything goes fine." and this would sound really strange.
To conclude: You may be able to render the request reasonable but I would still advise against this since it still may come across strange.
Upvotes: 3 <issue_comment>username_3: I agree with everyone else that having your girlfriend join in or even asking if that's allowed sounds very unprofessional.
However, as an alternative, I'm pretty sure there are screen recording programs out there. Perhaps you could ask permission to record the conversation? That way you can analyse it with your girlfriend afterwards.
If you still want to add your girlfriend to the conversation you should definitely ask the interviewers beforehand through e-mail and drop it if you have technical issues. But again, I would recommend against doing it at all.
Upvotes: 4 <issue_comment>username_4: I don't see why you need to ask permission or even tell them. Just do it. Some panels might hold it against you, but would you really want to work with them?
Remember you are interviewing them just as much as they are interviewing you.
I would recommend [username_8's recent answer](https://academia.stackexchange.com/a/66468/3849) over mine. It has all the positives of my answer with none of the negatives. It is perfect.
Upvotes: -1 <issue_comment>username_5: Consider whether or not this would be considered appropriate were you doing an in-person interview. Would anyone be allowed to sit in on said interview, even if they were told specifically not to interfere in any way?
Now also consider that even if your girlfriend doesn't verbally react to your interview, that her presence there, and her facial reactions to the interview going on (assuming you will have video) could change how you react during the interview.
Finally, consider whether or not this will make a good impression on your professor, or anyone else sitting in on this interview. Even if he is usually very understanding, he might find it a very odd request, and question the helpfulness of doing so.
If, and only if, you have a very good reason to have her sitting in on it should you even consider inviting her, and usually 'moral support' is not a good enough reason - this is meant to be a serious interview, and anything not contributing to it in a significant way could very easily be treated with some skepticism.
---
As some have suggested, recording the interview might not be frowned upon - even for personal reasons, but I would not share it with anyone else unless you have explicit permission to do so.
What is said during the interview could be very personal and private information that you should not be disclosing to others - which, by the way, is another good reason why this request would be awkward and unadvisable.
Upvotes: 4 <issue_comment>username_6: "Join in" is just bad phrasing - it implies she will be a participant, and that simply isn't wanted.
Instead, "observe" makes sense, and might be acceptable, particularly if you phrase the question as "can I record it, or have her observe in real time, so that (she can provide me with feedback/she can learn how to do interviews/whatever)?"
However, the simplest solution is just don't have her join in using the same software. No need to get permission then anyway, and no way for her to interfere. **My wife TeamViewers into my machine, so she can see and hear what I hear.** There is no difference between this, and having my wife sit off-camera in the same room.
Upvotes: 2 <issue_comment>username_7: To be quite frank, this is a very bad idea.
While this may seem like a good idea for self-improvement, I think it's a terrible idea for *getting the position*. The first impression that you giving someone with the power to decide whether you get the position is "those that care about me think I have such poor interpersonal skills that they want to watch what it is that I'm actually doing to make all my interactions fail" (I'm sure that's not the real motivation, but its not impossible for them to see it this way). Perhaps the best interpretation of the events on is "We're trying to use this as an opportunity to build my interviewing skills so I can get a position I really want".
Neither of these interpretations are ones that would favor you getting the position you want.
Upvotes: 3 <issue_comment>username_8: Here is the real world answer:
Don't add her to the skype call, that would be foolish.
If you need the support then add her to a separate screen/webcam/audio sharing program. She can sit in without affecting the atmosphere or interacting with the call at all. Your interview panel will be none the wiser.
Its your computer and unless an NDA was signed then you have every right to share the data that comes out of it with whomever you see fit.
Upvotes: 3 <issue_comment>username_9: If you are willing to have the interviewers ask your partner questions also, then this might be relevant and appropriate. Otherwise, it's vaguely reminiscent of having "your lawyer" accompany you.
To extrapolate: would you *request* hearing from partners of the people interviewing you?
It is not so wacky to think about the larger social network, and one's important personal network(s), but/and a significant part of interactions is a sort of privacy, first, and, second, a "mode" or "directness" about certain practical issues. It is not universally believed that everything should be shared with all one's family, friends, or even partner, nor that one is *obliged* to provide testimonials from family, friends, or partner. It is certainly not clear what the "universal social construct" is or should be, but it is not so likely that everyone should want to manifest their own conception of it in situations that might give the impression that they'd have trouble coping with the reality-on-the-ground in the job they're interviewing for. That is, I'd think one should present oneself in a mode closely resembling the mode in which one would be operating day-to-day.
Upvotes: 2 <issue_comment>username_10: You are trying to build a business relationship with another person. Bringing in outside parties, even as "observers only", sends a message about how you will conduct your business and what type of business relationship you are planning on having. It is, quite frankly, a red flag, and even if you are perfect in every other way, it will leave a nagging feeling that you're going to be a handful, and that there are going to be many little issues like this that will get in the way of an easy, productive business relationship.
If you want the position you should present your best self - and only your self - to the panel, leaving all else aside. As relevant as she is to you and your life, she has little to no relevance to the position, and bringing her in, even as a mere observer, will cause them to include her as part of the equation as to whether to hire you or not.
If you don't care about the position, and just want to try out having your girlfriend sit in on your interview, then go right ahead.
Upvotes: 5 [selected_answer]<issue_comment>username_11: One more aspect that appears to me not completely covered in previous responses:
Having your girlfriend sit in will create the impression that they will have to deal with 2 people in each decision, that OP will have an external "handler" or "supervisor" in everything that OP will be asked to do. Of course, what you do at home is your business, but you should not send the message that this is how you conduct your professional life, too.
It may also signal that you will be asking for special exceptions on other matters. In short, it spells "trouble" to a potential employer.
An employer may be open-minded, but being open-minded does not imply seeking out likely trouble.
Note that this is completely separate from a request for help in solving a two-body problem, which would be perfectly legitimate; but it should be handled separately from the interview itself and probably only after the interview was successfully concluded.
Upvotes: 2
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2016/04/06
| 1,390
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<issue_start>username_0: Each paper should be able to provide enough evidence that its claims are correct. Nowadays, where the number of joint industry-university projects grows exponentially, many confidential documents produced by private companies become available to researchers in academia under Non Disclosure Agreements (NDA).
My question is the following: is it ethical to cite a confidential work in a scientific paper and use it to make some statements, while the rest of the scientific community cannot evaluate the accuracy of the claims in that source?
In my personal opinion, this type of reference should be prohibited, since it hinders the progress of science, but I would be glad to hear other opinions on this topic and especially how they believe that such a case should be treated.<issue_comment>username_1: What's the alternative? To not cite the source, and fail to credit it when you've built on it? To not publish your own paper since you've built on confidential work, thereby hindering the progress of science? (Assuming your work would have furthered the progress of science, of course.)
When you [cite confidential sources with enough information](https://academia.stackexchange.com/q/10639/11365), other researchers can at least ask the source about the claims you have made based on it. This seems better (ethically) than any of the alternatives mentioned above.
If there's also a non-confidential source that supports your claim you can cite that, but that isn't always an option.
Upvotes: 4 <issue_comment>username_2: If the information you want to disclose is contained in a document that is covered under a non-disclosure agreement with the industry partner, you will need to get their written permission to disclose the content that you're referencing at the very least. If I were reviewing your article, and this reference were key, and the company had never published this document, I would be inclined to make negative comments in my review about the lack of publication of a key reference which might lead to the rejection of your article. You might have to work hard to convince your industry partner to either publish the information from the confidential document in a separate, smaller format, or to publish the confidential document in its entirety in order to get your article published.
Either way, if you rely on NDA materials, you still have to cite them. It'll be best for your publication chances if the company discloses this information itself before you try to publish. Otherwise, even submitting your work to a journal or conference will require permission from the company since submission will count as disclosure.
Upvotes: 5 <issue_comment>username_3: You should obviously give your sources as good as you can. If I tell you something in a private conversation you use it and cite "private conversation with gnasher". If you overhear something during a conference and have no idea who the people talking were, you give exactly that as the citation. If you use information where an NDA prevents you from giving the source you cite "source of this information is under NDA".
The citation is there for two purposes: To make sure that what you do isn't plagiarism (in all of the cases above, nobody can accuse you of plagiarism because you explicitly said it wasn't your idea), and to allow people to check your sources. That's obviously made more difficult; you need to include enough information that people can check the facts).
And obviously if there is an NDA that doesn't allow you to tell *the content* then you can't publish the content legally. So this all applies only if the NDA prevents you from publishing the source, but not the content.
Upvotes: 2 <issue_comment>username_4: If your work is not reproducible and reviewable I won't be able to trust it.
If it is impossible for me to recreate or review the validity of your work than I won't be able to trust your work. Also, a lack of information on your experiments in your data may prevent me from searching for ethical problems and conflicts of interest in your work or your sources work.
However, if you have independently recreated and reproduced the work that you cite then I could reproduce and review your independent experiment that I have information about and I could trust that information (but not the information that you cited.)
Upvotes: 2 <issue_comment>username_5: I think the *first* step in this situation is for someone from the research project to speak to the company to see if there's a way to publish part of the data with their consent. Here's why: Mary from Acme company wants to work with Local University. Mary knows that some of the information he gives Local will be confidential, so she asks the legal department what to do. Legal doesn't know (or care) much about the project, so they send Mary a standard NDA. Without giving it any more though, Mary asks Local to sign it. However, there may be a way to publish the information in some form that would satisfy Acme, Mary, and the legal department.
For example, suppose Acme is a telecomms company, and you are studying their mobile network. Acme doesn't want the public to know where all their network equipment is, the traffic patterns on their network, or the network failures they've had. However, if you topologically transform the network diagram so that no one can tell where the real network was, and don't mention Acme in the paper, they may be fine with that.
Or maybe Acme is a hospital that shared patient records with you for research. Naturally they are concerned about patient confidentiality. But perhaps the data can be anonymised (removing names, addresses, etc.) to Acme's satisfaction.
So depending on your relationship with Mary and Acme, it may be no harm to ask if there's a way to publish. If you've done good research for Mary, she may be willing to explain the situation to her legal department and get approval for the publication.
Upvotes: 3 <issue_comment>username_6: This is not dissimilar from the old "personal communication" citation: it's not verifiable, but does name the source. After getting permission from the rightsholder to use the fact you want, the citation writes itself: "Business communication with XYZ Corp. (2016)"
Upvotes: 1
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2016/04/06
| 1,110
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<issue_start>username_0: I have been working on a paper as the first author. The paper looks good to my advisor and other collaborators, and we are almost ready to submit. I have already submitted the abstract for a good conference, and the full-paper is due in a few days. In the past week, my advisor let me know about a special edition of a reasonably good journal, that is due in a few weeks time (special edition = faster publication time. Period).
My advisor first asked my opinion about the venue choice, and I gave +s and -s of both, but refrained from providing a clear choice, saying that my experience in publishing is limited. In my mind, the +s of conference will be opportunity to travel and interact with community at large. Also I have never been to a conference before, so was excited about it. But I realize that the paper is a dead-end of sort, and doesn't have much scope to expand and publish later in a journal (Researchers in our field are usually interested to expand conf. papers into journal). Ultimately both me and my advisor agree that "getting it published" is the end goal that both of us would be happy to see.
I wonder if I should intervene and provide a strong opinion? or just let my advisor take the call? I have seen my advisor being pretty good at making such decisions. and I want to avoid looking like a jerk, when I have a long way as a PhD student with him.
---
I would like to thank Everyone for their suggestions. Things played out a bit differently than I would have anticipated. I talked to my advisor a day before the submission that I would like to submit for this conference, since my coauthor (ex-postdoc, 2nd author, experienced) recommended that's its a good venue and there will be scope to expand the paper into a journal later with xyz extensions. I had already discussed those extensions with my advisor before, but maybe i didn't sound as prepared / convinced. After our conversation, my advisor gave another quick review on the paper and let me submit it. Luckily it got accepted and I will be traveling to present it :). In retrospect, I feel my advisor was waiting for me to have a constructive discussion before giving me a go-ahead. I wasn't being as proactive earlier, was just too busy working on the paper and following up with coauthors.<issue_comment>username_1: To be honest, I don't see a problem here. You seem to have a very good relationship with your advisor, who both repeatedly asks for your input and gives you the benefit of his expertise and experience. You have weighed in helpfully on the question at hand, but not definitively, because you don't yet have a definitive opinion.
The part where I get a bit confused is where you wonder whether you should "intervene" even though (i) you trust your advisor to make good decisions and (ii) you don't yet have a clear opinion to intervene *with*. So...unless/until you acquire a strong opinion of your own, go with what your advisor suggests. If/when you do, talk to him about it. If the decision has already been made *and then* you have thoughts about it, you can still talk to your advisor about it, but you should frame it not as questioning the decision but rather as a learning experience for you.
I think you're good.
Upvotes: 3 <issue_comment>username_2: Advisors tend to have a **much** better idea of the costs/benefits of where and how to publish. Sadly, it's not just a matter of "I think I've done great work, as long as it gets out there, I'm sure everyone will recognize it!" (as I extremely naively thought when I was a graduate student). If they suggest something, and you don't 100% understand their motivation for picking that venue, I suggest defaulting to their opinion, especially given from what you described about your relation with your advisor (ie they seem genuinely concerned about your career and allow you considerable say in the process).
There are situations regarding publishing where I might not suggest siding with the advisor (and you don't have too look far on this site to find them). For example, advisors that want to put themselves as first authors despite having very little input in the work or slightly less malevolently, keep trying to resubmit to top tier journals, even if that means not publishing until *after* the candidate has selected their next position (this can be very beneficial to them, but less so to the student). Both of those situations are in themselves slippery slopes as it is, but since it doesn't sound like you are in either, I would suggest siding with the advisor unless there is some other strong reason you disagree with them.
And of course discussing the motivations for their decision is never off limits (although it sounds like you have already done that).
Upvotes: 1
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2016/04/06
| 1,619
| 6,659
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<issue_start>username_0: Some professors direct large research programs. What is the typical practice for compensating them?
For example, it is not unusual for a top professor to be directing $30 million in research grants every year. If the professor got only 1% of this, it would be a salary of $300,000 per year. I would assume they are paid more than that.
Please do not answer vaguely (impossible to know, it differs from place to place). Obviously, it differs from place to place. I want to know the general and typical practices. What is a common method of compensation.
I am just interested here in compensation for grant-making ability. So, if that is a factor in salary, I would like to know the effect on salary.<issue_comment>username_1: In the United States, the amount of money that a professor makes is not generally a percentage of the amount of funding that they have under management. Instead, professors are typically guaranteed a 9-month salary and can supplement with 3 additional grant-funded months (generally at the same rate) for summer. That salary is set by a combination of regulation, negotiation, and academic rank, in a manner vaguely similar to salaries at a large corporation.
Thus, high funding correlates with high salary because a well-funded professor is also likely to be progressing in their compensation package, but there is typically an effective "cap" on the amount that a professor can receive through their university (consulting, startups, and patent licensing fees may be an entirely different matter, but again are not actually determined by research funding, just correlated as being another common product of a successful research).
As for the actual compensation of specific faculty: for most US state-funded institutions, you can find complete salary databases published as public records. For example, [here is one for Berkeley](https://ucannualwage.ucop.edu/wage/). Private institutions have relatively similar compensation rates (or a bit higher), since top private institutions are competing with top public institutions for the same talent.
Upvotes: 5 [selected_answer]<issue_comment>username_2: >
> I am just interested here in compensation for grant-making ability. So, if that is a factor in salary, I would like to know the effect on salary.
>
>
>
While it is very unusual, the University of Arkansas has a [Faculty Salary Funding Incentive Plan](http://provost.uark.edu/policies/143570.php) faculty can earn cash rewards up to 25% of their regular salary for bringing in grant money that covers their regular salary.
But, the total amount of this "bonus" is still a percentage of the base salary, *not* a percentage of the grant funding.
In the United States, two major sources of grant funding are the NSF and the NIH, both of which limit how much PI salary may be charged to grants:
* The NSF limits the amount of salary senior personnel can receive from grant funding to 2/9 of their regular base salary. (See [this question](https://academia.stackexchange.com/questions/56861/nsf-two-ninths-salary-rule-vs-nih-model) for more on that.) This roughly corresponds to a professor getting up to 2 months of their base salary from grant funding, while they typically get 9 months from the university.
* The NIH limits the salary that one may receive from an NIH grant with a [salary cap](http://grants.nih.gov/grants/policy/salcap_summary.htm).
Professors work hard to get grant funding not because they earn a lot of money from it, but because (a) it's often expected for promotion and tenure, and (b) it allows them to buy equipment and hire students to help carry out the research they want to do.
Upvotes: 4 <issue_comment>username_3: In **Australia**, the salary of an academic is not a percentage of grant income. However, there are a few connections between salary and grant income.
* **Promotion:** Getting grant money is one of the best ways to get promoted up academic levels. The pay scale for the five academic levels are available on most Australian University websites. For example, the salary of the top of level A (Associate lecture) is typically about half that of Level E (Professor). As a rough guide (and this varies a lot across disciplines, universities, and whether you focus more on service, research or teaching), you would be expected to have some grant income when going for Level C and above.
* **Professor-plus positions:** Some universities have special professorial positions for exceptional researchers. These academics are typically paid more than regular professors, and in some cases may even be on separate contracts that they negotiate. Being in charge of $30 million in grant funding would make you a good candidate for getting one of these professorships.
* **Maintaining a pure-research position**. If you work in a pure research role, you are typically on "soft-money". Thus, if you don't continue to win grants, then you may be out of a job. So that's a difference between having a salary and having no salary.
* **More money for a better academic life**: If you have grant money, then subject to the grant provisions and university expenditure policy, the grant money can often be spent on all sorts of academic activities. While this is not income that you can spend on yourself, if you are an academic that enjoys going to international conferences and so on, then you are going to have more money for those kinds of things. You won't have to spend your own money to top-up such trips. And you might be able to stay in a reasonable hotel rather than an ultra-cheap hotel.
Upvotes: 3 <issue_comment>username_4: In **Germany**, one Euro in grants will typically not automatically increase your salary by x Euro-Cents. Instead, professors will have (possibly multi-year) targets: "Over the next three years, bring in at least x Euro grant money as principal investigator." If you reach your target, you will get a temporary salary increase (*Leistungszulage*) until the next target review. Reaching your target multiple times in a row may lead to this increase becoming permanent. (Of course, professors' targets usually also include publications, teaching and service.)
As elsewhere, more success in acquiring grant money will strengthen your position on the job market. You will get more offers and have a better bargaining position for *Berufungszulagen* and *Bleibezulagen*, so grant success correlates with your salary indirectly.
I have attempted to describe the German academic salary system here: [Do professors in Germany have other payment than their standard salary?](https://academia.stackexchange.com/a/62250/4140)
Upvotes: 3
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2016/04/06
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<issue_start>username_0: Does a research/study have an 'expiry date' that prohibits it from being published in a journal after it has been completed?<issue_comment>username_1: Most research can be published even after many years. But if the research is out of date by then, the journal may not want it.
An example: I attended a lecture by Chinese mathematician [<NAME>](https://en.wikipedia.org/wiki/Hua_Luogeng) sometime around 1980. He mentioned one of his earlier papers, giving the date submitted to the journal and the date published. Then he paused while we all noticed the 10-year-gap between. He explained that the "Cultural Revolution" fits in that gap, when all intellectuals were sent to work on farms in the countryside.
Upvotes: 3 <issue_comment>username_2: In general, I can not really see how a research will have an expiry date. Maybe if it was "too old" or "proven to be obsolete"? Even then, there might be some merit to your research. This will depend on the way you present you research and market it. After all we publish to "share, help and inform". Some high quality journals may not agree to publish such research, but others with lesser impact factors or standards might.
What is your field? If a research conducted in your field can be labeled as old, perhaps your methods can be applied to other fields. If the results are "very time-dependent" and can no longer be used after a certain date, this can rise some concerns. Also, if your studying an aspect that has been thoroughly studied before, such research might not add much to current literature (not sure if expired is the appropriate term to use for this case).
Upvotes: 2 <issue_comment>username_3: Research does not have an "expiry date", but what it does have is competition. Journals want to produce cutting edge research, new information that will help others in the field.
If you do some research but don't publish it, then find 20 years later that no one else has done it and your information is still something other researchers would want to know then you can easily publish it. Delaying publication is only a risk in that other people may work on the same topic or have the same idea you had, and publish it before you.
One interesting example is [<NAME>](https://en.wikipedia.org/wiki/Brian_May#Astrophysics), guitarist in the band Queen. He was studying for a PhD when the band took off and quit his studies in 1974 to become internationally famous. In 2007 he re-enrolled at university, completed and submitted his PhD on the work he started 30 years before. Luckily for him, his field was a small one and no one else had decided to work on the topic he had studied in the intervening years, so his work was still new, interesting and relevant.
Upvotes: 5
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2016/04/06
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<issue_start>username_0: I am about to start my graduate studies in an American university, moving from my native Peru. Over the course of my under-graduation, I have developed this strange habit of watching porn at odd times, say afternoon, or morning. Sometimes I watch in classroom too, of course, reducing the volume to zero. I ensure I do not disturb others while watching, by not giggling, or engaging in other clumsy activities.
I am nervous about moving to America. Will I be caught by the IT admin of the university and suspended or barred? Does this policy change with universities? Do some universities not mind this? Many of my friends spend their entire nights in their labs and I find it difficult to believe they do not visit any porn sites.<issue_comment>username_1: Since you are moving and starting a new chapter in your life, perhaps it is best if you start fresh and let go of some yours "old habits" such as watching porn at school. If you get stressed or need to do that, just go home. There is no need to stay at school or lab if you are not going to work. If you are waiting for some analysis or simulation to end, you can start it at the lab, go home and remotely access your lab PC. You are a graduate student, be professional, act like it, otherwise, this may end up haunting you in your career.
From my understanding, schools (in general) do not monitor if students watch pornography. "The only time porn watching on the MSU [Missouri State University] wireless network might come to the university's attention is if there's an allegation of copyright infringement." [Check this link](http://www.news-leader.com/story/news/local/ozarks/2015/02/20/answer-man-msu-regulate-much-porn-can-watch/23738667/). However, you need to know that some types are illegal to watch (i.e., child pornography etc.). Also, you need to check your university's rules and regulations too. I'm only citing an article regarding one university that was published about a year ago, so do not take that for granted.
You do not need to worry about what friends do, stand up for yourself!
Upvotes: 5 <issue_comment>username_2: Let's start with the disclaimer: I am not a lawyer.
* If you're over the age of 18, it's not illegal to watch most types of porn in the US. Certain types of porn, like child pornography are illegal. Don't watch that crap.
* It is illegal to download works without permission of the copyright holder. From what I've seen, porn companies are more likely to sue than others.
* Streaming copyrighted works is a legally gray area. Mostly it seems that
the sites hosting the material get hit with lawsuits, not the
viewers, but this may change.
Certain universities may require that you don't watch porn. This will probably be the case at the more religious ones (e.g., Liberty, BYU), so check the school's honor code/student policy if you're concerned.
As to watching porn in class or lab or the library or any public space: **Don't**. I imagine most every US university has a policy against this. If they don't have a specific one, they'll find another one that applies. It's not only rude to those around you, but watching porn where non-consenting people might see it can be considered sexual harassment. This may get you expelled.
If you want to watch porn, do it in your apartment or dorm. Social norms dictate you shouldn't watch it when others are in the room, but you can talk with your roommates about that if you want.
Upvotes: 7 <issue_comment>username_3: While you are mentioning that you move to the USA, the question was asking for watching porn in general, so I am talking about universities in Western Europe. Still there are several countries, so if you go to the north, you may expect a more lenient approach, if you go to the south (Catholic influence), you may expect a more strict approach.
First: The definitions what is unacceptable are different.
1. Nude pictures, including display of **all** sexual areas *are socially much more acceptable*. There are also not generally associated with the word usage "porn". Nude pictures are easily accessible in many stores and supermarkets. So if you are caught with a nude magazine hidden in your book, the reaction will be likely that of a forgivable sin (but beware that you still may lose status in the eye of the beholder !). It is still not something to be proud of and it should be especially avoided if women are around. It is not a crime and not a reason to be expelled, but if you are doing it too much or God forbid, people get the impression that you are doing it on purpose so that people must see them, it puts you in the next category...
2. People in action are what is translated in Europe as "porn" or "pornographic". Especially **because** it triggers often "clumsy hand activities", it is expected *everywhere* to be watched in private. Watching it publicly and be caught puts you on solid ground for the "weirdo" category.
Being caught will likely not immediately result in expulsion (depends again on university policy), but it is noted as unsocial behavior and it is expected that you never do it again (and apologize).
Anyway watching normal porn (if we are talking about consensual sex between adults) is never a crime. The other...stuff is exactly as prohibited as in the US.
It should also be said that there are very different people, your assumption that people are likely to watch porn in long nights is wrong. While it may foster stereotypes, I am quite sure from personal experience that different faculties have very different porn usages.
Upvotes: 3 <issue_comment>username_4: **tl;dr** there is at least one instance of a disorderly conduct charge for watching pornography in a university library.
I bring you the story of STATE OF WISCONSIN v <NAME>. From the most recent (January 2016) [appeals court decision](https://www.wicourts.gov/ca/opinion/DisplayDocument.pdf?content=pdf&seqNo=160118):
>
> <NAME> was found to have violated WIS. ADMIN. CODE § UWS 18.11(2), which prohibits disorderly conduct in University of Wisconsin System buildings or on university lands. The evidence at trial
> established that others witnessed Reidinger viewing pornography in a public library on the University of Wisconsin-Eau Claire (UWEC) campus. On appeal, Reidinger argues he has a First Amendment right to view legal adult pornographic material at a public library. Reidinger also vaguely alludes to a conspiracy between numerous public officers and employees to harass him. We reject these arguments and affirm.
>
>
> ### Background
>
>
> Following a bench trial, Reidinger was found to have violated WIS.
> ADMIN. CODE § UWS 18.11(2) and was fined $295. <NAME>, a student
> supervisor at the McIntyre Library on the UWEC campus, testified she received a complaint from a student at 10:40 p.m. on December 14, 2014. The complaining student testified that she and her roommate were working on homework at the library when they noticed Reidinger watching pornographic material on the computer next to them. Two university police officers, <NAME> and <NAME>, responded to the complaint.
>
>
> Lancour and Henry met with the complaining students, who showed
> the officers a picture they had taken of Reidinger’s computer screen that showed open pornographic images. Lancour then personally observed Reidinger watching pornographic material on the computer for approximately thirty seconds before asking him to close the browser and move with him to a library stairwell to discuss the matter. Lancour testified he told Reidinger his watching pornography was causing a disturbance, to which Reidinger responded that he had a constitutional right to view pornographic material at a public library. Lancour then told him they
> had received several complaints, and witnesses had stated that Reidinger viewing pornography at that location made them feel uncomfortable. Reidinger was issued a citation for disorderly conduct under WIS. ADMIN. CODE § UWS 18.11(2) the following day.
>
>
>
(Note: I also posted this answer on [Law.SE](https://law.stackexchange.com/a/8371/851))
Upvotes: 6 <issue_comment>username_5: Others have addressed the main issues you raise. Let me bring up two lesser points:
One: Watching or reading ANYTHING in class other than class-related materials is generally considered at the very least rude to the professor, even if the material itself is not offensive in any way. Teachers routinely complain about students passing notes or texting on their cell phones, even if what they're saying is "let's go out for pizza tonight".
And it seems rather foolish. You're paying thousands of dollars a year to attend this class -- or somebody is paying on your behalf. And you're not even going to pay attention?
Two: "I find it difficult to believe they do not visit any porn sites." I can't speak for your friends, but I'm am quite sure that there are many college students who never visit porn sites, period, never mind while in a school lab. Really, you need to be very careful of the thinking, "I and my friends do X, so of course everyone in the world does X." No, that doesn't follow.
I have often heard people say, "How in the world did Jones win the election? I voted for Smith. Everyone I know voted for Smith. Who voted for Jones?" The simple explanation is that you and your friends are not necessarily a representative sample of the population. Etc, I could give many other examples. Everyone in the world does not think and act just like you. Don't assume they do.
I'm 57 years old. The Internet wasn't invented yet when I was in college. But I've been working in IT for 36 years now and I can only think of one time in all those years that I ever saw someone accessing pornography at the office -- and that was someone who gave the phone number of a "phone sex" line to co-workers as a joke, telling them it was a client who had called for them and they should call back. Maybe there were some who did it discreetly and never got caught, but it is certainly not common practice in American business.
Upvotes: 3 <issue_comment>username_6: In most cases, no. There are some, already mentioned exceptions (copyright, child porn, etc), but it is very improbable that you will confront problems on this ground.
Watching porn, it is surely not what matches your goals of study or work there. Thus, you use the resources of the university for something which is not study and not work. The problems on this ground are much more probably in your case.
But not this is the real danger. *The real danger is, that it is a highly anti-social act in that environment (and also in any study or workplace environment), and thus it will cause a permanent and serious damage in your reputation.*
In your place, I never ever did it. Even if it would be totally legal and accepted (while it is not).
If you can't completely avoid that, I suggest to do it before going to the uni, and pray more.
P.s. The network firewalls of your university may have some porn-filtering, or at least detecting functionality and thus visiting porn sites may trigger a security event. Even if nothing happen on the social side, this may show from you until the ethernity, that you watched porn. The same is the case in every workplace. Either use your own devices and network for that, or use some VPN gateway solution which is knowingly undecipherable on an intermediate node.
Upvotes: -1 <issue_comment>username_7: In most US Universities, no one forces you to attend classes (barring a few instructors who may insist on their course being the one exception). This is even truer for graduate school. This is good news for you because if a lecture doesn't interest you, then you can skip it, stay home and watch porn as much as you want, as long as you can catch up through the materials through other means.
That being said, if your porn habit is such that you can't even function as a student in a semi-public space without watching porn, then I'd say that this "habit" is seriously interfering with your life.
It's not just the legal consequence of watching porn during class that you have to worry about. This kind of behavior will get you expelled (even if no charges are filed, which may or may not be the case). This kind of behavior will also get you fired from any job worth having. And forget about having normal sex with an actual human being, chances are the only way you'll be able to get yourself off is with your own hand and thinking about a different partner than you're currently with.
Now, I don't expect that you'll find my argument the most compelling. Chances are, you've already accepted your behavior as normal and as acceptable.
But I want you to consider the fact that you may be depressed, and/or have a serious addiction, in need of professional help. Depression, sex addiction, and/or porn addiction are all treatable conditions. And I'd suggest you look for that professional help before the consequences of that addiction get too bad for you.
Upvotes: 2 <issue_comment>username_8: To the OP. If you are still around, I hope you will not mind an invasive suggestion to make an effort to attend a local, free and open [Sex Addicts Anonymous](https://saa-recovery.org/) chapter to listen to (and optionally participate) with others who come to admit they may have/had porn/pornography/sex addiction tendencies. If you are lucky, you will have changed your habits by now. If not, take the time to go attend asap. Don't risk your career, relationship and family prospects. In case you are wondering you will be stunned at the number of such participants, both male and female professionals who have taken/are taking advantage of these support groups, and have since stayed away from "acting out". They won't judge and they won't stop you from doing anything. But you will feel strength from the community and your sponsors to stop any possible decline and move upwards from that point on. Actually, you'll do better in all aspects of your life at the same time with all the time you regain.
Upvotes: 0
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2016/04/06
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<issue_start>username_0: I am about to start applying for Ph.D programs (mathematics), and while compiling my CV, comparing it with many examples avaliable across the internet, I noticed that almost everyone attended one or two conferences during his bachelor/master years.
Now, I just didn't do that. I don't know if this could be an issue or anything, anyway, that is **not** my question.
Since I have at least four months until most programs start, I wanted to look for some conference that could be interesting. At my university there is a hallway where posters of such things are hanged, but I couldn't find anything online (apparently each university publishes its own conferences on its website, and that's it).
I can't believe there isn't an online equivalent of the above mentioned hallway, my question is: is there?<issue_comment>username_1: The American Mathematical Society has a calendar of conferences: <http://www.ams.org//meetings/calendar/mathcal>
As does the Mathematical Association of America: <http://www.maa.org/meetings>
And the Society of Industrial and Applied Mathematics: <http://www.siam.org/meetings/>
Upvotes: 3 [selected_answer]<issue_comment>username_2: you might also want to check:
<http://www.springer.com/computer/lncs?SGWID=0-164-12-73665-0> - LNCS forthcoming proceedings
<http://www.ieee.org/conferences_events/index.html>
<http://www.acm.org/calendar-of-events>
<http://www.wikicfp.com/cfp/>
Upvotes: 0 <issue_comment>username_3: We have a list of [Conference Announcement](http://www.exordo.com/blog/conference-announcement-sites-single-list/) sites on our blog. Hope this help.
(Caveat - it hasn't been updated in about a year)
Upvotes: 0
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2016/04/06
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<issue_start>username_0: I have applied in a US university (let say it is **A**) in a natural science department for PhD admission.
One weeks ago I emailed the graduate director to know my status because I received admission from another university. I wrote him that, I will not accept the other university's admission offer if I'm in their consideration pool. The graduate director emailed me back that I have received the admission. He also suggested me to sign the offer letter he sent me and to complete the admission within two weeks.
After carefully checking the email, I saw that I didn't get the offer letter in the attached file. I replied him back immediately regarding the missing attachment. I replied the professor two times regarding the missing attachment in the consequent two days but still I haven't received any reply. The admin and the graduate director are not responding whereas 7 days have been passed.
Somehow I had a connection with a current student who is studying (PhD) in that department and I requested him to talk with the admin. **He discussed my matter with the admin who writes and handles the documents. The admin told him that, She didn't process any document for me regarding admission offer.**
What should I do in this case? I have another admission offer from another university but I'm very much interested to the program I'm taking about.
EDIT: I'm an International Student<issue_comment>username_1: "A bird in the hand is worth two in the bush" - old proverb
In other words, a certain thing is worth much more than a possible thing. You have an opportunity to get into a school for certain. You should not waste that opportunity on a 'maybe'.
Upvotes: 1 <issue_comment>username_2: I expect by now you have had to decide - but
Often there is only one faculty member (grad advisor) responsible for day-to-day worrying about graduate admissions in a medium size department in the US. And it is only one of his/her responsibilities. The best assumptions are that email went astray or buried (make sure to check your spam filtered email also!), or he/she got distracted by other deadlines and cannot get back to it for a few days.
As you did, polite emails (not frantic or demanding) to request clarification are the way to go. Recognize that if there is a large time difference, that it will create slow motion exchanges. A distraction for the faculty member may put the response 2-3 days later. (Make it easy to find the email if it was buried after a day or two by putting your name and some concise note or something like 'grad admissions clarification question" in the subject line
Pay particular attention to the first email you received that said you were admitted but neglected to attach the form you expected. Were there several names cc'd on the email? Make sure to keep those people cc'd on your requests to keep them in the loop. It may be that they can pick up where the first person left off.
And finally, if you decide to accept another institutions offer, then after you have settled that, then send a polite letter to inform the department. It may be that you decide later to switch schools and want to try again with this department.
Upvotes: 2
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2016/04/07
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<issue_start>username_0: So I have an advisor who seems to be kind of peculiar. He is quite famous in his field and has good reputation.
However, his way of working with students is more like waiting for him to come up with ideas for students. And since he has "good taste", he is always aiming for big goals which makes it take a lot longer to formulate any concrete project.
Research ideas from students are usually discarded. It's been over a year and I still don't have a research project. Also, for papers that he thinks aren't that important, he will ask his student to write it up and rarely take his time to read the paper or provide suggestions for revising which means that students have to wait a long time to get anything published.
The other funny thing is that he almost never replies back to his students' emails and rarely helps his students in finding postdoc positions. How do I work with this kind of advisor and is it a good idea to switch advisors?<issue_comment>username_1: I have same experience too, but he always replied our email. What I suggested is you should talk to him what do you want and be polite, also you need a good impression for him. I think that he will hear you if you have a good impression for him.
If you couldn't make it, I think you should ask your dean or headmaster, or someone else if you want to change your advisor. But I think he's a good choice for learn in real world. In real world you will face many personality. Take him as a challenge will be good.
For his "good taste", better you investigated by asked someone or your senior, they might be help you.
Upvotes: 2 <issue_comment>username_2: If the advisor is well respected externally in her field and active (what is her publication/conference record in the last 5 years?) and relatively supportive in other ways (interesting conversations about research topics, is available in person when students drop, has funding) and if she has a group of supported students/postdocs in her group; then my advice is to decide whether your personality allows you (cheerfully or pretend-cheerfully) to take on some leadership roles in self-mentoring.
* start a weekly or bi-weekly group meeting, journal club, or similar where also people in the group talk about what they are doing. (try to arrange that it is convenient time (check his class schedule/university meetings) but do the meetings even the weeks he cannot show.
* schedule a 20-30 minute meeting with him once every week or two regularly to discuss progress, don't count on him to set it up. Make sure to prepare something (at the beginning) that isn't asking for help so much as showing off things you find interesting or have accomplished that week.
The point is to avoid appearing as if you need hand-holding, but to get some interactions going which are positive and useful for yourself to succeed. (And show of how much of a self-starter you are).
The delay in publishing papers - if there are senior co-authors, also look to them.
On the other hand - choose another advisor
Sometimes email gets buried, but a consistent 'never replying or acknowledging an email from student(colleagues,department admin)' gives me the heebie-jeebies. We have had several faculty in my department over the years who had that trait and in their particular cases it never made any sense except as some stupid passive-agressive issue. So, on the basis of that trait alone, I'd suggest finding someone else who is more excited about their work and respectful of other's time and energy.
Upvotes: 3 [selected_answer]<issue_comment>username_3: This may not be possible, but you could help him overcome his 'ideas block'. Be proactive, ask him the specific areas that may be fruitful or if not, look for areas yourself. Read up, and then send him a bunch of 'interesting' problems/ideas and justification for why each is interesting and its significance. Be creative, think outside the current trend. This list at the minimum will be helpful to you in your PhD even if you change adviser. If you stumble on something interesting, I'm sure he will reply. Better still if he tells you why the ideas are bad. You can choose to argue your case or accept that they are bad; no harm done, either way you learn something. If in the list there is something worth pursuing, he may give you something more concrete (refine what you said) or spur him/her to come up with something more concrete. Good luck!
Upvotes: 0 <issue_comment>username_4: Most of the things you discuss in this post are matters of advising style which will work well for some students and not for others. Some students need more hands on advisors or smaller projects, and while other students will find more success with this advisor's approach. So if it's really not working for you consider switching, but strangers on the internet won't really help in identifying whether this advisor relation is working out for you specifically.
There is one big exception to my first paragraph, you say your advisor "rarely helps his students in finding postdoc positions." That's a big red flag and a problem. Presumably you want to get a postdoc, and if your advisor is not successful at placing good students in good postdocs, then you should probably find an advisor who does better. (Unless you just mean that he is successful in placing postdocs, but somehow does so effortlessly, in which case it's not a big deal.)
Upvotes: 1 <issue_comment>username_5: Switch advisors and complain to your dean. When I was still in college, I had this issue with many professors. My o.chem prof promised research to many, but never got around to it, similar to your situation. I eventually had to switch advisors because this guy went nowhere fast. I also wound up complaining to the dean when other profs engaged in uncommunicative behavior, as well, because they are obligated to engage in timely communication with all students since their academic future relies on it.
From my academic experience, profs who are unhelpful are truly only out for their own good and could care less about you. Thus, you must switch advisors as soon as possible for your own good. Remember, for the most part, nobody but you cares most about your future, so stay actively engaged in your academic career to avoid these characters.
Hope this helps!
Upvotes: 2
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2016/04/07
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<issue_start>username_0: For one of my classes (upper-level), the professor seems to be quite unprepared for the class. More specifically,
1. As they openly disclose, they haven't looked at the course material in many years (prior to the preparation of the course), and are formally teaching that specific class for the first time **ever**. Although the professor offers nice explanations and new insight in some course topics, it's clear that they lack the necessary knowledge to **fully** teach the course. Many of the students, including myself, ask questions on covered & related material to gain a deeper understanding, but we're far too often met with "Oh I can't help you with that. Sorry." Then we read the standard literature (textbooks) on the subject, and see that the answers to our questions are standard knowledge (i.e. should be known by an instructor).
2. The professor has been packed with other obligations/commitments that are intruding in on his obligation to teach the course (or, more generally, be prepared for the course). These include graduate student advising, personal issues (family most probably - their health seems fine), and research-related stuff. As a result, the professor has literally ended class early and even cancelled class altogether **on multiple occasions** because, as they have openly disclosed, they "didn't have anything else prepared". On top of that, they have severely cut down on the number of exams and homework.
For students who really only care about getting the course over with, having no intention of using and exploring the material covered in the class, this is heaven. But for those who care deeply about the quality of the class, most of which are paying, this is hell.
**What could I do to make this situation better?** I haven't talked to the professor about this, because (1) I believe the problems are external to the professor, and (2) the professor is a bit hot-tempered. I don't know if I should talk to his authorities, because then I'd feel bad/mean. Obviously I try hard to supplement by studying the material on my own, but that shouldn't be the case for a **payed** class.<issue_comment>username_1: If you aren't comfortable bringing this up to the instructor, you should definitely bring this up to someone in the department, such as the under/grad coordinator or chair.
Like you said, you paid for this class. Things like this can slip by without the department ever being aware of it but I would hope that they would take this very seriously.
Upvotes: 3 <issue_comment>username_2: One important thing about higher education is that in general nobody else than you takes responsibility for your learning. So if you decide to learn the material from books/other resources this should be fine. However, teachers/lecturers are still responsible to deliver good lectures. So the teachers set the stage to learn, but you can learn in any way you like.
That said, it still makes sense to try to improve the teaching. You write that the problems are external to the professor. This should make it easier to approach him. For example you don't have to say "I would like more explanation and better answers to our questions" but you can ask for additional material where you can find answers to your questions.
However, if you think that the assignment of this professor to this class was in general a bad decision (due to, for example, lack of expertise, lack of time, too many other commitments…) you can bring this up to people in the department who are responsible. However, it is important to focus on facts and describing the situation in neutral, non-judgemental terms.
Upvotes: 5 [selected_answer]
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2016/04/07
| 964
| 4,094
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<issue_start>username_0: I have copied several paragraphs from our course textbook in my homework, however before starting the section which is from the textbook I have clearly stated that following sections are from textbook (name of book, author, chapter). But I did not put them in quotation marks.
Is that plagiarism?<issue_comment>username_1: Plagiarism is not a matter of quotation marks. The question is whether, when reading your homework, it is clear that the excerpts are not your own words but from some place else. You could also use an indentation for a paragraph, or put it all in italics. Quite often this is a matter of style guides or the preferences of the respective department or whoever is grading your work.
However, if you simply referenced a book, chapter or anything else at the beginning of a section and then started copy and pasting, at worst changing the order of paragraphs and mixing in your own words to connect passages, I'd have serious problems with that. Even if not reading your homework cover to cover (but let's say when opening a random page) it needs to be clear what is copied and what not and where copied passages are from. So yes, depending on how you have formatted and phrased the text, the omission of quotation marks may well be interpreted as plagiarism.
By the way, copying several paragraphs from any source will most likely not get you the best grade. Quote where necessary but focus on your own thougths and words and use the quotes to get your overall point across.
Upvotes: 6 <issue_comment>username_2: I would suggest consulting with your professor or your student handbook to determine what would be deemed plagiarism. Within my school, in the strictest tense, this would considered a "grey-area" in terms of plagiarism if it wasn't properly following the style outlined by the professor. In this case, most of my teachers would most likely deduct points off as a "slap on the wrist". If you plan on being published, then you MUST properly and accurately cite following a particular style. If you can determine the citation style/standard within your school or course (APA, MLA, Chicago, etc -- <https://owl.english.purdue.edu/owl/section/2/>) and follow their proper guidelines to cite large text, such as a block quote, then you should be fine.
In APA and MLA, you would quote anything that aren't your own words (<https://owl.english.purdue.edu/owl/resource/577/01/>).
Upvotes: 2 <issue_comment>username_3: You should consult your tutor/teacher as to whether quotation marks should be used when copying items from a textbook. As a former academic external examiner I would advise that it would be safer and better practice to use quotation marks plus always quoting your sources. If your college/school uses an electronic plagiarism checker this is likely to pick up on all quotations whether highlighted with quotation marks and appropriate referencing or not. The amount of quotations used is likely to be picked up on as a percentage and if the percentage is very high then your work is likely to be questioned as being overly dependent upon other people's work. Take advice from your tutors. Clearly it is vital to do your research and show your source materials but how you do this depends on (a) your tutor/markers' instructions re plagiarism and suchlike, and (b) which country you are studying in. I can only speak for English practices and general awarding body regulations. Don't forget that you are also demonstrating your level of understanding and analytical abilities etc. within your work and if the markers find a very large proportion of extracts without evidence of analysis, critique and so on, then marks would be deducted from your work. In the worst case scenario students have been failed on modules and even courses as a result of plagiarism.
Upvotes: 1 <issue_comment>username_4: TLDR:
Quotation marks does not equal non plagiarism. It is possible to properly reference without them as well as plagiarize even with them.
Check it out: <https://owl.english.purdue.edu/owl/resource/560/01/>
Upvotes: 0
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2016/04/07
| 403
| 1,760
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<issue_start>username_0: I am an applicant of Graduate program in Biological sciences of X University, USA. My application deadline was Dec 15, 2015 and I submitted application with required documents on time (PhD application). For the past 4 months my application status in portal shows "In review". In the university website,no specific decision timeline is given. My question is can I contact through e-mail to graduate program coordinator to know the decision status? It is almost April 1st week, I fear my application might be rejected, but I want to know it from officials.
Is it normal to ask Graduate program coordinator to ask about decision timeline or my application status?
Thanks.<issue_comment>username_1: You will likely find out within the next few weeks. But asking them the date by which they'll let applicants know their decision status is a perfectly reasonable question. After all, you might have other offers that may require a time-sensitive answer.
I don't know if I'd ask *directly* about your application status, but asking for their review timeline is perfectly reasonable and appropriate.
Upvotes: 1 <issue_comment>username_2: Yes it is. However, if I remember correctly, I believe schools need to send you the decision by April 10-15th. That was the case from me when I applied (to engineering in 2011).
Upvotes: 0 <issue_comment>username_3: I would check your program's website before contacting your advisor. It may contact information on when decisions will be announced. You just don't want to reach out to them if it's clearly known that the decisions aren't ready.
If there is information on this on the website that indicates you should have heard by now, I would definitely reach out and ask for an update.
Upvotes: 0
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2016/04/07
| 950
| 4,240
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<issue_start>username_0: I'm an undergraduate student majoring in mathematics; I totally love it and I want to get Ph.D in pure mathematics.
I'm also interested in physics, especially the theoretical field; my favorite areas are relativity and quantum theory. Of course, I'm more into mathematics than physics, that is why I majored in math; plus I don't get as high grades in physics as I do in math.
Now here is my question, if I became a mathematician, can I switch to physics easily if I wanted to? I heard a lot about mathematicians contributing to string theory and other areas. I guess what I'm looking for is not a total switch to another field; rather it's more like the ability to learn more about physics easily and being able to contribute to the theories.
What I meant was that I want my Ph.D to be in pure math; in essence my focus would be on math. But also I want to study the stuff that interests me in physics, e.g. GR, String theory, etc. I'm asking if it's possible for a professional mathematician to
1. study these subjects in depth without much difficulties; and I'm referring to difficulties in getting enrolled in classes and being able to handle them, and
2. be able to contribute to these fields
I'm sorry English isn't my first language, I hope I made my question clear.<issue_comment>username_1: Yes, technically speaking, you can cross the fence -- either direction -- between those two disciplines, but be aware of their different agendas.
Physics uses the language of mathematics to construct mathematical models of reality, but the physics is really contained in the following three *non-mathematical* tasks:
1. Establishing the association between mathematical symbols and reality (interpretation of the mathematical models).
2. Verifying the validity of the conceived mathematical models (physical theory verification).
3. Establishing their limits of validity.
You can be a great mathematician, but if you fail in understanding the above not-so-easy tasks, you will be a bad physicist.
Upvotes: 3 <issue_comment>username_2: Yes, if you choose your sub-specialty in mathematics wisely, you will be able to interact with physicists as much as you want and decide the amount you want to be linked between the two fields. Mathematics and physics are not in a binary from one another, but instead there is a spectrum amongst the fields.
As you note above, you see that there are links between the two, namely in GR and string theory. Let me address your two priorities separately.
1. "study these subjects in depth without much difficulties; and I'm referring to difficulties in getting enrolled in classes and being able to handle them"
Typically, getting enrolled in classes during a PhD is a formality that one may even skip and just attend the course without signing up. As for studying these subjects in depth without much difficulty, that may be harder, in particular, because the subjects themselves are, in fact, difficult and will take time and energy. And you will be more focussed on mathematical knowledge in order to work on your thesis.
2. "be able to contribute to these fields"
This is quite easy if you choose your mathematical discipline and research problems with this thought in mind. Personally, I'm solely trained in pure mathematics; however, I keep my ear to the ground to string theoretic research and go to many talks in order to glean what mathematical problems string theorists have. Much of my pure mathematical research has string theoretic implications and I am in communication constantly with string theorists as I make a concerted effort to keep that connection.
This leads to communication with physicists where I can try to help with mathematical problems that physicist contemporaries have in the context of physics research. It really depends on how much physics you learn with your pure mathematics if you learn the physics with it or if you need it to black-boxed. Many programs in pure mathematics now have Geometry and Physics seminars. Usually these programs have opportunities to focus on geometric problems that have origins in physics and might satisfy your aspirations for working in the intersection of the fields.
Upvotes: 4 [selected_answer]
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2016/04/07
| 843
| 3,613
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<issue_start>username_0: I only agree to write a reference letter if I can write a positive one. Although it is only hypothetical at this point, I would hesitate to write a reference letter for an individual who chooses not to waive their right to see it. That said, I have sometimes shown students my letters for them since I feel it is useful for them to know what I have written. It also provides them a chance to remind me of things I may have forgotten. I do not do this consistently, but am considering making it a personal policy.
I guess I have two questions. Is there a reason not to show a student their letter of reference? Just to be clear, this is for a letter I have written for the student and not for a reference I have recieved. The second question is, is it reasonable to refuse to write a reference for a student when the student does not waive their right to see the reference.<issue_comment>username_1: Yes, that's two questions.
Yes, you can and should decline to write a reference letter if the student does not waive his right to see it because the receiving institution will discount the letter and it will be a waste of your time.
Since you should never write a bad reference letter (you should decline instead) there is no reason not to provide a copy to the student. Tell them to be cool about having received the copy.
Here is what I tell students: <http://ksuweb.kennesaw.edu/faculty/rbrow211/recommendations/index.html#waiver>
Upvotes: 2 <issue_comment>username_2: >
> Is there a reason not to show a student their letter of reference?
>
>
>
One important reason is if you make direct comparisons with other students, which is one of the most useful things you can do in a letter. If you say "this student is even more promising than X, and perhaps comparable with Y, but not quite as strong as Z", then it doesn't seem appropriate to tell the student. Even if your letter doesn't name anyone specific, but instead says "this student was among the top two in a class of twenty-five", it still leaks a little information about how other students performed in the class.
Even aside from direct comparisons, you'll be making implicit comparisons if several students compare the letters you wrote for them to see whose is more enthusiastic. That doesn't raise the same ethical issues, but it's still awkward. I have no interest in telling students my private opinion of how they compare with each other.
>
> The second question is, is it reasonable to refuse to write a reference for a student when the student does not waive their right to see the reference.
>
>
>
Why not? The fundamental question here is whether you ever have an obligation to write a letter. In general I'd say no, although there are cases in which it would be offensive to refuse to write for anything less than very serious reasons. (For example, Ph.D. advisors owe letters to graduating students.) Under most circumstances, refusing to waive the right to see the letter sounds to me like a fine reason to decline to write one.
There are also all sorts of intermediate options you could choose. For example, you could tell the student you would have to write something like "I warned this student that I could not write a compelling letter if he did not waive the right to see it, because I would be unable to compare him with other students. He insisted that he needed a letter from me but was unwilling to waive this right, so I will do the best I can. I can confirm that he received an A in my class and has sufficient preparation for further study in this field."
Upvotes: 4 [selected_answer]
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2016/04/08
| 393
| 1,524
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<issue_start>username_0: When it comes to how much one is allowed to copy from a book or a journal article, I often read about it as being 10% of the total pages number or a whole complete chapter (whichever is higher). However, how can one apply this rule if, for example, the journal article is only 10 pages? Copying just 1 page is often pointless as, unless one is quoting a definition or something, it's often not enough to convey a point or to highlight some ideas. Any insight?<issue_comment>username_1: In my university, we should copy only the important things, maybe in percentage for 1 page we could copy only 5%. If we have whole page, for example 10 page, I rather copy the important things like 1 pages of source to become 1 statement. So you don't copy whole things.
Upvotes: 0 <issue_comment>username_2: Fair use is a concept that is defined in quite a fuzzy manner, at least in the US, and [there is no defined "safe" amount](https://en.wikipedia.org/wiki/Fair_use#3._Amount_and_substantiality).
The key question is *why* you want to copy so much from somebody else's work, and for what purpose---i.e., how it relates to [the other elements of the "fair use" test](https://en.wikipedia.org/wiki/Fair_use#U.S._fair_use_factors). If you are copying into a scientific article that you are writing, then even a fairly short amount is likely to be quite high and hard to justify, whereas if you are making a handout for discussion in a small class you might be able to reasonably use the full work.
Upvotes: 1
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2016/04/08
| 3,803
| 14,815
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<issue_start>username_0: I am a suspended student and I have been getting counseling for three months. During those three months, I have noticed extremely unprofessional behavior from my counselor.
When I started counseling, he was late each time. The first time he was late 10 minutes, the next 20 minutes and the third time 30 minutes.
Last week I had a counseling appointment and I drove 35 minutes to get on campus only to find out that the counselor was absent. He didn't email me or tell me not to come, nothing.
After my suspension period ends, the counselor has to decide whether I am fit to come back to the university or not, and many times I get literally threatened with not coming back - if for example I do this or that behavior. I literally get told "then, you're not coming back to the university".
Often, I see the counselor is eating while with me and he has no respect for the appointments for other students as well. Phone calls aren't answered. Emails aren't often answered except some few after three or four days.
There was couple of times when our counseling session was about literally 5 minutes. I came in, he asked me what I did in the week, then he said "Okay, I'll see you next time". And, he went on to work on the computer.
Additional Information: My counseling session was in the morning around 9:00AM every Tuesday. Suddenly, once day, without even taking my opinion, he says that someone else took the appointment at 9:00AM. He switched my appointment till 5:00PM. I objected. He said he had an emergency and it was more important than me. He said he had no other time than this time, at 5:00PM. I found out later that the person who took my appoitment was a customer for him, who is not a student.
What should I do? On one side, I can't ditch the counselor since that would jeopardize my coming to the university. On another side, I do not want a counselor to help me deal with another counselor.
*For those who are asking, my suspension is behavioral suspension and not academic suspension, and the counselor stated that I suffer from depression based on tests that I took*.<issue_comment>username_1: You got suspended for a reason, you need to focus on that and make adjustments to never put yourself in this situation.
It is your responsibility to keep yourself out of trouble, take it as a life lesson and avoid this type of situation.
He's unprofessional with you but you are dealing with a suspension so it is not in your favor.
You put yourself in this situation.
They have lost some respect for you.
To earn respect you have to give respect.
If you have to be angry, be angry at yourself.
Take this anger and turn it into positivity.
Be accountable and just focus on making positive changes.
Upvotes: -1 <issue_comment>username_2: To be completely honest, the most productive tip you can likely get in this situation is to, well, suck it up. On the one hand, you say that the counselor is ultimately responsible for deciding whether you can go back or remain suspended. On the other hand, while his behavior is certainly annoying and unprofessional, is it really damaging enough to you that you would want to get into a fight with him about it that can very easily end with you remaining suspended? Is the counselor's unprofessional behavior really a hill that you wish to (academically) die on?
Considering these two points, it seems to me that the rational answer to
>
> What should I do?
>
>
>
would be to **hold still and wait until your suspension is over**, and then being happy to (presumably) never having to deal with the obnoxious counselor again.
Upvotes: 5 <issue_comment>username_3: I suggest getting another counselor, not to help you cope with the first one, but to help you with the issues that got you suspended in the first place.
The combination of counselor and gatekeeper for your return to the university seems to me to be an inherent problem. It would be difficult to be really frank with the gatekeeper.
Upvotes: 6 <issue_comment>username_4: I'm going to slightly disagree with the OP, and others here. I also understand that not everyone will agree with me.
Basically, I don't see the "extremely unprofessional" behavior you describe as completely horrific, or even actually unprofessional. It's annoying or a bit selfish, at most, but I wouldn't even call it "unprofessional". Being late a couple of times is annoying, it's only very mildly unprofessional, but we don't know precisely the situation. Maybe the counselor had some justification. Eating in the session---well, that's actually legitimate in many cases. This is not a psychotherapy session, this is university counseling (you can't expect 5 stars hotel standards if you go to a 1 star hotel!).
Overall, the counselor didn't, e.g., ask you for money, or god forbid sexually harassed you, or cursed you, or done things that are grossly unprofessional. He is being **informal**, not unprofessional. There's a fine line here between informality and unprofessionalism, but it is not clear that he/she crossed the line.
---
Let me explain again: I argue that "extreme unprofessional" behavior, as you describe it, should be stated only for behaviors **that interfere critically with the cause of the profession** (in this case counseling). Eating in a a meeting does not interfere in the counseling process. The same with being late.
I believe that complaining about "extreme unprofessional behavior" when someone eats in a meeting is a bit petty. I would agree if you say that e.g. "the counselor is a bit clumsy and slightly unprofessional". But to actually *complain* about this, and describe it as "extreme" unprofessional behavior, is not correct, in my opinion.
Upvotes: 0 <issue_comment>username_5: His behaviour does seem to be unprofessional. However, like some of the other answers, I would advise you to ***just keep your head down***. Why?
If you are on suspension, you must have done something *wrong*. Therefore, whatever you say now - especially if it is criticising an university employee's work ethic - will have, at best, very little value to whomever you talk to. At worst, this might work against you ("This student even has trouble getting along with his counselor").
Again, I'm not saying you are wrong but with your current status, it is more likely than someone with authority will side with a fellow university employee than a suspended student.
Upvotes: 4 <issue_comment>username_6: Document everything and give it to their supervisor once the decision about your suspension is made.
Upvotes: 1 <issue_comment>username_7: I must oppose the **just keep your head down** point of view.
This is the same coping mechanism battered wives and hostages resort to. It's not healthy.
You are not in a position of authority but that doesn't mean you are powerless. You will lose what little power you have if you respond by acting unprofessional yourself.
The counselor has a supervisor and peers. They are the checks on his power. It's up to them to decide if the counselor is acting unprofessional. It's up to you to convince them to either do something about him or at least find another accommodation for you.
>
> he has no respect for the appointments for other students
>
>
>
Then talk to the other students. Go complain together. A mass of complaints is more convincing than one disgruntled student.
Lets look at your complaints:
* late
* absent
* eats during sessions
* often unresponsive when contacted
* slow to respond
* changes appointments unilaterally
The problem here is even if every one of these were provably true there isn't much here to say it's shockingly bad. It's really how much each is done that makes them truly bad. Consider: how many have you ever been guilty of?
That means you have to document this. You can't just show what. You have to show how much. How often.
Start taking notes on it. Get other students to corroborate your notes. Dates, times, everything.
Armed with that you can go talk to other counselors and ask them if they can help you. You can make a formal complaint to his supervisor.
Go to them with one simple question. Is this behavior acceptable?
That is, if your goal is to get him in trouble.
If you just want to get a different counselor go ask for one.
>
> For those who are asking, my suspension is behavioral suspension and not academic suspension, and the counselor stated that I suffer from depression based on tests that I took.
>
>
>
School counselors can't treat you for clinical depression. Talk to a real doctor. Other than that don't let them use it as an excuse to dismiss you. Don't let anyone with an adversarial relationship with you try to talk you through it. Talk to someone who's only goal is to help you. Depressed students have rights too.
If this works out and you get your way, I do hope you are kind.
Upvotes: 4 <issue_comment>username_8: Power corrupts. Absolute power corrupts absolutely. I for one am not surprised that a counselor, with power over his clients, could behave unprofessionally.
That being said, be careful as to the stories you tell yourself about this guy.
>
> Additional Information: My counseling session was in the morning
> around 9:00AM every Tuesday. Suddenly, once day, without even taking
> my opinion, he says that someone else took the appointment at 9:00AM.
> He switched my appointment till 5:00PM. I objected. He said he had an
> emergency and it was more important than me. He said she had no other
> time than this time, at 5:00PM. I found out later that the person who
> took my appointment was a customer for him, who is not a student.
>
>
>
It doesn't matter if the customer was a student or not, if that customer had new suicidal thoughts, or dealing with a relative who was at risk of killing himself/herself, or at risk of hurting others, the counselor would be obligated to talk to that person.
And unless you're a mind-reader, there is no way you could know for sure why that person was given your slot since your counselor is under the strict ethical and legal obligation not to share private information about his other patients with you.
>
> Phone calls
> aren't answered. Emails aren't often answered except some few after
> three or four days.
>
>
>
This can be especially tricky, because I don't know the full story.
It could be that he's incompetent, or that he doesn't care, but it could also be that some patients expect counseling sessions over the phone and over email, and that he doesn't get paid for doing that. Chances are, the first thing his voice mail says is to hang up and call 911 if it's in an emergency, because his University clinic probably doesn't have the extra staff, the extra budget, or the extra insurance in place to handle emergency calls and emergency emails 24 hours a day or 7 days a week.
>
> Often, I see the counselor is eating while with me and he has no
> respect for the appointments for other students as well.
>
>
>
This part, I agree. Because he has power over you (and over other students), he probably doesn't care about eating in front of you (or in front of those other students).
The same goes for his absence and late arrivals. Unfortunately, most of your sessions seem to be at 9 AM, so you're one of his patients who's probably the most affected when he's late.
In these cases, I do hope that you're already asking other staff members what is going on when you've showed up and the counselor is nowhere to be found. And this is also the time to ask if there is any other counselor you could be transferring to in the future because of his repeated actions.
That should be your primary objective, either to change counselors, or to schedule a time slot in which he is more likely to show up in. Focus on feasible and concrete outcomes for yourself. You could try getting your counselor in trouble for the purpose of retribution, or you could try getting your counselor in trouble to make sure he is never late for any other patient/student (not just for yourself), but if you ever feel that is your motivation, stop yourself before you overextend yourself.
Try to switch counselors, do not try to change him. If switching is not possible. Learn to let go of the things that you don't control. It's really not the end of the world if he ends up eating during your sessions, or if you miss a counseling session (as long as you're not the one who gets blamed for it). And I'd recommend you listen to audiobooks or youtube [videos](https://www.youtube.com/results?search_query=byron%20katie) from <NAME>. She is very good and all of her work is about the topic of letting go.
Upvotes: 3 <issue_comment>username_9: The counselor's conduct here is egregious. For a counselor, being 10-30 min late to appointments, ENDING SESSIONS AFTER 5 MINUTES, and regularly eating during appointments is completely unacceptable. He is taking advantage of a vulnerable patient. He should be providing you with mental health care and instead he's taking a paid lunch break.
I'm not sure what your particular situation is, but when universities require suspended students undergo counseling and then get cleared by the therapist, they often offer—but not require—a school therapist. If you use an independent therapist, their focus is what's best for you. They will advocate for you. If you use a school therapist, especially one that works closely with admin, they are often also concerned with what's best for the school. For example, occasional marijuana use is not going to concern a normal therapist re: your ability to return to school (unless they've been specifically asked to evaluate your drug use). A school therapist might feel differently.
And sometimes stuff like this happens. Ugh.
If you have the option to switch to an independent therapist and have enough time left (at least a few months), do that. You were flagged for depression, and you owe it to yourself to take that seriously. This guy is not providing you with actual mental health care.
If you can switch, I wouldn't consider it jeopardizing your return. There's some risk, but getting someone that will actually advocate for you is worth it.
Finding the right therapist involves finding someone you get along with. This is true for everyone. It is completely normal to switch therapists because it's just not a good fit. If you need to talk to the admin about switching, I would just say that it's not a good fit. You could elaborate by saying that he is often late or cuts appointments off early and you would like to find someone who can spend more time with you. Until you're reinstated, you don't want to come off as though you're blaming him, but you can explain why you'd like to switch without being blameful.
Upvotes: 2
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2016/04/08
| 950
| 3,861
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<issue_start>username_0: This is a follow up to [my other question](https://academia.stackexchange.com/questions/61912/is-it-common-to-offer-a-position-to-someone-before-the-position-is-advertised).
In November last year I accepted an informal offer of a position at a university outside my country of residence. Since then, I have in good faith withdrawn all my other applications and stopped applying elsewhere as I understood that my acceptance of the offer was binding.
I have now applied for the job formally as they told me to. Recently I enquired about the status and according to them the evaluation of applications will be concluded next week and I was also told that I am in a very good position.
I know now that I should avoid this kind of practice, but I am in it already, and what I fear finally comes. Does 'a very good position' mean that there is a possibility that I will not get the job? What should I do if it turns out that I do not get the job in the end? Can I even start applying for other jobs now or should I wait till next week? The problem is that my current contract ends this month and I have to leave the country next month. I have a family to feed and to provide a home for.
---
The following is added after the first two answers below are posted:
Although the position was not yet advertised before I accepted the offer, I had always thought that this was a real offer, since they already said things like they were looking forward to welcoming me in the group and that they would get in touch with me to finalise my contract (all this was said in writing).
I guess my question is, is there nothing I can do with all the email correspondences in which the promise and my acceptance of the job were all recorded? From the answers already given below, it seems that there is nothing I could do with it except to learn not to make the same mistake again. But then, can the university just walk away like that?
Of course all this is still hypothetical, and hopefully I still get the job as promised, but I would appreciate if someone who has been in the same situation could share his/her experience and how they dealt with it, just in case.
---
**Update**: The university in question has lived up to their promise and I have now been formally offered the position.<issue_comment>username_1: Until you have formally accepted a job, there is no need to withdraw from any other job application process.
It is very common at my university for us to go as far as offering someone a job, and them to not accept it as they received a better offer from elsewhere. Certainly this is slightly annoying, but no-one would suggest it is bad, or unethical behaviour.
In this case, it sounds like you might have been over-promised. It is also possible (and we can't know unfortunately) they are hedging their bets. The person you are talking to probably can't promise you the job, so they are trying to encourage you, without stating anything which they could be caught on later.
Upvotes: 4 <issue_comment>username_2: I think the other answer is decent, but OP seems to think that his/her question is not being addressed, so here goes:
>
> What should I do if I have accepted an offer informally but am denied the job?
>
>
>
Apply to other jobs, of course.
>
> Does 'a very good position' mean that there is a possibility that I will not get the job?
>
>
>
*Anything* is possible until you receive and accept a formal offer of employment.
>
> What should I do if it turns out that I do not get the job in the end?
>
>
>
Forget about that opportunity and start applying for other positions.
>
> Can I even start applying for other jobs now or should I wait till next week?
>
>
>
You can/should be applying/interviewing for other opportunities until you have obtained and accepted a formal offer.
Upvotes: 5
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2016/04/08
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<issue_start>username_0: I will be attending a conference to give a presentation
in approximately two months.
I would like to buy plane tickets to and from the conference location,
especially because I am living outside the US
and the conference is in the US,
so travel to the conference is not an easy thing.
Unfortunately, the conference organizers
have yet to confirm and announce the conference schedule.
I do know that the last possible presentation session ends at 2 pm on Tuesday,
so if I wanted to book plane tickets now,
the earliest flight that I could catch would leave at 4 pm.
However, if my presentation is on Monday,
I might prefer to book a flight that leaves early on Tuesday morning,
skipping some of the sessions at the conference.
**Question:**
Should I book my flight tickets now at "safe" times?
Or should I book my flight tickets,
leaving early on the last day,
hoping that I don't get scheduled for the very last presentation slot?
**Response to answers/comments:**
I don't need to leave early.
I have just often observed that
at every conference which I have attended in the past,
the attendance at the last few sessions is rather low,
and it just seemed to be "normal" to leave early.
Based on the answers/comments,
it seems that just because many others leave early
doesn't mean that I need to when I can stay at the conference,
learning things and meeting people.<issue_comment>username_1: >
> Should I book my flight tickets now at "safe" times? Or should I book my flight tickets, leaving early on the last day, hoping that I don't get scheduled for the very last presentation slot?
>
>
>
There is certainly a risk to this, but in practice it seems like a small one. The question is, what is the worst that can realistically happen? You get scheduled to the last session, and you have to send the PC chairs an email with an apology and a notice that you can't make this session and request to be scheduled sometime earlier. They may or may not be annoyed by this request, but ultimately will have to schedule you earlier (what else is there to do for them?).
I assume that even the risk for them to be more than slightly annoyed is not very big - I can tell from experience that special requests w.r.t. to speaking time are so common when planning a conference that it seems unlikely that they will remember your request longer than what it takes to find an alternate slot for you.
Upvotes: 1 <issue_comment>username_2: First, I would ask whether you think you really should skip part of the conference---you're going such a long way, and presumably it's a community that you care about, so are you sure you want to abandon part of it?
If you really do want to skip, though, I would recommend a third path that I have often seen work: contact the conference program chairs, let them know your travel dilemma, and ask them if they can schedule you on the prior day. If they are likely to be flexible, this will let them be flexible now and let you book; if not, you'll know they're unlikely to be flexible at other times either and thus know that it's not safe to plan to skip until the schedule is announced.
Upvotes: 4 [selected_answer]<issue_comment>username_3: Send an e-mail to the organizers, and ask for your talk to be scheduled on Monday because you need to leave early on Tuesday. Apologize for the trouble, and cite personal reasons or whatever you feel appropriate to divulge about the motivation.
Upvotes: -1 <issue_comment>username_4: A plausible solution to your problem
------------------------------------
There is nothing wrong with contacting the conference organisers confirming your part of the schedule.
As your reason is perfectly legit, you may state the same details as you posted here to the organising committee. Even if the total schedule isn't finalised, you could at least request *your* part of the schedule to be fixed. Of course you may not be the only one to make the request, the expected numbers of people making such a request would presumably small considering the number of people selected.
Why do conference committee delay the schedule announcement?
------------------------------------------------------------
I know this isn't part of the question but I thought this might help. A conference may consist of several papers which may be grouped into several fields as mentioned in the scope of the conference. A good conference ought to have domain experts pertaining to those certain fields to be at the corresponding panel. It is getting their appointment that might take time to allot the slot of the schedule for groups at their convenience.
Upvotes: 1
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<issue_start>username_0: When I was doing my postdoc, there was a PhD student who shared the same office with me; he didn't get along very well with me or anyone in the office. He could be described as unfriendly and a little bit rude.
As we were working on different projects, I didn't know much about his research ability.
I am now a lecturer (at the same university) and have just received funding to hire a postdoc. The same PhD student applied for the position and has since been shortlisted along with another candidate. Based on the CV alone, the PhD student is comparable to another candidate. However, based on his behaviour in the past, I don't want to consider him for the job (my department lets me make the final decision who to hire).
Is it ok to not hire someone because, from past history, I believe that we will not get along?<issue_comment>username_1: If he was shortlisted with another candidate, that means both are equally qualified (to some extent), then who would you pick if you did not know him? If you would pick the other guy, then you can simply offer the position to the other guy. There is no guarantee that the other guy is friendly either! However, you know for a fact that your previous office mate is unfriendly and rude! If it was me, I would gamble with and pick the other guy (since both have similar qualifications). If the other guy tuns out to be rude (50% chance), you would have to deal with him anyway.
PS, I assume you know that you can always interview the other guy to make sure he is fine. Also, you can start a fresh relationship with the second guy and set your boundaries/preferences.
Upvotes: 3 <issue_comment>username_2: This question is fascinating to me on many levels. It shows a weird tendency that we have in academia to equate job offers to something like awards, where the decision for or against a candidate has to be based on scientific (or educational, or whatever) merit alone. I argue that if you posted the question *"Should I not hire someone who does not get along with me"* over at [Workplace.SE](http://workplace.stackexchange.com), you would get very confused people asking you why you would even consider such a thing.
To answer this very frankly - **no, you should not hire a person that you suspect you will not get along with**. Not over an equally qualified person that you might get along with better, and arguably not even over a slightly *less* qualified person that you might get along with better. Your main metric for deciding for or against a candidate should be how good you think he will be able to do the job. For a postdoc under your guidance, your suspicion that he will not get along with you means that he will likely *not* do a good job. That he might do a good job working under somebody else is not relevant to this decision.
Upvotes: 7 <issue_comment>username_3: This has nothing to do with academia and everything to do with constructing working teams.
Imagine you were buying a replacement brake caliper for a car. The skill you are paying for is "squeeze brake pads against disc with a specified amount of pressure". There will be dozens of commercial units capable of doing this, but you need one that will fit in with the rest of your components. Mount holes in the right geometry, fits a disc of the same thickness and diameter, clearances are such that it doesn't foul on anything and so forth.
You aren't just hiring the skill, you're hiring the skill *and compatibility with the rest of the team*. Incompatible people are as unsuitable for your purposes as a caliper that doesn't fit.
Some people are going to say that mounting geometry etc is quantifiable and objective, but compatibility is subjective. This is irrelevant in the context of the original question, which presupposes that compatibility has already been reliably assessed. Sometimes, you *can* tell.
"Candidate is known to irritate and annoy existing team members." is an objective rejection criterion.
Upvotes: 4
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2016/04/08
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<issue_start>username_0: In my area (computer science) it is standard to publish several papers during the course of your PhD and then only "write" your thesis in the last few months of graduate school --- often you only start compiling the thesis once you have secured a job for after graduation.
I realize that in other areas this is different --- your thesis is the primary output of your time in graduate school. However, in my area the primary output is the papers you have published and the thesis seems redundant.
Given that all the content of my PhD thesis already exists in published papers, what is the point of writing the thesis (other than to fulfill the university's requirements)? Why would someone (other than my committee) read my thesis?
I want to know what it is that I am trying to achieve when writing my thesis (as I am currently starting this process). Thus, an alternative question would be: How do I write a good/useful thesis, given that I have published all the results it will contain?
All of my papers have full versions on arxiv, which contain discussion of motivation, background, and related work, as well as all the details and some side results. (Unlike, say, mathematics papers, which tend to be very terse.) So in terms of exposition, I am not sure what would be added in my thesis.<issue_comment>username_1: Like @ff524 (comment above), I too have found PhD theses useful, and over the years I've collected quite a few of them. I've actually *purchased* at least 20 since 1992 from UMI/ProQuest. Unfortunately, I don't have access to their digital archive, but I have also photocopied more than double this number from various libraries during this same period. I have often found them to contain fuller explanations and motivation, more historical details, and numerous minor tangential results, all of which tend to get edited out in the typical concisely written published papers (I'm in mathematics).
To answer your question, perhaps what you can do is to write an overview of your results and how they fit into the larger scheme of similar results on your topic that others have done. Even if no one else reads this, it can help by giving a useful summary of your work that you can siphon off when you need to give talks about your work (such as in job interviews) or when you need to write introductions or abstracts for future papers based on the work. Also, if for some reason you find yourself not working on this topic for a few years and thereby forgetting some of the details, and you want to return to the topic, your summary and overview will be very helpful in remembering what it was all about.
Upvotes: 5 <issue_comment>username_2: Often the answer is, as @DaveLRenfro has pointed out, more information and context. What you're describing is often called a "sandwich thesis", and may contain chapters at the beginning and the end ("the bread") that are not actually published papers. An introduction linking the papers together for example, or examining prior work and what has come before (and why your contribution is needed).
In the case of my dissertation, which was on a mathematical model of a public health problem, while the major results are all published, my thesis contains a pretty exhaustive account of how each and every parameter in the model came about - the logic behind it, calculations if it needed to be rescaled somehow, assessing whether some distributional assumptions I made were true, etc.
Upvotes: 3 <issue_comment>username_3: **tl;dr** there is no point.
EDIT: But sometimes it is helpful for the scientific community, especially in case you are dealing with an emerging area, so that your work can become a reference for many people wanting to join in.
---
That's a good question. And I'll be unconventional (as most my answers here seem to be unconventional), and claim the following:
Indeed, there is not much benefit for writing the thesis in areas, like some parts of CS, where you already published the *full versions* of your results before submitting the thesis. (A thesis is needed for historical reasons only.)
But this is not a problem, on the contrary: you should be happy, because your job is very easy now. Simply wrap up the papers, put them in some overarching perspective using *the introduction*, make sure the notation is consistent and you don't repeat the same information too many times, and viola, you have a thesis! Not only a thesis, in fact a thesis that will be successfully defended (with very high probability), since it was already peer-reviewed.
Comment: It is utterly *crucial* that you already have the full versions of your papers. They should be submitted or better accepted to a journal. Otherwise, I would claim that writing the thesis is equivalent to writing and submitting for a peer-review the journal versions of your work.
Upvotes: 4 <issue_comment>username_4: The purpose of your research is to produce something that people outside your field find interesting or useful. Obviously you cannot always achieve that, but that is why those people are funding your research.
In this grand scheme of things, research articles are rather pointless, as they are written for other people in your field. They are only the first steps in the publication process. They are the individual trees in a forest. Sooner or later, someone has to see the forest from the trees and describe it to a wider audience. That description may take the form of a thesis, a survey article, or a textbook.
This gives you one possible purpose for a "stapler thesis", in addition to the purposes other answers have already told about. While the individual papers describe specific results to a specialist audience, the thesis itself may tell about the big picture to a wider audience.
Upvotes: 1 <issue_comment>username_5: Writing papers is a good part of the job, and it seems you already know how to do it.
But there is another very important thing in research, which is the ability to conduct a research program over many years. It requires very specific skills to envision a topic than will span over multiple articles coherently, establish usefull collaborations, drive students, reorient the project if needed, etc. Beyond the quality of the articles themselves, it is also those skills that the jury will evaluate.
Of course your supervisor has to take some part in this process. It's normal since this is something difficult to learn. But if you didn't took the chance to manage your long-term project yourself during your PhD, you really missed something.
Then, there is often an important part of what you did that simply didn't work, and therefore that you haven't been able to publish. Your thesis is the right place to put these attempts and to explain why it didn't worked and how much you have learned from these errors.
Upvotes: 2 <issue_comment>username_6: **‘I want to know what it is that I am trying to achieve when writing my thesis.’**
It seems to me that the first person you should be asking is your PhD supervisor.
Since you are here, however, I would point out that one significant function of your thesis is to show that you are *expert in the wider discourse*.
It should also demonstrate that you are able to communicate your work in a fully structured way (not simply as a sequence of little papers), and that you fully understand where it fits in the wider world.
Any professional thinker (including me, although ostensibly qualified mainly in humanities) can write clever code. A Ph.D candidate, however, should be demonstrating a unified grasp of the field. If you cannot do that, then your external examiner might well fail you. (A friend and colleague of mine recently had to do that to someone.)
Your thesis is an opportunity to draw-together the bits and bobs that you have published (and probably some other material as well) as a cohesive contribution to the discipline. At the very least it ought to be possible for you to write a Conclusion (and therefore also an Introduction) showing how your *combined* work adds something thematically useful to the field.
I published quite a few bits of my Ph.D research before I submitted, but the point of the thesis was twofold: looking *inward* at my own original work to tie it all together; and also looking *outwards* to locate it in relation to *other* historical *and* cutting-edge work.
To put it another way...
Anyone can (in principle) come up with novel code, or make a clever film, or translate a German poem.
A real *expert*, however, can point to the full range of other approaches and techniques, and explain why *this one* contributes *uniquely* to the discipline. As a consequence, your Conclusion should also be able to point ahead and suggest what new avenues your (accumulated) work has opened, and what further developments of it might achieve.
The fact that you are undertaking a Ph.D in the first place is indication of *cleverness*. The thesis is about being *professional*, and *delivering*.
Upvotes: 3 <issue_comment>username_7: One of the main purposes of a research degree such as a PhD is getting a stamp of approval that one is able to conduct academic research independently. The thesis is presented and publicly defended against criticism from other scholars showing the candidates abilities to conduct independent research in ways that the papers themselves might not always show. Maybe especially in the cases where the papers could be having **multiple authors**, the thesis only has one and only one is to defend it.
Upvotes: 2 <issue_comment>username_8: Fundamentally thesis and research papers have different roles. In a PhD thesis, you present a thesis - a single thesis. This means you have to ensure that all your chapters are cohesive. If you look at your thesis as a collection of papers, it is useless because one can read your papers independently. Many universities are allowing this which IMHO is a mistake.
In a thesis, you develop your ideas chapter by chapter and in the final chapter, you conclude your findings and contributions. Therefore, a PhD thesis gives a completely different understanding compared to what reading your papers independently would. If you are not able to do that, then you have not done a proper job in defining your research goals.
Even Masters students can do research and write papers in top conferences. PhD is not just about writing papers - it is beyond that.
Upvotes: 0 <issue_comment>username_9: The proximal purpose of the thesis is to convince your panel/committee (in the US) or your examiners (in the other systems), that you are worthy of a PhD. In this sense, it might be best to think of your thesis like an application or promotion packet - it is a portfolio of work you wish to bring to the attention of those judging you, presented in a convenient and consistent form to make their lives easier.
In addition it allows you the opportunity also to draw out the common themes, talk about the "Big Picture" and not just fit your work into your field, but talk about how the field fits into the wider discipline. This is useful to your judge because they have to say that you are a good scientist, not just a good technician/engineer.
Upvotes: 1
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2016/04/08
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<issue_start>username_0: Winter semesters ends on April 13th. Summer research/classes - May 15th
I am a second-year civil engineering student. Juggling between options, I planned on cold emailing many people for job internships/taking summer classes/requesting a professor for a research option.
SUCCESS - I got a research offer! This happened all so quickly before I could think properly.
I emailed the professor two days back and she responded the same day! However, I was not sure about any topic yet and she was not free until next week to meet and talk about my interest.
Now, she forwarded me an email the next day (April 8th) for a research scholarship fund application (ICAN-WISE) for female researchers and advised me to apply. The deadline is -THE SAME DAY (April 8th!!)
The application asks for the applicants research topic. And how it applies to the student's future studies and the welfare of the community. The better/better chances of getting the fund.
The problem - I am not sure what to say.
The professor I contacted works in Water Resource department. I registered with ReaearchGate and read through some of her collaborated works. Some of them really interested me and I put these in my email when I contacted her. But I am really unsure of how to come up with a topic. This is new to me. Is there any specific way I could approach this?
Should I email the professor for her idea/feedback on what will suit me?<issue_comment>username_1: Generally speaking, developing a research topic is something that happens over weeks, months, even years - it's not really something that naturally comes about in a single day. So reasonably speaking, you really need an alternate question: how to come up with something reasonable to put in a scholarship form in a few hours. The usual process is to talk with lots of professors and potential advisers, read over their research, look carefully at all topics that come up in class, read a variety of books and keep your mind open and working on what you are really interested in...and that is going to take a lot more time than you have.
So frankly, you are going to need to "wing it" - to "fire from the hip" and hope for the best in terms of this particular scholarship application if it indeed has the hard deadline of 'today'. For this I would suggest you review the general ideas in this helpful professor's published works, as you mentioned you have already done, and point your finger towards whatever topic sounds kind of doable to you and is generally an area you might like to work more on in the future - or at least you think you might like to. And something vaguely in that realm could be your proposed topic. Just write it up and get it out.
Once you have gotten past the emergency of the deadline, you should certainly talk with the professor more about potential topics. But there is no replacement for having your own ideas and interests, and what is a great topic for one person is torture to someone else. By all means, keep working on it and developing your interests and awareness of what you might like to work on in the future - but for now, get that scholarship app done while you still can!
Upvotes: 1 <issue_comment>username_2: In a pinch, trying scanning your supervisor's previous papers for 'future work' topics mentioned towards the end of their papers. Writing down such things is fairly common in engineering papers, at least. If you see a problem that looks about the right size, then you can propose it. As noted elsewhere, it's better if you can take your time, discuss, let it brew a while, read the literature, distill, etc.
Upvotes: 0
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2016/04/09
| 366
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<issue_start>username_0: I'm currently a first year information technology student majoring in software development. I applied for an internship at a software development company. I got an interview and now they're asking to see some assignments that I've done at school to prove my experience. Is it usual that a school (in Canada) own all the rights to assignments that I've done? The assignments contain some code by the school and the rest is mine. I'm wondering if there's a route I can take so that I can share these assignments with this potential employer without violating my school's policies? Or is there something else I can tell this employer?
(Please note that I'm asking this question on behalf of a friend)<issue_comment>username_1: You will not have any problems with this arrangement. Nobody is going to come after you for some code snippits from college assignments unless you are publishing a textbook. Look into Copyright Fair Use, which this clearly falls under.
Upvotes: 0 <issue_comment>username_2: I don't think you need to worry about school policy or copyright here: you're privately sharing these documents in order to allow somebody to better evaluate you, not attempting to transfer ownership or widely distributing them.
As such, the question of who owns the code is irrelevant: you are not claiming ownership, you are claiming that the portions you wrote provide evidence of your skills as a programmer. The company should be expected to treat it as a confidential part of your application process, just like all of the other personal information that you have given them. If they do not, any possible fault and liability lies with them, not with you.
Upvotes: 3 [selected_answer]
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2016/04/09
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<issue_start>username_0: Is it a good practise to involve a child in a statement of purpose to say how my point of view has changed since the birth?<issue_comment>username_1: No, the statement is about your motivation in doing research and about your research goals, not about your private life goals.
Having a child is undoubtedly a joyful event which can definitely change your perspective on work-life balance, but now that it's changed, simply state what your current research goals and motivations are.
Upvotes: 4 <issue_comment>username_2: In the US, doing so may imperil your candidacy in at least two ways:
* Some academics will assume right away that since your children are so important to you that they appear in your statement of purpose, they will automatically take precedence over your degree-related responsibilities. (This is not a hazard specific to academe, but neither is academe free of it.) Academe is a greedy pursuit; it does not typically favor those with competing priorities.
* Some academics, especially those conditioned to industry, will be made uncomfortable by including children a statement of purpose, possibly considering it unprofessional. Children are typically don't-ask-don't-tell in the US; asking is sometimes legally dubious (as it may open a workplace to charges of unequal-opportunity hiring), so telling is unwelcome.
I would strongly recommend against this. Record the epiphany if you like; bypass its source.
Upvotes: 3 <issue_comment>username_3: The other two answers (as I write this) are useful and (so far as I know, in U.S.) are accurate about facts.
Further, I'd argue against including your epiphany, in part because it is possible to argue that it ought not to have been such a great epiphany, since, after all, many people do work + have families (without playing any gender-biased or other-biased games about whose responsibility the kids are...) That is, even if you don't mean it that way, there is also a large possibility of interpreting remarks about this as though you'd surprised yourself that you were able to do work and have kids, etc, ... Indeed, most of us probably are! But it is a common state...
So, as with other life-epiphanies, I think it does not need to be aired publicly. Even if it doesn't harm your applications, I'd think that it'd make you appear naive about adult responsibilities...
Upvotes: 2
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2016/04/09
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<issue_start>username_0: I'm wondering if this is case especially for time-consuming work like programming problems in computer science spanning several thousand lines of code.
Or when a professor teaches a new course they are not intimately familiar with e.g. did not take it during undergrad.
For professors that don't do this, how (if at all possible) do they address homework concerns during office hours? Is it recommended for professors to know the ins and outs of all problems they assign?<issue_comment>username_1: For many professors, undergraduate courses are simple enough that when they go over 1-2 problems, they can grasp them quickly. For others, they go over solution manuals and previous notes to recall and remember how to do them. Some assign office hours to TAs, where the TA deals with students and their homework. Keep in mind that many schools do tell the professors which courses they will teach next semester/year, so they have plenty of time to prepare and develop their notes and slides.
I would be more worried about professors teaching graduate level courses that are not familiar with. It seems that many issues/inconsistencies occur at this level.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Short answer:
>
> Yes and No
>
>
>
All your cases do apply.
1. **Dutiful** professors actually work problems before they are assigned as homework problems to students. Such instructors may even go through the trouble to frame their own problems for homework.
2. There are **many** who provide a set of problems from standard solutions and web references. They may not have worked out all of them, but rather a small subset of them.
3. There are, however, **some** who are fairly (or entirely) new to the subject and are experimenting with questions that are available as exercises in the syllabus with the students. They actually learn along with the students as they teach the topics progressively.
An instructor, in general, would be actually a mix of the above. There may be some topics that are the same as the previous syllabus that the instructor knows well enough to frame own questions, and some others where she/he might prefer to use textbook exercises. There may as well be a few other topics which are new in the updated syllabus which she/he may wish to experiment on.
Upvotes: 4 <issue_comment>username_3: >
> Do professors work through all the homework problems they assign to
> students?
>
>
>
**No, not all the time.** Dealing with your secondary issues in reverse order:
Re: Recommend knowing all the ins and outs? Perhaps in an ideal world, but I would recommend prioritizing other things first. When prepping a new class, my protocol looks like: (1) Folders, (2) Schedule, (3) Syllabus, (4) Tests, (5) Homework, (6) Slideshows, (7) Handouts. (In addition, there are clerical duties like: export PDFs, set up Blackboard, submit duplications to office services, make attendance sheet, make backups, etc.) Keep in mind that sometimes we are assigned a course only a few weeks, or even a few days, beforehand. In those situations an instructor would not have any time to do more than select a list of promising-looking exercises on the topic from the book. In later semesters perhaps I will go back and work individual exercises to be completely comprehensive, and refine the assignments (but likely some colleagues would consider that obsessive, and think the time better spent on service or research, etc.).
Re: How do they address concerns? The thing is, the whole point to real knowledge is to have an abstracted higher-level framework in which the minute details fade to unimportance. I can look at an exercise set and say, "these are all really the same piece of work". This is frequently the case if you look at a text explanation written next to a series of mathematical manipulations; the line-by-line English descriptions may be totally identical for a given exercise set (even if, say, the numbers and variables are all different). In this sense, a professor working out the details of individual exercises may be entirely redundant, whereas for a student they're constructing a new perspective on the topic (what initially looks different gives way to awareness of commonality). That said, it may be good to check and see if there are details or complications unfamiliar to students, so that can at least be mentioned ahead of time in class. But: If one truly understands the subject in general, then any exercise or detail should be easily addressed on the fly.
Re: Professor not taking undergraduate course? It should be pretty unlikely for a professor to be teaching a course they didn't take as an undergraduate; undergraduate curricula are usually pretty standardized, and a PhD holder has taken all those classes and much more.
Upvotes: 3 <issue_comment>username_4: I teach at a small all-undergrad department. No TAs here, so yeah, if I'm not using some kind of on-line homework system (which I have only ever done in service classes, and I'm trying to give it up) then I have to do all the problems at some point to produce a key.
Now, that doesn't mean that I've worked them out in fine detail, nor that I have done them before I assign them. In my upper division classes I just chose a few that look like they go to my learning goals and might be interesting. If several students complain that problem X is too hard I look again and then maybe post some hints to the LMS or give them a less ambitious goal for the problem; or maybe not: tackling the occasional *hard* problem is a skill that they should be exercising.
As for how I help students when I haven't done the homework first myself, well, mostly it's a cakewalk. For one thing I never work the problem for the students: I just keep asking them related questions and suggesting concepts they might try to apply. For another, I've been doing this subject for longer than a "traditional" student (i.e. 18-24ish years old with little real-world experience between the end of secondary school and the start of college) has been alive. I choose problems on the basis of the concepts they exercise and I can usually tell that at a cursory reading, which means I can decide on a strategy (or several strategies) that will work when the student shows me the problem that has them stuck.
Upvotes: 4 <issue_comment>username_5: A lot of professors do solve their problems first. Among other things, it's always a good idea to check the problem to make sure it's solvable with the techniques the students know so you don't have egg on your face later.
Many people teach the same class over and over, it's common to prepare the problem once at the beginning and then reuse them. They can create extra problems and rotate them each semester to avoid students memorizing solutions from past courses.
Relatedly, common textbooks often have teacher's only problem banks. The answer book isn't really that hard to get, but many students don't bother.
Some have TAs handle the questions. Since it's tedious, boring work, it's great for getting the TA to do it. Often TAs solve the problems in problem sessions anyway.
Some profs just don't care and give problems without checking. When someone complains after they discover an impossible problem (eg. angles of a triangle add up to 190 degrees) they say "oops" and carry on. Students get upset but when's the last time a professor got fired for making a mistake in his homework problems?
So your answer is: Yes, some do.
However, it sounds like you're just shocked at how long you took with your assignment, so are assuming it can be done faster. It's always possible that there's a faster way to do it than you don't know. Also, repeatedly doing the same problems quickly makes you very efficient at it: Even students can, just by solving problems throughout a single course, get good enough to get an A. Imagine how good the professor must be: They are probably smarter than the average student, know more techniques and methodology, and have taught the class multiple times.
Upvotes: 2 <issue_comment>username_6: In most courses I was a Teaching Assistant in, the answer was: "No, the Professors let the Teaching Assistants do that, and they report back any issues they find." (And sometimes we would handle coming up with and checking HW assignment problems all on our own - when there were several TAs in the same course, anyway.)
I'm not saying this just to relate my personal experience - it is literally something a Professor can be *assisted* with. If you are a Professor and you want to give homework, try to pressure your department to assign you a part-time TA - even if only for this work specifically.
Upvotes: 2 <issue_comment>username_7: This will vary tremendously based on the professor - I'm not sure you'll get any answer other than "sometimes".
In my own experience...the answer is sometimes.
I've had professors where it's very clear they've only had their TAs do their assignments, or where the level of testing hasn't even gotten that far. On the other hand, a professor I worked with used to sit down every week for a meeting with his TAs, work through the problems, suggest extensions that the group presenting the homework that week could do, etc. That was a tremendous amount of effort, and likely wouldn't be repeated in later years once the problem sets were fine-tuned.
Upvotes: 1 <issue_comment>username_8: This might be just my experience, but I've been now almost 4 years at a UK university, and all (with one exception) of my main lecturers would know their coursework by heart. Furthermore, for most of the math classes I took, the lecturers would actually work through the coursework problems after all coursework has been submitted/returned.
And for project-like coursework, e.g. writing a not-so-small computer program, or performing such-and-such experiment, many of the course leaders would maintain either a thick booklet with a lot of guidelines/examples/marking schemes/etc, or libraries of work done by students from previous years. And these materials are usually passed to the new course leader, when course leaders change.
In summary -- yes, in my experience at a UK university, professors work through all the coursework problems they assign to students.
Upvotes: 1
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<issue_start>username_0: The matter of fact is, I graduated from university (physics and mathematics) more than 4 years ago. I remember myself enjoying most of the subjects, communicating with professors and study mates, researching other non-curriculum topics.
Ever since graduation I have been working in IT industry. IMHO, those are not directly correlated and most of the topics, subjects, research are forgotten now.
**Q: What to could be written upon forgotten subjects/staff/research?**<issue_comment>username_1: For many professors, undergraduate courses are simple enough that when they go over 1-2 problems, they can grasp them quickly. For others, they go over solution manuals and previous notes to recall and remember how to do them. Some assign office hours to TAs, where the TA deals with students and their homework. Keep in mind that many schools do tell the professors which courses they will teach next semester/year, so they have plenty of time to prepare and develop their notes and slides.
I would be more worried about professors teaching graduate level courses that are not familiar with. It seems that many issues/inconsistencies occur at this level.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Short answer:
>
> Yes and No
>
>
>
All your cases do apply.
1. **Dutiful** professors actually work problems before they are assigned as homework problems to students. Such instructors may even go through the trouble to frame their own problems for homework.
2. There are **many** who provide a set of problems from standard solutions and web references. They may not have worked out all of them, but rather a small subset of them.
3. There are, however, **some** who are fairly (or entirely) new to the subject and are experimenting with questions that are available as exercises in the syllabus with the students. They actually learn along with the students as they teach the topics progressively.
An instructor, in general, would be actually a mix of the above. There may be some topics that are the same as the previous syllabus that the instructor knows well enough to frame own questions, and some others where she/he might prefer to use textbook exercises. There may as well be a few other topics which are new in the updated syllabus which she/he may wish to experiment on.
Upvotes: 4 <issue_comment>username_3: >
> Do professors work through all the homework problems they assign to
> students?
>
>
>
**No, not all the time.** Dealing with your secondary issues in reverse order:
Re: Recommend knowing all the ins and outs? Perhaps in an ideal world, but I would recommend prioritizing other things first. When prepping a new class, my protocol looks like: (1) Folders, (2) Schedule, (3) Syllabus, (4) Tests, (5) Homework, (6) Slideshows, (7) Handouts. (In addition, there are clerical duties like: export PDFs, set up Blackboard, submit duplications to office services, make attendance sheet, make backups, etc.) Keep in mind that sometimes we are assigned a course only a few weeks, or even a few days, beforehand. In those situations an instructor would not have any time to do more than select a list of promising-looking exercises on the topic from the book. In later semesters perhaps I will go back and work individual exercises to be completely comprehensive, and refine the assignments (but likely some colleagues would consider that obsessive, and think the time better spent on service or research, etc.).
Re: How do they address concerns? The thing is, the whole point to real knowledge is to have an abstracted higher-level framework in which the minute details fade to unimportance. I can look at an exercise set and say, "these are all really the same piece of work". This is frequently the case if you look at a text explanation written next to a series of mathematical manipulations; the line-by-line English descriptions may be totally identical for a given exercise set (even if, say, the numbers and variables are all different). In this sense, a professor working out the details of individual exercises may be entirely redundant, whereas for a student they're constructing a new perspective on the topic (what initially looks different gives way to awareness of commonality). That said, it may be good to check and see if there are details or complications unfamiliar to students, so that can at least be mentioned ahead of time in class. But: If one truly understands the subject in general, then any exercise or detail should be easily addressed on the fly.
Re: Professor not taking undergraduate course? It should be pretty unlikely for a professor to be teaching a course they didn't take as an undergraduate; undergraduate curricula are usually pretty standardized, and a PhD holder has taken all those classes and much more.
Upvotes: 3 <issue_comment>username_4: I teach at a small all-undergrad department. No TAs here, so yeah, if I'm not using some kind of on-line homework system (which I have only ever done in service classes, and I'm trying to give it up) then I have to do all the problems at some point to produce a key.
Now, that doesn't mean that I've worked them out in fine detail, nor that I have done them before I assign them. In my upper division classes I just chose a few that look like they go to my learning goals and might be interesting. If several students complain that problem X is too hard I look again and then maybe post some hints to the LMS or give them a less ambitious goal for the problem; or maybe not: tackling the occasional *hard* problem is a skill that they should be exercising.
As for how I help students when I haven't done the homework first myself, well, mostly it's a cakewalk. For one thing I never work the problem for the students: I just keep asking them related questions and suggesting concepts they might try to apply. For another, I've been doing this subject for longer than a "traditional" student (i.e. 18-24ish years old with little real-world experience between the end of secondary school and the start of college) has been alive. I choose problems on the basis of the concepts they exercise and I can usually tell that at a cursory reading, which means I can decide on a strategy (or several strategies) that will work when the student shows me the problem that has them stuck.
Upvotes: 4 <issue_comment>username_5: A lot of professors do solve their problems first. Among other things, it's always a good idea to check the problem to make sure it's solvable with the techniques the students know so you don't have egg on your face later.
Many people teach the same class over and over, it's common to prepare the problem once at the beginning and then reuse them. They can create extra problems and rotate them each semester to avoid students memorizing solutions from past courses.
Relatedly, common textbooks often have teacher's only problem banks. The answer book isn't really that hard to get, but many students don't bother.
Some have TAs handle the questions. Since it's tedious, boring work, it's great for getting the TA to do it. Often TAs solve the problems in problem sessions anyway.
Some profs just don't care and give problems without checking. When someone complains after they discover an impossible problem (eg. angles of a triangle add up to 190 degrees) they say "oops" and carry on. Students get upset but when's the last time a professor got fired for making a mistake in his homework problems?
So your answer is: Yes, some do.
However, it sounds like you're just shocked at how long you took with your assignment, so are assuming it can be done faster. It's always possible that there's a faster way to do it than you don't know. Also, repeatedly doing the same problems quickly makes you very efficient at it: Even students can, just by solving problems throughout a single course, get good enough to get an A. Imagine how good the professor must be: They are probably smarter than the average student, know more techniques and methodology, and have taught the class multiple times.
Upvotes: 2 <issue_comment>username_6: In most courses I was a Teaching Assistant in, the answer was: "No, the Professors let the Teaching Assistants do that, and they report back any issues they find." (And sometimes we would handle coming up with and checking HW assignment problems all on our own - when there were several TAs in the same course, anyway.)
I'm not saying this just to relate my personal experience - it is literally something a Professor can be *assisted* with. If you are a Professor and you want to give homework, try to pressure your department to assign you a part-time TA - even if only for this work specifically.
Upvotes: 2 <issue_comment>username_7: This will vary tremendously based on the professor - I'm not sure you'll get any answer other than "sometimes".
In my own experience...the answer is sometimes.
I've had professors where it's very clear they've only had their TAs do their assignments, or where the level of testing hasn't even gotten that far. On the other hand, a professor I worked with used to sit down every week for a meeting with his TAs, work through the problems, suggest extensions that the group presenting the homework that week could do, etc. That was a tremendous amount of effort, and likely wouldn't be repeated in later years once the problem sets were fine-tuned.
Upvotes: 1 <issue_comment>username_8: This might be just my experience, but I've been now almost 4 years at a UK university, and all (with one exception) of my main lecturers would know their coursework by heart. Furthermore, for most of the math classes I took, the lecturers would actually work through the coursework problems after all coursework has been submitted/returned.
And for project-like coursework, e.g. writing a not-so-small computer program, or performing such-and-such experiment, many of the course leaders would maintain either a thick booklet with a lot of guidelines/examples/marking schemes/etc, or libraries of work done by students from previous years. And these materials are usually passed to the new course leader, when course leaders change.
In summary -- yes, in my experience at a UK university, professors work through all the coursework problems they assign to students.
Upvotes: 1
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<issue_start>username_0: I've seen profiles of researchers who, over time, come to work in both theoretical and applied areas, although I suspect (having seen profiles of other researchers who recently finished their PhD) that these researchers had one forte to begin with.
As an undergraduate hoping to become a researcher, I'd like to develop both interests one day.
Is that possible in both directions? Can I go to school to become a theoretician and later develop applied interests; or go to school to become an applied researcher but later learn and pursue more theoretical interests?
As an example, I'd like to one day both deeply understand statistical theory and yet have the skillset to work with data. Is it better to start off in one area?<issue_comment>username_1: Short answer is yes you can. Now, how/why do researchers change directions? Many reasons;
1. Chasing different funding/proposals venues.
2. Being part of a school or department where interaction of professors and available lab equipment can lead (with time) to you redirecting your research.
3. When advising students for MS/PhD or being a part of search/research committees, one tend to think outside the box (outside of his research area) and incorporate different methods/ideas
4. You learn more new stuff with time! Remember that a PhD in subject X does not mean that you get to work in X for the rest of your life. It simply means that you know X (in details) much more than other people (or professors).
Upvotes: 1 <issue_comment>username_2: >
> Yes you can
>
>
>
There are actually two parts to your question:
Why so?
-------
As times change, seasons change, people's interest also change. The change between application and theoretical domains can be due to one or more of many factors as pointed out by @TheFireGuy.
An extra point I'd like to add would be the flair of ideas that may pop up from time to time causing the shift between the fields.
Why not?
--------
There may be some researchers who seem to be fairly comfortable in their current field and might be resistant towards switching between theoretical and applied research. Such people may have explored several fields before arriving at this one or just selected it randomly due to some influencing factor.
Upvotes: 0
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<issue_start>username_0: After presenting a paper at a conference last year, I was invited to submit an expanded version of the paper as a journal paper. The review of the paper has recently been concluded, and the editors recommended acceptance subject to minor revision.
While the paper was under review, however, we developed a more accurate approach which reveals that the finding reported in the paper was too optimistic and what was proposed in that paper did not seem as promising as previously thought.
I have been contemplating which action to take:
1. Withdraw the paper.
2. Revise the paper significantly to include the new methodology and the new results.
3. Keep the paper nearly as it is, only addressing the reviewers' comments (none of the reviewers questioned the previous approach), but adding a note that our latest approach produces something quite different.
I am personally not comfortable with option 3, although it may be the easiest and fastest thing to do. I am deliberating between options 1 and 2. Option 1 because the result doesn't look as promising as before and may not be interesting enough to warrant publication. However, if I withdraw the paper, there is no chance to warn readers that the results presented in the conference paper were too optimistic. Hence option 2, which is the option I am inclined to take. It however needs more time and I am not sure what to say to the editors.<issue_comment>username_1: A good review panel would not select your paper purely due to the impact of your result but also with respect to your approach to solving the problem. This may include how existing methods were modified and how novel methods are applied. This would also concern your analysis of the methodology *along with related results*.
1. Withdrawing the paper (option 1) should be the last thing you ought to be thinking about. That is unless you plan to publish it in a different journal after much improvement, but this also has its own implications.
2. There is nothing wrong with going for option 2. In fact it is to be most welcome in the ethics of research. Hopefully the reviewers would also appreciate such honesty.
3. Most may prefer option 3 as this would mean that your paper is published without any further ado. But since this makes you -- the author -- uncomfortable, you rather don't do it. It is not worth the feeling of regret once it gets published.
Convey your points precisely and see if you could try to describe the fallacy of the overly optimistic result in your communications. You may also include this as part of the updated manuscript if possible. Note that all communications to the reviewers must pass through the editor as part of the procedure.
Upvotes: 3 [selected_answer]<issue_comment>username_2: When you have submitted the paper, you did not know about the newer model! What if you never expand you current model and found out that the first predicted results are in fact very optimistic! This can be a good case study to see what others will advise. To me, I would go with option 3. I would mention in the conclusion section that you guys are working on a new paper where you are investigating a more accurate algorithm/model in addition to different parameters. I have read @issac's answer and it seems good too.
Upvotes: 1
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<issue_start>username_0: The [Interuniversity Consortium for Political and Social Research (ICPSR)](https://en.wikipedia.org/wiki/Inter-university_Consortium_for_Political_and_Social_Research) maintains a persistent URL for each DOI. Example: <http://dx.doi.org/10.3886/ICPSR06849>. However, the link often points to some pay-walled article, even when it is freely accessible somewhere else. Is there any alternative service that maintains a persistent URL for each DOI, which points to a open access article whenever possible?<issue_comment>username_1: I'm not completely sure what you mean by "maintains a persistent URL for each DOI" - the point of a DOI is that *it* is the persistent identifier and the underlying resource can be shifted around as needed.
But answering the question...
---
Why, yes, there is - [`doai.io`](http://doai.io/)
This takes the DOI, looks for an OA version (loosely defined), redirects to that if found, and falls back on the original DOI target URL if nothing is available.
Two examples from a randomly chosen issue of Nature last year:
doi:10.1038/nature14178 > <http://doai.io/10.1038/nature14178> - no OA version so falls back on Nature, the original DOI target
doi:10.1038/nature14260 > <http://doai.io/10.1038/nature14260> - OA version available on PMC, so directs the reader there
Upvotes: 4 [selected_answer]<issue_comment>username_2: A new open access DOI resolver was launched this week: <http://oadoi.org/>
It claims to be "an improved version of the ingenious <http://doai.io/>". The [development documentation](https://docs.google.com/document/d/1BJgYWar_2jKZYm4NB0m8yGtJpg7ODtK1U26_LPpWPKM/edit) provides a bit more explanation but is still in the process of being written.
Example:
* DOI gets you a paywall page: <http://doi.org/10.1016/j.tree.2007.03.007>
* oaDOI gets you a PDF: <http://oadoi.org/10.1016/j.tree.2007.03.007>
Upvotes: 2
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<issue_start>username_0: My domain is Image processing.
While submitting papers to conferences, authors are usually asked to select a primary and secondary topic for there paper.
1. What is the actual purpose of this?
2. What if authors by mistake select a wrong (not completely) topic instead of a more suitable topic? Does this get changed before/during the review process?
3. What if this is not corrected and paper is assigned to a reviewer who thinks this is not the proper topic of the paper? Does this affect the paper review process or increase chances of rejection?<issue_comment>username_1: Yes, this helps organize the papers for the reviewers and structure the conference. Ticking the wrong box can indeed cause a paper to be rejected, as not all reviewers read all of the papers and realize that it is just misplaces. Do choose these with care.
Upvotes: 2 <issue_comment>username_2: Conferences often use some sort of semi-automated system for matching papers and reviewers, in which case keyword/topic selection will be very important. Even when it is done by hand or by bidding, keyword/topic selection will typically guide who the paper gets assigned to. Moreover, some conferences also have special reviewing procedures or criteria for certain tracks.
Thus, what you select determines the audience you are claiming will best appreciate your paper, and thus which reviewers will be looking at it. If you pick the wrong ones, you'll get unappreciative reviewers, and have a much higher chance of getting rejected. If *might* get noticed and corrected on your behalf, but in my experience it is more likely that you will simply have a mismatch and get poorly reviewed.
Upvotes: 3 [selected_answer]<issue_comment>username_3: As Jake and Debora have said, the topics are used to allocate papers to the most suitable reviewers.
I know of a technical committee that had received approximately 400 papers for their conference. They wished to have 3 reviewers to each paper for a total of 1200 reviews.
They printed off the 400 submissions, laid them out on a very large floor and proceeded to attach post-its with reviewer's names on them. They had choose the 3 most suitable reviewers for each paper and keep a tally to ensure that no reviewer was overloaded. The whole process took almost a day of back and forth, and there were still errors when they had finished.
An online system can make a first pass on the allocation in minutes, taking into account paper topics, reviewer area of expertise, no of reviews per submission, nepotism and other factors. The chair can then tweak the allocation before inviting the reviewers to get started.
In answer to part 3, some abstract/paper management systems\* will allow a reviewer to view the abstract/paper and if they feel it is not in their area of expertise, they can notify the chair who may re-allocate it to another reviewer. (Even though this is a useful feature that should, we have found that some chairs elect not to turn it on, believing that it gives reviewers an easy opt-out
\*Disclosure - I'm a co-founder at [Ex Ordo](http://www.exordo.com), an online abstract management system that includes these features.
Upvotes: 1
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<issue_start>username_0: How can someone become a multi-disciplinary researcher?
For example, can one study a multi-disciplinary domain that combines signal processing, artificial intelligence (neural net, machine learning), robotics, instrumentation and control engineering, and embedded systems? Is there a path that could make a candidate a marketable researcher across all these domains?<issue_comment>username_1: To answer the general question: You can be a interdisciplinary researcher by getting multiple degrees in different fields, getting a single interdisciplinary degree, or by getting a degree in one field and, over the course of your career, working your way into another.
Most academic jobs are hired by departments, and the wide majority of departments are single-disiplinary, though interdisciplinary programs are fashionable right now.
To be a marketable researcher in a given discipline, you would generally need at least a phd in that discipline, possibly a interdisciplinary phd that centrally involved it (marketability depends a lot on the specific interdisciplinary program, but in general, these will be less appealing than an phd in the actual discipline), or, in very rare cases, a a phd in a different discipline but VERY extensive research in that discipline. When it comes to the latter, things are probably more flexible in the humanities than in the sciences, and often only in one direction (ex. there are philosophy phds in rhetoric departments, but not rhetoric phds in philosophy departments). In general, you need to be able to teach introductory courses in that discipline as well as in your particular area.
Some universities do have particular interdisciplinary departments or other interdisciplinary lines, but these are in established interdisciplinary subjects—cognitive science, peace studies, asian cultures, environmental studies...
There are also "cluster hires," where universities look to give a researcher appointments in multiple departments for work on topics like diaspora studies and agroecology that are appealing to administrators but too small to support entire departments. Cluster hires are rare and are not something you can plan a career around.
There are no lines for unspecified "interdisciplinary" researchers. You need to be able to market yourself under a specific discipline or under an established interdisciplinary program. In general, the latter will be harder.
Upvotes: 2 <issue_comment>username_2: There are two groups of researchers relevant to your question. The inter-disciplinary ones, and the multi-disciplinary ones.
I know one or two hundred inter-disciplinary researchers. With a couple of exceptions (so now we're down to a tiny tiny proportion of all researchers), they nevertheless all have a single specialism: in each case, it's a specialism that spans more than one traditional topic. Typically, they did one (or occasionally two) Masters' degree(s) in fields different to their first degree, and then did an inter-disciplinary PhD.
Only the exceptions are multi-disciplinary. We became that through many years of working across different fields. We're not specialists in all of those fields. But we know enough to be able to work in teams that consist of specialists from any combination of them. None of us planned it this way - it just emerged as a consequence of our (lack of) career path.
Many fields see the multi-disciplinary researcher as something of a luxury. In the first instance, most principal investigators and other research leaders seem to prefer single-discipline experts. An enlightened few see the benefits of creating the best team, rather than just selecting the best individuals; and for inter-disciplinary work, a multi-disciplinary researcher can be the catalyst that enhances the performance of the rest of the team, as well as doing research in their own right.
Upvotes: 0 <issue_comment>username_3: This is a tough question. I will set aside the issues of whether it is "interdisciplinary," "multidisciplinary," "cross-disciplinary" or any of a number of other terms that some people get very emotional about. I have heard some people give definitions of all of these terms that overlap, and my humanities friends definitely have strong opinions about them, while my science friends often just can't see the point of using any of the terms or keep them straight.
This sort of work is intrinsically hard to support in academic settings. Many departments actively punish people who do inter-, cross-, multi-disciplinary work in promotion decisions, by either downgrading the importance of that work in the promotion decision or completely removing it from the calculation; effectively saying "focus on what **we** do, here." Most interdisciplinary workers I know believe that they are behind the curve on promotions and advancement.
So programs that are truly interdisciplinary are rare. (There are some great exceptions, "Energy Studies" was mentioned in comments, and "Neuroethics" exists at my school -- there are others. Basically once a set of topics get pushed together often enough they can form their own field or discipline.)
You seem to be interested in the student or taking-classes side of this, so I will focus on that.
First, look at the topics you are trying to combine and see if they exist in that combination. For instance, you mentioned neural nets and machine learning which 20+ years ago were semi-independent fields (the former often in computer science departments and the latter often in engineering), and are now the inter-disciplinary "artificial intelligence" (at least at some schools; your local history may vary). Likewise, instrumentation and control engineering, embedded systems, and robotics will all include strong signal processing components. So signal processing may be covered in the others.
So start by picking as a central field one that combines the maximum number of interests you have.
Then, pick your second majors and minors carefully to fill in more, if you can. You may end up getting multiple degrees along the way, all in different fields. That is what happened to me, I have a BA/BS, three masters degrees, and a PhD; all in different fields, and all important to the work I do these days.
Just as importantly as degrees and classes are projects. Often part of education is doing projects and you usually get to pick topics that interest you. Pick things that combine topics you want to combine. To do projects you will need a lot of self-study, a skill you will need a lot of if you are serious about being multi/inter/cross-disciplinary in your working life.
**But** a lot of inter/cross/multi-disciplinary work only comes into existence once you get to work. So expect to keep learning well past the degree phase. That may be where you get the most of the stuff that makes your work interdisciplinary.
Upvotes: 0
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<issue_start>username_0: In the United States, federal law prohibits professors from releasing any student's grades to any party other than the student and any party whom the student authorizes to receive the grades.
One of my professors appears to be violating this law by uploading each student's lab grades in one file, which is accessible to anyone who is enrolled in the class.
Here is my proposed plan of action:
1. Ask the professor - in private - to post the grades using the online management system the professor already uses for other things.
2. If the professor doesn't fix this privacy violation, inform the professor that the method by which he/she post grades is a violation of federal law.
3. As a last resort, contact the department dean.<issue_comment>username_1: Objetively, I think you should ask a lawyer just to be sure before taking it to the dean, since it's a federal law violation and acussing someone of that would make a huge deal. And you wouldn't want to make a fuss over something for being ill informed.
Personally, I think you shouldn't care whether your professor uploads your grades where somene else can see them or not (even if it's a crime or whatever, i wouldn't give a single care).
Good luck with whatever you decide to do.
Upvotes: -1 <issue_comment>username_2: Go with option number 1. See what happens.
>
> 1) Ask the professor - in private -
>
>
>
If you're just worried about your grade being posted, may be you can ask him to at least remove your grade from there and leave the rest for the students that want to know their grades as soon as possible. Either that, or may be he could just post people's student ids next to each grade. Or assign a random id himself once, and use that id to communicate future grade reports.
Do note that some online management systems are not all that user-friendly, especially compared to an excel spreadsheet. So do not mandate the way he should solve the problem, mention the problem, and discuss the kind of solutions that may be acceptable to you.
Also note that some grades only affect a tiny percentage of the entire course grade. So that is why some Professors are less worried about the privacy implications of releasing those grades publicly.
And yes, option 2 and 3 would work too, if option 1 doesn't work, but hopefully you won't need to escalate. As you can see from this Supreme Court [decision](http://www.educationworld.com/a_issues/issues279.shtml) regarding peer-grading, FERPA is not as absolute as you might believe. Furthermore, very few students would have the motivation or the tenacity to pursue this issue in a court of law.
Upvotes: 3 <issue_comment>username_3: I would go straight to your departments director of teaching (or similar person) and not approach the professor directly. The downside of going directly to the professor is that he/she can hold it against you. There is no real upside of going to the professor directly. Assuming the professor is not a habitual nuisance to the department, a FERPA violation like this will not result in any repercussions. The department chair/director of teaching will simply verify if the professor's behavior is a FERPA violation and if so, tell the professor to cut it out.
If you go to your director of teaching, your name will likely never be mentioned. The DoT can verify the information without you and there is no upside for him/her to reveal your name. There is of course still a chance the DoT will not be discrete. In my experience, things like FERPA violations are a big enough deal that departments like to address them quickly.
Upvotes: -1
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<issue_start>username_0: In [this video](https://www.youtube.com/watch?v=ooI7Jimh0M0&t=2m30s) on mathematician [<NAME>](https://en.wikipedia.org/wiki/Maria_Chudnovsky), she says "with the MacArthur Fellowship, I'll be able to work exactly on the problems I want to work on."
Are professors not able to work on what they wish to work on without some sort of grant?
Do professors need a grant before starting research?<issue_comment>username_1: No, a professor doesn't strictly need grant funding to start work on an idea (and it's common to do some preliminary work on an idea to help *get* grant funding for that idea). However, grant funding helps professors to
* support graduate students and/or postdocs,
* pay his/her own summer salary, if the university only pays 9 months of salary a year,
* be promoted/get tenure in departments where there is an expectation of bringing in funding,
* sometimes [buy out of teaching obligations](https://academia.stackexchange.com/questions/65596/do-course-buyouts-happen-in-pure-mathematics)
Thus a researcher who wants those things, needs grant funding.
Having no-strings-attached grant funding that comes with no obligation to research a particular area gives a professor freedom to do those things, and still spend their research time and effort on whatever they want.
Upvotes: 5 <issue_comment>username_2: No, but subject to other time constraints. She can probably use the grant money to pay off the need for teaching any classes for a few semesters, and focus on nothing but her chosen research area. Perhaps the comment would be clearer replacing "exactly" with "exclusively".
Upvotes: 4 <issue_comment>username_3: A professor can always choose to work on a project without funding. Economically it may not be ideal, and their University may not thank them for it; it's also hard to do anything that requires much expenditure (obviously), but it can be done, and it is done very often. Furthermore, a lot of significant work is done pro bono; IPCC lead authors, for example, are not paid for their work specifically on IPCC tasks, and at least one funding agency (National Science Foundation) expressly forbids the expenditure of NSF funds directly on IPCC activities. Note that this is different than NSF funds being used to fund the *science* that goes into the IPCC reports: this clearly happens all the time. An IPCC lead author cannot, however, write an NSF grant (or claim a month's summer salary) for the purpose of supporting their time and effort as an IPCC author.
Doing any extended research without funding is very difficult simply for practical reasons (unless the professor has an independent income!). When <NAME> says that the MacArthur will let her work on exactly what she wants to work on, she's referring to the very valuable freedom the MacArthur Prize affords of independence from grant writing and reporting, and from the unfortunate fact that funding agencies cannot and do not fund every excellent idea that comes in over the transom - there are too many good ideas and not enough money for that. Agency programs also develop priorities, some explicit, some unspoken, that steer their funding decisions. All of these complications fall away - for a few years, anyway - with an award like the MacArthur Prize.
Upvotes: 2 <issue_comment>username_4: I am not merely allowed, but ***encouraged*** to work on whatever research I fancy. It's just that the school won't throw resources at me willy-nilly to do it.
Worse, I have to deal with my contracted teaching load first and do the research on the side. If I was at a prestigious, research institution that teaching load might be half-time or so, but I'm at a small, state university and the teaching load is 12 credit hours per semester.
So I am encouraged to do all the research I can with no money, no space1, no equipment2, no assistants3 and no release time. Thus the need for grant money.4
What the fellowship in question gives the recipient is not *permission*, but the *resources* to spend their time working on their project
---
1 Actually, with the remodel the state has recently funded this will soon be "very little space", yahoo!
2 Well, IT has been willing to give me an obsolete computer to use as a platform for the programming task that is stage one of a student project. But when a single-core, 4GB RAM, 500 GB storage computer with keyboard, mouse and monitor is a big step in equipping your corner of a shared lab you know things are tight.
3 I do have a number of in-major students who are interested in working with me, but that is more of a teaching obligation than a load off my shoulders because they still have *so* much to learn. But they can do a little bit of tedious stuff without close supervisions. And of course, they get more independent the longer we work together. And then they get a industry job or into grad school and I send them on their way and start looking for a new prospect.
4 So far this has really meant guiding the students through applying for the school's student research grant process and turned up a few hundred dollars a couple of times.
Upvotes: 5 <issue_comment>username_5: A professor of philosophy can work on his research without a grant. (If necessary, he can buy his own paper and pencils...)
But to do her research, a high-energy physicist requires a multi-million dollar lab, that costs a lot to keep it running. So unless she is *really* rich, she does require funding.
There was in the news a few years ago a story whose details I vaguely remember. A microbiologist had retired from the university, and then set up in his basement a lab to continue his research. But when the authorities found out, he was in big trouble. Apparently his premises did not have the licensing to house work with pathogens, or something.
Upvotes: 3 <issue_comment>username_6: The other answers here are covering most of the details, but bullet point version of the answer is:
* In principle, professors are generally allowed to work on any research they would like to, provided they can still do all the other requirements of their jobs.
* In practice, given their other responsibilities (teaching, committees, currently/previously funded research, etc.) doing additional unfunded research may be impossible or at least eat into their free (non-work) time.
* Additionally, funding is very important in making promotion decisions (at many schools it is the **main factor** in these decisions). This means funded research is almost always the main priority.
* Therefore, unfunded research may be nearly impossible in practice, unless it is either (i) really cheap, (ii) uses resources already available (staff, students, laboratory equipment, etc.), or (iii) can be justified as part of different already funded research.
* Despite this, professors at research universities usually **do** do at least some unfunded research, as this sort of work is required in order to prepare for, apply for, and ultimately get the funding that is needed to do most research.
This is why all the professors I know work 80 hours weeks!
Upvotes: 3 <issue_comment>username_7: Other answers here are useful but incomplete and I believe actually miss the main thrust of what the original quote is referring to.
Despite wide support to pursue research as an academic, there are limitations on the amount of time most academics can commit to their research. A primary way to expand the proportion of your time that you can devote to research, as well as to resource projects that could not otherwise be undertaken at all, is to apply for research grants, primarily research grants external to your employing institution.
However, the vast majority of such grants are awarded for specific research projects or fairly defined research programs. Funding agencies virtually all require these to be defined to a fairly specific degree of detail in the competitive application process. When funding is awarded, it is an expectation of the funding agency that the research that is undertaken will be the work that is funded, and there are typically also reporting mechanisms that can be used to monitor this. While the specifics will vary between disciplines, such an approach by definition leads to relatively 'monolithic' research projects, where the entire edifice must be at least sketched out in advance in some detail, thus tending to direct funding to more clearly defined work and to methodologies where such an approach is possible. Applicants further may feel constrained to propose the focus of the research work to a topic they feel is more likely to be funded, and to using methodologies that they feel are more likely to lead to a successful outcome in the competitive application review process. Moving away from your mathematics example to health research, for instance, applicants may feel compelled to propose a randomized controlled trial to investigate an intervention, rather than using other approaches (e.g., a single case experimental design series) as randomized controlled trials are still perceived as the 'gold standard' even if other approaches may also have merit.
When funding such as the MacArthur Fellowship is awarded to a person, rather than a project, the person is free to pursue research in whatever way they deem best—rather than being constrained by having to pre-define their approach and filter this to maximise likelihood of being funded.
Upvotes: 1
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<issue_start>username_0: In high school and college I remember whenever doing some research for a class, my English teacher then will look at the citation at the end and use a red pen to mark out any place where MLA format is not strictly followed. This is probably the reason that there are 106 million hits for "MLA How?" on Google.
Doubtlessly citation is necessary and very helpful, but I question over the strict adherence to a particular formatting style. But the problem is I have this idea that you must cite with 100% accuracy and adheres to a particular style. It was drilled into my head by my English teachers and professors particularly those in the arts and social sciences. Now I am in graduate school and I am faced with having to cite dozen of extremely well known literature with a very small audience in mind. Some of the authors are who works at another lab down the street or I meet everyday. In all honesty, the citation is done in the off chance someone who reads it and finds that he needs additional literature support.
---
By *formatting style*, I mean any generic formatting style MLA/IEEE/APA (<https://owl.english.purdue.edu/owl/>) or otherwise that instructs you to cite as follows:
>
> [First Name][Last Name] "[Text]"...[Publisher][Page
> Number][Chapter]...[Web/Print/Hardcopy...][Date Accessed in m/d/y or d/m/y]...
>
>
>
Don't forget each [...] needs to be separated, by ; , or a dot, or comma as instructed.
---
For one, doing a strict alignment with a particular format a huge time waster for the author and practice feels a little bit cultish.
Secondly, *if the most necessary information pertaining to a particular reference is included in the citation section*, do I REALLY need to ... align the format with a particular citation style with strict adherence? I think nowadays most people just look at the author and the book title and do an online search.
For example, is there a huge problem with writing:
**<NAME> "Guide to IEEE or MLA format". Dover. 1999. Print.**
or
**<NAME>, Guide to IEEE or MLA Format, Dover, 1999.**
or
**<NAME>. "Guide to IEEE or MLA Format". www.guidetoieeeormla.com. Web.**
Or
**<NAME>. www.guidetoieeeormla.com.**
Actually if I remember far back enough in high school you would actually need to cite another person if he speaks to you. So if I had spoken to Mr. Antonie (made up person), then I would have to cite our conversation in a particular style. "Verbatim" was the word, or "Orally", or "Presentation"? I don't think I have ever done that after high school, even in reality much of what I know is by speaking to other people, yet I never reference any of those people.
I have not yet written a research paper. Is strict adherence to a particular formatting style actually followed in practical research? Is there any big problems that would arise if a particular citation style is not strictly followed?
This question is inspired when I was exploring around and seeing how people in other countries say France do not particularly care about this issue and everything works fine. I am in the hard sciences if that helps.
**Comment: looks like an American phenomenon, just so you know in American schools we are taught for the span of 4 years to manually type all citations in MLA (including the full URL link) Here's a paper addressing this interesting [cultural practice](http://www.parlorpress.com/pdf/walker--everything-changes.pdf)**<issue_comment>username_1: No. Most people use automatically generated citations and references. Usually I find some errors (often case errors) and fix them. But strict adherence to a citation style is typically obtained by the copy editor of the journal, or nor at all.
Upvotes: 4 <issue_comment>username_2: First of all, almost nobody formats their references by hand. Typesetting systems such as Latex have a tool for auto-generating references, for instance from a bibtex file (which is essentially a local database of papers that the researcher often cites). Entries into this file are also not really manual in most cases, as bibtex entries for papers can usually be obtained via a quick web search from the publisher. For instance, in the ACM Digital Library (see example entry [here](http://dl.acm.org/citation.cfm?id=1361191&CFID=598984303&CFTOKEN=<PASSWORD>)), you can click on the right-hand side on Export -> Bibtex and obtain a bibtex entry. Other typesetting systems, such as Microsoft Word, usually have similar plugins or features.
Now, why would your English teacher (or publishers) even care about whether you write <NAME> or <NAME> (or Antonie, T., ...)? At the end of the day, this is not so much about understandability of the reference, but more about giving the paper a more professional look-and-feel. For journals it is important to retain their "trademark" optics. This includes obvious aspects, such as font size, column layout, or margins, but also extends to using a consistent reference style within each paper, and also across papers published in the same journal.
Upvotes: 6 [selected_answer]<issue_comment>username_3: There are various reasons for this strict format. It makes the reference easy to track. You want to make it as easy for the readers as possible; things that an author invests in, the reader doesn't need to - as the reader should be treated as the more important part of the game - after all, it's the reader for whom an essay is written; without him/her, it's an exercise in futility. Always respect the reader.
Also, in earlier journals space was at a premium, and a compact, yet predictable organisation of, say, a journal reference without superfluous wording (which requires strict ordering of volume/number/year to avoid confusing volume, pages, year etc.) is necessary. Space is less an issue with electronic journals, but is still an issue for paper-based ones.
As others have pointed out, the task is much easier now, due to the existence of software that helps you doing that. It's strongly recommended to use it, as it will much simplify your life.
Upvotes: 3 <issue_comment>username_4: In my field (mathematics), citation style is almost irrelevant. Journals have house styles and most people more or less try to follow them. But I just can't imagine a paper being rejected for citation style issues. Sometimes a copy editor will correct the citations; sometimes not. As a referee I have occasionally complained about lack of citations for material that the authors take for granted as background knowledge, and I have occasionally suggested corrections to the spelling (especially capitalisation) of some cited titles. But given the often illogical and internally inconsistent nature of citation styles I would likely just ignore even relatively blatant inconsistencies.
People tend to be a bit more careful when writing a thesis than for research articles, and of course professionally published books normally receive a thorough copy editing anyway.
I am pretty sure things are quite similar in computer science and physics. At the opposite end, a lot of people in the humanities seem to be obsessed about this kind of thing. I suspect this is related to the fact that they typically have no way of checking whether a claim is objectively true or objectively false. A lot is essentially a matter of opinion. As a result, typical authorities in those fields are never wrong, or rather, would never admit to being wrong. Since walking off in the wrong direction and changing course when you realise it is a key part of progress, this is a very unhealthy atmosphere that tends to favour mediocre, anti-innovative people who obsess over trivial details that are objectively decidable, so that they find (trivial but verifiable) errors in other people's work while making sure they can't be attacked in this way by their kind.
All that said, there are good reasons for citation styles and one shouldn't just ignore them. In particular, since URLs have a habit of becoming invalid after a few years, just naming author and URL (as in the fourth example) is not a good idea. It's bad enough that cited websites can change their content, but with so little information it can even be hard to track down the contents of one that has disappeared.
Upvotes: 4
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<issue_start>username_0: I am a PhD student in Germany and my supervisor has suggested me to change the research group because he has told me I cannot write a good quality dissertation within the time framework of three years. He assumes that the maximum possible time for doing the PhD is three years and this time framework cannot be extended.
Now I want to talk with him face to face, but I don't know what to say. Has anyone had a similar experience? Should I fight to keeping this position or I should find another position in another university?
edit 1: I personally prefer to leave the group because I never felt I'm part of the research group even after one semester. I didn't get that feeling even from my supervisor.<issue_comment>username_1: >
> Should I fight to keeping this position or I should find another
> position in another university?
>
>
>
Ask yourself the simple questions.
* Fight for what?
* Will I fight for this?
* Are my chances to achieve what I need enough for the estimated efforts?
You should find a balance between two fundamental edges. Withdrawing from troubles becomes a very bad habit, nobody should feed it. Even so, reasonable step aside is a wise move. Problem in using this dilemma is measuring the price and prize while you haven't such experience and saw only vague probabilities.
>
> Has anyone had a similar experience?
>
>
>
Probably, nobody had the identical situation with the same people for sharing a solution with you. I'd leave one job because it's become unpleasant because some direct hired manager's doings, and I didn't see enough growing potential there. However, It wasn't a hard choice. I'd ripen to move towards harder and well paid projects.
*As you write it, such direct recommendation is almost a silent firing, looks like nothing to seek there. But you can still try to obtain some time, recommendations for moving and information about your next workplace.*
Upvotes: 0 <issue_comment>username_2: Here is what a good supervisor should do:
* Before hiring you, evaluate your qualifications and abilities in a diligent way.
* Once he has hired you, take a certain responsibility for your professional developement, and provide you with his (hopefully prudent) advice, in particular in times of troubles and doubt.
* If you fall short of his expectations, tell you in a non-threatening way and look, together with you, for solutions.
As your advisor seems to do none of this, my advice is to run as quick as you can from his research group and look for another position.
Upvotes: -1 <issue_comment>username_3: This adviser is **doing you a favor**. He is telling you at the very early stage of your PhD that you're not cut for it according to his standards. That sounds harsh and that's why I think the funding argument is merely a diplomatic excuse.
Imagine if he had told you the same thing after 2.5 years, or failed you at the defense (if that still happens).
I have no ways of knowing whether he is right or wrong, but that is irrelevant anyway: he doesn't want you to get a PhD under his supervision, hence you won't get it. Your only viable option is to leave.
For your discussion, ask more details about what you could improve, or what other path he would suggest for you. He is in no way obligated to answer but it might be helpful to you. Based on what he tells you, you might get an idea of what can be next for you: switching group, taking additional education, switching field of research, looking for opportunities outside academia, etc. That is not something we can help with without knowing you and your work.
Upvotes: 3
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<issue_start>username_0: I am very new to this...
I need to give a short talk at a conference soon, on which I am going to talk about something my advisor and I work on together. Alphabetically, he should go before me, but would it be confusing since I am the one giving the talk?
Should I just list my name and put "Joint Work with xxx" on the title page?<issue_comment>username_1: You can discuss this with your advisor first, however in many fields, the advisor name goes as is the last name (by default not by contribution percentages). Also, since you are the student (you need to identify that when you start presenting yourself), you can still go first (in my field [civil engineering] it is common for students to go first as it is a general knowledge that advisors let their students go first in conferences/posters). It is even common that the conference paper will list that advisor and student as the first and second author but names can be switched in the presentation (if presented by the student).
Upvotes: 0 <issue_comment>username_2: A common way to address this kind of problems is to highlight on the title slide who is the speaker among the authors (e.g., by underlining, bolding or by assigning a different colour).
For instance, you can write the list of authors as
>
> <NAME>, **<NAME>**
>
>
>
Upvotes: 3 <issue_comment>username_3: In my own field, the person who had done most of the work (including probably having the idea, doing some analysis, and writing the paper) would safely be the first author. The person presenting the work could be any of the authors (but preferably it would be the first author), and normally their name would be \_\_ underlined \_\_ on the title slide. In some unusual cases, a non-author might present (eg visa problems, illness, etc). In such cases, a special note would be needed on the title slide. In cases where the first authorship is confusing, eg because one person had the idea and did all the analysis, but the other person did all the writing, it is less clear cut, and you need to discuss.
Upvotes: 1 <issue_comment>username_4: If you are in mathematics, there is no notion of "first author", so you can ignore alphabetization. You can put your own name on the first slide as you normally would, and then elsewhere on the slide add "Joint work with XXXX." Here's an example from a slide talk I gave: [](https://i.stack.imgur.com/F4KZ9.png)
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I was looking around on the internet and I found some notes with homework appended to them ([for those interested, it is math](https://math.la.asu.edu/~halsmith/MDS.pdf)). What struck me is that these questions are not only lengthy, notationally challenging, but also appears to be quite complicated. For a biology course no less.
**Can any authors or professors illuminate as to how (i.e. the process) these assignment questions are developed?** I thought about this and found several scenarios which are quite interesting to think about, but at the same time, ridiculous to me.
*For professors/authors:*
**scenario a**: the professor/author goes home and quietly sits in front of a fireplace and starts brain storming weird scenarios and writes down these random thoughts
**scenario b**: the professor/author demands his graduate students to pump out 10 questions on a weekly basis, the rest is history
**scenario c**: the professor/author picks up another book and make adjustments to questions that looks interesting and then puts into his own book. But then this sort of becomes a chicken-egg problem. What about a completely new field that no one has touched before?
**scenario d**: there exist a large central depository of problems that professors submit to it, and draws question from it, a massive database out of reach of any students. This is some fringe conspiracy theory.
**scenario e**: [The Hamilton approach](https://en.wikipedia.org/wiki/William_Rowan_Hamilton#Quaternions). Ideas just flies out at random say when you are taking a shower, or buying some groceries and then you jog them down very quickly and then send it to a depository. Kind of like **scenario a** but much more random.
What about people who are cross discipline and working on their own field? Are there dedicated personnel who is neither an author, nor a professor, but just works on developing these assignments all day? This question just opens up a can of worms.
Please feed my curiosity, I would love to know how they are developed because maybe I will also develop my own someday. I know there exist some distinction between authors and professors (although the two coincides on a great degree), let me know if things done differently between different professions.<issue_comment>username_1: You missed **scenario f**, which I suspect is the most common: The professor has been teaching this class and refining the textbook/notes for years, and developed homework questions out of problems that have come up over the course of that extended period of time of engaging with this material.
Upvotes: 6 <issue_comment>username_2: Another case is where you've worked on a more complex form of a problem in the past -- perhaps as part of a larger research project. Perhaps the answer had an interesting or elegant 'core' to it. You try to write a more simplified version of the same problem, while preserve the interesting essence of the more complex problem. Relevance to a current 'real world' problem helps to make assignment/tutorial problems more interesting, and they stimulate more thought and discussion.
Upvotes: 3 <issue_comment>username_3: I have been teaching university courses, as well as authored books and booklets for students, in computer science. I have therefore created assignment questions for these books, exams, and term papers. I always found two qualities of an assignment to be the most important one: It must contribute to the understanding of the topic the textbook or term was about. Additionally, it must be *fair*, i.e., solvable in the allotted time frame without the student/reader having to be a genius. I usually create questions in this way:
1. I identify the essential topics for the textbook's chapter, or the term. These topics constitute the "general topic area" any question must reside in. I usually write these down on paper and put the back in front of me every time I need to create a new assignment.
2. For each topic:
1. I identify the most common concepts one is required to understand in order to master the topic. Basically, the building blocks of a topic.
2. I formulate a problem that requires the student to correctly apply this "building block" in order to solve the problem.
3. When I have created a set of questions for a a chapter of textbook, I save them and close the file for at least 2 days, sometimes a week. I create a usually calendar entry to look at them again.
4. When the calendar alarm fires, I open the file with the assignments and print it. Then I set a timer and begin answering my own questions. For textbooks, one needs the answers anyways, typically. I set a timer and, for each question answered, note how much time I needed for answering the question. I take care to only use the tools the student will also have at hand. I then multiply the time by 2.5 (roughly --- your mileage may vary, but see below). This gives me a rough idea on how long a student might need to answer my question.
5. I check the timespans against the allotted time for the student. Typically, there is some sort of time boundary for students: In an exam, obviously, but also for term papers and textbook chapters.
6. Refinement.
Note that the estimation of how much time your students may need to answer your question depends very much on how fast you answer your own questions, and is also a question of experience. I usually take my time and try to do them "extra-neat." Especially when creating textbook or lecture notes, this pays off quickly. This is how I arrived at the factor 2.5. As @scaahu pointed out in his comment, a higher factor might be sensible. In general, I'd recommend starting with a higher factor --- for example, the mentioned 5.0 --- and reduce it only if your students consistently have much time left after an exam, or are finishing their term papers very quickly, over *a number of terms* (this is important!). Forcing students to come up with answers quicker and quicker does not necessarily mean that your assignments will have made them smarter. More often, it creates a lot of frustration among the students without any benefits, and, in my experience, rather leads them to present (generic) answers they memorized beforehand from, e.g., your lecture notes or other textbooks, rather then come up with their own answers.
Upvotes: 6 [selected_answer]<issue_comment>username_4: Actually, none of your scenarios describes my workflow. I use two approaches:
1. For every chapter/section/topic/… (let stick to section) I think about what concepts the students should master. To figure this out I collect all **definitions**, **results** and **techniques** from that section and design questions around these. For example, I think about questions that make the students understand a **definition** (and a definition is best understood while working with it). I am from mathematics, so here is a mathematical example: The concept are continuous functions. Problems for this concept could be "Show that this function is continuous!" with a concrete function or "Let f be some continuous function. Show that f has this or that property!". For **results** the approach to design problems would be to think about why you teach this result. It certainly is good for something. Find that and ask a question for you can use the result. For **techniques** it is even simpler: Give a problem that can be solved with this technique.
2. There are things that could be explained in the lectures but for some reason I prefer to have them in the homework. This could be a corollary/side result/additional result that is useful and simple enough to derive but too much for the lectures. It could also be a core result for which the proof is simple and the idea of proof is obvious or the proof is just very illuminating.
I should add that when I decided what kind of homework I want to give, I usually look at textbook and see if I find problems in the respective categories and only if I can't find problems that fit, I start to derive my own problems. (So you may say that after I decided which kind of problem I want, I follow scenario c…)
Upvotes: 4 <issue_comment>username_5: To be honest, from my own experience and working with two different advisors of two different universities in two different countries (US and non-US), the professor will choose book A to include in the syllabus and choose book B (doesn't mention it to students) for homework and exams questions. For instance, for steel design, many professors like <NAME>'s book to get examples and ask students to buy it because it is very simple and straightforward. However, most homework questions come from McCormac's book that is a bit more complicated. I have rarely seen anyone wrote their own exams except for very old professors who are "old school".
Upvotes: 2 <issue_comment>username_6: I've been amassing my own sort of "test bank" of question types and formula variations of my own design over the past several semesters, driven in large part by the desire to both create a pool of as many non-repeated question types as possible (to foil those amassing their own test files on the other side of the battlefield), as well as the interest in finding problem types that capture as much of the relevant core concepts as possible in a compact, relatively workable form (to reduce the number of students whose level of comprehension is buried under a tangled mess of bad algebra).
For example, as part of the calculus discussion on derivatives and their effects on the graph of a function, I've been slowly compiling a critical mass of equation types whose derivatives are reasonably straightforward (even if not always "easy") and which contain at least example of most of the key features (maxima, minima, inflection points, etc.), from which I can then pull my favorites (or favorites of the week) to craft a number of distinctive but reasonably equivalent versions of a test for a large section. In deference to the identify-key-details nature of my father-in-law's abiding hobby of birdwatching, I call it the "calculus field guide." Work now to *accelerate* for the summer, no pun intended.
Upvotes: 1
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<issue_start>username_0: This question is specifically aiming at the UK PhD admission system.
Having spent roughly 6 years in the UK - 2 years A-Level and 4 years undergraduate, I am now moving forward into applying for PhD programs. To my surprise, I discovered that I would have to face a lot of difficulties regarding my eligibility for funding.
Most of the funding I applied for were strictly 'UK/EU citizens only', and it is rare to have full funding for international students. I have applied to a lot of places, and received a lot of responses in the form of "... you are a good match, but I don't have funding for overseas students...".
Having chosen the UK to study with the belief that 'as long as I am competent I should be qualified for the job', the reality has really slapped back at me.
Why such discriminations are allowed in a developed country like the UK? I made this claim knowing little to nothing about the US or other countries' systems, but lots of my friends having applied to EU PhDs received their offers without being asked whether they are 'caucasians' or not.<issue_comment>username_1: I wrote a pretty extensive response on this a little while ago: [here](https://academia.stackexchange.com/questions/61795/fellowships-for-graduate-studies-in-uk-which-are-available-currently/61800#61800) and also [this](https://academia.stackexchange.com/questions/62885/phd-funding-other-sources/62886#62886) may be slightly relevant.
The short version is: Because they can be, and because they have to be. UK universities make money off international students; their funding is limited, and it is designed to go to domestic or European students. The funding bodies will only fund domestics because a) they're probably not allowed to fund anyone else; b) it's in their best interests to fund domestics; c) one international PhD scholarship would be equal to 2 or 3 domestic ones.
There is also the over-arching idea in the UK governmental system that students are supposed to bring in money, not take it. This idea has spiked in magnitude in the past few years.
The UK government limits the funding given to universities, and universities make up for that with international fees. We are essentially cash cows, outside the rare scholarships that are extremely competitive (Rhodes, Fullbright - the second of which neither of us is eligible for).
You also can't go for the option of naturalisation based on the time you've been in the country because -- you guessed it -- time as a student doesn't count.
Source: Same situation as you, left friends, home, and partner to do PhD in France after 5 years in Britain. I had many PhD acceptances, but none of the universities could fund me and we spent months looking at every option. Unless you're rich and you can self-fund (or you're happy to take out loans), it's unfortunately not very doable right now.
You should also keep in mind that, as a student at the end of your education, you are unfortunately likely to be targeted by the immigration police. I would advise you to not do anything like overstay, but also to not leave the UK once you have graduated until you're ready to move away before the expiry of your tier 4 visa -- because you will not be allowed back in even if your visa has months of validity on it. It happened to me. This is unrelated to your question, but it's a warning I think not enough people in our situation get.
Upvotes: 6 <issue_comment>username_2: In addition to the other answer, I think a big problem you are facing is that you and the UK government do not having matching expectations of what a PhD student position is. You say:
>
> Having chosen the UK to study with the belief that 'as long as I am competent I should be qualified for the job', the reality has really slapped back at me.
>
>
>
In terms of UK education policy, and as I understand it, a position as a PhD student is not a "job" like being a lawyer or gardener. It's a funded educational program, where the country partially or wholly pays for your training. As the UK is spending this money, they want this benefit to go primarily or exclusively to UK citizens (and EU citizens, arguably mostly because they have to). Whether this is a good policy or a bad one is really not a question that is easy to answer, but this is fundamentally the reason for the hardship you are facing.
That being said, you are not out of options. You can:
* Find a position in the UK that is funded via European money (e.g., H2020 or ERC) or industry funding, rather than UK funds. Those should pretty much always be freely assignable even to PhD students.
* Move to any other country in the European Union. No other major country that I am aware of (including Germany, Switzerland, France, and Sweden) has similar restrictions, and a master from a good UK university should open up this possibility for you.
Upvotes: 5 <issue_comment>username_3: Here's an alternative way of looking at it:
Education is one of the UK's main exports.
The aim is to sell education to those from other countries, not to give them money and education. You might not agree with that, but it's the current situation.
Upvotes: 5 <issue_comment>username_4: UK research councils cannot and indeed do not discriminate only by nationality. Eligibility mostly depends instead on residence. See for example [ESRC's summary](http://www.esrc.ac.uk/skills-and-careers/studentships/prospective-students/am-i-eligible-for-an-esrc-studentship/) .
In general, people who have been ordinarily resident in the UK for 3 years are eligible for research council studentships, regardless of their nationality/citizenship. Note, the caveat that for non-EU citizens, time spent in the UK for the purpose of full-time education does not count towards this.
As a result, not only are a large number of non-EU citizens eligible for studentships. But also, there are some Brits, who, having live abroad, are not eligible.
As others have said, the reason for restricting funding in this way is that the Government view PhD studentships as an investment in the UK and so limit their availability. Various pieces of UK and European law shape the restrictions into the (somewhat complicated) form you see.
Applying limits to tax-payer funded studentships in this way is not unique to the UK, here is a similar [example from Chile](http://www.conicyt.cl/becas-conicyt/2016/01/becas-doctorado-en-el-extranjero-bch-2016/) , that requires the applicant 'Ser chileno/a o extranjero/a con permanencia definitiva en Chile' -> 'To be Chilean or a foreigner with permanent residency in Chile'. While, in the USA, the [NSF Graduate Research fellowship program](https://www.nsfgrfp.org/applicants/eligibility) requires applicants to 'be a US citizen, US national, or permanent resident'.
Upvotes: 4 <issue_comment>username_5: Some answers already point in this direction, but I think this will bring more clarity.
Residence in a country entails having a series of rights and obligations. For example the payment of VAT that non-residents can recover when they leave the country. Access to public health or social benefits .. and the same with education.
Citizens of European Union have mutually recognized rights, so that citizens of an European country have certain rights as if they were residents. In other cases you just have to comply some small formalities to obtain these rights (eg request European health card when they are in transit).
They don't need special permits to work or fix residence, etc.
Overseas citizens do not have the same rights, maybe they need to fix residence before applying for a job, a travel visa, vaccination or whatever. And same applies to UK or European citizens when travelling abroad.
---
Edit: someone mentioned Spain.
Prerequisites for obtaining fundings in universities in Spain are:
Being Spanish, or possessing the nationality of a Member state of the European Union. In the case of Union citizens or their families, beneficiaries of the rights of free movement and residence will be required to have the status of permanent residents or proving to be employed or self-employed. These requirements shall not apply for obtaining scholarship tuition. In the event of non-EU foreigners, the provisions shall apply the rules on rights and freedoms of foreigners in Spain and their social integration.
[Source](http://www.mecd.gob.es/educacion-mecd/mc/becas/2015/estudios-universitarios/requisitos.html%20%22Requisitos%20generales%20becas%20MEC%202015-2016%20Ministerio%20de%20Educaci%C3%B3n%20y%20Ciencia)
Upvotes: 3 <issue_comment>username_6: Is there any country whose tax-funded universities do *not* differentiate between foreign and domestic residents (and others defined as equivalent to domestic for educational purposes, under specific international treaties such as EU membership, or student exchange agreements)? The UK is hardly alone in this practice.
Upvotes: 3
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2016/04/11
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<issue_start>username_0: I am applying for a university, and on their website they have divided topics in “Areas” and “Themes”. For example, *Areas* contains *Information Systems* and *Computer Science* and *Themes* contains *Big Data* and *Cybersecurity.*
As the heading says, what is the difference between *areas* and *themes* in this context? In my opinion, there is a great many that overlaps making the margins fuzzy between the terms.<issue_comment>username_1: Many departments will organize themselves internally in multiple various different ways, base on how they've organized their program. For example, where I went the Electrical Engineering and Computer Science Department was organized in at least the following (partially independent) ways:
* Three different degree tracks (EE, CS, and EECS): which one you chose dictated your graduation requirements.
* Seven focus areas (devices, signal processing, electrodynamics, AI, algorithms, systems, biomedical): these were used in organizing graduation requirements.
* Several major "laboratories" comprising up to 100 faculty or more, which were primarily EECS but also overlapped with other departments: these were the primary organizations of research and graduate life (beyond one's own supervisor, of course)
* A number of "themes" within the focus areas, that were used for determining aspects of Ph.D. qualification.
Other departments are likely to have similar degrees of intricacy, as the result of the evolution of complex negotiations between different people and organizations over many decades. Moreover, they are likely to use the same words differently, because there are only so many ways to say things like "area" and "theme" and lots of different odd organizational specifics that one might be mapping them to.
In your own case, it sounds like the "areas" are more durable aspects of study, where the "themes" are current hot topics. The only way to know for certain what they mean to that organization, however, is to read the university's documentation online (if they are well organized) or to contact the people there directly.
Upvotes: 2 <issue_comment>username_2: I don't know the department but I guess that:
**Area** is somewhat more stable while **themes** can change more quickly.
For example, big data may be a topic for up to another decade or two but computer science will stay for more than half a century.
Also, I would guess that people from different areas could work together on the same theme. I may also be that the department hires a new guy in some of their present area but this guy will add an additional research theme.
Upvotes: 2 <issue_comment>username_3: Though it does not seem to be the case in this specific context, a "Theme"-like structure sometimes exists to allow interdisciplinary research and study. Where I am, there is (for example) an environmental-science "theme" that pulls from several life-science departments across two colleges, as well as various social-science departments (for human involvement in the environment).
Upvotes: 1
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2016/04/11
| 444
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<issue_start>username_0: I've already earned my degree (B.S. in Neuroscience, Psychology and Music), but need to take some pre-requisite classes before applying to a Masters in Physician Assistant Studies program. These courses are going to end up costing about $10,000 total. I imagine I'll need to take out another loan, but who should I talk to first? The school? The bank?
I know very little about financing this kind of thing and am trying to avoid getting taken advantage of.
I'm be applying to school in the north eastern U.S.<issue_comment>username_1: You might try enrolling in a university as a [non-degree seeker](http://admissions.utexas.edu/apply). Such programs allow people who already have a Bachelor's degree to take additional courses for official credit but not towards any specific degree. These programs are common and a good way to add to a transcript in order to meet minimum admissions requirements for future programs to which you might apply.
Upvotes: 2 <issue_comment>username_2: You're not eligible for federal student loans, as a non-degree student taking pre-reqs. You can talk with banks, but they seem to be out of that business (student loans) these days. I asked my bank reps one time, just out of curiosity and to perhaps have some extra options to consider, just in case. So, you'll likely pay the 10k out of pocket immediately, so you had better find a temporary job to help pay for it.
Upvotes: 0 <issue_comment>username_3: I would talk to the schools you want to apply for; some schools will admit you to a graduate program with an agreement that you will take these required courses. If you have a school that will work with you, you may be able to take these courses while being considered as a Master's student (and so be eligible for funding/financial aid).
Upvotes: 0
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2016/04/11
| 798
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<issue_start>username_0: I'm writing an academic paper, which hopefully will be accepted and published in the conference proceeding.
In order to explain my idea, I'm also drawing a figure including a free image licensed by Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
The license states that I cannot use the material for commercial purpose.
I know that publishing activity performed by academic people for academic publishing is usually considered as non-commercial activity even though they receives salary from their university.
However, I have noticed that the conference committee will publish a set of papers including mine as the proceedings with price. Therefore, it might be considered as commercial activity. Also I'm worry that I will have to sign a contract to the publisher about the copyright transfer.
So, as a conclusion, is it OK for me to include images with CC BY-NC 4.0 license in my paper?<issue_comment>username_1: Summary: Is it ok for you to include the CC By-NC 4.0 image in your paper? Yes. Is it ok for the paper to go through a particular process at the conference? Maybe (see below).
The answer to this question is not clear-cut. There is no general agreement as to what constitutes "commercial purpose" with CC licenses. There has been much [discussion on the CC pages](https://blog.creativecommons.org/2009/09/14/defining-noncommercial-report-published/) which has resulted in guidelines, but they are still not black and white.
The best approach is to contact the person who owns the copyright for the image and ask them for permission. That is the non-ambiguous approach. If that is not possible, the next best approach would be to discuss the issue with the conference in question. Depending on how aware they are about licensing issues, they may already have an option in place to address your situation.
A separate issue is the one of copyright transfer. You are free to transfer your own copyrighted content to another body, such as the conference. But you cannot assign another person's copyright to them. Usually there is a line in the copyright transfer agreement that requires you to specify that you own all of the material being assigned to the new owner. Regardless of the outcome above, you do not own the copyright on the image, even if you have permission to use it. These are separate issues. Once again, you should discuss this issue with the conference organizers.
My personal experience has been that many conferences request copyright transfer as a blanket process without realizing that it's often not necessary. When I have contacted such conferences and told them that my work is published under a CC license and that I will NOT assign the copyright to them but WILL give them permission to use it as they see fit, they usually accept and have no problem with it. Sometimes, however, the conferences get stuck on procedure and try to force a single process that doesn't fit modern publishing constraints such as the ones you describe.
Upvotes: 4 [selected_answer]<issue_comment>username_2: It depends on the licensing arrangements of conference proceeding publications, surely?
Some require you to transfer over the entire copyright (which you cannot in this situation). Others may want the entire proceedings to be published under the Creative Commons Attribution License (CC-BY) which is incompatible with CC BY-NC.
You should probably try and negotiate with the publisher of the conference proceedings well before you submit to get them to understand this licensing issue. They may well possibly allow you to include the image as long as its licence and attribution are clearly displayed.
Upvotes: 0
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2016/04/11
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<issue_start>username_0: I have heard of 'green' (self-archiving in a repository) and 'gold' open access (immediate open access in a journal), but what is 'diamond' open access? How does this differ from green or gold open access?<issue_comment>username_1: Diamond open access is like gold, in that the article is immediately open access in the journal, and nobody has to pay to read it. However, in gold open access, the author (or their institution or funding agency) normally has to pay a publication fee to get the article published. In diamond open access, they don't have to pay, so the process is completely free of charges to both authors and readers.
See <http://www.jasonmkelly.com/2013/01/27/green-gold-and-diamond-a-short-primer-on-open-access/>
Upvotes: 6 [selected_answer]<issue_comment>username_2: A diamond open access journal can be paid for through the Society's membership fees, which include access to the Journal. If journal access is free anyway, you may ask why would people pay membership fees? Because they believe in the mission of the Society, want to support the open access journal, get a discount on annual meetings, and generally support that society and journal.
Upvotes: -1 <issue_comment>username_3: I'll add a Venn diagram defining the different types of access:
[](https://upload.wikimedia.org/wikipedia/commons/thumb/3/3d/Open_Access_colours_Venn.svg/1280px-Open_Access_colours_Venn.svg.png?20221121222444)
Source: [Jamie-farquharson](https://commons.wikimedia.org/w/index.php?title=User:Jamie-farquharson&action=edit&redlink=1 "User:Jamie-farquharson (page does not exist)") - <https://doi.org/10.6084/m9.figshare.21598179> [CC BY 4.0](https://creativecommons.org/licenses/by/4.0). [Wikimedia Commons](https://commons.wikimedia.org/wiki/File:Open_Access_colours_Venn.svg#/media/File:Open_Access_colours_Venn.svg).
Upvotes: 2
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2016/04/12
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<issue_start>username_0: For example, if one were to apply to Top 50 business schools for a full-time MBA program, one could get rankings from the NYTimes, the Financial Times, the Wall Street Journal, U.S. News and World Report, and the Economist, just to name a few sources - I bet there are plenty more.
I plan to apply to Top 50 applied math phd programs, however I cannot find *any* sort of rankings other than the one from the U.S. News and World Report, which only ranks up to Top 14 -- schools that I wouldn't realistically have a shot at getting into. So, I am looking to aim a bit lower but am not sure where to even start.
How should I go about figuring out which applied math departments are *generally* regarded as "Top 50 applied math departments"?
Why aren't there a ton of different sources where I can get rankings from -- like in the business school world (and probably law school world too)?<issue_comment>username_1: >
> Why aren't there a ton of different sources where I can get rankings from -- like in the business school world (and probably law school world too)?
>
>
>
One issue is that I think you are comparing apples to oranges. Applied math is generally considered a part of mathematics--it is often not a separate department: the AMS only lists [30 graduate applied math departments](http://www.ams.org/profession/data/annual-survey/group_applied_mathematics). What you are asking seems to me more akin to "what are the top 50 schools in environmental law"? (I don't know whether such lists exist or not.)
Second, what is considered "applied mathematics" varies from department to department, and perhaps from person to person.
Last, neither overall rankings nor specialized rankings should be regarded with too much seriousness. There aren't meaningful, natural orderings on departments which measure "how good" a department is, largely because "good" is a nebulous concept.
As for how to choose schools, here are a couple suggestions:
1. Ask some of your professors in applied math for ideas. Where I went to grad school was a place suggested by an undergrad professor.
2. Use general math rankings to get an idea of reputation (and thus selectiveness) of departments, and look at department websites to see which have active applied math groups.
Note: many students won't know going into math grad school won't know whether they want to do applied math, stats, probability, analysis, algebra etc etc, so in terms of selectivity, looking at the general reputation of the department may be more helpful anyway.
Upvotes: 3 [selected_answer]<issue_comment>username_2: As username_1 notes, there are not 50 programs devoted exclusively to applied math in the US.
For a PhD, you should really be looking at potential advisors, not programs. This is especially true in applied math, where most programs have a very small number of faculty. Your options for thesis research in a given program will be essentially restricted to the specialties of the faculty in that program. Also, the quality of your training (and your subsequent career opportunities) will often depend more on your advisor than on the program.
Upvotes: 2
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2016/04/12
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<issue_start>username_0: I started my PhD within the last one year in a STEM field in the US ,and I cannot seem to convince my advisor about any of my ideas.
I usually don't get concrete research directions from my advisor, ie. a direction of research that might be valuable to look more into. I am completely free, which can be good and bad.
I only get one out of two types of feedback:
(1): Lets find a project together, so generate more ideas so I can grasp what you are interested in
or
(2): When I suggested some ideas, all of them don't satisfy my advisor, and I should "look for more ideas".
My advisor might be right with the arguments, but I didn't get any advice yet on how to improve my "research".
The more senior students of my advisor seem to have the same/similar problem, so I don't feel like I want to make the same mistakes as they did and get stuck at this stage.
But I cannot get beyond this point and so I can't really start a project. I could ignore the advice and work on my own without letting my advisor know, but wouldn't then the point of the "advising" role be gone? How can I get my advisor to be convinced of one of my ideas, and ideally get more "useful" feedback?
At this point I really feel like its somehow a communication problem. Maybe judging about the "quality" of my advisor is not the question I look to answer (I assume there are "pro's" and "con's" to have hands-off advisors), but rather if you have any tips on how to overcome this "infinite idea finding loop" and get more in-depth with one specific project in this situation. And, to be more general, how can I establish a better communication?<issue_comment>username_1: First step is to have good ideas. :)
But wait, you are starting your phd, by definition, you wouldn't know what a good idea is, you do not have the experience (usually, let's leave the genius outliers aside for now).
When I have a crazy idea, I develop it a bit, to see where it leads. If leads somewhere interesting, I prepare a nice, informative presentation, and schedule a meeting with the boss. Sometimes I get shot down, sometimes the idea is accepted, but "preparing the field" is important. You need to present your ideas properly, in a well prepared manner, to increase the chances he would understand it. And clearly presenting ideas is the bread and butter of research.
With that said, have you tried an honest conversation with him on this aspect? Nothing wrong with an student telling me he is lost and he needs a concrete direction. Even better if that direction has specific, detailed objectives, including some easily attainable ones to keep the morale high.
Be honest, be polite, be patient, and be clear.
Upvotes: 4 [selected_answer]<issue_comment>username_2: I think the most practical things to do is to ask your advisor for a starting point.
1. Ask your advisor for specific books, articles to read.
2. Work through these books/articles (and their exercises/problems) and ask questions where and when you can (without annoying your advisor, of course).
3. Also tell your advisor what you're planning on doing next. This way you know if you're drifting too far from your advisor's expertise, or into territory that your advisor deems uninteresting. (Knowledge that your advisor can't verify or doesn't find interesting is unlikely to play a big role in your thesis.)
4. Ask if problems/questions you come across can be asked in a different (or more general) context. If the answer is
* "Yes of course!", do it as an exercise (and show your advisor afterwards)
* "No!", find a counter-example
* "I don't know [but it doesn't matter]", leave it
* "I don't know [but it would be interesting]", try to find out more.
Problems from this last category are often the ones that make it into your thesis, but as you see, you don't get there without initial (specific) input from your advisor.
Upvotes: 2 <issue_comment>username_3: For a PhD, sometimes it is common to wait 1-1.5 years before starting working on THE topic! It seems that your adviser is waiting on funds/proposals! Once he gets them, you will have your topic and (you and the other student) start working on their topics. Does your advisor has any other students than you two? Did s/he say anything about funding? Are you a sponsored student? If none of the above is correct, then you might wanna have a deep discussion with your advisor by telling him/her that you don't feel "good/safe" being delayed this much or you are eager to publish (papers) or start you qualifying/comprehensive exams or start going to conferences (sometimes this will do the trick).
Upvotes: 2 <issue_comment>username_4: **Ideas alone will not be sufficient in some cases.** You need to provide supporting evidence and if possible, proof.
For example, let's say you are analyzing the data emerged out of an experiment and find something that doesn't match with the expected outcome. If you come up with an idea in your mind which you think might explain the phenomena, don't just jump up from your seat and run to your adviser, rather you must check and verify the details with care. You may follow the usual research methodology like a background check for the published articles at first, eliminating the obvious experimental pitfalls, errors in analysis and so on. If your idea still stands, then you may create a detailed report with everything you have done to prove your claim(a LaTex PDF?) and submit it to your supervisor. From my experience this is an effective way to communicate novel ideas.
Upvotes: 2
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2016/04/12
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<issue_start>username_0: Are there people out there who can provide first hand account or refer me to literature that discusses the influence of PhD advisor on your chances of getting a faculty job?<issue_comment>username_1: That is a very good question and more complicated to answer because of different dynamics which can occur during your PhD. I want to keep them short, but I have first- or second-hand experience in all of them:
Influential supervisor: Is Lead-PI; has several projects; has some PhD and Pos-doc students; has a high h-index; etc.
1. You have an influential supervisor and you come along with him during your PhD: You will have high chances to get into a good position; the recommendation letter will look great, and you will have done a good job publishing high-impact papers.
2. You have an influential supervisor and you both get not really along: You need to count one or two extra years for your PhD; your publication record will be ok (generally, also depending on the requirements of the university); your recommendation letter will be more or less. From my experience, people in this situation always go to industry even though I think they are good scientists,but they just got disappointed.
3. You don't have an influential supervisor and you both don't get along with each other: Disaster!
My recommendation: It is more important that you have a good working atmosphere with your supervisor than to have a supervisor which is involved in too many things and he/she will not have time for you.
Upvotes: 1 <issue_comment>username_2: Well, there is the less direct answer to your question, which is that between providing funding, data, infrastructure, reaching out to colleagues, etc. your PhD advisor will have a profound amount of impact on your *work*, which will then have an impact on your faculty job search. For example, my project really took off when my advisor told me to email someone who had data, and to make sure to mention I was his student.
But I expect what you mean is the more direct question of how does one's advisor impact the actual job search. And, as with many things in academia, the answer is "It depends."
At the profoundly influential side of the spectrum, I have known people who have called in favors for their students and essentially conjured up jobs, or at the very least prompted a search that might have been a long time down the line. At the same time, I have also known advisors who have been reasonably hands off about the entire thing beyond writing letters, positive advice, and providing a supportive research environment. It all depends on how much they're willing to throw their weight around, how receptive their audience is to that, and whether they have favors in the right "place" (for example, if you're headed to a slightly different field, someone with a lot of clout might not be able to carry it as far).
Upvotes: 2
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2016/04/12
| 1,144
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<issue_start>username_0: Suppose we have a Psychology class of 20 people. They have an exam scheduled on, say, Tuesday April 12 2016. One of them, Shion, is sick and so takes a make up exam on Tuesday April 19 2016.
Edit: The make-up exam is different from the original exam. It is also significantly more difficult.
Edit: Shion has an advantage of seeing the original exam which is nothing like a random sample of homework questions.
**Is it cheating for Shion to see the exam taken on Tuesday April 12 2016?**
I have a feeling the answer might depend on the university, department or professor (which seems weird: If professors can compel students to not see or discuss original exams why not extend this to exams since the beginning of time? Why is the most recent exam any different?).
If not, ignore what follows.
If so, another question:
**How can the answer depend** on the university, department or professor? One university could allow it while another can't? Can some universities really leave the decision up to the departments or professors? Can two professors in the same department have different decisions about this? I understand if people have their own opinions so two professors could have their own personal opinions, but I don't think their personal opinions should matter.<issue_comment>username_1: This is not a direct answer, but it might it help. I worked as a TA for different professors. They would ask the student to sign a form stating that they have not seen/discussed the exam with other students. If the student signs (most do anyway), then s/he gets the same exam the other students got. Otherwise, s/he gets another exam. I don't know how ethical is this but this is what I have seen. Keep in mind most professors have multiple versions of their exams and they don't have to grade them (TAs grade them). So, I'm not sure why they tend to ask the student to sign such a form rather than using a completely different exam right away. Maybe a department policy? One question, how did you see the exam if you weren't there in the first place?
Upvotes: 1 <issue_comment>username_2: You are asking two related but distinct questions here. First:
>
> Is it cheating for Shion to see the exam taken on Tuesday April 12
> 2016?
>
>
>
No, unless she promised that she would not see the exam (for example by signing a form to that effect as mentioned in The Fire Guy's answer). And it is not clear that there is any reasonable basis for the professor to ask her to make such a promise, unless the professor is giving her the make-up exam as a special favor that he/she is not required to do.
And second:
>
> Student taking a make-up exam sees exam she would've taken: Unethical?
>
>
>
Yes, this could very well be unethical, but it is the professor who may be behaving unethically, not the student. I see several issues here: first, the professor allowed all the students to keep their copy of the exam, which makes it easier for them to share that information with Shion. Second, the professor is planning to give Shion a make-up exam in which knowledge of which questions were on the original exam could give her an unfair advantage (at least I'm assuming that's the case, otherwise the question wouldn't really make sense). And third, the professor is planning to give Shion a make-up exam which is "significantly more difficult" (note that although this goes in the opposite direction from the first two items, it is still unfair and the three sources of unfairness do not necessarily cancel each other out).
All of those things point to the professor not really thinking through very carefully his or her approach to fairly assessing Shion's performance. At the very least it seems like sloppiness on the professor's part, and depending on the level of negligence involved could potentially rise to the level of unethical behavior.
**Summary:** It is the professor's responsibility to design a make-up exam that assesses Shion's performance and knowledge as fairly as possible compared to the other students. Different professors may take different approaches to doing so. Some would find a way to ensure that Shion cannot look at the original exam; others would write a make-up exam that is of the same level of difficulty as, but different enough from, the original exam. Creating a situation in which Shion can easily have access to the original exam and benefit from this information is a recipe for trouble and probably means the professor is not doing his/her job as well as he/she should be. In any case, Shion could only reasonably be accused of cheating if she made an explicit promise that she would not look at the original exam and then did so anyway.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: During the follow-up discussion during the PhD defense, would it be okay if I open up the thesis pdf file to answer some questions, for example to refer to a figure or equations? or should everything be already on the slides and prepared before?<issue_comment>username_1: While I agree that it would be OK to open a pdf of the thesis to show a specific part as an answer to a question I would like to add:
* Opening up the thesis and show something in addition to the slides in the middle of the talk would show that the talk was not well prepared. So don't do that and prepare your talk such that this will not be necessary.
* Having answers and arguments to questions ready without going to the thesis would appear better. Of course, nobody expects you to know every word from your thesis but it is expected that you know all results of your thesis and also all your arguments.
* Opening the thesis when a question like "on page X in Theorem Y you state that…" comes is totally OK. Especially, since this gives the rest of the audience the chance to follow the discussion.
But finally: It's a thesis defense. It usually not an event where anybody fails terribly. If you know what you have written about and know what you are talking about nothing bad will happen.
Upvotes: 4 [selected_answer]<issue_comment>username_2: My committee members all showed up to my defense with the printed copies of my thesis that I had left for them for their comments, so if we needed to look something up, there were 5 hardcopies already in the room. It's fine.
Upvotes: 2
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<issue_start>username_0: How ethical or common is it for grad students to actively hire undergrads into their lab for the sole purpose of outsourcing tedious labour?
Is this frowned upon and is it really any different than a typical undergrad research opportunity.<issue_comment>username_1: I am a graduate student, and I often hire undergraduate research assistants.
My primary motivation in hiring undergraduate research assistants is to create opportunities for these students to get a sense of what research is about, gain some experience that can help them get a job or admission to graduate school, and help them figure out what they want to do next.
Sometimes my undergraduate students do work that is tedious, because research can sometimes be tedious. This is especially true when they are inexperienced, because it can be hard to see the bigger picture behind what you're doing. (They may not even have the necessary background to understand the bigger picture, at least not until they've taken some more advanced coursework and read a few dozen research articles.) A good supervisor tries to help students see the big picture, but it's hard.
Supervising undergraduate students is a lot of work for me. I don't do it because it somehow helps me progress in my research by offloading tasks that I really need to get done (if anything, it slows down my research). Usually the work I give to undergrads is work that isn't on the critical path for my own personal research, because I can't trust that it will get done quickly/correctly. And in most cases, by the time my undergrads have learned enough to really be useful to me, they're graduating.
I hire these students because I remember how meaningful my undergraduate research experience was to me, and I want to pay it forward.
To directly answer your question,
>
> How ethical or common is it for grad students to actively hire undergrads into their lab for the sole purpose of outsourcing tedious labour?
>
>
>
It's probably much less common than you think, for the reasons described above. It *can* happen sometimes in the context of a research effort in which someone has to collect a lot of data, and it doesn't require any knowledge or skill to do so. But even then, it's often quicker for the graduate student to do it himself.
When it does happen, I see no ethical problem as long as the nature of the work is disclosed to the undergrad before he/she accepts the job. Compared to many other student jobs (working the phones and calling alumni for donations, for example), being a pipette monkey is actually probably one of the better jobs.
Upvotes: 6 [selected_answer]<issue_comment>username_2: It is very common in my field (structural engineering) especially if the research involves testing of multiple material specimens (or samples), casting and curing concrete, preparing and installing sensors (strain gauges, LVDTs). We do it for many reasons,
1. "If you do not see it or touch it (get your hands dirty), you won't understand it." You can't expect a structural engineering student not to be able to work with construction materials! Especially if this student is looking for going to graduate school.
2. It cuts down on the time needed from graduate students to do "basic" labor work. Although this can be a double edge sword, the undergraduate student can miss up! We make sure that there is a graduate student or lab technician around the undergraduate students to supervise them and provide direction.
3. We only use the top 1-3 undergraduate students. Those who we know are interested in going to graduate school. This has many advantages as you can expect.
4. They don't work for free! We pay them too (since generally we don't include them in papers, maybe acknowledge them), this motivates them in a way.
5. They don't do all the "dirty" work, the graduate student still has to do his part!
Upvotes: 4 <issue_comment>username_3: I have a fair amount of experience with this - this was how I originally got into research, as an undergraduate, I've been the lab manager for a lab with a large undergraduate component in it, and as a professor I often include undergraduate research assistants in my budget.
Lets address the parts of your question one at a time, paraphrasing a bit for the sake of clarity:
>
> Is it common?
>
>
>
Yes, it's reasonably common to hire an undergraduate assistant to handle boring tasks.
>
> Is it ethical?
>
>
>
This line of questioning seems to have become popular on this site of late: "There is a thing I don't like, is it ethical?" without really articulating why it wouldn't be ethical. Lets say I hire a undergraduate to do the most boring job in my lab. Is that *less* ethical than if I was the manager at the local Arby's? Or the university library?
*There is no ethical obligation to keep an undergraduate entertained and engaged*. I have exchanged money for their time and effort. That's all.
>
> Is this frowned upon and is it really any different than a typical
> undergrad research opportunity.
>
>
>
It's certainly not frowned upon, see above. As to whether or not it's different from a typical undergrad research opportunity, that very much depends on what you mean by "typical".
But I will say this: Research is often tedious.
Undergraduate research is often especially tedious because it's often a small chunk of a larger process, and one that can be "safely" given to someone with relatively little expertise and experience. That is not to say it is not essential work - what's given to undergrads is often "Someone has to do this, and it will take lots of time." If a graduate student or professor does it, they can't be doing other things. If an undergrad does it, they can work on advancing the project in other ways in parallel.
Consider some examples from my field:
* Abstracting Data: Much of the data for outbreaks of infectious diseases doesn't come in nice, machine readable forms. Instead, it comes in nice, human readable weekly reports, describing what happened that week. Wading through those is tedious and boring - find a number, update some rows on a spreadsheet, rinse, repeat. But someone has to do it. Similarly, one of my first research jobs was taking meteorological reports that were in old hard copies and transcribing them.
* Citation tracking: Find a number in the published literature - see where they got it from. See where they got it from got it from. Follow that rabbit hole as far as it goes. Again, this is pretty mindless.
Yes, these are boring. They also have to be done. And in my experience, they're valuable research experience. Wading through references looking for something is how I ended up writing my first review paper. A student (admittedly a graduate student) in a lab I worked in ended up being quite prominent for maintaining some data that was largely just tedious abstraction and making it public.
As @username_1 has said however, this is not without effort, especially if you're also trying to make sure the student is learning and engaging in research. Undergraduates are likely slower, more prone to make mistakes, and need more supervision. It's a lot of investment in time and energy for someone who - if all goes according to plan - won't actually be around for very long.
Upvotes: 4 <issue_comment>username_4: Having been both an undergraduate student and a graduate student/analyst who has hired students, I do understand your frustration, but I also agree with @username_1. It is common to have undergrads help with these things, but depending on the task it can often be **incredibly helpful and meaningful** to the undergraduate student in the long run.
As an undergraduate student, I entered loads and *loads* of data for a field research team. Yes – data entry is tedious. But I learned a lot:
* Good data collection practices – for example, to write neatly and to include helpful comments for the analyst.
* What important pieces of data were collected in the field and what each field meant.
* How a data base worked and about relational tables.
* How a poorly structured collection form could make data entry almost impossible - and visa versa.
* I made connections in the research team that led to amazing field research opportunities.
I have asked my summer students to take over what are likely tedious, repetitive tasks – but in the process, they learned those same things I did as an undergrad: good data management, how to give feedback to a research team, etc. — and both have now been hired on to do more creative work that requires more responsibility.
Upvotes: 3
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<issue_start>username_0: I am an undergraduate student (in maths) looking for a topic and supervisor for my thesis.
What criteria should I use to judge whether a project/supervisor combination will make for a good thesis and productive experience? Especially in the context of preparing for graduate school. (I thought about asking separate questions for projects and supervisors, but they seem to be so closely linked that it makes more sense to have them together)
Conversely, what are red flags/pitfalls I should look out for and how do I avoid them?<issue_comment>username_1: in addition to the hard skills mentioned above. You also want to search for someone who posses soft skills. Skills such as organization, communication, patience, coaching/teaching skills, are abilities to die for in a supervisor.
Students always look for the superstar supervisor who has all the publications and funding but lacks the tact to help a student to grow. You spend years of your life under an unbearable person for what?
Off course, if you can find someone who is a top scholar and a great teacher it's the best
Upvotes: 2 <issue_comment>username_2: Ok practical advise. Not purely focused at Math. Depending on the subfield a lot of this might be irrelevant (or alt very relevant)
* **Avoid:** Look out for re-occuring thesis topics within your school. Cherck last-years list of topics (and prior years), if the same topic is mentioned avoid it. If when you meet the supervisor he says "you'll carry on from the work of last years undergrad student". This is a bad sign.
+ If a topic is offered again, this means that previous students have not been able to complete it satisfactory. Which may be a sign that the topic itself is flawed. Maybe it is really really hard. Maybe it requires particular equipment that is prone to break down. Working on a "legacy project" is always harder (ask any software dev).
* **Look for:** supervisor who has been around the school for a long time, and is fairly senior staff. What you are looking for is **Realpolitik**, and having supervised many undergrad thesis before. Undergrad thesis tend to be full of bizarre and unusual requirements; because they often occupy a weird space in the curriculum; e.g. being considered officially a "coursework" unit or other odd things.
+ So you want from your supervisor an understanding of these rules; and how to loop hole them; or the capacity to pressure the higher powers to ignore them.
* **Avoid:** topics that are not compatible with the requirements of the marking guide. Be aware of what the marking requirement of the thesis are, and chose project to suit. Part of the aforementioned undergraduate thesis are weird is that they might not be assessed on what they look like they are; completing the projects goals perfectly might yield poor marks.
+ For example, my undergrad area was Engineering. There were a lot of "Design and Build" topics offered. Where you would design something then build it. However the marking guide is taken from the Science faculty. So it is not about designing something to do a task. It is about designing a experiment to test a hypothesis. There are no marks for building at all; even though it is the hardest part. Be on the look out for things.
* **Look for**: for opportunities to make multiple contacts. For applying for Post-grad you need multiple recommendation letters. One will certainly come from your undergrad thesis supervisor. But if you got to work with someone else significant in the university, then that is a great second reference. For example one of my friends had to do a lot of electron microscope work. So he also got a great contacts with (and training from) all the people in the Microscopy center. I think his second reference came from the head of that lab.
* **Avoid**: things that cost money. While there might be a university provided budget for your thesis; extracting money from a university can be like squeezing water from a stone. There may be a bunch of paperwork, and it may take months. However, this can be cancelled out, if the supervisor has great realpolitik -- and can thus pullout money easily.
* **Look for:** chances to grab useful training. I mentioned my friend who did tones of microscope work. That goes on a resume. Working on super-computers, or large clusters; another rareish marketable skill.
+ When you begin your PhD your may have to justify that you have certain skilled. Having used them in your undergrad thesis is a solid demonstration.
Upvotes: 2 <issue_comment>username_3: I am in math, and have some experience with undergrad research (from both sides), and there are lots of different ways you could have a good experience with undergrad research. What would be good for you will depend a lot on your individual situation (mathematical maturity, background, independence, etc) and your goals (do you want to get a paper out of it? just get some research experience? learn something new? help your case for grad schools?).
* For getting into a good grad school, what's most important is how well prepared you are in terms of background and how much potential you show. This is evidenced by your transcript and recommendation letters. Doing novel research or writing a paper is much less important (unless it's much more impressive than typical undergrad math research). (Note: many undergrad theses in math are just an exposition of an important topic. Some of these are very good.) So in terms of grad school, the most important thing out of this project will probably be (1) what you learn, and (2) the impression you make on your supervisor, who should write you a recommendation.
* For being able to get a paper out of it, research is never certain, but it's important that the project is well thought out beforehand. More open-ended projects may sound interesting, and teach you a lot, but may not be conducive to having a finished project in the time available. I generally find ones that involve some calcutions/computation have a higher rate of "success," in the sense you should at least be able to do the calculations, whereas projects that require you to develop some theory may just leave you completely stumped. (Though some types of theoretical projects where you can follow the method of another paper closely also have high rates of success. Conversely, try to stay away from projects of the form "look for pattern in this data.") Hopefully you can get a sense of how well thought out the project is from the description; also knowing how successful the supervisor was with previous students may suggest this person gives high-percentage or low-percentage success problems (but if you're more concerned about grad school, where the students went for grad school is more important than if they published papers).
* For learning things (which helps with grad school), a project where you have to learn some theory (even if just to do computations) is better.
* Both to make progress and to learn things, an accessible advisor (say is willing to meet you once a week or so) is better.
Apart from that, I would say put some value in your general impression from talking to the potential supervisor. If you have a chance to talk to former students of the supervisor, that could also be useful.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I am a first year PhD student in France, born and raised in India. It is not customary in here where I am doing my PhD to call one's adviser *boss* but I do, partly due to my reluctance to call her by the first name, partly attributed to the culture in which I am brought up. As one comment suggested, "Dear professor" would have been an appropriate choice but she doesn't have any teaching duties and is a full time researcher. I would have used "Dear Madam" if I were in India but no one here use that. I think "Dear Dr. X" is too formal and no one here use that either. Many prefer "Hi X" but I think that is too informal.
Now that I am writing an email, Is *Dear Boss* an appropriate salutation? If not, what would be an appropriate salutation in a formal email?<issue_comment>username_1: "Dear Professor X" is still probably still appropriate. Even if they are a full-time researcher and aren't teaching, their official position is probably some variant of "Professor." If their job title is **not** professor, then I would just go with "Dear Dr. X" and accept that it might be a little too formal.
At least in the US, I would pretty much never use "Dear Boss," even in an email sent to my actual boss in industry. It sounds awkward and weirdly removed. If you want something more formal than a first name, stick to "Ms./Mr./Dr. X."
Upvotes: 5 <issue_comment>username_2: The formality is not important, more important is the content of the letter/e-mail. However, some people tend to consider themselves as respectable, so using formal language Dear Professor X or Dear Dr. X is advisable.
Upvotes: 3 <issue_comment>username_3: Personally I cannot think of *any* context where 'Dear Boss' is appropriate. You also note that it is not customary to refer to ones advisor as 'boss' at all. There's a good reason for that: generally they are not your boss. They are your advisor, mentor, teacher, collaborator, colleague... but for most PhD students they are not in a position of being employed with their advisor as line manager.
Upvotes: 5 <issue_comment>username_4: In my view, in academia, the word "Boss" carries a large amount of semantic baggage that you probably don't want to invoke. Although you mean it to be polite and respectful, it also has an ironic context which you may not have detected. By saying "Dear Boss" can also imply that in your opinion they are neither dear to you or deserve the respect as a superior. It is safest to avoid such salutations altogether in emails.
As others have indicated this is very culturally dependent and I think you are bringing too much of your south asian culture to a european environment. Do what the locals do and emulate other peers is the safest and wisest approach.
Upvotes: 7 <issue_comment>username_5: My first reaction is that "Dear Boss" is not ok (especially since she is female and that there is this word "bossy" with all the negative connotations, especially when applied to women and girls). I also would suggest a simple "Dear Ms. Lastname" or "Dear Firstname Lastname".
However, since you'll be communicating via email frequently you may also use the same salutation as you use when you meet her in person. If you greet her personally with "<NAME>", and that's ok with you both, you may well use it in an email and it or "Dear Boss" should also be ok. But the advice in this last paragraph has to be taken with a grain of salt since I do not really know many detail about your relationship.
Upvotes: 1 <issue_comment>username_6: This is a case specific question! Many would argue and say "NO", others will say it "depends" (on professor/country/institution). I'm with the latter. If she is "cool" with it, it should not be a problem. When I email my advisor (on stuff regarding my project, papers, courses), I use this "Dear Prof. N", N being the **first letter** of his last name. However, when I send emails to multiple recipients (including him), I use his full last name.
Upvotes: 1 <issue_comment>username_7: As a PhD student in France, I think using word "boss" would be probably taken as an inappropriate expression. If you speak in English with your professor, it is appropriate to say "Dear professor" as it is mentionned in other comments and answers.
If you speak in French, you could use "bonjour madame/monsieur" (which is equivalent to "hello sir" in English)
As there exists a formal and informal way to say "you" in French, if your advisor uses "tu" (informal you in french), you could also say him/her "tu" because otherwise, it can be considered as you would like to put a distance.
If your advisor says "vous" (formal you in french) when she/he speaks with you, you are also asked to use "vous" as it is a social norm in France.
Upvotes: 5 <issue_comment>username_8: People who you meet frequently with won't like to be addressed in a formal way. Writing "Hi X, I am stuck with doing Y, I was going about it the way you told me to do in our last meeting yesterday, but this yields strange results", is preferable over "Dear Prof. Dr. X..... " because the way you need to communicate the issues you need to be talking about necessarily requires an informal way of communication and then starting with "Dear Prof. Dr. X" is rather unnatural.
To the advisor it is just like getting an email from a good friend who instead of saying "Hello, how are you doing?" as he or she would always do when speaking on the phone or meeting in person writes "Dear Prof X". So, this is totally unnatural after you know the person and have had some meetings with each other.
Now, all social guidelines will have exceptions e.g. [this looks like an exceptional professor](https://profhugodegaris.files.wordpress.com/2011/04/cosmismdeism.pdf), but I think you're better off communicating in an informal way with your advisor.
Upvotes: 1 <issue_comment>username_9: It's quite interesting to see all the advocates for starting an email with "Dear ...". I'm not sure if it's a cultural difference or not, but every formal and professional email I have sent to or received from a colleague/supervisor/associate over the last 10+ years has always started with "Good Morning/Afternoon/Evening" depending on the time it was written.
If the supervisor is the main recipient or only recipient, then there's no need to include their name in the greeting (likewise, if it's a group email) - the fact that they are receiving it means that they're the intended recipient.
Less formal emails are usually begun with a "Hi xxx".
I have only seen "Dear xxx" used when a formal, written letter is sent.
Upvotes: 2 <issue_comment>username_10: May I suggest one of the following?
* No salutation at all. That is, just get on with what you want to say. This is quite common in emails these days. Example:
>
> Regarding my thesis, I have a couple of questions. (blah blah)
>
>
> Regards, Sathyam
>
>
>
* Just say "Hi,". Example:
>
> Hi,
>
>
> Regarding my thesis, I have a couple of questions. (blah blah)
>
>
> Regards, Sathyam
>
>
>
Modify for the usual greeting in your language, eg. Bonjour
* Use her surname. Example:
>
> Hi Ms. Chevalier,
>
>
> Regarding my thesis, I have a couple of questions. (blah blah)
>
>
> Regards, Sathyam
>
>
>
---
I answer quite a few questions on forums, effectively being a similar thing to answering questions about academic issues. I find too much formality irritating. In particular:
* Dear Nick (would prefer just "Nick")
* Dear Gammon (would prefer to be called "Nick")
* Gammon (sounds like being told off by my teacher)
* Sir Nick (sounds like I have just been knighted)
* Mr. Nick (sounds wrong, it's Mr. Gammon, if we are going to use Mister at all)
Upvotes: 1 <issue_comment>username_11: In North America – British professors to the contrary notwithstanding – an email between two people in the same institution (physically or otherwise) is considered to be of the same format as an interoffice memo. [Please note that like an interoffice memo one can see to whom it is being sent without a salutation and one can see who it is from without a complementary close.]
Of course it is the nature of the French to make sure that they do not do anything as it is done in other countries. So, although the North American protocol seems logical to we Vulcans, the best I can say is viva la difference.
```
Herr Professor <NAME>. username_11
```
Upvotes: -1 <issue_comment>username_12: `When in Rome, do as a Romans do`
Find some trusted native French phd students. Study some of their mails. Write the salutation the way they do.
I am an Indian living in India and I find hi/hello too informal when talking to my seniors. Calling them by their first name cannot be even thought of according to my culture!
I write the mails as follows:
>
> Greetings,
>
>
> I wish to inform you about ...
>
>
>
Upvotes: 2 <issue_comment>username_13: Ask her how she would like to be addressed. Will not cause offence and shows a cultural sensitivity.
Upvotes: 3 <issue_comment>username_14: The first thing to do is to ask your supervisor what she wants to be called. Does she want to keep things formal? Does she want to be called by name? **Whatever she tells you is the appropriate salutation to use with her.** There is no need to second-guess yourself, nor to go spend too much time over-thinking this.
Now, I know that cultural differences are hard to combine. For this reason I'll give you some pointers based on personal experience. In general, the French culture is one of extreme politeness when it comes to communication. The way people go about this is to use formal pronouns and conjugations when talking to each other. In other words, you'd address your interlocutor as second person plural *vous*. This is all true until one of the two, usually the one's that higher up in the hierarchy/respect scale (your manager/your spouse's parents), actually tells you "*on peut se/tu peux me [tutoyer](https://en.wiktionary.org/wiki/tutoyer#French)*" which means "we/you can use the informal pronoun *tu*", as opposed to [*vouvoyer*](https://en.wiktionary.org/wiki/vouvoyer) which is what you were initially doing. *Tu* is the second person singular.
When it comes to titles, the French don't really seem to be fussy about them. Indeed, the main titles used are Monsieur and Madame, i.e. Mr and Mrs (there is also Mademoiselle (Ms) for nubile women, although it's kind of deprecated since it's virtually impossible to safely gauge if one is married or not after they reach adulthood). Medical Doctors here are referred to as Monsieur/Madame, the Prime Minister is <NAME>, the President de la République is <NAME>.
Therefore, regardless of whether your supervisor is or is not a professor, has or doesn't have teaching assignments, the formal way of addressing her would be "<NAME>". Which, in your email would become "*<NAME>yz,*" or "Dear Mrs. Xyz". If however, Madame Xyz explicitly told you to use her first name Asd then a "*Bonjour Asd,*" or "Hello Asd," will do.
The title "Boss" is in no way appropriate nor more polite than *Madame*. I would not use it in this context, nor anywhere else in general.
Upvotes: 5 <issue_comment>username_15: Both "Dear Madam" and "Dear <NAME>" are appropriate, "Dear Boss" sounds bad to my ears. No need to use "Doctor" or "Professor", in France academic diplomas are usually not mentionned excepted in a resume.
Ho and by the way, I'm French ;)
Upvotes: 2 <issue_comment>username_16: Welcome to doing a PhD in France! I think the main difficulty in your question comes from the fact that **your boss is not actually your boss**, she's firstly **your colleague**. (The closest thing you would get as a boss would be the university Dean.) She is an advisor, being senior means she has probably good advice to give and you should listen to it, but still this is really different from, say, a course where the professor is above his/her students.
This is the first point, the second is that in academia in France, all colleagues communicate informally among themselves (with one big exception in medicine). So you're expected to communicate informally with her. Not doing so is acceptable in the short term as you are foreign, and it is understandable that this type of communication is awkward to you, but in the long run it will sound bad. If you keep using formal tone, it will sound like "I agree to do what you tell me because you're the boss and I have no choice"
So definitely no "Dear Boss". Using "Greetings" or "Good afternoon" are a good compromise until you feel comfortable enough to write "Hi Firstname,".
Upvotes: 2 <issue_comment>username_17: As others have noted, you should err on the side of formality. If your advisor has a doctorate, use "Dear Dr. X" (or the French equivalent).
If not, use "Dear Prof. X". While you said that she does not have teaching responsibilities, that does not preclude the title of professor. At least in the United States, there are research professors. Additionally, someone would be unlikely to be offended to be thought a professor.
As noted by @hoyland, women are often addressed as Ms. (or Miss or Mrs.) when a male colleague would be addressed as "Dr." or "Prof.", which understandably irks them.
As a professor, the way I signal to students that it's okay to use my first name is to sign emails from them with just my first name. If your advisor does that with you, you may safely address her by her first name. If she uses her initials or full name, stick with the formal form.
As noted by others, it would also be okay for you to ask how to address her. If I were you, I would remind her that I am from another culture. For example, you might say: "In India, I would address you '<NAME>'. Is that correct in France too?" For someone not from a different culture, it can be awkward to answer their question by saying they should stick to the formal form. (Imagine the awkwardness if you asked someone if you could use their first name and they said no.)
Upvotes: 4 [selected_answer]
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<issue_start>username_0: I am invited as a speaker to a international conference to present a published paper. I want to ask if is it usual to not pay the conference fee and the hotel? Should I ask them via email?<issue_comment>username_1: The larger and more prestigious the venue, the higher the probability that your conference fee and travel costs will be paid by the venue. Certain invited speakers (particularly keynote speakers) will also be given a speaking fee, but "invited speaker" means different things in different venues.
You should, therefore, explicitly ask. First, if it's a small and not well-funded venue, they may be asking for you to volunteer rather than offering to pay. Second, many predatory / scam conferences send out official "invited speaker" invitations that attempt to stroke your ego and get you to give them money.
If you don't already know the people and the venue, be careful because it is quite likely to be a predatory / scam invitation. The "invited to present a published paper" is a particular red flag, as these venues seem to have a semi-automated method of scraping publication databases and inviting authors to give them money to talk to a half-empty room of others who have been similarly scammed. Once you've published a few papers, you'll get a *lot* of these---I get several per day.
Upvotes: 5 <issue_comment>username_2: "Invited speaker" is sometimes overused, misused or misunderstood. While key note speakers (also called plenary speakers) usually get funding (no fee, travel and housing support...) the same is not true for people who are invited to take part in a minisymposium at a conference.
Also there are conferences who send some "invitation letter" to anybody who submitted a contribution and got accepted (this true for some real but also for fake conferences). And then there are fake/bogus conferences who send spam emails and invite anybody as a speaker.
Upvotes: 3
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2016/04/12
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<issue_start>username_0: My undergraduate thesis was completed almost a decade ago and is not available online, nor was any publication made from the findings. I would like to share it online, but looking back on it I notice many grammatical errors and conclusions that make less sense to me after gaining research experience. Is it unethical to make considerable changes to the text, or should I produce the document as it is to provide an honest representation of my early work?<issue_comment>username_1: >
> Is it unethical to make considerable changes to the text
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No, it's not unethical, but if you make changes it would be useful to include a note or a preface disclosing that that is an amended version of your original thesis, and if your conclusions have changed considerably after further experience, you can explain why.
Upvotes: 5 <issue_comment>username_2: IMHO it depends on why you want to make it available.
If your primary reason is that you want to make information available more publicly, you could produce a "revised edition" of the thesis and add a preface stating that this is a substantially revised and edited version of your thesis - just like other books do. If you just correct typos and grammar, just say that.
There is also the possibility to comment on the conclusions you don't see like that any more in a way (formatting, footnote) that makes clear that this is a point where your opinion now differs. (like a commented edition of some work).
If your primary reason is to give the text your online CV refers to, then leave it unchanged.
Upvotes: 7 [selected_answer]<issue_comment>username_3: If you don't assert that the item posted is your thesis, I see no problem. If you want its connection with your thesis to be known, you could just state that it is based on your thesis or is a later revision of your thesis.
Upvotes: 3 <issue_comment>username_4: The important thing in such matters is to be honest.
Releasing a revised version clearly marked as such is perfectly ethical.
Releasing a revised version while leading people to belive it's the original thesis that you submitted to the university years ago would IMO be unethical.
Upvotes: 5 <issue_comment>username_5: If the subject matter merits publication, but a good publication would require a lot of change, just write up something else and publish that instead; say it's mostly based on your undergraduate thesis. I wouldn't try to rewrite my thesis in retrospect (except for fixing typos etc.)
Upvotes: 2 <issue_comment>username_6: You could publish both versions, so readers can even `diff` them if they wanted to.
You'd probably want to direct readers to the version you think is better / easier to read (i.e. the revised one). You should still write a short summary of why you updated it and what the changes were, but that section can link to the original.
It's probably fine to correct grammatical mistakes in the original, but any changes to how the ideas are presented should only go into the revised version.
Upvotes: 2 <issue_comment>username_7: If you want this to be an accurate representation of your undergraduate work, then you should leave the suspect conclusions intact. There's something to be said for the logic of inexperience.
If I were doing this, I would edit the text for grammar (including spelling, typos, etc.) and possibly form (section headings, page layout, etc). I would also add a preface discussing the changes, pointing out that they are for readability and do not affect the content of the work. I would also comment on the content in the preface, discussing how I would amend the old conclusions based on new experience.
It might also be of interest to address why this is a worthwhile endeavor at all in the preface. Was there some new finding that sheds light on this old work? Is the old work a step in the direction of a recent technique?
Upvotes: 2
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2016/04/12
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<issue_start>username_0: Is this generally expected? It seems to me that most people develop something in their MPhil and then continue working on this field for the PhD. What would I do if I had a change of interest, and work on sub-field A for the MPhil, but then want to do subfield B for my PhD. Is this generally o.k. ?<issue_comment>username_1: Based on my experience as an MPhil student and PhD applicant, I would say there is no requirement for the PhD research to be related to the MPhil research. What you are probably seeing amongst current or past PhD students is that the topics were related not for any official requirement but because:
1. If someone was interested in a topic for their MPhil then it is quite likely that they were still interested in it for a PhD.
2. During their MPhil research, they built a rapport with their supervisor (and co-workers) and this made it easier to discuss possible topics for a PhD.
3. Working on a topic for their MPhil made it relatively easy to write a sensible research proposal for something in that area. Writing a proposal for something that they were interested in, but don't have a solid background for, would have been more challenging.
Upvotes: 3 [selected_answer]<issue_comment>username_2: It will depend on the field you are in. In some subjects (typically sciences) students will pursue a project that is defined by their supervisor. In this case it is not uncommon (based on my experience in physics) for people to look at one sub-field in their masters and then move to another for their PhD. In this case, prospective supervisors/departments will be more interested in the general ability of the student rather than any domain specific knowledge. People will often stay in the same similar field though, simply because that is what interests them.
The alternative, that is dominant in e.g. the social sciences, is that the student proposes the PhD project themselves. In this case, as username_1 says, there is a greater incentive to stay within a subfield as it is then easier to write a good proposal.
Based on the fact that you are currently studying for a MPhil, rather than one of the four year undergrad masters that are common in the sciences, I would guess you are likely to be in the second situation - but hopefully this answer might be helpful for people who stumble across this question.
Upvotes: 2
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2016/04/12
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<issue_start>username_0: I am finishing my third year in PhD program, and have at least 1.5 more years before finishing.
I have just recently submitted a regular research paper for a conference, will be waiting for around 2 months to hear back. Meanwhile I see a deadline for the Student / Doctoral program, for which the conference is expecting a 3-4 pg. research writeup.
I see such student / doctoral program section in almost any reasonable conference. I was wondering what to expect from such programs? Also I was wondering if it makes sense to apply for one, considering I am already submitting a paper there. Of course the paper isn't accepted yet.
Any general feedback about such programs? Thanks<issue_comment>username_1: I attended one in my field this past week. I also attended one sponsored by the NSF last year.
Primarily the focus seems to me about professionalization: Preparing your CV, understanding how to prepare journal articles and apply for grants.
They also emphasize networking - both among participants and between faculty members who serve as speakers or mentors and participants. For one, faculty invited participants out to dinner after the first day, which was a nice chance to get to interact (and network).
Upvotes: 1 <issue_comment>username_2: In my field these are usually called *doctoral symposia* or *graduate consortia*. They are a great way to get feedback on your research direction.
They are generally setup as a discussion between a panel of professors and the other students that are participating. The students have an opportunity to present their research and receive feedback from everyone. This is nice because you also get to see other students in various stages of their PhD talk about their work and the feedback they receive.
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> Also I was wondering if it makes sense to apply for one, considering I am already submitting a paper there
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That is the best scenario to participate! You'll get to present your conference paper and get feedback from the doctoral program. Two birds, one stone!
Additionally, it is something you can put on your CV, the paper might be published in the proceedings depending on the conference, a great way to network with other students and professors, and some of these programs provide travel funding.
I'm currently working on applying to my second graduate consortium (this time as a mentor) and am really looking forward to it! The one I attended previously helped me a lot.
Upvotes: 3 [selected_answer]
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2016/04/12
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<issue_start>username_0: I'm a bachelor student in mathematics writing my thesis at a small university in the US. A PhD student that has the same supervisor has spent a very significant amount of time working exclusively on a theorem which he hasn't been able to prove, so the supervisor offered me a thesis on the topic. No one was really expecting me to make any real progress, but everyone was very nice and enthusiastic.
It turned out that I was able to prove the theorem essentially straight away using a different approach to what they've tried. After this happened I've felt a distinct change in attitude towards me. There is no excitement, there is no discussion on how to strengthen or generalize the result and I generally get the feeling that they are pretty embarrassed about the whole situation.
The PhD student has a severe lack of publications and is probably feeling quite stressed because further progress on this problem seems unlikely. So what is my best plan of action here? Keep in mind that stepping on toes is the last thing I want to do given that I was hoping to pursue a PhD in this very department. How do I act diplomatically while at the same time making sure I get due credit for my achievements? Is it possible they will try to bully me out of first-authorship to protect the reputation of the PhD student?<issue_comment>username_1: I'd suggest you offer to go out for a couple of beers (you pay) - And after a few beers just be honest about your concerns. Be sure to give the PhD student a wealthy round of thanks for the "great" work that he has already done, as it certainly played a part in the solution you were able to come up with. Above all, be humble!
Upvotes: 1 <issue_comment>username_2: First, if you haven't already, I suggest you have a discussion with your advisor about what to do with the result. Is it worth writing up? Is it worth trying to publish or try to go further? If so, you should write it up and make sure there are no errors, and hopefully your advisor will be willing to help check over this.
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> Is it possible they will try to bully me out of first-authorship to protect the reputation of the PhD student?
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Anything it possible, but nothing you have said gives any indication anyone else thinks they should be a co-author for this result, assuming it is publishable. It's common in math that a problem seems difficult from one perspective, but is easy from another. This can always be a little embarrassing, but usually it's no big deal if you're dealing with reasonable mathematicians. However, it may mean (for a variety of possible reasons) that the problem is less interesting to them than originally thought, and this could be part of what you're sensing. I've often gotten excited about discovering things, only to realize later that they weren't so novel, or been interested in problems because I thought my methods could solve them then lost interest when I found out other methods are much better.
Anyway, hopefully an open chat with your advisor about this will clear things up. I would not mention the PhD student in this discussion, just focus on the questions in my first paragraph.
**Edit:** I forgot to say, your situation may indicate that this department might not be your best option for a PhD (there may be a trend of weak grad students or not-on-the-ball advisors).
Upvotes: 7 <issue_comment>username_3: Of course I can't say anything definitive based on the limited information in your question, but one possibility is that you may have inadvertently committed a faux pas. Your advisor may be upset that he/she didn't anticipate this possibility and head it off.
One of the basic rules of the mathematical community is that you don't compete with graduate students by working on their thesis problems. This rule isn't always followed, but exceptions are rare and they look terrible unless you have an awfully good excuse. The reason is that grad students are generally inexperienced and slow compared with faculty, which makes it unfair to compete with them. There's little glory in winning, and you can do an awful lot of damage if you swoop in and ruin someone's thesis.
Of course this rule is not really aimed at undergraduates, and you aren't in nearly as awkward a situation as a faculty member would be. However, the fact that you could prove the theorem indicates that you are unusually talented, in which case it could still look bad if you screw things up for a less talented student.
I don't mean to suggest that you are primarily to blame. It sounds like you were put in a delicate situation without being warned about potential pitfalls, and your advisor should not have let this come about. However, when you started trying to prove the theorem, what did you think was going to happen to this graduate student if you succeeded? There are various possibilities (restarting work on a different problem, hoping to find extensions substantive enough for a thesis before you prove them, dropping out of grad school), but they aren't terribly appealing.
It comes across as callous to be more concerned with getting credit yourself than the repercussions for this graduate student. You deserve credit and should get it, but I'd recommend having a discussion with your advisor (in private) about how to avoid causing problems for the grad student. For example, maybe there are directions for follow-up work that you could leave to him to explore. This could help relieve the tension by showing that you realize it's an awkward situation and want to make sure the other student has a viable path forward.
Upvotes: 5 <issue_comment>username_4: As an academic with three departments under my belt, I'd strongly advise you based on your experience here to take your skills elsewhere. It is generally a bad idea for an undergrad to continue on to do graduate work in their same department: to the faculty, you will still appear to be the same undergrad, not "fresh meat" that everyone is excited to work with. And there is also the general rule that first rate people seek other first rate people, second rate people seek third rate people, third rate seek fifth rate, etc. If there is no excitement at your unexpected result -- you should seriously consider whether this is a department you wish to be affiliated with.
Under NO CIRCUMSTANCES should you grant the credit to others. Not only does it do discredit to you, it does discredit to the entire field, and cements and institutionalizes the theft of credit.
In my experience, an undergraduate who achieves a significant theoretical result belongs in a place which can develop their abilities. Such an achievement would go far towards a very strong graduate application.
Upvotes: 3 <issue_comment>username_5: Whether you have embarrassed your adviser will depend on his/her personality. If the focus is on the maths or scientific progression, then he/she should be happy. Moreover, he/she should have the graduate student build on your progress (if there are avenues for doing so).
I don't see why you should feel bad about proving the theorem. You should celebrate! Yes, you may have embarrassed the graduate student, but heck, that's is normal. You came in with a fresh perspective so you have a better chance. From your description, the graduate student seems weak academically. There is nothing you can do about it. His/her adviser on the other hand can maybe help out a bit more, but that is his/her problem.
Upvotes: 2 <issue_comment>username_6: >
> How do I act diplomatically while at the same time making sure I get due credit for my achievements?
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Follow JeffE's advice: You have at least three people who contributed to the proof of the theorem. The advisor who suggested the problem. The grad student who worked out several ways that don't work. And you who produced a proof. So it is perfectly valid to write a joint paper. In mathematics it is pretty important to figure out ways how not to prove something. (There are papers and blog posts by renowned mathematicians starting with "How not to prove…", e.g a paper called "[How not to prove the Poincare conjecture](http://www.ams.org/mathscinet-getitem?mr=2906378)", the blog post "[How not to prove that P is not equal to NP](https://gowers.wordpress.com/2013/10/03/how-not-to-prove-that-p-is-not-equal-to-np/)", the paper "[How not to prove Fermat's last theorem](http://www.jstor.org/stable/2325146)".)
Very often it is the case that a proof is discovered by somebody only because he already had seen enough attempts that don't work. It is really common to try two different ways to prove something, see how each one fails at a different point and then see that some third way will succeed. In addition the grad student may well be able to write a good introduction on the background and context of the theorem.
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> Is it possible they will try to bully me out of first-authorship to protect the reputation of the PhD student?
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There is not such thing as "first-authorship" in mathematics, see here: <https://mathoverflow.net/questions/19987/math-paper-authors-order>
Upvotes: 7 <issue_comment>username_7: (Too long for a comment.)
Worrying about potential consequences to some grad student is a task of their supervisor, yet *this is not an ideal world*. To a various degree, most of us frequently act with a wider context in mind, protecting others from their (usually) temporary stupidity. Note that in many countries some things are explicitly forbidden instead of only marked as dangerous. This is also one of the reasons why some people are great team players, while others aren't. Moreover, this is often far from easy, there are lot of factors the difference that matters might be slight, like saying that everybody is alright *before* that there was a car crash.
Doing math is a social activity, and we should consider other people feelings.
**We should strive for an excellence, but that is no excuse for being a jerk.**
I think @JeffE's solution (a joint publication) is the best one.
Do not accept giving away the result, but a joint paper should be ok (with an alphabetical order of authors). Be aware that although in math the author order does not matter, it might matter for some other things (scholarship rules, etc.). Perhaps the grad student can do some additional work to justify coauthorship if you are unsure. Talk it over.
As for the change in attitude, normally it would depend whether that was a change in attitude towards you, or towards the problem and situation in general, whether it was positive (more respect) or negative (you are a threat), permanent or temporary (it's normal for people to get grumpy for a few days). In your case however, unless you have some special circumstances, I advise you to pick a different place for your PhD.
I hope this helps ;-)
Upvotes: 2 <issue_comment>username_8: Just publish it. You are the "kid" in this business and all you did was to do what was asked of you. You just happen to do better than what was expected of you. Hardly anything to be worried about! So be humble and thankful but grab the credit that you deserve and let the others worry about their own ego frailty. Those are not your problems.
Spread your wings and look elsewhere for graduate work.
Upvotes: 4 <issue_comment>username_9: If you ever need to defend yourself against a charge of plagiarism you will want evidence/proof of originality. Before you do anything else I would create what is called a "Poor Man's Copyright" as such evidence. **NOTICE: I am not a lawyer and this is not legal advice** (this is just what *I* would do based on my experience) **so use at your own risk:**
Do the following but make every effort **not** to use campus-owned supplies (paper, blank DVDs, etc) or equipment (computers, copiers, etc) unless you have no choice (mainframe screen-grabs). Do not give anyone an excuse to say you were misusing University resources:
* Write this up *as quickly as you can*, even if it is not perfect ... probably what you have already written is sufficient. Date it now if it does not already have a date on it.
* Print a copy of the writeup and put it in a simple long envelope.
* Take that long envelope mail it FROM a post office to your home address. Send it via "registered mail, signature required, and return receipt requested". Be sure the envelope is well sealed.
* ***DO THIS TODAY!***
The above is the essence of a poor-man's copyright and is the very least you can do (see the very last bullet paragraph below for how it is used) but you can expand on this by **ALSO** doing the following:
* Print another copy of the write-up and all the supporting documentation that can be printed. If there is software code or data for documentation either make some screen-grabs (cell phones pics are ok) or burn it to a CD-ROM / DVD disc (or disc sets). Make 4 of these discs (or disc sets). **WARNING: Do not copy any software code/data you did not create yourself.**
* Photocopy **three** sets of everything (use a copystore away from campus if you have a choice and get a receipt). Use a black & white copier except for any specific pages that would make no sense without color.
* Copiers malfunction so **double-check before you leave the store** that all FOUR sets (including the original set) are complete AND legible. Did you get everything back on your originals? Do your three copy sets all have the same pages as the original set? *In the same order?*
* Have four envelopes/folders/boxes (whatever you need for carrying each set in a single container). Once you have verified all is complete put each set in its own container then go home.
* From this point on do not write anything on those originals or change that set in any way. Keep the original documents in their container and leave it alone. Hands off!
* At home count the number of pages (count twice, double-check) then **on the copies ONLY** with a RED pen number every sheet with "X/Y" (or "X of Y" if you prefer). Also put "Copy A" or "Copy B" or "Copy C" as appropriate. Work slowly and carefully as all three sets must have **matching** sequence numbers. If you make a mistake put a line through it, initial it, and correct it. It is okay to write over the photocopied text if you must, that is why you are using a red pen.
* Next type up a simple letter telling your story as you did here (but with all the names, dates, and problem description included) and closing the narrative with a declaration that you are the sole creator of the proof and also personally created "the attached documents".
* In the header of the letter put "AFFIDAVIT OF EVENTS" centered across the top of each page and also be sure the letter formatting includes "page X of Y" in the footer.
* On the same letter, immediately after your narrative, include an attachments inventory summarizing one set of everything you copied ("Item 001: 2 pages describing the proof", "Item 002: 14 pages of data representing XYZ", "Item 003: 1 screen grab from the department mainframe terminal", etc.). If you have any discs include them on the list last ("Item 29: 2 CD's containing R code used to demonstrate the proof.").
* At the bottom of the letter include a statement that declares everything above to be true and affirm that you are the sole author of the letter.
* Include a space for your signature but **do not sign it yet**. Also leave **at least** a half-page of space on the same page after your signature. Reformat/resize the text/font/margins/etc if you have to but that half-page space is important.
* Take ONLY the original set of documents and the *unsigned* letter and go to a (NON-campus) notary public (ask your bank manager if you don't know where to find one). Be sure you have your official photo id (driver's license or passport) with you. Also note a "notary public" is ***NOT*** the same thing as a "notario publico" -- a sort of specialized lawyer from some Spanish speaking countries -- so don't confuse the two).
* Tell the NP you have created a "personal affidavit" of events and wish to have it notarized. Take out your letter and IMMEDIATELY sign it in front of the notary THEN hand it over to them to read. Be sure you sign the letter's signature space in the presence of the notary using a BLUE ink pen, NOT a black one. That is important because most notaries use black ink for the areas they have you sign but when the letter is photocopied it is hard to decide which is the original if *everything* is black.
* The notary is only going to glance at the letter to be sure it is in fact what you have described (an affidavit). It is unlikely they will spend more than about 30 seconds doing this. They may also ask about the attachments (since they are referenced in the letter) but it is unlikely, but if they do show them the originals. Again, their primary concern is that the document is what it says it is, not the contents per-Se.
* They will have a form or imprint of some sort to attach to that letter (which is what the half-page space is for). Depending on what state you are in you may be asked to "swear or affirm an oath" that what you have written is true. There will be a little paperwork and some sort of thumbprint will be taken. You will be charged about $10 (ten dollars) for each signature required (which should be only one).
* Take the notarized letter and go get *at least* FOUR additional copies made, but a couple extra above 4 is a good idea. Put the original letter in with the original documentation and close the container. With luck you will never open this container again.
* Go home. Put the container with the originals somewhere safe. Next get the other 3 documentation containers and put one copy of the letter into each container. Put "Copy A" aside, that will become the one you show folks in general, if you need to.
* Take one copy of the letter and put it in a simple long envelope.
* Take that long envelope and also the "Copy B" container (with its own copy of the letter inside) and mail *each* of them (one letter by itself, one container with a letter & docs inside) FROM a post office to your home address. Send them both via "registered mail, signature required, and return receipt requested". Be sure and tell the Post Office if you have included any CD/DVD discs in the package as these may affect their security scanners.
* Take the "Copy C" container with a letter inside and ship it FROM a Federal Express office (Kinko's copystores usually) to your home address. You may need to put it in one of their official envelopes/boxes. Send it "signature required". Be sure and tell FedEx if there are any CD/DVD discs in the package.
* ***NOW THE MOST IMPORTANT STEP OF ALL:*** When the letters and containers arrive at your home, put them aside somewhere safe and NEVER OPEN them. Put the 3 packages (the Originals, Copy A and Copy B) in three different places so they are safe from fire/water damage/theft). These letters/packages should only be opened in a courtroom (with your lawyer present) since once the seal is broken the proof of the date of their contents is lost.
Hopefully this all resolves without any accusations or legal evidence required but at least you will have this if you need it. ***Good luck and be proud of the proof work you did.***
Upvotes: -1 <issue_comment>username_10: It's worth keeping in mind that in the long term the amount of "credit" that this result is worth to anyone is almost certainly very very small. Math is very hard, and it's very rare to find genuinely important questions that an undergraduate or a weak graduate student can solve. Most of the value of undergraduate research is learning whether you enjoy the process of research and not in the result itself. Most of the value in an average PhD thesis is the training in the process of research and not in the problem itself. I feel like a lot of the answers and comments here are treating this like the amount of credit involved in your result is unrealistically large. In the long run, people care about your research program, and this paper will fall outside of that program, and so won't be important in evaluating you.
That said, it's a great experience for you to solve an open problem! Hopefully this has showed you that you're capable of getting a PhD and that you would enjoy it. It also should be valuable to you in that it should show admissions committees these two facts! It is also worth remembering that this "credit" to the admissions committee is at least as much in how your letters of recommendation talk about this result as it is in the publication itself (which may well not be through peer review when you apply for grad school).
So think about this more in terms of experience and less in terms of piling up formal credit. Talk to your advisor and figure out what is best for you in terms of further experience. Maybe there's a solution that will also allow you to learn valuable collaboration skills by working with the graduate student on related questions. You will also learn valuable skills by writing up the paper (whether alone or in collaboration). All of these things will make you a stronger graduate school candidate and a more prepared researcher. A strong letter that says you're an excellent problem solver and an excellent collaborator and great to work with is how you get the most credit. Generosity and credit are not enemies of each other.
Upvotes: 4 <issue_comment>username_11: All of this assumes your idea is indeed great.
1. It's unlikely they will try to steal your idea outright. If concerned, get your approach in public as much as possible (trace your original publication of it, email your group about it, post it in whichever online forum this is done, etc.). E.g., submit it to a conference, even if only for students, etc. Want to piss them off? Submit it to a regular conference.
2. Forget these fools if they act like they don't know you. Nourish relationships with those that matter; move on to somewhere else.
3. Catering to people's weaknesses is the real faux pas.
Upvotes: -1
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2016/04/13
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<issue_start>username_0: In the past year, colleagues or collaborators have informally extended an invitation to visit their University, maybe to meet potential collaborators and give a talk. In general, is it normal for the "host" institution to provide any support? Does one's "home" institution normally provide support to do so?
**Note**: I'm currently a graduate student and am primarily asking for potential opportunities.<issue_comment>username_1: If you have been invited to visit, the default assumption in my realm is that the inviter will cover expenses unless they tell you up front that they don't/may not have money to fund all or any of your visit.
Usually the thing to do when you want to take an advantage of an open, informal invitation is contact the person, reminding them of your conversation, and ask about or suggest times to visit. If their reply does not make it clear if they intend to fund your visit, just ask them.
Upvotes: 4 [selected_answer]<issue_comment>username_2: I agree with username_1's answer. If I would like that somebody visits me but don't want to fund the visit, I would tell at the very beginning that I do not have funding for the visit. But then I would not call that an "invitation".
Sometimes people say something like "It would be great if you could visit our group when you are around." I would not call this an invitation but an "offer for deeper collaboration". If you've got some "invitation" like this and follow up on this by email, I would suggest to write something like "I would like visit and also could prepare a talk, but unfortunately, I do not have any funding available." (if this is true), and then see what reply you get.
If it is clear that the hosting group will not fund you, but you really want to go, then the first person to ask about funding is your advisor. More advice is not possible in general since universities/faculties/departments/groups differ a lot in this respect. Sometimes the department may have some travel money for which you may apply (but often this is not the case), sometimes there are other resources available, but a general advice is impossible.
Upvotes: 2 <issue_comment>username_3: >
> informally extended an invitation ... is it normal for the "host" institution to provide any support
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The keyword here is "informally". For a formal invitation (to give a colloquium, to interview, ...) it is indeed customary that the host institution pays unless agreed otherwise. For an informal invitation among colleagues, *you should not assume anything*. Just ask, but be prepared that the answer may easily be that they don't have money or are not willing to pay for your visit.
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> Does one's "home" institution normally provide support to do so?
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>
>
This depends entirely on your home institution, its budget situation, and as how valuable your visit is perceived by your home institution. Here in Switzerland, many institutions would pretty much auto-approve any such business visits as long as they are not horrendously expensive. In Austria, it was sometimes hard to get visits approved.
Upvotes: 2
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2016/04/13
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<issue_start>username_0: These days it is very common to have some course evaluation towards the end of a course, in which students respond to standardized questions on a numerical scale (e.g. between 1 and 5) and can additionally give free-form comments.
Sometimes individual lecturers make student comments (and their responses) available to the cohort in which the survey was taken and the next cohort, to show that they are open to critique and how they respond to it.
I am, however, more interested in cases where there is a departmental/faculty/university-wide policy to consistently publish evaluation results for all of their courses (averages of numerical data only, or perhaps the free-form comments as well) to the current *and future cohorts*.
* Is it common for universities to have a policy of publishing student course evaluations?
* What are advantages and disadvantages of doing this?
* Has this been looked at in the educational literature?<issue_comment>username_1: I'm not familiar with and studies conducted on this. However, in my two universities (US and non-US), the department does not publish them online but rather discuss the average rating of individual courses as well as the average of all courses in the department meeting at the end of the semester. In addition, each professor gets to see the average of the courses s/he teaches and compares it with that of the average rating of the courses offered by the department and school (not sure how f the average rating of all the courses provides in the university and is available there).
An advantage can be in terms of knowing your performance compared the other courses! Which can be also a stressful disappointed if you get low ratings (disadvantage?!)
To be honest, I have seen many evaluations that discuss in detail how a professor is "bad", unfortunately nobody seems to tale actions especially if such a professor got tenured or brings in a lot of funding!
Upvotes: 0 <issue_comment>username_2: Where I am it is common to **make the evaluations available to the course but not public**. In fact, we have the evaluation in the middle of the course and the instructor is expected to discuss the result with the class and try to improve the course based on the feedback. To do so, many instructors show the aggregated results of the survey in class so that everybody can see the results. I also do so because I think it is helpful, especially when dealing with student who have extreme opinions and speak up load. So there could be one student who thinks that everything in great, and wants more or more difficult homework (I had one of these…) but the rest of the course is struggling already. Showing the average workload of the course then makes it clear that this guy is an "outlier".
Another important thing: Usually there is space for free comments on the course and at my place these comments are scanned and not transcribed. So it is usually not a problem to identify who has written a comment. I tell this to the students in advance: "The hand written comments will be scanned and I will be able to see the scans." The students can then decide if they want to use free comments or not and if they try to use a different hand writing. However, I do not show the scanned comments in class but only read some of them.
Upvotes: 1 <issue_comment>username_3: I used to adjunct at a strong college as part of a larger university where the student government was able to get a policy in place on publishing (statistics on) evaluations. The professor/adjunct had the choice to not publish their results; but this was uncommon since then you would be an outlier and it would seem like you had something to hide.
* Pros: **Frankly, with things like "rate my professor" out there, I'd rather have everyone's evaluations take into account than just the extremes.** I think the point is that, provided we avoid the cons I will outline, there is transparency of some sort of metric of performance. Generally I found the statistics to show something reliable about professors based on what other faculty and students said about them. It prevents faculty from thinking they can just disregard the opinions of their students and it helps students have a consistent and official place to decide which instructor they would like to teach them (in a larger college anyway).
* Cons: You need not look far to see academics complain about this practice. The only concern for me would be if for some reason there was some sort of plot to purposely bomb a professor's evaluations or a professor tried to game the system; these are generally not serious worries and one would hope there would be checks and balances for these concerns.
Upvotes: 2 <issue_comment>username_4: At my former UK university students evaluated the course (i.e., major), module (i.e., class), and teacher withat separate processes. The university published the evaluations of the course and module. The union fought against the publishing of evaluations of the teacher. The issue is that student evaluations of teaching often reveal a large degree of racism, sexism, and intolerance of the LGBT+ community. Publishing open comments that are unprofessional is unprofessional. Given the views commonly expressed in the open comments, calls into question the validity of across teacher comparisons of the numeric ratings.
Upvotes: 2
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<issue_start>username_0: *This is a canonical question on this topic as per [this Meta post](https://academia.meta.stackexchange.com/questions/3274/should-we-have-a-canonical-question-for-should-i-quit-my-phd?cb=1). Due to its nature, it is rather broad and not exemplary for a regular question on this site. Please feel free to improve this question.*
By its very nature, a PhD is stressful. If you're coping with other issues at the same time, the stress can become unbearable. Suppose a student is experiencing some of the following while pursuing a PhD, and wondering if they should quit. What tools could help them make the best decision?
* worried they're not smart enough
* stressed and unhappy
* homesick
* haven't made any friends, feeling lonely
* suffering from a mental health issue such as depression, panic attacks, or bipolar
* worried about a family situation (e.g., a sick relative)
* worried about money
* disagreements with advisor<issue_comment>username_1: It's difficult to think clearly and make good decisions when you're stressed. Obviously, we can't tell you whether or not you should leave the PhD programme, but here are some suggestions to help you through this difficult time.
* If you have a mental health issue, try to address it before making any big decisions.
* Your school will generally have a counsellor to help students. Contact them and make an appointment.
* Meditation can help with stress. There may be a meditation club, or free meditation lessons on offer at your school (this is particularly common near exam time).
* Think about YOUR goals rather than just trying to please parents/advisors.
* Realise that a PhD programme is very different than anything you've likely done before, so don't expect to feel comfortable in it for the first six months or even a year.
* Talk to your advisor about the problem. If you don't feel comfortable doing this yet, perhaps visit a counselor first.
* Try not to be overwhelmed by the number of problems you're facing. Try to think about each problem in isolation. Imagine all of the problems but one magically disappeared; what could you do to alleviate the remaining problem?
* You may be able to take a leave of absence from your studies.
* Try doing sports, it helps your focus and your health. In fact, this would be one on the first things to do no matter if you are at PhD or not.
Upvotes: 5 <issue_comment>username_2: I agree that PhD sometimes can get stressful! But, there can be a solution (or bunch of solutions) to each problem:
1. Worried they're not smart enough => You are smart enough, stop doubting yourself and stop comparing yourself to others! Stress triggered due to doubt can be pretty much eliminated by self confidence. Take a step back, collect data and re-analyze why do you feel this way. If it grades-related, try to improve the way you study or meet the professor in office hours to figure out why are performing badly. If it is publication-related, talk to your advisor/senior PhD student and see what's going on. Most of time the solution to each problem can be found by breaking the issue down into its basics (i.e., go back to the basics/fundamentals).
2. Stressed and unhappy, homesick, have not made any friends => I'm lumping these together because I feel they come from the same source (being lonely and an introvert). Most of the time, if you are lonely (no friends), you will be unhappy and homesick because you will naturally miss your family and friends!! Many PhD students are introverts that think all what they need to do is finish their thesis or research. To put it into prescriptive, it takes so much effort and time to schedule an event for 5-6 PhD students than for 50 undergraduate! Just because PhD students think its not worth it or have so much to do! Do not be like that. Engage in activities or academic clubs in your school, do some volunteering (even if it was in animal shelters), join a gym (my personal preference). Re-learn how to make friends. When you walk downtown, do you think people who walk by you knows that you are a PhD student?! No, nobody cares. So, social life is very important. We are humans, humans are made to interact with other humans (not phone apps). Start dating (if single) or traveling with your significant other (for a week or two).
3. Suffering from a mental health issue such as depression, panic attacks, or bipolar => If it is related to being lonely (most likely), go back and read point 2 above. If not, join a support group, see a doctor, fix your problem. The sooner the better!
4. Worried about a family situation (e.g., a sick relative) => That is a hard one to deal with. I lost many family members while I was being away for my studies. I did call them on regular basis. Let me tell you something, even if you were working a regular job (9-5) right next to them, that would not have changed anything! Get it out of your head, PhD did not cause that! You can not save everybody, no one can! Life is life.
5. Worried about money => "If you choose Academia, you will always be broke, unless.." one of my advisors told me that. He did not say unless what, he just smiled. If you mean being worried about money while being a student, then, try not to. It is not something you can fix now (unless you win an award or fellowship, your salary will be the same throughout your schooling (especially is financially supported by your advisor)). What you can do is, finding a part-time job. Keep in mind that sometimes this can not be an option (if you are in the US on an F or J visa, if I'm not mistaken).
6. Disagreements with advisor => Why? Do not be too stubborn, be professional and flexible. Many advisors are a pain to work with/for. Be smart, avoid arguments even if that would mean to work few minutes extra here and there. On cases where the advisor is very mean, moody, unrealistic, unprofessional, try to talk to him/her, discuss it with an academic advisor, department chair, consider changing your current advisor etc.
At the end of the day, you made it this far. Problems will always occur, try to solve them. I understand that it can be way easier said than done! But, life is a journey!
Upvotes: 3 <issue_comment>username_3: This is a very difficult and subjective question to answer but I hope I can at least point you in a direction to aid in your decision. I am working on a PhD in the biological sciences so I am answering from that perspective. What you are experiencing can be lumped into about three different categories:
### Normal/moderately normal for a PhD student
* worried they're not smart enough
* stressed and unhappy
* homesick
* feeling lonely
It is relatively normal for PhD students in the biological science to feel these things to varying degrees of severity on and off throughout your 5-6 years in the field. You have a lot of pressure between classes, teaching, and research which can occupy a lot of your time and perhaps all of your evenings and weekends. Much of the work may require you to be alone or with little company. You will be isolated from your social life due to the pressures and demands of research. You may be in a new country or a new city.
I would suggest finding one or two things you truly enjoy and carving out the time to do these activities once a week. You may find yourself more efficient because you will be working under less stress. If you have a niche interest, look online for meetups with others. It will be much easier to make friends when you already have major things in common.
### Normal for many jobs
* disagreements with advisor
* worried about a family situation (e.g., a sick relative)
* worried about money
* homesick
* worried they're not smart enough
If you are not in your PhD program, these items will not necessarily just go away. Struggling with a boss or having disagreements with management can happen *anytime* groups of people have to work together. Monetary issues or family situations will not be guaranteed to go away just because you are working elsewhere. Worry over not being smart enough can still happen in any job where you will find yourself compared to the work of co-workers.
I significantly downgraded my lifestyle when I began my PhD. You may have to find alternative ways to save money and not live as extravagantly.
Remember, in many ways your PhD is an investment. This will not be forever.
### Of potential medical concern
* suffering from a mental health issue
* worried they're not smart enough
* stressed and unhappy
* haven't made any friends, feeling lonely
You have to determine for yourself or through a doctor if the severity of what you feel is just due to the normal stress of graduate school or actually indicative of an underlying medical condition. While it is normal to feel stressed and lonely at times, persistent feelings may warrant medical intervention. There are counseling and medical services on many campus so I urge you to consider their opinion and suggestions before quitting your PhD.
### Conclusion
Life will always be full of stress. You will face challenges in your career if not in graduate school. You will deal with financial stress, medical stress, deaths, and loneliness at various points in your life with or without your PhD program. What you need to determine is if the severity of these feelings is normal and something you have to learn to deal with or if it is the result of medical health problems.
For me it was the former. And the experience I have had in my program, pushing through the stress and loneliness and coming out on top, has, more than anything else, made me feel like I have truly grown up. I hope this is also the case for you.
Upvotes: 4
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<issue_start>username_0: I'm not so sure what to do in this situation. I'm a final year PhD student who submitted a manuscript for publication in a clinical journal (paediatrics) about 5 months ago. I've been tracking the online status of the manuscript and as of February 2016 it indicated "all reviews complete". Its been over 1 month now and I've tried calling, sending e-mails, no reply whatsoever. The phone keeps ringing and I've also left messages (Its based in the US-I'm in the UK). There's only one e-mail address provided on their website and I've struggled to get contact details of any of the other academics on the editorial board.
I'm just getting a little concerned by the lack of feedback or update regarding the manuscript-has anyone experienced this before? What would you do apart from keep waiting?
Edit: Just to let you all know that I heard from them a day after this post!<issue_comment>username_1: Do you know when their next issue is due to be released? (Is it a monthly or quarterly publication?)
If the new issue is due out soon they may be very busy, and not replying to your emails because your questions will soon be answered when the journal is published.
Secondly, have you mentioned this to your PhD supervisor? They may be familiar with the journal or general practices in your field and be able to advise you how long the process normally takes. Also, they may have more contacts and be able to get in touch with someone to find out if there is an issue.
If the problem persists or you think there is an issue with the journal, I have known people in my field (astrophysics) to withdraw papers and resubmit to a different journal, but I'm not sure how much that happens in other disciplines.
Upvotes: 2 <issue_comment>username_2: Over a month seems normal to me. The editor will need time to consolidate the reviewers' comments and decide on whether to accept, reject, or return the paper to you for revision. It might take longer if the recommendations from the reviewers are conflicting. Bear in mind that the editor has other responsibilities and might handle a number of papers at the same time.
Usually in the online submission system there will be an option to send a message to the editor handling the paper. You can try it if there is one. I would not suggest contacting other editors in the editorial board as they may not be involved with the review of your paper.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: Can you commit fraud in a mathematics publication? Or is this a privilege of empirical sciences?
If a mathematician jumps from one bit of information to another that does not follow logically, from more basic principles, then, that's not fraud, but a logical fallacy, akin to saying 1+1=3.
If an empirical scientist gets a results of 3.3341, but claims it was 3.7341 that's fraud.<issue_comment>username_1: Sure. It is fraud if you copy-paste someone else's paper or preprint into a paper of your own and try to get it published. It is also fraud if you develop an algorithm, prove that it converges, and illustrate its practical convergence properties using made-up numbers.
Upvotes: 4 <issue_comment>username_2: [Wikipedia](https://en.wikipedia.org/wiki/Fraud) defines fraud as "deliberate deception". A couple of mathematical frauds I could think of:
* Passing off someone else's result as one's own; plagiarism.
* Using a result in a proof although one knows full well that its preconditions are not met.
* Making other claims one knows are false, e.g., "it is easy to see that" or "by a tedious computation we see that".
Fraud is certainly *possible* in mathematics. It's probably harder to distinguish fraud from *bona fide* errors in math than in other sciences. Who is going to prove that you *knew* your "simple but tedious enumeration" would not work? Conversely, [reusing graphics ostensibly stemming from very different experiments](https://en.wikipedia.org/wiki/Sch%C3%B6n_scandal) is very hard to explain as a simple error.
Upvotes: 6 <issue_comment>username_3: A colleague recently mentioned a story that happened to him many years ago. As a referee for a paper, he saw how to generalize the authors' results considerably, so he told the editor that the paper was not acceptable in its current form, but that he would be happy to join the authors as a coauthor so that he could write the more general arguments. The editor passed on this offer to the original authors, who accepted, and the paper eventually appeared in that journal. Then, a couple of years later my colleague received the original manuscript to referee for a different journal, with no mention of the revised paper that considerably generalized the results! He informed the editor of the story and it was rejected.
I think this is a clear case of fraud, basically trying to get the same paper published twice. If they had referenced the revised version, this might be defensible, but they were pretending it didn't exist.
Upvotes: 4 <issue_comment>username_4: I have seen this in mathematics.
This would be 30 years ago or more. An entire paper, translated from Chinese to English by a young mathematician, then published in an Eastern European math journal as his own work.
This was back in the days of paper publications stored in libraries. I was looking for a paper in that journal, and found a one-page notice published the journal about that fraud that had taken place in the past.
Upvotes: 4 <issue_comment>username_5: tldr: I see good reasons it is harder to produce fraudulent results in mathematics than other fields, but I would not be hubristic without seeing a sociology-of-science study demonstrating this.
Of course there is plagiarism and other forms of fraud. You seem to be asking about false results making it into publication. My view is this: it is a bit cheaper in mathematics to reproduce an experiment than in other sciences. It usually means working through the logic of a proof and convincing oneself of its validity. A highly important result will be reviewed very thoroughly. This is not true for costly experiments, whether requiring the LHC or the study of 500 college students interviewed after lunchtime.
That being said, this answer is incomplete. I would be highly interested in empirical data on how often false results make it into mathematics journals, how important these results are (even using a crude metric like # of citations), and how this compares to other fields (I'm aware of recent pessimistic studies on how frighteningly often reproduction fails). **If recent results show scientists have had too much hubris, mathematicians should not respond to this with even *more* hubris.**
Upvotes: 3 <issue_comment>username_6: A quick browse of [Retraction Watch](http://retractionwatch.com/page/3/?s=mathematics) suggest that many retractions in math are due to plagarism, which is a form of fraud.
Another way fraud, of sorts, is committed is with automatic paper generators, like [SCigen](https://pdos.csail.mit.edu/archive/scigen/). This has been successful in mathematics and other disciplines.
In today's search of retraction watch I also found peer review rackets in mathematics, where one professor reviewed a lot of their own papers for a special issue of the journal. The post on RW said that they were an author of 11/13 papers in the issue!
What I did not find, and have never heard of, is someone accused of faking data or deliberately misconstruing something false as being true. This could be because it is usually hard to distinguish this from genuine errors, but also because the claims in math papers are typically verifiable, either by hand or by computer. If a referee doesn't believe the claims then they may recommend rejection of the paper or ask for a revision the fraudster cannot make.
Writing math papers that seem strong but have false claims and convincing referees/editors at good journals that the claims are true seems quite challenging to me!
Upvotes: 4 <issue_comment>username_7: Well, a way to fraud in the strict sense would be if you know *that* your logic is wrong, you know *where* the problem is, but you actively construct your proof in a way that makes the error harder to spot. One could, for example, move the error into a passage that seems either very hard, very dull, or very easy. Playing more into the psychology of the reviewer than anything else (hard => some may give the benefit of the doubt; dull => reviewer my fall asleep and not notice; easy => might just skip it as "obviously correct").
Of course, a good fraud, if detected then would need to pass as a simple error, to avoid repercussions.
Upvotes: 2 <issue_comment>username_8: As an example, a review by Almgren of a book by Fomenko comes quite close to an accusation of what, with some stretch, could be considered a fraud:
>
> The reviewer
> has known
> Fomenko
> personally
> for more
> than two decades
> and
> still is at a loss to understand
> why he is not more
> responsible
> in his mathematical
> claims.
> The following
> are two particular
> examples
> of concern.
>
>
> The book
> cover
> states
> "In this volume,
> the solution
> of the Plateau
> problem
> in
> the class
> of all manifolds
> with fixed
> boundary
> is given
> in detail
> ... " Fomenko
> made
> a similar
> claim
> in a lecture
> at and in the proceedings
> of the 1974
> International
> Congress
> in Vancouver,
> in the introduction
> to a major
> paper
> (in Russian),
> and in an interview
> published
> in the Mathematical
> Intelligencer.
> His preface
> in
> the volume
> under
> review
> is ambiguous
> about
> this issue.
> In any case,
> the claim
> is not proved,
> as he acknowledges
> privately <...> The only significant
> contributions
> to this representation
> problem
> are due to <NAME>.
>
>
>
Upvotes: 3 <issue_comment>username_9: Borrowing ideas from Literature (specifically I have J<NAME> in mind who has written "reviews" of and discussed non-existing books, without revealing that they were non-existent of course, as a sui-generis art form), a really interesting fraud would be to back mathematical claims citing non-existing papers (in say, intermediate parts of a proof).
Coming up with *convincing* such citations, in terms of the claim made but also regarding the journal/cited author chosen, and ideally not easy to find/verify, would be no easy task and the artist, excuse me, fraudulent scholar, would have to spend a visible amount of time and intellectual energy to the task... proving first and foremost that he is a hustler at heart, since he could spend said resources in actually proving something.
In the age of internet and digitized archives, I guess this has become harder to achieve...
I am not claiming originality of this fraud-idea, I just don't know if it has been spotted already in the mathematical (or other) scientific literature.
Upvotes: 2
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<issue_start>username_0: It’s always been hard for me to stay focused and motivated when writing any kind of a longer text, e.g. an article, paper or *gasp* thesis, even if I’m interested in the topic and enjoy the work. The Stack Exchange and Wikia gamification systems with points and badges being awarded work well for me. I tried to reward myself for certain research and writing accomplishments, but realized early on that I’m not good at defining milestones and choosing bounties. Therefore, I hope someone else has done it.
Is gamificated thesis writing a thing?
Are there integrated software solutions to support that?
(I don’t use MS Word, but I could easily see how a plugin would detect the first quotation or the 10000th word etc. there. It would be great if it worked with Pandoc/Markdown or LaTeX instead.)
Related questions that are missing the gamification aspect
----------------------------------------------------------
* [How to make thesis-writing feel less tedious?](https://academia.stackexchange.com/questions/37368/how-to-make-thesis-writing-feel-less-tedious) – Writing up existing results, mentioning techniques like *divide and conquer* or *pomodoro time*
* [Motivation to write the dreaded dissertation](https://academia.stackexchange.com/questions/58013/motivation-to-write-the-dreaded-dissertation) – What to do if you’re not interested in or convinced by the subject and degree, external motivation
* [Optimizing a thesis writing workflow for Bachelor and Master theses](https://academia.stackexchange.com/questions/11297/optimizing-a-thesis-writing-workflow-for-bachelor-and-master-theses) – General advice on structure and workflow<issue_comment>username_1: One of the most common suggestions to aspiring writers (and this advice applies to thesis writing as well), is to make it a habit to write every day, say for 20 or 30 minutes. This is sometimes called a "Seinfeld chain", and you can find many apps where you can keep track of your progress, by ticking off each day you in fact write. The goal is to not break the chain, i.e. write every day. A low tech solution would be to mark days on a calendar. Some of the software tools allow you to see statistics, give you awards for completing a chain of a certain length, etc.
Another way to keep track of progress is to use something like Github, where you can also see a graphical representation of activity (in that case, number of commits).
Upvotes: 3 <issue_comment>username_2: >
> Are there integrated software solutions to support that?
>
>
>
[Beeminder](https://web.archive.org/web/20201208024802/https://www.beeminder.com/) integrates with Github or Bitbucket, so if you keep your Latex or Markdown in either of those, you can automatically gamify your writing without having to do any manual data entry.
Beeminder is a commitment tracking service that plots your progress towards your goals, like this:
[](https://i.stack.imgur.com/Q7T8o.png)
([image source](https://web.appstorm.net/new-domain))
There's also negative reinforcement: if you consistently fail to meet your goal, you "fall off the yellow brick road" and you pay actual money. Beeminder is good at tracking your progress without punishing you for small temporal variations in productivity.
In this context, your goal would be to make a consistent habit of adding to or editing your thesis.
With [git integration](https://www.beeminder.com/gitminder) you can set goals like "N commits per week" and data points are added to your Beeminder graph automatically when you commit.
There's also integration with [Draft](https://www.beeminder.com/draft), if you prefer to count words edited rather than commits. I haven't used Draft myself, but it [looks like](http://docs.withdraft.com/) you can use it to write in Markdown.
Upvotes: 5 [selected_answer]
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<issue_start>username_0: I got accepted to one of my top choice schools for a math Ph.D.
However the graduate students there said in the past few years, the Ph.D.s before them (both pure and applied math) had quite a bit of trouble finding postdoc positions after graduating. But they are able to find nice jobs in industries.
Would this be a red flag? I know that finding a postdoc or a tenure track position in math is especially hard in the recent years, so this might not be a complete measure about their Ph.D. program.
I have also gotten accepted into another public university and the graduate students there said they didn't have much trouble finding postdocs. This one is not as prestige as the one above in term of general ranking.
I have professors that I would like to study with in both universities, and I am leaning toward the second one.
Could you give me some advice?<issue_comment>username_1: I'd recommend trying to gather some objective data on outcomes. For example, in the [mathematics genealogy project](http://genealogy.math.ndsu.nodak.edu/search.php) you can search by "name of school" and "year of degree" to find a list of people who graduated in 2014 or 2015. It's not guaranteed to be complete, and it sometimes mixes together people who were in different departments at the same university, but it's usually pretty good (and sometimes easier than finding this information on math department websites).
Then you can start googling people, with "math" appended if necessary, to see what you can find. If you can't find any indication that someone is working in academia, then they probably aren't. If they are, then you can gauge how pleased you would be with such a job.
This should give more reliable data than self-reported difficulty of finding postdocs, because it avoid filtering through the departmental culture. Some cohorts of grad students are optimistic and enthusiastic, while others are more apprehensive, and it's not clear to me that this correlates particularly well with actual success on the job market.
It's also worth keeping in mind that the relevant issue is job opportunities, not actual outcomes. If one person complains about the difficulty of finding a job and another doesn't, you can't conclude anything without knowing where they were applying. (Sometimes students at more prestigious universities apply mainly to fancier postdocs, because they wouldn't be happy with less prestigious jobs.) Unfortunately, this is more difficult to gather objective data on, but I think it's a second-order effect.
Upvotes: 5 [selected_answer]<issue_comment>username_2: This sounds like pretty thin evidence on which to base an important life decision. You don't think the graduate students at the second institution might have been a little selective in their memory? They aren't exactly unbiased observers. Let's just recap:
1. you're considering a general impression, not based on data (and thus, easily biased)
2. of presumably a few graduate students out of many in the program
3. about a 2 or 3 year period (so even for a pretty large school, maybe 50 graduates, and at many schools more like 20)
4. about a wildly variable phenomenon (since the strength of graduating classes, the number of jobs available in different fields, which advisors students worked with can all vary wildly from year to year).
Of course, all the data you have about graduate programs is low quality (since you don't know how it will apply to you, and sample sizes are so small), but if we reason Bayesian-ly, that means we shouldn't be eager to discard our priors over one data point. If the other things you know point you to first school, I don't think this is a good reason to change your mind.
Upvotes: 3
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<issue_start>username_0: I'm a tenth grader in high school and I'm passionate about my research in computational neuroscience. I'm in a unique situation, and I'm wondering whether I should leave tenth grade early this year to accept a research position for four months at a leading university.
I am a deep thinker and am profoundly miserable because my present educational environment isn't intellectually stimulating, growth oriented, and I'm worried I'm not accessing my potential. Because of this, I'm going to be leaving high school next year and hoping to attend the visiting students program at a nearby college. I don't think not being in traditional high school will be a hindrance to my college admissions; on the contrary I think what I do outside of school will boost my candidacy.
I've recently been offered a research-internship position at a lab at: Cornell, Princeton, Oxford, and Rockefeller. If I wanted to attend any one of them I'd need to leave high school early this year.
This is an extraordinary opportunity which will take me to new and incredible places and I don't want to *let my schooling interfere with my education*. I am positive leaving school is the right choice. Of course there are considerations but I've taken them into account; I'm not afraid of being unconventional.
Just to be clear, I'm wondering whether I should leave for the last two months of tenth grade. Secondly, I'm going to attend a visiting students program at an Ivy League University next year which is designed for high school students to attend in lieu of traditional HS.
Are there other benefits or possible pitfalls I should be taking into account?
**Edit:** Thank you all for your guidance which is helping me see the situation more clearly.<issue_comment>username_1: "I don't think not being in traditional high school will be a hindrance to my college admissions"
As a high school dropout who is now an academic, I have found skipping much of my secondary education has actually accelerated my education, career, and earnings. However, this path is not for everyone. It depends on what sort of high school is involved, the goals/motivation of the individual, and what they do with themselves after leaving high school. If you want to pursue a research career, but your high school does not provide an environment conducive to learning, then I would recommend changing to a different environment. Keep in mind that you will need to learn things outside your preferred area of study to be successful as a researcher.
Upvotes: 5 <issue_comment>username_2: On the one hand, there are whatever difficulties there might be with your current school and leaving before the semester is out. Should you return (likely mind you), you should negotiate what credit you get from this semester, what credit (if any) from your experience, and what will be needed to graduate. Get most of this clear up front if you are likely to return.
Next, this scenario offers you an opportunity. It is not too dissimilar to the 'semester schools', where HS students go as a 'semester abroad' kind of arrangement - often the credits there map back on to standard HS courses. In addition, it can give you an excellent essay topic or two for college applications.
Now, if you have no intention of returning to your HS, things get slightly harder perhaps. That means either a GED (probably easy) and college applications, or a university that accepts early leavers - Simon's Rock is one, U Delaware used to at least, as did New Mexico Tech. In these cases, there can be issues (one person I knew well went to a university program and was back within a month - they were not impressed with the quality of the program - your mileage may vary).
Finally, your local school district may have an arrangement with the local community college, letting you take courses there to fulfill your HS requirements. This may be a state law kind of an issue, so who knows.
Upvotes: 3 <issue_comment>username_3: I'd like to offer a counterpoint to username_1. I started school early because I was on the border of the birthday cutoff date, and then skipped my senior year of high school. So I left for college at 15.
It was too early for me.
Not academically. I passed all of my classes, and found a number of them still a bit boring. But going to college isn't entirely about classes. For most people, it is their first time living life on their own terms. You make your own schedule, make your own food, wash your own clothes, make your own decisions with no immediate consequence.
In short, you're learning how to be an adult. And in that, I floundered a bit. It took time for me to build a work ethic. It took a bit of failure for me to figure out how to maintain my own motivation and discipline. Enough for me to lose my scholarships and eventually drop out.
And that was *with* a bunch of other early entry students to provide social support. If you're going to be unique in that environment, that will provide it's own challenges. And then there's the culture shock of going from being the best at your school to being just another person among the best in the world.
So I would caution this approach. The things that led to my failure were things I didn't even think to consider at the time. The grass isn't always greener on the other side of the fence.
Upvotes: 6 <issue_comment>username_4: Wait! Perhaps you can finish tenth grade AND attend the internship, using some people skills :)
First, there should be an administrative coordinator listed in your internship correspondence. (If not, ask the offering professor for a contact name). Call this person and say that you are honored to receive an offer, and that your school calendar year runs through X, has anyone been in your situation before? What would he/she recommend? Maybe the dates are flexible, maybe some offsite work is permissible...
Most coordinators I've worked were experienced and helpful; it's worth a try. Your final plan will need to be cleared with the offering professor.
Then, approach your favorite teacher, and say you've received this wonderful internship opportunity, but it starts before the end of the school year and you don't know what to do. Who would be a good contact in the school to talk to? Perhaps a guidance counselor, principal, ... With any luck your favorite teacher will be excited for you and want to see you succeed.
From there, get in touch with the recommended person (e.g. guidance counselor) to compose a plan to complete your high school courses. It may be possible to complete work early, substitute an online course, ... Next, approach each of your teachers individually, tell them about the great internship and that you're working with Mr./Mrs. X on a plan to finish the year. Thank them for helping you be able to finish early. It's best if you bring it up personally since they'll feel involved in the solution, vs. hearing about it from the counselor.
A lot of work? Yes. Will all go well? Hard to say - there may be a few blockers. Worth a try? Absolutely. You want to be perceived as that friendly guy or gal who made it big and gets a writeup in the hometown paper.
By the way, if you can pull this off you will be FAR more astute than I was in high school!
Also, what do your parents think? They might have some good ideas on how to approach the situation, and on your options for next year.
Upvotes: 7 [selected_answer]<issue_comment>username_5: Although pursuit of an internship would fulfill your passion, as others have mentioned, there is a great amount of maturity necessary for one to fully take advantage of opportunity life has to offer, which you would gain most effectively in school. Rather than pursuing a research internship, enter a high school that is more academically challenging because I can promise you there are probably many. If your family is not financially secure enough to make the move then I suggest you still wait until college and you should be able to get a scholarship at a great university. It is only two years away from you and I promise you the wait will be worth it. In general, employers will look at your past job and project experience but college is an experience you definitely won't want to miss because many offer both great academic competition and an environment in which you and your peers can develop both strong maturity and character. If you have already chosen to drop out of high school try to find an opportunity to advance you education because as a researcher, further education will only push you further down your path towards success. I wish you luck both in school and for your future.
Upvotes: 2 <issue_comment>username_6: The general sort of choice you face has significant pushes in both directions. Agreed, in the U.S. (and many other places) high schools are not equipped in any way, simply do not have the personnel (nor do most community colleges) to present srsly-upscale content in the sciences or anything else, possibly with the exception of music (my observation...!), because expert practitioners get essentially-infinitely-better possibilities elsewhere. So, sure, intellectually, high school is boring or worse.
On another hand, who said it wouldn't be? Undergrad is pretty much the same thing, except that it's the "top quarter" or "top half" or something... and now everyone's out from under their parents, and many are able to pose as legally able to buy alcohol, and ... there are drugs...
I would imagine that a "lab" is a *little* more goal-oriented than the crowd-control of most undergrad situations. Ok.
But, now, there is the issue of socialization. True, alienation from one's peers can be defended as a reasonable conclusion/state... but, subtly-enough, not-quite-exactly for the reasons one might see as "immediate" while in high school (in my own recollection, e.g.).
By this point, it is entirely unclear to me whether the benefit of more intellectually-grown-up situation of ... well, ok, not so much undergrad, and, oop, not really grad students, and ... um... but maybe national labs are entirely different? (... sigh...) is really worth the trade of getting to know the human animal(s) of one's own chrono age, if not intellectual.
That is, even if one strongly suspects that one has little interest in participation in popular cultural processes... there might be reason to have an idea of what they are, and who the people are, first-hand. NB, both pop-culture and "academic" culture significantly caricaturize actual people... for reasons that are mildly interesting to study. Direct observation is the only reliable fact-base.
I myself really did not like the boredom of high school, ... but the human-condition factoids I acquired there are among the most significant I have.
Upvotes: 1 <issue_comment>username_7: It depends on what you want to get out of high school.
For some people, there may be social benefits to continuing high school. Peers of a similar age may have similar issues and goals, and as such you may be less isolated from them. There is a great deal to be learned from people who are going through the same issues as you are. Relationships, both friendships and romantic attachments, can be easier to form with people who are closer to your chronological age.
And there are many milestones that you will miss if you choose to skip nearly three years of high school. Prom, cruising through the senior year, perhaps even voting with your friends–all of these things can be worth experiencing.
That said, high school is not the only way to have a real social life, or to interact with one's peers. You don't need to lose touch with your friends just because you are working at a lab, even in a different city or country. You don't need that your social group is limited to your research group. You can *certainly* learn a lot from people who have few years' more life experience.
Which works better for you will depend on how much you depend on the school environment for socializing, and how much you prioritize learning.
My own experience was somewhat similar. I was homeschooled, a path which is already associated with social isolation in the minds of many. I studied college texts at home, and after taking a few classes, was off to graduate school by 17. I missed out on both the "high school experience," and the "college experience."
When I started, I struggled with the courseload. I struggled with interacting with people who often seemed to have entirely different interests from mine, and entirely different lives from me. But I had the opportunity to advance to a level of academic sophistication that was better suited to me. And I discovered that many of the older students were just as fun to hang out with as younger people, and that there were plenty of undergraduates worth talking to anyway.
It's not really a zero sum game; that's the point. You don't have to become a social misfit in order to advance in your education. If you're motivated, you can find plenty of social and personal growth even in a very different academic environment.
Upvotes: 2 <issue_comment>username_8: I skipped a year of High School to go to college early. My gut reaction is "Do it! Going to the prom is way over-rated."
A more nuanced answer is that you need to understand the trade-offs. How good is the High School you are currently attending? If 80% of the students go to a 4-year collage and 20% go to a top-10 college, then there is value is sticking around. If the relevant numbers are 12% and 0%, you need to leave now.
I went to college at the age of 16, and it definitely affected my choices. I got into my safe school, but not into any of my first choice schools. Subsequently, I took a couple of years off, and then got into a good grad school, but the whole thing was sub-optimal. In my case, the choice was either a second-rate university, or a third-rate High School. You need to take a cold, hard look at what your choices really are.
You have the advantage of getting good advice. I suspect that you have had good advice up to this point, or you would not have even known that internship programs exist.
If I had to make one recommendation, it would be to figure out how to have the internship count towards getting a High School diploma, and then go to college at the usual age. For most people, their age is a very important parameter in where they get accepted, and in how well they do academically.
Upvotes: 2 <issue_comment>username_9: There is a school of thought that "work experience" (and in this case, the resulting connections), is even more important than formal education. This thought is particularly prevalent in America. <NAME> dropped out of Harvard after one year and never looked back. Using this train of thought, you should take the prestigious internship even if you have to drop out of school. Once you have completed your work program, you can always go back to school. Unless you are the next "<NAME>" and can rise to the top of your profession without more schooling.
The exception to the above is if you come from a country where once you drop out of school, you can never get back into the "system," and most employers look more to schooling than to work experience. That is not the case in America (where I live) nor in most western countries.
The laws of economics say that the highest returns accrue to the scarcest factors of production. In most cases, a prized internship is a scarcer factor than an educational opportunity. The previous paragraph dealt with the odd case where "education" is "scarcer." In either event, your decision should be governed by this rule.
Upvotes: 0 <issue_comment>username_10: I left high school 6 weeks into my junior year (11th grade) due to a weapons possession charge (It was just a simple pocket knife. I'm an Eagle Scout, and always carry one. Zero tolerance state at the time, but now I think they all are.)
Anyway, I dropped out of high school and took my GED. I got a 99% without studying. I then took my ACT and got a 35/36, again no studying. I went to college and the rest is history. It is possible.
However, a GED is not very congruent with an Ivy League school. I would look into a hardship diploma, or a "homeschooling" path. Much more attractive.
Bottom line, if you don't like it, get out. It's your life.
Upvotes: 2
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2016/04/14
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<issue_start>username_0: I recently won the "Best Student Paper" award at a moderately significant conference in my field (subfield of CS).
This came with a Trophy and a Certificate.
The trophy I will put in the corner of my the lab, and use for motivation.
But I don't know what to do with the certificate.
What should I be doing with the certificate?
Do I need to save it to prove to someone later my paper did actually get the award? Surely they can look it up online.
I am generally opposed to the hoarding of documents -- I strive to minimise the number of physical possessions I have.
So I was kinda thinking of just using it as scrap paper...<issue_comment>username_1: You will probably never in your life need the physical certificate.
If you don't want to hang onto it, you can probably just dispose of it (though you might as well scan it first).
Upvotes: 6 [selected_answer]<issue_comment>username_2: Give it to a relative (parent, spouse?). My mother has a "wall of Sergio" in the house where she displays different types of significant awards, letters, etc. I think it's a little weird, but giving them these awards is a nice way to let them have a handy reminder of what you're up to at the time, and parents certainly appreciate it sometimes. My mother and I came from not very much at all, so she is so happy to hear I am doing something with my life -- maybe your family may feel the same.
Upvotes: 7 <issue_comment>username_3: If you intend to pursue a career in academia, that certificate could be used by the educational institution as a supporting document for your ranking and promotion, for your merit awards, or for the school's accreditation (proof that its employees are well-qualified).
Upvotes: 2 <issue_comment>username_4: You can keep it. It will be a great help once you graduate, it is a good asset when finding a job(office based job). Certificates are like credentials if you opt to land a job in a company.
Upvotes: 2 <issue_comment>username_5: I think you should, for documentation, keep everything that provides proof of your career achievement. One or two folders should be sufficient for most people. You never know when it would be useful to have that handy. It's just a piece of paper, and I would keep it where you keep official or semi-official documentation about your career. It's less space than a trophy, in any case.
Upvotes: 4 <issue_comment>username_6: Some labs and teams hang the certificates somewhere visible. The goal being to show that the lab/team actually care about their members' achievements, and possibly also to show them off to passers-by. Ask your lab/team head if this is the case. Keep a scanned copy should you need to show it later on.
Upvotes: 3 <issue_comment>username_7: Note: this is for award certificates in general, not just the "Best Student paper" mentioned in the question. These mainly apply for more prestigious awards, like Nobel Prizes or the equivalent for your field.
1. As [<NAME> mentioned in a comment](https://academia.stackexchange.com/questions/66914/what-should-i-do-with-award-certificates#comment162098_66914), the first thing you should do is take a digital scan so you can archive the certificate and have a backup if necessary. Obviously the original is more important, but if something goes wrong, you'll still have proof that you owned it.
2. Some academics as well as some professionals in more academic professions like doctors and engineers tend to have a wall or other dedicated house location to hang framed certificates and degrees they acquired.
3. One thing I haven't seen mentioned yet is that some employers like to see proof of achievements you mention in your CV. So in that respect, assuming you're planning on pursuing a career in your chosen profession, having the original certificate allows you to make a copy so you can show it to any employees that want to see it.
Upvotes: 2
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<issue_start>username_0: In a nutshell, I hate one of my fellow PhD students. I am sitting in the office with that fellow graduate student who frequently interrupts me when I want to focus on my work. He also often is very insulting to me in front of other fellow graduate students.
I general, I try to be nice and respectful to my fellow students, but I suspect this makes me a perfect target to him. Also he seems very nice to other people, just not to me. I wish I could change the department because its actually a major drawback and affects my whole PhD life, since I currently meet him every day all the time. I frequently miss lunch or some activities of my lab, since I know I couldn't handle his presence. But I don't want that my social life suffers because of him. Do you have any tips on how to overcome this situation successfully?<issue_comment>username_1: First and most importantly, if you feel you're in the best department for *you*, then don't try changing departments. Something like this will *not* be the last time you experience it -- I guarantee it. It's a fact of life. Learn how to deal with it.
My answer seems to have gotten downvoted and criticized a bit, but honestly, *in your best interests, I refuse to sugarcoat the answer for you,* and I stand by what I have to say to you.
Here are some things I can think of:
1) Tell your advisor immediately. "Hate" is a **strong** word to describe your current feelings. Your advisor has surely dealt with these types of situations before.
2) You sound passive-aggressive and are suppressing your anger. Why do that to yourself? That is harmful to you. Just tell this person directly what is bothering you, but in the nicest way possible. It'll be good experience for you to learn how to resolve conflicts, and you'll grow from this experience. An email would be a good choice to go with.
Upvotes: 2 <issue_comment>username_2: A friend once told me that **people take from you exactly what you choose to give them**. In other words, this person manages to distract you because you let them. Similarly they manage to annoy you with their rude behaviour because you let their insults get to you. Therefore, I am going to suggest you a nice change of approach, rather than a change of office.
IMHO the best way to tackle distractions is to **ignore them**. My experience shows that a large pair of noise-cancelling headphones coupled with a focused look that never leaves whatever it is you are doing, work miracles in this case.
Whenever I need to focus and lock myself in *the zone*, I gear up and ignore everything that happens around me. If people ask me questions, and I actually manage to hear/see them, I tell them, swiftly and politely, that I'll be with them once I finish whatever it is I am doing. Your body language is extremely important while doing so. You want to make sure that you show that you won't be leaving what you are doing to deal with them, because you deem that what you are doing is more important. For example, I don't remove my headphones to answer, and go back to my task straight away. In addition, once you adopt this technique, be democratic and use it with anyone and not just this particular person who distracts you.
Make sure that you show that you are actually focusing on work rather than on leisure. Human psychology 101 suggests that if someone sees that you appear super-concentrated whilst in reality you are browsing social media they will feel allowed to disturb since they will think that you're not *actually* working. You have the right to not be disturbed whilst you are on a break, however the fact that you are taking a break implicitly says that you are free and can be disturbed.
Interestingly enough, the ignoring technique also works for rude behaviour and insults. Nothing clips one's wings more than instantly getting the feeling that one's behaviour has little or no effect. For your own sake, I'd suggest you begin by ignoring the rude comments that hurt you. This will not be easy at first, but you'll feel the benefits as you get better at it.
Now, nobody should be forced to feel like you do. What you describe is prototypical bullying. Bullying should have no place in life, let alone academia. The steps I would follow would be to begin by talking to this person telling them you would like them to stop with their rude behaviour. Although they might be joking you can't seem to tell whether that is the case, and think that the problem will be solved if they stop whatever it is they are doing.
After talking to them, wait some time. If the behaviour persists then escalate the complaint to your supervisor, the team/department head, or whomever you think has the authority to deal with this. The important thing is that you remain calm and polite during your interactions with your colleagues. Last thing you want is for others to accuse you of being rude.
Upvotes: 4 <issue_comment>username_3: I will try not to repeat previous answers. As much as I can think of it they are generally two ways of dealing with it: direct/ open approach and other is subtly one. I couldn't say what is better approach it just depends on you.
1) Direct approach (e.g. @username_1's answer)
It is usually more for people who are very direct and these people usually don't have issues with saying to others (even to someone who they don't prefer) what is on their mind. They won't wait too much, and one day they will just come to you and say: "Houston, we have a problem".
2) More subtly/ indirect approach
Well, usually we think about how not to make a fuss. We want to make things as smoothly as we can. We don't want to bother our colleagues or supervisors and we think that we need to deal it by ourselves. Sometimes that is not good way of thinking, sometimes it is okay, it just depends. I think in your case you may try to solve the issue by yourself if you prefer like that.
Anyway, firstly, issues in social interaction usually can't be solved in short period (it can be if you want to change your department or something like that but I wouldn't prefer that as my first solution). Generally, you need a time and "strong nerves" and don't forget that this is your way of learning how to deal with this kind of people.
* What is the reason of your colleague's behavior? Knowing that part may help you to find the way how to deal with the situation.
* You may ignore his inappropriate behavior but in that case you should be aware that you may see a burst in his behavior and then after decrease in the behavior (see [this](https://en.wikipedia.org/wiki/Extinction_(psychology)#Extinction_burst) or [this](http://www.scienceofbehavior.com/lms/mod/glossary/view.php?id=408&mode=letter&hook=E&sortkey=&sortorder=&fullsearch=0&page=9). [This](http://bcotb.com/reducing-behavior-through-non-aversive-techniques-extinction-and-the-extinction-burst/) article is about child's inappropriate behavior but you will see you may apply this in more social interaction than that).
* Try to use irony/ sarcasm for everything he says. Do it with a style (e.g. lovely smile on your face). Play with him, try not to show him that he irritates you. Think of it as a spoiled child (and you may even show that a little bit). I sometimes do that, more as a play. E.g. "Oh for sure you are right, luckily I have you" / "What would we all do without you?" / "Of course I don't understand anything" etc. ( Very important- in your nonverbal behavior people need to conclude that you are sarcastic otherwise you may do even worse thing).
* When he interrupts you, again do what you would do with boring child. Don't show you are angry, be as much polite (and ironic) as you can be. "My dear fellow can you wait for second?" / "Oh I am sorry to see that you are so bored but I can't help you in this moment" etc. And/ or just pretend that you don't hear him (headset).
Shortly, I would say you have tough situation. Think carefully if you can manage it or not. If you can't you may change a department. That student makes your life miserable. I had kind of similar situation, I broke up with my partner and seeing him all the time in my Faculty was terrible. In that time it was too much for me so when I had the first opportunity to temporarily go abroad I did that (for a six months). I felt as a new person and now I am glad that I had issue which I had. After I came back, I mostly ignored him and I really tried not to show that I care for anything he do. When I needed I was ironic, I learnt not to take him serious and I was really working on my nonverbal behavior. Two years after, you wouldn't believe but we are fine (okay, we don't see each other very often but I wouldn't mind to even work with him on a project).
Upvotes: 1 <issue_comment>username_4: This is a *professional* problem, of a type that sadly can floor many students, because they have not been particularly exposed to formal institutional regulatory and political structures. This can be *particularly* true of older postgrads (in *some* senses more experienced), because those are the ones who have been most firmly focused on academic work all along.
For me, the hinge of this problem seems to be, ‘He seems very nice to other people, just not to me.’ That statement stands out especially because it means that the situation therefore involves ***bullying and harassment*** (succinctly defined on [this UK site](http://report-it.org.uk/bullying_and_harassment)). You are being singled-out for ill-treatment, by someone who is not simply ‘like that’ to everyone. It seems that that person is quite immature, deriving satisfaction from such behaviour, and is also consciously selective in where to apply it.
The mature, professional solution will not be to fight back. That would simply resolve into immaturity on your part as well, and will not teach either you or the bully anything useful. Most likely, the bully would smoothly ridicule *your* behaviour, and use it as licence to continue his own. Pointless, and also unprofessional on your own part: do not go down that route. You can learn something much more useful for the future, by exploring the resources that I am sure already exist for you.
In a strange way, *this situation is not all bad*. Of course it is horrible for you to experience, but it also means that *the problem is well defined*. In this day and age, I would bet quite a lot that your university *will already have a policy in place* concerning bullying and harassment, with established procedures for reporting and controlling such behaviour.
Others here have suggested various ways of more or less taking this conflict on, on its own terms, and trying to win it. I think that that would be *the worst possible thing to do*. That would amount to you approving the bully’s behaviour as *acceptable* in your culture. In doing so, you would become as unprofessional and immature as he is. You would also waste a great deal of time and energy, while achieving absolutely zero.
You need to *end* the conflict, *not take part in it*. As has also been said, the bully has infinite energy: he *likes* doing this. As we say in the UK, he is *trying to get the rise out of you*. If you respond on his terms, he will just keep doing it.
What he *cannot* fight is you being calm and professional.
I would say that your first stop should be talking to your Ph.D supervisor, if you have a confident and trusting relationship. They should be able to point you at the University’s policy on bullying and harassment, which will clearly tell you how to proceed within the University’s existing framework (politely negotiating, collecting evidence, building a case). Also, it would be sensible to alert your supervisor to any undue influences that might be negatively affecting your work. This probably won’t be the first time they have seen some kind of friction, and it definitely won’t be the last.
If you don’t feel that comfortable (yet) with your supervisor, then that is fine. The University almost certainly has some kind of confidential Counselling service[s] for students and/or staff (you might count as both), which would be able to guide you towards the same formal resources, and discuss how to use them. If it offers no such dedicated service, then the University *must* have some kind of health centre, which could set you on the same path.
Another route could involve directly approaching the University’s HR office. They will probably be the guardians of the institution’s policy on respectful professional conduct, and will have an interest in seeing it applied consistently across the institution. There is a good chance that this is where you will end up anyway, if you start off with your supervisor or a counsellor... but I would recommend calmly and quietly going through those steps first. Those people are there for a reason. Both you and the University can benefit from making full use of their knowledge.
In any case, the likely first suggestion would be politely to make your colleague clearly aware that he is distressing you, telling him why, and asking him to stop. Of course that is a stressful step to take, in itself. The up-side of that is that occurs within a framework (the broader policy) that will provide routes for you if he responds unsympathetically or even aggressively.
More likely, the bully (immature as he seems to be) would seek to continue targeting you in ever-more-obscure ways. The *great* thing about that would be that by that stage he is *on record* as the aggressor. It is up to him to show that he is taking the University and its policies seriously. He *might* even argue angrily that you are being oversensitive and thus damaging *his* work, but by that stage the point is that *he* still has to be the one to show that he is taking steps to make things better. He has to grow up a bit and start *really* being professional, otherwise he will just keep getting warnings, drift into the University’s disciplinary system, and eventually get thrown out.
By the sound of it, he might not last long as a research student anyway. In the UK, the term ‘tosser’ would quickly be applied to someone who was that concerned to satisfy his own ego problems by spending time and energy picking on someone else, rather than excelling in his own work and collaborating with others.
Basically, keep calm and explore formal routes. They will exist.
Upvotes: 3
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2016/04/14
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<issue_start>username_0: I've been admitted to more than one PhD program, and I'm having a very hard time making a decision.
The programs I'm accepted to have advantages and disadvantages with respect to one another. How do I weigh the relative importance of difference aspects of the program in order to make an optimal decision?
Ultimately, this is not a decision that anybody else can make for me, because everyone has different values and priorities, and the right decision for me may not be the right decision for somebody else. However, you *can* help by giving me more information about how different features of a program will affect my experience in graduate school and my future career.
The offers under consideration differ in a variety of ways:
* [Ranking](https://academia.stackexchange.com/a/66927/11365)
* [Advisor](https://academia.stackexchange.com/a/66928/11365)
* [Research group](https://academia.stackexchange.com/a/66929/11365)
* [Funding](https://academia.stackexchange.com/a/66930/11365)
* [Other considerations](https://academia.stackexchange.com/a/66931/11365)
I need to know more about what kinds of things are important and how these will affect me, so that I can make an informed decision about balancing competing criteria.
*Note to readers: This is a special community wiki 'canonical' question that aggregates advice on a very broad topic - see more information in this [meta post](https://academia.meta.stackexchange.com/questions/3269/canonical-qa-suggestion-ive-been-admitted-to-multiple-graduate-programs-how). Each answer here relates to a different metric that one might take under consideration. If you have a new "critical" metric not in the list above that you believe should be an important part of the decision, post a new answer. If you want to add something related a metric that's already represented in its own answer, edit that answer.*<issue_comment>username_1: Ranking
-------
In deciding how to weigh the ranking of each department under consideration in your decision, it's important to realize how the ranking of the department where you get your PhD will affect your future.
In [this answer](https://academia.stackexchange.com/a/154/11365), JeffE says that the quality of your research is by far the most important factor in faculty hiring in his field:
>
> Nobody in theoretical computer science cares where you got your degree. Really. We. Do. Not. Care. We only care about the quality and visibility of your results. Publish strong papers and give brilliant talks at top conferences. Convince well-known active researchers to write letters raving about your work. Make a good product and get superstars to sell it for you. Do all that, and we'll definitely want to hire you, no matter where you got your degree.
>
>
>
but suggests that the quality of the research you produce during your PhD will depend on the environment you're in, which in turn depends on your department ranking:
>
> In my experience, where you get your degree is strongly correlated with successful research. I got my Master's degree at UC Irvine in 1992 and my PhD at UC Berkeley in 1996. The biggest difference I saw between the two departments was the graduate-student research culture. **Every** theory student at Berkeley regularly produced good results and published them at top conferences. When the FOCS deadline rolled around each year, the question I heard in the hallways from other students was not "You know the deadline is coming up?" or "Are you submitting anything?" but "What are you submitting?", because "nothing" was the least likely answer. Everyone simply assumed that if you were there, you were ready and able to do publishable research. Publishing a paper wasn't exceptional, it was just what you did. That cloud of free-floating confidence/arrogance had a huge impact on my own development as a researcher.
>
>
>
In other words, he concludes:
>
> getting a PhD from a top department definitely helps, but more by helping you become a better researcher than by making you look better on paper.
>
>
>
xLeitix offers similar advice [here](https://academia.stackexchange.com/a/16175/11365): don't go to a particular university *just* because of its high ranking, but make sure that the environment in which you do your PhD is one that enables you to do high-quality research.
Corvus [strongly emphasizes](https://academia.stackexchange.com/a/44443/11365) the importance of surrounding yourself with high-quality peers, which you're more likely to find in a highly ranked program:
>
> **I think what matters most is the quality of the students who will be your peers**. You need to surround yourself with students who, from day 1, expect nothing less of themselves than to produce novel scientific research of the highest caliber, present it at top meetings, publish it in top journals, and forth. Ultimately you will learn more from your peers than from your advisor. A sufficiently talented and ambitious cohort will hold the bar high for you and push you to excel whereas a sufficiently talentless and unambitious cohort will help you make excuses for your own failures to reach your potential.
>
>
> In my experience, top schools with top graduate programs have the sorts of students you want to surround yourself with. Second tier regional programs may, but I have yet to see it.
>
>
>
eykanal [adds](https://academia.stackexchange.com/a/92/11365) that if you're interested in a career outside of academia, then ranking matters more, even irrespective of its impact on the quality of your research:
>
> When looking for a job in academia, potential employers will look at many factors, including publication record, research success, research track, who your advisor was, etc. The school is important but other factors are involved.
>
>
> When looking for a job outside of academia, they will look at your GPA and the name of the university from which you graduated. In this case, your university could easily be a "make it or break it" part of the deal.
>
>
>
If you're concerned about being outclassed by the other students in your program at a top school, <NAME> [says](https://academia.stackexchange.com/a/14181/11365) not to worry:
>
> My experience as a student at a Extremely Well-Ranked School is that other students are very supportive, and empathetic to the experience of getting through a tough program. In short: don't worry. It will be ok.
>
>
>
and JeffE [adds](https://academia.stackexchange.com/a/14184/11365):
>
> **Do not listen to the Impostor Syndrome.**
>
>
>
(More on that insidious impostor syndrome [here](https://academia.stackexchange.com/q/11765/11365).)
Upvotes: 3 <issue_comment>username_1: Advisor
-------
Your advisor will be a really, really, really key part of your PhD experience, and can make all the difference between success and failure.
There are many different advising styles, and you should learn more about potential advisors to find one whose style works for you.
walkmanyi [sums it up](https://academia.stackexchange.com/a/4797/11365):
>
> Many don't speak about this too often, but with an advisor you are not only choosing a field of interest, but you are choosing a *mentor*. By all means, you want to "tick well" with him/her. There is not much good for a PhD student having a star researcher advisor whom they see once in a quarter and who is a sociopath on a personal level (this is a bit too extreme, but think about it as a continuum between extremes). Choose somebody with whom you will be able to work, whose example it is worth to follow, from whom you want to learn, not only the scientific stuff, but also workstyle, level of quality he/she strives for, etc. These soft reasons are often more important than anything else.
>
>
>
Fomite has a fairly comprehensive [answer](https://academia.stackexchange.com/a/189/11365) on how to judge potential advisors by looking beyond their recent publications:
>
> There are a few things I would generally look at in a potential advisor beyond just their research/publications:
>
>
> * **Who were the co-authors on their papers?** Are they actively collaborating with people in your field - people who could be potentially useful for post-doc posts, etc.? Do their students often show up as primary authors on publications, or are they invariably buried in the middle of a long list of authors?
> * **Personality.** This goes beyond just do you like the person. Do they prefer frequent updates, meetings and the like, or is the occasional check-in enough? Are they a morning person and you prefer working nights, or the other way around? If you send a long email, would it get answered, or do they not often fail to answer emails? I've had some professors who I'm very fond of nevertheless would make poor advisors because of wildly disparate working styles.
> * **How are their students funded?** Your funding stream can have serious impact on your completion time and productivity. If every semester, its a desperate Pick-N-Mix of funded side projects, TAships, etc. you're going to have a lot on your plate that, while potentially an interesting experience, will slow down your progress.
> * **Where do their students end up?** Do they have decent career trajectories? Are they supportive of alternative paths like industry or government?
> * **Rank and age.** A young professor might be more aggressive and eager, on the other hand they're less established, don't necessarily have the same level of institutional support, and if they're not yet tenured, its possible they'll disappear. An older professor may be more established and stable, but might not use "cutting edge" techniques, or feel less of an internal drive to publish.
>
>
>
Henry [adds](https://academia.stackexchange.com/a/161/11365) that there may also be some benefits to having an advisor who is generally well-liked by his/her peers:
>
> I'd add to your list how your advisor is viewed in the rest of the field. Not just on the quality of research (though that's important too), but again, how much people like your advisor personally. Again, a small factor, but having other people in your field like your advisor can make a difference.
>
>
>
But really, the best way to find out about a potential advisor is to talk to their current students, and we have plenty of questions for you to ask!
<NAME> [says](https://academia.stackexchange.com/a/8514/11365) the most important question to ask is
>
> Are you happy with your PhD in general?
>
>
> It covers a lot of issues, but usually you don't want to do a PhD in a place where students are unhappy and frustrated. The good thing is that if students feel really bad, they rarely hide it.
>
>
>
but he adds a few more, too:
>
> * General contacts on the line student-advisor (How much contact and support can you expect, both for research and administrative stuff?).
> * Funding (Is it a problem or a non-issue, e.g. for attending a conference?).
> * Research (What the actual research looks like? What is the toughest part, biggest emphasis on, the most time-consuming part, etc?)
> * How much time does it *typically* take to finish PhD? Does it happen often that someone drops out?
>
>
>
Suresh [suggests](https://academia.stackexchange.com/a/8510/11365) asking:
>
> * does PA [potential advisor] have time to meet with you when you need help ? Or does PA [potential advisor] want too many meetings ?
> * how much guidance are you given ? Too much ? Too little ?
> * is the relationship "work only" ? Do you talk about non technical academic issues ?
>
>
>
<NAME> has [some more good questions](https://academia.stackexchange.com/a/8569/11365) to ask current students:
>
> 1. Do/Did you (the current/former PhD) enjoy working in this supervisor's research group? Do research group members work with each other collaboratively and help each other? And ask the PhD student to elaborate.
>
>
> This question tries to get at what the research group dynamic is. This is fairly important in my opinion - the last thing you want to concern yourself with is politics in the research group. I have seen PhD friends frustrated by this.
>
>
> Ideally you should ask this question in a less formal setting (some grad school visits will have time for social events). And sometimes you meet grad students who are comfortable sharing their experience openly. If you are not comfortable asking this question, as it can be an awkward question for the supervisor's current PhD, you can simply observe the interaction between group members, and between group members and the supervisor.
>
>
> 2. Is the supervisor generally available? Does it take a long time to arrange a meeting to meet with the supervisor (used to be the case with my supervisor because he was so busy)? Does the supervisor respond immediately and effectively (another friend's supervisor tend to leave questions to last minute)?
> 3. Are group members expected to work 24/7 or 9-to-5? Some supervisors expect you to reply to emails immediately, and some work strictly business hours.
> 4. Does the supervisor take a hands-on or hands-off approach? Are students expected to be really independent with lots of freedom, or are they guided/directed along the way with less freedom?
> 5. Does the supervisor support his/her students to consider career paths outside of academia? Some supervisors only want their students to go into academia, and it will be harder to discuss options with such supervisors.
>
>
> For Q2-Q5, the right answer will depend on your own preference - what you want is a supervisor whom you will work well with.
>
>
>
Upvotes: 5 <issue_comment>username_1: Research group
--------------
[This answer](https://academia.stackexchange.com/a/28843/11365) by JeffE is so perfect, I'm just going to quote it verbatim. He says that asking about the **quality** of a research group is the wrong question,
>
> What you should be asking is "**How can I judge which research group will best support my educational and career goals?**" And yes, this is a *very* different question. And while lab productivity may be correlated with the future career prospects of its members, the two are *not* identical. Some great researchers are terrible advisors.
>
>
> * Do the lab's **students** have a consistent strong track record of publishing new results?
> * Are the lab's **students** strongly represented at conferences, workshops, and the like? In particular: Are the lab's **students** given ample opportunity to present their research outside their home department?
> * Are the lab's **students** given ample mentoring and support, both in developing their own research agendas and in applying for external fellowships, lab exchanges, internships, postdoctoral positions, faculty positions, and so on?
> * Are the lab's **students** given ample opportunity for *substantial* intellectual contributions to the lab's published research, or are they just lab/code monkeys?
> * Does the lab's research agenda closely match your own research interests and abilities?
> * Most importantly: **Where do the lab's former students work now?** (The worst possible answer is "We don't know.")
>
>
> Almost none of these questions can be answered accurately without physically visiting the lab and talking directly to the students *without* the PI present. If travel is impractical, use Skype / Google hangout / Facetime / whatever. Or telephone. Or, if all else fails, email.
>
>
>
Publishing is key in academia, so to get a sense of a research group, it's also a good idea to look at publications that have come out of the group, as [suggested here](https://academia.stackexchange.com/a/28829/11365):
>
> * How many articles are published, particularly in high quality journals relevant to the field of interest
> * Is there a consistent strong track record of publishing new results?
> * Their history of representation and contributions to conferences, workshops and the like
>
>
>
Upvotes: 4 <issue_comment>username_1: Funding
-------
On questions related to self-funding a PhD vs. accepting an offer with funding, most answers point out that lacking funding has broader implications for your experience in graduate school - it's not just about the debt. There is a strong consensus that it is *not* a good idea to accept an offer without funding in any field and country where funding is typical. In some areas, however, [such as humanities studies in the United States](http://www.theatlantic.com/business/archive/2014/01/phd-programs-have-a-dirty-secret-student-debt/283126/), a funded Ph.D. is not typical.
In some fields and locations (e.g. computer science in the United States), *a standard PhD offer comes with funding*. In situations like this, JeffE [says](https://academia.stackexchange.com/a/7727/11365):
>
> Do *not* accept a PhD admission offer without funding. If they really want you, they'll pay for you.
>
>
>
and elaborates:
>
> A typical PhD offer from a strong department includes guaranteed funding in some form. My department promises five years of funding to every incoming PhD student, assuming they make steady progress toward their degree. (Do not accept a PhD admission offer without funding. If they really want you, they'll pay for you.) Most of our students take 6 years to finish, but in practice, (100-ε)% of our students are funded for their entire stay. A typical theory student in my department is a TA for 2-4 semesters and an RA of fellow for the rest.
>
>
> When a student is admitted, the *department* is making a contractual commitment to funding that student, assuming they make adequate progress toward their degree.
>
>
>
This is echoed in [an answer by username_1](https://academia.stackexchange.com/a/18760/11365) on another question.
vadim123 [warns](https://academia.stackexchange.com/a/18454/11365):
>
> Choosing the no-support program is a large gamble. You should take it if you're confident that the program made a mistake in not offering you funding -- you have tremendous talent that for some reason has not been revealed in your record. Absent such a situation you should take the support.
>
>
>
On a similar question, <NAME> [points out](https://academia.stackexchange.com/a/29556/11365) that a program offering funding is likely to be more committed to your success, which has broader implications for your experience in the program (not just your debt):
>
> If option A is research council funded (or is funded by a high-profile UK body or another funder demanding results for their money), this would weigh heavily in my decision to take it, even if it is at a less prestigious university. There will be consequences for the group and department if a council-funded student fails to finish by the four-year deadline, and this means that both the supervisor and institution are absolutely committed to the student succeeding and solutions will have to be found if things start to go wrong.
>
>
>
Paul [points out](https://academia.stackexchange.com/a/31682/11365) that many programs won't even *allow* self-funded students, for good reason:
>
> In science-related graduate schools, it is quite often the case that students will not be accepted into the program unless they have some sort of support (i.e. department assistantship, scholarship/fellowship, etc...). Students who try to do it all on their own often find themselves under even more pressure than a funded student. On top of trying to pass extremely difficult courses and pursue original, cutting edge research, they may find themselves also working multiple unrelated jobs that barely make ends meet for rent, much less tuition and all other debts incurred along the way. Often, unfunded students succumbs to financial pressures and drop out to pursue more financially stable opportunities.
>
>
>
and continues:
>
> I believe this is a major reason why self-funded students are often not even allowed in graduate programs: statistically speaking, their success rate is likely too low to merit taking a chance.
>
>
>
ending with this bit of advice:
>
> My advice to you: If you're offered funding, ***take it!***. If you are accepted into a graduate program and are *not offered funding* and *don't have any other source of funding apart from yourself*, then ***don't try to do it all on your own***. The sheer cost of graduate school, combined with the uncertainty of you graduating from the program, along with the nightmare of trying to pay off student loan debt for the rest of your life (even bankruptcy will not save you from student loan debt); ***it's just not worth it to you***.
>
>
>
You may be wondering whether it's a good idea to rely on the possibility of getting funding after you enroll in the program. username_1 [says that it's a gamble](https://academia.stackexchange.com/a/18760/11365):
>
> It's not impossible to get funding after beginning the program (e.g., if you really hit it off with a potential PhD advisor who has grant money to spare). But this depends very much on **luck** and **circumstance**, not just on **merit**; so unless you like living dangerously, it's not an advisable strategy.
>
>
>
Having said all that, if you do go the self-funded route, Paul has some [reassurance for you](https://academia.stackexchange.com/a/31682/11365):
>
> You need not worry about the existence of a caste-system among graduate students. You will not be treated any differently than any other student if you are accepted into a program and not funded.
>
>
>
and Suresh [says](https://academia.stackexchange.com/a/8036/11365) not to worry about how future hiring committees will perceive this:
>
> All a recruiting committee should (and does) care about post-PhD is the quality of your work (for faculty positions there are additional issues). No one cares about how you were paid to do that work.
>
>
>
Upvotes: 4 <issue_comment>username_1: Other considerations
--------------------
Sometimes all of your offers are equivalent with respect to the "key" considerations, and you may want to take some "minor" criteria into account.
aesmail [reports](https://academia.stackexchange.com/a/135/11365):
>
> I applied to six graduate schools in my field, and was accepted at all of them. The criteria I used to whittle down the choices were:
>
>
> * Did I like the people in the department I was visiting? (This surprisingly *did* eliminate one school.)
> * Did I want to go to live in the city where the school was for five or so years? (One more down, four left.)
> * Could I find *enough* people I was interested in working for, so that if I didn't get my top choice, I'd still be happy with the projects I'd be taking?
> * Can I financially afford to live in the city? (One more down, two left.)
>
>
> At that point, however, the remaining criteria were all competing with one another: one school offered me *a lot* more money, the other had *a lot* better location. Both offered plenty of research, and both had excellent reputations in their field. Ultimately, for me, the location, combined with the slightly higher general profile of the school I attended, swayed the balance for me.
>
>
>
<NAME>. [emphasizes](https://academia.stackexchange.com/a/2051/11365) the social and cultural benefits of leaving your comfort zone:
>
> One big advantage of changing schools is that you meet new people. Most people have a few things they're really good at. By meeting new people, you get to learn the new things that they are really good at. More generally, you get to experience the culture of a different place and group of people (both academically and socially). This helps to give you a more developed sense of what is normal (reasonable to expect), and likely will expose you to new insights. All else being (close to) equal, I suggest that you move.
>
>
>
On a similar note, username_1 [addresses](https://academia.stackexchange.com/a/17344/11365) the advantages and disadvantages of continuing in your bachelors/masters department for your PhD vs. leaving your *academic* comfort zone:
>
> If you stay, you won't have to interrupt your research to apply to other schools and transition to a new group. Staying where you are is a "safe" choice.
>
>
> If you go somewhere else, some of your weaknesses (which you are able to ignore in your current position) may be exposed, and you'll have to work on improving them. And you will probably meet new collaborators (especially if you go to anther country) and be exposed to new ideas and techniques that will be difficult to learn, but will make you a better and more capable researcher.
>
>
> So the answer to your question depends on what you want to gain from your PhD: Do you want to get a degree and some nice publications? Then staying where you are sounds like the easiest way. Or do you want to improve yourself and broaden yourself as a researcher? Then you might be better off leaving.
>
>
> Having said that - of course, even if you stay, you can still challenge yourself and improve yourself and your capabilities. But since you don't have to "prove yourself" in your current position, there's nothing forcing you to do so - you'd have to be exceptionally self-motivated and disciplined.
>
>
>
Upvotes: 3 <issue_comment>username_2: Alumni and placement
====================
Different programs and adviors produce different types of students. Here are some questions to ask yourself:
* Does the school fit into your career goals?
* Where do students from your prospective advisors and programs end up? Do their career paths align with yours? Do they require post-docs? If so, how long?
* If you want to go into academia, do the alumni hold professorships at schools you want to work at (e.g., Ivy League schools tend to hire more from other Ivy League schools, Big 10 schools often hire from other Big 10 programs)?
* If you want to work in a government lab, does your program place students in those lab?
* Do students from your program work for industry? Are they the companies you want to work for? (e.g., Big-Pharm, Google, etc.)
* Would networking with the students in the program help your future career goals? These students may be potential collaborators for the rest of your career.
As an example, my [graduate program](http://www.tiehh.ttu.edu/tiehh-alumni.html) places most people in industry, consulting, and government, but only a few in academia. Job placement is a point of pride for my PhD program, but many programs do not publicly disclose where alumni end up or only showcase students who end up in academia. [This posting on Eco-Log](https://www.mail-archive.com/<EMAIL>/msg39797.html) talks about placement more. I wanted to be a government research scientists so my program was a perfect fit. Also, I was co-advised by a math professor who places many of his students at Department of Energy labs because he previously worked at one.
Similarly, for life sciences (e.g., biology, ecology, natural resource management), students getting a PhD in a [USGS Co-op program](http://www.coopunits.org/Headquarters/) greatly increase their chances of getting a job as a government researcher or having the network to get USGS or USFWS grants as an academic.
Placement is important if you want to avoid potentially long post-docs; academia and other research jobs can be difficult to break into. Both [Nature](http://blogs.nature.com/naturejobs/2013/05/21/careers-for-scientists-away-from-the-bench/) and [Science](https://www.sciencemag.org/booklets/career-trends-careers-away-bench) talk about this.
Also, many posts on this site focus on the post-doc experience because it can be more stressful than the PhD experience for some. For example, see [When should you move on from a postdoc position?](https://academia.stackexchange.com/questions/21792/when-should-you-move-on-from-a-postdoc-position), [Failing postdoc?](https://academia.stackexchange.com/questions/34530/failing-postdoc), [Is there a stigma in computer science toward too many postdoc positions?](https://academia.stackexchange.com/questions/14964/is-there-a-stigma-in-computer-science-toward-too-many-postdoc-positions).
In summary, think about where you want to end up after your PhD and try to choose a program accordingly.
**Edit** This new post talks about placement after finishing a PhD: [Is it a red flag for a PhD program if their graduating students cannot find postdoc?](https://academia.stackexchange.com/questions/66905/graduating-students-can-not-find-postdoc-red-flag-for-their-phd-program)
Upvotes: 3
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<issue_start>username_0: I have a list of citation keys (entry names in bib file) but I don't have the name of article. How can I find the article link?
For example, according to bib file of [this article](http://link.springer.com/chapter/10.1007/978-3-642-15618-2_17), the citation key is `JagadeeshChandraBose2010`. Suppose I only have `JagadeeshChandraBose2010` and I need to find the link to article. How can I do it?
I tried [Google](https://www.google.it/search?ie=UTF-8&oe=UTF-8&sourceid=navclient&gfns=1&q=JagadeeshChandraBose2010&gws_rd=cr,ssl&ei=7GAPV8e3JMWaU-nsrKgM) and all [search engines listed here](https://tex.stackexchange.com/a/207/93219), but I didn't find a solution.<issue_comment>username_1: The citation key in bibtex can be anything you want. What you call `JagadeeshCh<PASSWORD>B<PASSWORD>`, I can call `1234567` or `abcdefg`, as long as I call it the same thing in the tex file as in the bib file.
Since that key can be any string you want, there is obviously no way to map between that arbitrary string and the article.
Now, if the string follows a particular format - like `JagadeeshChandraBose2010`, which seems to be a name or names, followed by a year - then you can search for that article using that information. For example: [Google Scholar search](https://scholar.google.com/scholar?hl=en&q=Jagadeesh+Chandra+Bose+2010) finds two papers authored by <NAME> in 2010.
Upvotes: 4 <issue_comment>username_2: Bibtex citation keys are in no-way unique, nor do they have to be meaningful. The sole purpose of the key is to use it as a reference link when citing the work. In latex you would do something like `\cite{foobar}` where `foobar` is a perfectly valid key. To add to the confusion, there is no unique convention on naming bibtex entries, and whether there should be one is up for discussion. Some people name their own keys, others let their citation manager do the job for them. I use Mendeley which uses a FirstAuthorSurname\_Year schematic. If I have more than one paper by that same author published in that same year, Menedeley appends lower-caps letters after the main key. [Zotero and Google seem to do something similar.](https://tex.stackexchange.com/questions/95302/is-there-any-accepted-format-for-bibtex-citation-keys)
What this means is that reverse searching an article from the bibtex key you have in your .bib file is a hard task, which might even be impossible if the keys used follow a random/meaningless scheme. If however, the key contains some data on the publication - Author, year, publication type, etc. - you can try entering those details in your favourite publication search engine in the hope of finding the paper.
Upvotes: 4 [selected_answer]<issue_comment>username_3: For completeness, if the bibtex item originated from the inspire database (<http://inspirehep.net>), you could search
>
> [find texkey JagadeeshChandraBose2010](http://inspirehep.net/search?ln=en&p=find%20texkey%20JagadeeshChandraBose2010&of=hb&action_search=Search&sf=earliestdate&so=d)
>
>
>
in the inspire database and find the article. Alas, in this case, it does not.
Upvotes: 1
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<issue_start>username_0: The universities and programmes I am going to apply emphasizes their research, hands-on experience, startup environment, etc as well as strong academia.
Is it fine to state in the Statement of Purpose that after graduating I would like to apply the knowledge to non-academical area?<issue_comment>username_1: The citation key in bibtex can be anything you want. What you call `JagadeeshChandraBose2010`, I can call `1234567` or `abcdefg`, as long as I call it the same thing in the tex file as in the bib file.
Since that key can be any string you want, there is obviously no way to map between that arbitrary string and the article.
Now, if the string follows a particular format - like `JagadeeshChandraBose2010`, which seems to be a name or names, followed by a year - then you can search for that article using that information. For example: [Google Scholar search](https://scholar.google.com/scholar?hl=en&q=Jagadeesh+Chandra+Bose+2010) finds two papers authored by <NAME> in 2010.
Upvotes: 4 <issue_comment>username_2: Bibtex citation keys are in no-way unique, nor do they have to be meaningful. The sole purpose of the key is to use it as a reference link when citing the work. In latex you would do something like `\cite{foobar}` where `foobar` is a perfectly valid key. To add to the confusion, there is no unique convention on naming bibtex entries, and whether there should be one is up for discussion. Some people name their own keys, others let their citation manager do the job for them. I use Mendeley which uses a FirstAuthorSurname\_Year schematic. If I have more than one paper by that same author published in that same year, Menedeley appends lower-caps letters after the main key. [Zotero and Google seem to do something similar.](https://tex.stackexchange.com/questions/95302/is-there-any-accepted-format-for-bibtex-citation-keys)
What this means is that reverse searching an article from the bibtex key you have in your .bib file is a hard task, which might even be impossible if the keys used follow a random/meaningless scheme. If however, the key contains some data on the publication - Author, year, publication type, etc. - you can try entering those details in your favourite publication search engine in the hope of finding the paper.
Upvotes: 4 [selected_answer]<issue_comment>username_3: For completeness, if the bibtex item originated from the inspire database (<http://inspirehep.net>), you could search
>
> [find texkey JagadeeshChandraBose2010](http://inspirehep.net/search?ln=en&p=find%20texkey%20JagadeeshChandraBose2010&of=hb&action_search=Search&sf=earliestdate&so=d)
>
>
>
in the inspire database and find the article. Alas, in this case, it does not.
Upvotes: 1
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<issue_start>username_0: I received an "offer" to become the publication chair of a high profile IEEE conference. Before accepting the "offer" I would like to know what are my responsibilities, and I would like to plan ahead as what portion of the available time such a commitment would eat up.
I saw [this description](https://www.ieee.org/conferences_events/conferences/organizers/roles_responsibilities.html), but it is rather vague. It says:
>
> **Publications Chair**: Responsible for the coordination of production of conference content (e.g., papers from special tutorial sessions or colloquia, summaries of conference papers, programs, etc.) and serves as the point of contact for all Xplore submission-related inquiries before and after the conference.
>
>
>
It tells nothing about the pitfalls, so I want some feedback from people who have really done this.
**EDIT:** additional questions
Does it have positive or negative impact on the student. In terms of workload vs. benefit?<issue_comment>username_1: I can not speak of myself, but my advisor gets similar offers (not for IEEE conferences, he is in a different field). Last year we organized a conference in my University (US) and was somehow involved (replying to inquires and sending reminding emails). My answer is based on what my advisor has shared with us (his students) and what I have noticed before/during/after the conference.
1. He always complains about not being able to find a good publisher (cheap/er and on time)
2. The time he spends on organizing and collecting reviewed/finalized and "formatted" manuscripts from authors/reviewers of multiple tracks.
3. What he complains the most about is "poor/lack of communication" especially for international conferences where majority of participants are from outside the States. As you can tell, this is mainly related to time zone difference, and English is the not the main language.
To be honest, I do not know if there is any legal or financial-related or other aspects.
Upvotes: 1 <issue_comment>username_2: I've been publication chair of an IEEE conference before, and it's pretty straight-forward. IEEE has a well-arranged process for managing conference publications, and you basically just need to hold up your side of the deal and make sure that nothing falls through the cracks.
In particular: you should have an IEEE CPS publications contact. You can get this from the current general chairs, since they're dealing with IEEE, or (since its usually the same from year to year) you can ask the previous publications chair.
Set up a meeting with that person ASAP and they can walk you through the process and make plans with you; I've had very good experiences working with their publications personnel.
The key responsibilities that you should expect to fulfill are:
1. Set a schedule acceptable to IEEE and the conference chairs
2. Work with the general chairs to fill out the required forms and get them to the IEEE on time, so that you can get the publications [IEEE CPS](http://www.ieee.org/publications_standards/publications/services/comp_society.html) contract signed. This will include setting the various different types of publications (e.g., main track, short papers, workshop papers, tutorial abstracts, etc), as well as pages sizes, expected number, delivery method (I recommend USB sticks) and budget.
3. Send information about camera ready from IEEE to the various conference chairs that need it (general, program, workshops, tutorial, etc.).
4. Work with chairs to get all of the front matter prepared in a timely fashion and within the schedule negotiated with IEEE (cover, index information, introductions, sponsored material, etc.).
5. Immediately after the conference, report to IEEE whether there were any no-shows (who should have their papers removed).
6. One month after reporting whether there were and no-shows, everything should appear online in IEEE Xplore. If it doesn't, then you need to keep pinging IEEE's representative to make sure things get into IEEE Xplore as promptly as possible.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: Usually we need a few recommendation letters when we apply for a job or academic positions. Im wondering if there is any online server to make it easier on my referees so that they only write once their letters and later I only share the link with the companies or who asks for a recommendation.
Any suggestion is welcome.<issue_comment>username_1: That is a good idea, however, such letters won't be specifically addressed to (for instance) University X or Prof. Y. They would be generic letters. Most institutions prefer letters addressed to them (hence, they are using the current system).
Upvotes: 0 <issue_comment>username_2: Authentication is an important aspect of references and letters of recommendation. If the letters were uploaded to a third party site what assurances would the recipient have that they were genuine? If they just had to click on a link on some site there is a great deal of potential for fraud. Anyone could upload anything purporting to be written by anyone.
People will just start writing and uploading their own letters.
Most reputable employers and universities would expect a letter to come direct from the writer or to be uploaded to their own systems using authentication supplied to the author.
Upvotes: 1 <issue_comment>username_3: In mathematics there is, and it is used by most research-oriented departments for hiring: [MathJobs](http://www.mathjobs.org/jobs). Hiring departments pay (i.e., not candidates) and candidates indeed cannot view the recommendation letters.
It is extremely efficient, and in my opinion this system deserves to be more widely imitated. Note however that this is used at the option of the hiring department, and not the job candidate. So in particular you can't use this system, except for positions advertised via this site.
In your situation you might be able to use [Interfolio](https://www.interfolio.com/services/dossier/), but I'd check with prospective employers (or your advisor) before using this.
Upvotes: 2 <issue_comment>username_4: >
> Im wondering if there is any online server to make it easier on my referees so that they only write once their letters and later I only share the link with the companies or who asks for a recommendation.
>
>
>
I was recently in a position of asking multiple professors for letters of recommendation for applying to grad school. I had about ~8 applications, so ~8 letters from each professor. All of them were happy to send them through the standard protocol (through the application website). I think the case for applying for a job or any other academic position should be similar in this respect; your referees will understand that you are applying to multiple places and will not be bothered by the request for multiple letters.
To be on the safer side, you should explicitly tell them roughly how many places you will be applying to, in case they would like to slightly tailor the letter for each application.
Lastly, follow the relevant tips in the answer to "[How do I effectively solicit a strong letter of recommendation from a professor?](https://academia.stackexchange.com/questions/47373/how-do-i-effectively-solicit-a-strong-letter-of-recommendation-from-a-professor)".
---
From your comments:
>
> that is the open point. is it so critical that I dont see? I must not be able to edit though
>
>
>
This depends on the referee. Some might want to keep the letter confidential while others wouldn't mind freely sharing the letter with you. Here is one [case](https://academia.stackexchange.com/questions/61576/professor-didnt-write-a-letter-because-i-didnt-waive-my-right-to-view-it-how) where the student's professor did not write a letter since the right to view the letter was not waived.
>
> Then how to deal with asking the referees to send multiple recoms to different email addresses? I feel rather embarrassed.
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>
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Don't feel embarrassed. Just ask.
---
As has been pointed out in another answer, the authenticity of the letter partially (if not fully) rests on the email address it came from. The letter is of little use to the university/company that you are applying if they cannot be confident of its authenticity.
Upvotes: 0 <issue_comment>username_5: Yes, it's called:
<https://www.interfolio.com/>
And you can't see the letter, as they validate any request. Works quite good.
It's not free though.
Upvotes: 2
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<issue_start>username_0: I frequently come across PhD dissertations that have spawned multiple journal papers, either while the author was working towards their Ph.D. or after completion. My field is not one with "stapler" dissertations that merely collate a number of papers, so there are often differences between the details of the paper and those of the dissertation.
However, often there are claims/statements/arguments that are present in both sources, so which should I prefer to reference? Should I cite the earlier reference? The later one? Or are there other issues I should consider?<issue_comment>username_1: Personally, I tend to prefer to cite the most recent work, as it is likely to be the most updated and correct. There is also a good argument to be made for citing the peer-reviewed version (as long as it isn't too much older).
In general, however, if the two sources are very similar it doesn't matter much which one you cite. There is also no particular need to cite more than one, and I tend to feel it's better to cite only one when the material is basically the same, so that it doesn't look like you're claiming more support than actually exists.
Upvotes: 2 <issue_comment>username_2: There are a few reasons to cite the published paper (assuming you're writing a paper and not a thesis yourself):
* Citing peer-reviewed work may carry more weight (especilly true if it's a *masters* thesis.
* The citation trail is maintained (most journals online now link the citations making them clickable, this doesn't work so well for theses)
* Thesis availability online is patchy - if you're citing a thesis from someone you know, that thesis may not yet be online meaning your citation can't include a link.
* Theses don't generally have a DOI (mine can be downloaded from a national online database but they don't appear to assign DOIs themselves).
The main reason I can see to cite a thesis is that often more detail is given on the actual implementation. So you may actually want to cite both in some cases.
Upvotes: 1
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<issue_start>username_0: Would it hurt the student's evaluation, if I were to send their recommendation letter from my gmail account as opposed to the institutional?
I use my gmail account for all my correspondence, it is listed on all my papers, university website, etc.<issue_comment>username_1: For other purpose, I recently try to confirm that some professor X was indeed employed by University Y. This search taught me that some universities do not have directories for their faculty member or any other way to confirm online that professor X is a real researcher.
For this reason, I would strongly suggest to use your institutional email, in case there is doubt about your affiliation or existence.
Upvotes: 3 <issue_comment>username_2: You don't say what the recommendation letter is for, but it's generally not a big deal for academic letters in my experience. For industry letters, many businesses also use gmail, so it will probably not be looked on too strangely there either.
However, a plain text letter from gmail does look less professional than a one on official letterhead, so you might use your department letterhead. If you want to use gmail, you can also cc a copy of the letter to your instituional address to "certify" that you are who you claim to be.
Upvotes: 3 [selected_answer]<issue_comment>username_3: I use my gmail, but gmail has the capability to manage the sender addresses. You should authenticate your gmail to send from your institutional address. The recipient will then have the confirmation that you are indeed who you say you are, as gmail will have already done the authentication.
The authenticator in gmail has the ability to either use the SMTP server of your institution to send (if your systems team permits it), where gmail is then acting as the mail client, or it can use the `From` headers to indicate your authenticated affiliation.
If you were doing it properly you could manage all your email through the gmail account and choose whichever outgoing account and sending method you choose. This is what I do, for the several academic institutional affiliations I possess.
So in summary: you can have it both ways. You can use gmail for official institutional correspondence and you can use the options provided in gmail to choose which of your attributions any particular email uses. It is appropriate to badge emails for official correspondence, such as letters of recommendation, with your institutional addresses. I would suggest not using a personal email addresses for business purposes, but using the tools properly you can customise your environment in a professional manner.
Upvotes: 4
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<issue_start>username_0: I am currently a Ph.D. student at a U.S. university (oe of the top 10 public universities) I am taking my final modules to complete my program, (after this semester, only two courses left) after which based on the U.S. PhD system I would have taken my complementary exams and submitted my dissertation proposal in Fall 2016. Then, I would have to carry out my dissertation project for about 6 months (part of my data collection has already started in U.S, my study is a comparative analysis of U.S and UK) and finally I would have had my dissertation oral defense in Spring 2017.
However, my husband and I will be moving back to the UK soon due to recent circumstances beyond our control, (as we are both EU Citizens, we are here in the United States on a VISA which in my husband’s case is due to expire soon along with his Post-Doctoral contract). We had hoped for my husband to find another temporary position here in U.S. so that I could complete my PhD program, however, being Europeans here in the States implies the need for any company or university to sponsor or cover our permanence in the U.S. thus making it harder to find a position.
Currently, I need know if UK universities accept PhD graduate credit transfers and the possibility of any UK professor/advisor willing to support me towards the PhD program completion in a UK university. Alternatively, I would like to know if there is the possibility of a UK advisor cooperating with my U.S. university committee and willing to offer a basic supervision during dissertation/data collection period in UK schools, in order for me to come back here for complementary exams in Fall ’16 and final dissertation in Spring 2017.
Also, as mentioned above, I am enrolled at a U.S. university, but I am an EU citizen. Before moving to U.S. we have lived in the UK for 8 years (I graduated with a British PGCE and my husband with a PhD).
In particular, I would like to know if this kind of transfers are possible, and if so:
• Which universities would you suggest that can accept the transfer of my PhD graduate modules?
• How can I find out what level are my U.S credits and qualifications in relation to the UK PhD system?
• Finally: I would like to know how can this level of qualification help my progress to a full PhD degree completion in UK?
• Or, alternatively, which universities in UK could be willing to offer a basic supervision throughout my dissertation and thus allow me to complete my Complementary exams and dissertation defense here in the United States.
Most of all, after many efforts, two years of my life working hard, completing advanced courses, it would be devastating for me if I cannot complete my PhD due to the fact that we need to move.
As time is of the essence for us, I would be extremely grateful if anyone can provide me with any information or suggestion.
**REPLY to Contributors'suggestions:**
Dear All,
I need to add my reply here due to its length.
I would like to thank you very much for taking the time to respond to my queries. I truly appreciate it and all your comments are extremely valuable to me. @Alexandros and @ Gnometorule: As explained above my comparative study has already begun three months ago through data collection and analyses here in U.S, thus, based on my study timeline and progress (and under initial advisor supervision) I will need other 6 to 8 months to collect data/analyze and writing period in UK. As suggested from my professors at my department the dissertation proposal submission can easily take place immediately after oral comps and, if needed, be amended according to complementary exams results.
The reason why I need to move back with my husband is because I am pregnant with my first child and the amount of financial and health insurance support that I will require here in the U.S. it’s going to be significant. Having been not pregnant I could have certainly considered remaining here in U.S on my own to complete my degree. However, that would be very hard financially since my department struggles to provide funding and stipend for all of us PhD students (particularly internationals) during the academic year, and during the summer RAs or TAs positions are literally nonexistent (which means no health insurance provided) thus my husband has always supported both of us with living expenses and paid my health insurance in summer.
Regarding my current U.S. institution, unfortunately, they have not been supportive. I have spent three months waiting for a solution in the hope they could find an advisor willing to follow my dissertation progress from abroad on a two to three weeks’ basis, which as suggested by many it is a pretty fair and common choice according to many professors from other different departments, also considering that this is a qualitative ethnographic study in social sciences that does not require any lab facility or strict supervision. However, after three months the department final decision is that they are unable to provide me with a supervisor as my current one is very young (new hired this year) they explained me “it is not fair to assign him the supervision of a student from abroad” also they cannot confirm the budget availability for the fall semester (even while doing complementary exams in Fall I have to be enrolled and tuition for an international student like me is extremely high).
Every year we need to wait until the end of summer and only then we will know if we are funded for the following semester, this is also something that we struggled to understand as we are told from the general Graduate School and from other departments that when a department offers you a spot in a PhD program and is aware of your lack of personal funds but still offers you the PhD, it means that they are taking the responsibility of covering that program for the time required to complete it.
I know students' life events can be challenging for the student and for all the people involved. However, such events or any potential challenging circumstance should not compromise a student’s ability to complete an academic program and the right to succeed. In 2016, we should never find ourselves constraint to choose between family and career… :(
Finally, I have now contacted the British Council which suggests to get in touch with single UK universities and professors, thus for the time being I can only hope that some reasonable professor in UK will accept to at least look at my transcripts, at all the work I have done in two years (48 credits) and at my first part of data collected and dissertation plan.
Again, I would like to thank you all for your contributions and willingness to help.<issue_comment>username_1: i dont quite understand your description of a 'typical U.S. Ph.D.,' in particular the casual "it's only gonna take 6 months to begin and finish my *actual* thesis." You seem to be *almost* done with coursework (and haven't submitted a thesis proposal yet), and are considering to leave before it ends, and want to transfer these credits to a UK school, ideally one that has formalized this transfer process - is that correct? If yes, here are some thoughts...
1. If your program is not massively different from any U.S. one I'm familiar with, you are vastly overestimating how deep you are into it. This is relevant as one possible step forward would be to simply start from scratch in the UK. You benefited from those classes (I hope); now you can enter a program light on or with no coursework in the UK.
2. I'm going to be bald and say that there is not one school in Europe (or the U.S.) that has formalized accepting another school's partial coursework, to integrate it into degree progress at the new school. If you get accepted into a program with coursework, you can probably negotiate skipping some; but I don't think more is realistic.
3. If you do not want to start anew, then, in practice, the only way to work this is to find someone abroad who is willing to advise you at their school, while you stay formally at your old one. They'd then likely be part of your committee, probably as a co-adviser. This again is only likely to work if that person is either a personal friend, or a close collaborator/friend of your adviser...which might be a problem again: as I parse your question, I don't think you have one? If you can make this idea work (it can work - I had a foreign co-adviser: he was a close friend, and we enjoyed writing a paper at his school while I was at graduate school), then I would warmly suggest to only consider the move *after* finishing your coursework. There wouldn't be a transfer as you stay subject to the degree requirements of your current school; finding what exactly is missing at a new school sounds messy, and certainly makes this even more complicated (==unlikely to find support for). Your visa situation seems to be fine, and it sounds as if it would only imply a few months of separation from your husband. In a worst case scenario (simply dropping out), you could probably have your faculty confer you an M.Sc. for it, maybe for a little extra work.
4. Just putting it out here: as your visa situation is fine, I'd at least consider to temporarily live in different places. I've seen plenty of this in grad school, also for married couples. It isn't easy, but if your time-to-graduation estimate is correct (which I very much doubt), it would be only a bit more than a year. That said, it's your life, and none of my business. :)
Upvotes: 3 <issue_comment>username_2: I have two main points: I have a nasty feeling that the transfer that you are thinking about might not be as smooth and simple as you hope; and I do not see why you need to transfer at all. As a seasoned university administrator as well as an academic, my initial instinct is that you would be best-off finishing the programme that you are on, wherever you end up living.
Actually three points, really. The third is that you seem not to be approaching the UK system as it really is. It would be best to address and explore it for what it really can do, not to try to get it to solve the problem *as you currently see it*. (And even then, you might find it advising you not to transfer formally at all, no matter where you are moving to.)
Right...
Yours seems to be a fairly unusual Ph.D, by UK standards. There *are* doctoral-level awards that *can* involve passing *some* classes (the EdD sometimes, for example, can require attendance for research methods), but generally the Ph.D is typically awarded following submission of a thesis detailing your original research over a period of time.
For that reason, if for no other, transferring in the manner you suggest seems a bit unlikely. There will certainly not be many (perhaps no) UK university programme structures shaped to accept seamlessly the kind of work you are talking about. If you really *must* transfer to a British institution, then your best bet might be to apply for *funding* on the basis of proven ability at that level (although that might also involve complications in terms of residency).
In any case, my instinct is that you seem to be approaching the problem backwards. If you really *must* transfer to a British university, the main task would surely be to identify a few compatible departments, with suitable supervisors who might help you towards completion, and then see what possible leeway might be available in each case, in terms of timing and content. That might well vary from one university to another, perhaps depending on how each one sees you contributing to its culture and mission.
I believe that the broad rules for my Ph.D (University of Reading) were and are pretty standard for the UK: for full-time students the work must be accomplished, and the thesis submitted, in *no less than three years* and no more than four. (Part-time, depending on circumstances, that four-year limit can stretch quite a bit.)
Then again, one *can* be approved for a Ph.D ‘by publication’, meaning that you essentially write an Introduction and a Conclusion, sandwiching influential material that you have already published. That takes approximately no time at all.
Amongst those structures, you might find that you can negotiate something on grounds of existing work. If you are still pursuing your work, though, a UK university is likely to want to see evidence of it *in progress*, followed by a solidly substantial and firmly-structured thesis (90,000 words or so, in the humanities, which your ‘comparative analysis’ sounds like). Frankly, you might not be as close to the end of this process as you think you are.
However... Why can you not complete your studies with your current university? Many Ph.D students (this was my situation) live a long way from their host departments. I lived near enough to get to mine *occasionally* for meetings, which was simply comfortable and nice, and also yielded my teaching training... but for the most part I might as well have been living on Mars. If some force had shipped me overseas, I could still have completed, so long as I kept producing material at a reasonable pace. Some hardy souls undertake Ph.Ds while nowhere-at-all on military submarines. Can you not simply finish the programme that you are already on?
Upvotes: 3
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<issue_start>username_0: Considering how the complexity of science is growing with each passing year, it would make sense for people to start working on their degree as soon as possible. However the academic system in place in most countries doesn't seem to accommodate for that, as even the talented children still graduate after the age of 18.
Why isn't there a push to lower the age of people entering college and is it a rational decision on behalf of the government?<issue_comment>username_1: Inertia.
In most parts of the US, going to college requires being able to do other above-the-age-of-majority things like signing leases, handling major transport, etc. There's no to little support base for underage students at most universities. In large university towns like Austin, Texas, USA, where I live, there is a program in place for advanced high school students to go to the local community college (ACC) in place of some of their high school courses to get a leg up on attending the University of Texas at Austin. This program has been in place for decades and works well. Students may still live at home and attend both their regular school and ACC while keeping their support base intact.
I attended an [early entrance program](http://tams.unt.edu/) that served as my last two years of high school and my first two years of university. These programs aren't common in the US, but there are several.
Upvotes: 4 <issue_comment>username_2: I don't think there is a need for this. Realistically, you can perhaps push the entrance age by one to three years: that compared with the expected working life of 44 years (from ages 23 to 67) is tiny. So, in the large scheme of things, having a small fraction of people (you suggest around 5%) increasing their work life in a 4% has a negligible impact.
What are the risks? You will be putting a lot of pressure on immature kids. Some can take it well and become successful; others will drop out soon enough; and others will end up burnt and fail catastrophically. Accelerated programs require a careful assessment of the participants, and following up to make sure they are keeping up (NOTE: no idea if they actually do it). Scaling this to a 5% of the population is a difficult undertaking, and you are up for a massive increase in drop outs, among the best students, no less.
And lastly, part of the whole educational experience is growing in both knowledge and maturity. Short cutting courses can speed up the first, but not the second.
There is a much more gentler road, and it is exposing the good students to advanced materials, done through advanced classes in high school, or taking a few university level courses, as username_1 mentions. This allows them to learn more, but also keeps the risks low. It also helps keeping them engaged, as they can choose to take early the subjects that they like, and later in life will take the ones that also need.
Upvotes: 6 [selected_answer]<issue_comment>username_3: **"Why do most talented children still enter college after the age of 18?"**
The reasons why are simple.
* **Discipline:** Studying for classes that you're not interested in, like your bachelor-core courses, takes a lot of self-control. How many of us have sat there, voicing in our heads something along the lines of, "Why do I have to take this !$@# course?!?!" Little 10 year-old Olivia may be able to perform integrals in her head like it's nobody's business, and she may even read a math textbook before bedtime as if it were the next Harry Potter novel, but that sure as hell doesn't mean she's going to enjoy Introduction to American History, let alone have the discipline to avert her math-fueled attention to it... And then follow through with the weekly required reading of 50-100 pages... And then write four to six 4-page essays throughout the term of the course. The "boring" classes are relatively easy in high school; not so much in college.
* **Maturity:** I could already write a book on how society pressuring kids to join college right out of high school is remarkably cruel; I couldn't even imagine that same pressure on a 14 year old. The decision to go to college is a big one and thus should only be left up to the individual. Even if a child or teenager is intellectually prepared for advanced academics, that doesn't mean that they are mature enough for it. College is where many learn the value of having strong ethics in collaboration, taking pride in our work, and preserving integrity within ourselves; most young individuals will miss this lesson, even if they attend the lecture.
Additionally, as a parent, I could imagine that the idea of sending your teenager to spend a majority of their daylight hours with people who are mostly of ages 18 through 24 probably doesn't sound too inviting. That's not selfish on the parent; it's their job to protect the child.
* **Knowledge:** Being talented doesn't mean you're naturally gifted in *everything*, especially people skills. Success in college takes more than just being a savant; it demands effective communication, handling intensely stressful situations with grace (*at least most of the time*), and knowing how to be an adult. There are the *few* exceptional younglings that can deal with all of that, but as your question reveals, most can't (because they don't have the knowledge on how to).
Upvotes: 3 <issue_comment>username_4: I teach computer science for a living, at a small college. In my experience, about half of the 18-year-olds that I see just aren't ready for college. They still need someone to wake them up in the morning, to make sure that they're not spending all their time playing games and slacking off, etc. So many of them drop out after a year, since they're just wasting their time and their parents' money. Lowering the age would only make the situation worse.
(Of course, there are gifted 17-year-olds and 16-year-olds who are ready for college. But those people are the exception, not the rule.)
Upvotes: 3 <issue_comment>username_5: Would you like your extraordinary talented kid to go to college that early? I wouldn't.
Don't rob children of their childhood. Being educated and being a brilliant scientist is valuable, but is hardly *most* valuable.
I feel that you can hardly skip any part of human development without consequences. A 16-years-old needs to gain experiences they can only gain if they live their life as a normal teenager. Investing only in intellectual development is a mistake; a fully competent person should have other competences as well. IQ is not everything, we also have emotional intelligence and other types of intelligence that must not be overlooked. This is especially important in case of brilliant scientists, who must be aware of societal and moral implications of their research. A person who has no broader horizons than just science is a pitiful view indeed.
Even more: allowing a young person to earn all sorts of experiences may help in the development of their **overall** intellectual capabilities, helping them to achieve even better results also in that particular field that is science.
Also, I can't shake off the feeling that however brilliant they might be, a *kid* will be much more happy if they live their life as a *kid*.
Last but not least, what the kid will do in their life is THEIR decision, **not** their parents or headhunters or whoever. Pushing their to college that early robs them of this right. The decision is made for them. Wait till their adults, and let them decide themselves if they want to go to college.
Bottom line: Because there is, plain and simply, far more in life than science. And however brilliant, the kid has the right to experience all of it.
Upvotes: 4 <issue_comment>username_6: Many of them do, actually. They attend early college high school at two-year community college. Instead of attending traditional high school, gifted secondary students will get their high school diplomas along with college credit or even two-year associate's degrees that totally knock out the general education courses required to earn a bachelor's. In my state, most two-year schools offer these early college programs. [As of 2010](http://www.ncpublicschools.org/newsroom/news/2009-10/20100503-01), they enrolled one in five of the nation's early college students.
According to [Wikipedia](https://en.wikipedia.org/wiki/Early_college_high_school), early college programs actually started here in North Carolina. The initiative to encourage two-year schools to adopt these programs was funded initially by the Gates Foundation around 2002. They have since become increasingly common nationally in the US, and now enroll students in 26 states. Presently, over 50,000 students attend early college.
I think the early college programs find a unique balance between providing a 'normal' high school experience with other young teenagers who still live with their parents, without sacrificing the opportunity to start earning college credit for students who are totally capable of doing so.
Personally, I dropped out of high school junior year, got a high school diploma from community college in a few months, and started working on my associate's in what would have been my senior year of high school. Every path is different.
Upvotes: 3 <issue_comment>username_7: Before the great depression, there was no typical age for entering college. During the great depression, politicians moved to encourage people to stay in secondary school longer as a way to reduce the size of the labor pool. This was an artificial way to reduce the unemployment rate. That is why most people start college at the age of 18.
Upvotes: 2 <issue_comment>username_8: Incorrect Assumption
====================
You assume there is no early access to colleges, but that is not correct.
For decades now in the United States (at least) many colleges and universities have offered early access. Some of the various ways are described below.
High School Completion programs
-------------------------------
“Junior admits” is becoming more common where high school students who’ve have passed sufficient number of courses in the important academic fields get admitted as a college freshman, thereby skipping their senior year in high school.
State governments may grant a High School Diploma after the student has spent several months in college.
For example, Shoreline Community College describes their [High School Completion program](http://www.shoreline.edu/international/university-transfer/high-school-completion.aspx):
>
> Students in this program take classes and make preparations for completing a high school diploma and transferring to university at the same time. This allows students to begin their college-level studies early and go on to finish their four-year degree early too.
>
>
>
Some even let the student skip up to *two* years of high school. For example, Seattle Central College has such a [High School Completion program](http://www.seattlecentral.edu/international/high-school-completion.php).
Another example is the [UW Academy program](https://robinsoncenter.uw.edu/programs/uw-academy/), for gifted High School students to attend the University of Washington.
Dual Credit programs
--------------------
Some states let high school students take community college classes during the summer quarter (when their high school is on hiatus) or even parallel along with attending high school. The college course may replace some of the high school courses.
For example, the State of Washington has a few of these [Dual Credit programs](http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/DualCredit/CollegeEnrollment.aspx).
Also described in the [answer by sig\_se\_v](https://academia.stackexchange.com/a/67001/23035).
Coordinated Feeder Programs
---------------------------
The [Matteo Ricci College](https://en.wikipedia.org/wiki/Matteo_Ricci_College) is a program where a Jesuit university coordinates its curriculum with local high schools. At the end of their Junior year, successful students are admitted into the university for a continuous Humanities program, skipping senior year in high school.
College Credit for High School classes
--------------------------------------
High schoolers may earn college credit without leaving campus through either of two popular programs. Google/Bing “AP vs IB” to read many comparisons.
### Advanced Placement
Many high schools offer [Advanced Placement](https://en.wikipedia.org/wiki/Advanced_Placement) courses where students potentially earn college credits while staying within the walls of their high school building. Commonly called “AP classes”.
### International Baccalaureate
Similar to Advanced Placement in some ways are some programs offered by the [International Baccalaureate (IB)](https://en.wikipedia.org/wiki/International_Baccalaureate).
Upvotes: 1
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2016/04/14
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<issue_start>username_0: Due to unforeseen circumstances, I am not able to present my paper at a Computer Science conference. Without the presentation the paper will not be published. My instructor has said that she will present the paper instead, but wants to move me from the primary author to the second author. I did all the work as a graduate student while she reviewed and gave general feedback. What is the proper etiquette here? Is it okay to move her to primary because I cannot present?
**UPDATE**
In the interest of fairness to the professor, I want to provide some more background. This started off as a end-of-semester project. Each student needed to come up with an idea, then propose, implement, present and write a paper on it. I initially proposed a vague concept of using PSO to train neural nets. My instructor said her lab is working on something similar and if I wanted, I could tackle an extension to their algorithm, which depending on the outcome could lead to a published paper. During the course of the semester, my instructor offered little to no help for the project, presumably because that would give me an unfair advantage. All the work, code, paper, the specifics of the algorithm extension are all mine, and all I had was the published paper of the previous algorithm to work on.
After the semester was over, I decided to see if I could get it published. I noticed a lot of mistakes I made with my implementation during the tight semester time-frame and spent several months iterating and refining my process and results. I was put in touch with the previous researchers who offered little help with the exception of getting a portion of their source code, which was also of little help to me. I would venture to say that my professor's role in this was mostly advisory, although at the end of it, I would send my paper to her to proofread it.
Fast-forward to now, my instructor is claiming that because I am not presenting, I am not taking ownership of my work. She is also claiming that the work was her idea and based on her lab's previous work. She gave me a choice of swapping authors or withdrawing the paper. Note that a camera-ready version of the paper has already been submitted. I offered to withdraw from the conference. She then tells me that she has already registered the paper so I shouldn't withdraw, but she wants the source files for my work (I assume latex files?).
She has now invoked university policy and copyright law, saying that since both our names are on the paper, I cannot withdraw without her consent, which she has not given. Since she shares ownership of the paper, she claims she is also entitled to the source materials of the paper. She has offered not to change the author order.
That is the majority of the story. The actual email conversation was not as civil. I have graduated and moved on... we never actually met face to face since this was an online class. So... given the above story, have I done anything wrong? Is the instructor entitled to the source material for the paper? This is for the IEEE WCCI conference this summer. We are the only two authors on this paper. This is my first paper, this is not her first paper.<issue_comment>username_1: Who presents a work should *not* affect its authorship.
Authorship is determined by the contribution to the publication. That work is complete at the time when the publication is accepted and the camera-ready is submitted. Now, it is entirely reasonable (and in fact common) for a paper to be presented by somebody other than the first author, and it's quite normal for the presenter to highlight their name *in the presentation.* In no way, however, should that change the authorship of the paper.
Upvotes: 7 <issue_comment>username_2: No, certainly it is not okay to change order of authorship reflecting levels of contribution to a *paper*, because of not contributing to its *presentation*.
You should ask very politely your advisor about this sensitive issue. (Try smiling.)
Upvotes: 5 <issue_comment>username_3: The paper was accepted with this order, no matter who was about to present it. Unethical behavior in line from the supervisor. In some cases, conferences and journals won't accept a change in order after accepted.
The question is: how important is it for you, is it possible for you to resist?
The first thing to check is whether the conference forbids paper or name order change. If it does, you are saved.
If not, that is another question.
Upvotes: 3 <issue_comment>username_4: Contrary to the other answers, in theoretical Computer Science, it is customary to list authors *in alphabetical order*, not by contribution (so what applies to you depends on what exact field you're in). That said, it is possible to deviate from this (for instance, placing the student as first author when they did an overwhelming majority of the work) but who presents the work shouldn't have any bearing on the author order.
Since the order was already agreed upon, whether alphabetical, by contribution or not, I see no reason to change it.
Upvotes: 4 <issue_comment>username_5: While other answers have given what I also consider the morally/ethically *correct* answer, that does not help you much. You can bask in the warm glow of being in the right, it won't get you forward in life. Question is: What will?
1. You mentioned "circumstances" prevent you from presenting the paper. Try changing them. I mean seriously try. If it costs you some money, pay it. If you have to break a promise to someone, let them be the one hearing "due to unforeseen circumstances". Go out of your way (not too crazy, but out of your way) to make it there.
2. If you really can't make it there, get someone else to go in your stead. Again, that may mean paying - even if only for their plane ticket / conference attendence. You might get this money back, but probably not. Yet, that's not an unreasonable sacrifice given the amount of time and effort you've spent. Who can do it in your stead? Another graduate student, or even someone you know who's going to the conference and not presenting himself that day. Or if you have a grad student acquaintance or collaborator at *that* university, try to get them to do it. Make super-professional slides for them to use. Tell them they're saving your ass and that you'd be eternally grateful. I actually wouldn't officially tell the organizers I'm not coming - let your replacement show up and tell the session chair that due to grave personal circumstances you could not make it and asked him/her to present in your stead. *This is not unheard of, and is relatively well accepted - in my limited experience.* (Of course, I might be overestimating the importance of the acceptance.)
3. Get the head of the lab or other researchers there (or your advisor like others suggested) to lean on that instructor. It's extremely poor form (although not uncommon) to try to hijack credit for something which grew out of a student's course project, and your instructor should know better. If you have a graduate researcher / all-levels academic staff union, consult them about it and maybe they can bring some discreet pressure to bear.
4. She's acting in a very underhanded way. So, if worse comes to worst, consider replying in kind. For example, you could promise her you'll ask for the switch, but fail to send the email; or email the wrong person; or misspell the address slightly. Or you could even write the same person earlier, describing (some of) the situation, telling him you might be forced to relinquish credit against your will and asking *him/her* to politely refuse when they get the request. Alternatively, if you get her on record essentially blackmailing you - either by email, but better perhaps by voice recording - you could, right after she makes the presentation, demand that she undo any request you have made for the switch, and threaten to publicly denounce her and/or file a disciplinary complaint against her. These last suggestions are more risky, so think about the pros and cons and don't follow them without careful consideration. Another, safer, offensive measure is getting your union to do something like the above on your behalf - but unfortunately many/most universities aren't unionized that way.
Upvotes: 2 <issue_comment>username_6: >
> I plan on contacting my university about it, but I just wanted to know beforehand if this behavior really isn't normal.
>
>
>
Is it "normal?" Well professors can be egotistical and pull all sorts of shenanigans (just like any other group of people). So perhaps normal in the sense that situations like this are not uncommon. But the professors actions, as described, are inappropriate and potentially violating of academic standards of publication.
From the way you describe the situation, such as this being an end of term project, it does not sound like you are a graduate student. If have any relationships with faculty who you trust, especially ones involved in research, I would consider talking to them, perhaps even before "the university."
However, if you plan on continuing in academia as a grad student, preventing bad relations is something to think about, as @username_5 says. So try to find as win-win a solution as possible.
I am confused about one thing. You said "my instructor said **her lab**" (emphasis mine) but also said that you think she is an adjunct. Those two don't jibe. If she has a lab, then she has an appointment at a university, and would not be an adjunct.
Upvotes: 2
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2016/04/14
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<issue_start>username_0: Is there anything to be done when a department has hot young assistant professors with much stronger research records (in books and peer-reviewed publications) than the associate professors? Must the assistant professors just accept that they are less well ranked and less well paid than associates who have been less productive?<issue_comment>username_1: Position in a university, and consequently salary, is not simply a function of being "hot and young", grant funding, and publications. But there are many other factors you may be missing. For example, the associate professors in your department may be teaching larger classes (under the assumption that the department tries to give the assistants smaller classes while they build a resume for their tenure decision); they may also, with more experience, be better teachers. And they will almost certainly have far higher service loads -- sitting on committees, mentoring, reviewing duties, etc. All of these are things that are valuable to a department and that is worth a certain amount of salary. But it's hardly visible from the outside, even though it definitely diminishes your ability to do research and publish a lot.
Finally, the associate professors have one less promotion to look forward to, and consequently a lower salary *potential*. For example, an assistant professor paid 5% less than an associate will earn 5% *more* after promotion, which translates into a quite significant sum over the remaining work life.
I do get your point, and there definitely are departments that have significantly improved and where the young crop is better than the old, and should expect to be paid better when comparing *at the same stage in their careers*. But it's hard to determine a "fair salary" between different ranks if all you reduce things to is grants & publications.
Upvotes: 2 <issue_comment>username_2: You seem to think that 'top' assistant professors carry the whole university. They are one of many variables that play a role in the running and success of a university. Who do you think pay the salary of professors? Hint: it's not high quality papers. Answer: coursework students. How do you get coursework students? for one, you have to teach well, have a well-run university; good admin, programs, reputation for teaching, community engagement, getting jobs, etc. These 'other' people you seem to think the ass/prof are better than actually created the environment that allow the ass/prof to flourish. Who do you think should get the higher pay? The leach (newbie) or the host?
Upvotes: -1
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<issue_start>username_0: I'm close to finishing my PhD and I'd like to evaluate the quality of my PhD. I'm doing my PhD in the field of software engineering at a Central European university. My PhD thesis consists of published conference papers and a synopsis. I first-authored two papers in the top conference of my field and I also had a few other papers.
The problem now is that I'm unsure how good of a PhD this actually is. My PhD thesis gets graded, but I noticed that every PhD student gets something between the very best and the second best grade, independent of the quality of his/her work.
If I can't rely on the grade, and if I can't compare the number of publications to other PhDs, how can I best and honestly assess the quality of my own PhD?<issue_comment>username_1: **You can't.**
Probably this is a bit strong, but I think that in general you can not grade or judge your own thesis or assess its quality in any way. You are hopefully very critical with yourself and this is good. Your advisor and others referees for your thesis can and will grade your thesis and should provide a report which you may be able to read (depending on the local regulations) . If you need a more detailed feedback, ask these people some time after your defense (not directly after your defense - after passing it's time to party...).
Upvotes: 4 <issue_comment>username_2: It is correct to a large extent that you cannot objectively judge the quality of your thesis. There are some soft indicators like, do you get invited to talk at other universities, do you get queries regarding your papers, etc. But these are often dependent on extraneous things like whether your adviser is "marketing" your work in his/her peer-group, whether you happen to be working on the "hot" problem in your area, etc.
When I was worried about a similar question during my PhD, a senior researcher told me that a good thesis not only solves a problem that a few people care about, but also levels the "neighbourhood" of the problem to make further progress possible. This requires making connections with other problems that are somewhat outside the scope of, but related to, your immediate results. It may also entail demonstrating "meta-properties" of your results. This helps interesting results gather traction, and is also independently a sign of research well conducted.
Finally, if you think that after your PhD you are unlikely to remain in a position to market your results (e.g. you don't plan a Postdoc, and no one else in your lab is going to carry your work forward, and your results are not already the talk of the town), then it's quite likely that your thesis and papers will not be cited a lot. Don't let that influence what you think about the quality of your work.
Upvotes: 2
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