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<issue_start>username_0: Recently I had a challenge in responding to a reviewer (#2) for revising our work. The reviewer asked us to refer 16 papers in multiple parts of the paper. I decided to refer some of these references about 8 papers due to the not relevancy of the mentioned references from the reviewer to the question raised by the reviewer #2.
Now the reviewers commented on the revised version and three of them are accepted without any further comments and modification. But the reviewer #2 rejected the paper and said that the authors didn't consider my concerns and comments thoroughly and only partially answered to them.
I think that this reviewer objects to our work because of we didn't refer to all of 16 mentioned paper in his comments.
The editor asked from us to answer why we didn't answer the reviewer #2 comments and revise our work to answer them.
I have two scenarios in my mind:
1. State clearly the unprofessional work of the reviewer #2 to forcing us to mention many papers from a group of specific people with a similar author in all of them and weak relevance of the mentioned works to that comment.
2. Reanswer the comments of reviewer #2 and mention some of the wanted references
what should I do now?<issue_comment>username_1: Neither, you should just write an answer (not change the article) in which you mention for each paper why you did not cite it. Keep it objective, calm, and short. If the reviewer is unprofessional then that will become clear enough, and your professionalism will be all the more obvious.
Upvotes: 6 <issue_comment>username_2: You should carefully consider citing the papers mentioned by the reviewer. If you did that and still found them irrelevant for your work, then you should not cite the papers.
However, you should point the circumstances out to the editor as objectively as possible. Objectivly in this case is stating why those papers suggested by the editor are not relevant. In this case, I would go one step further, and state why they might seem relevant, but in fact are not. This will certainly make the editor aware that there is a discrepancy between the reviewer's suggenstions and the contents of the paper. If an editor sees that a reviewer is suggesting irrelevant papers to be cited (regardless of authors) it should be clear to him that the reviewer in question does not have the necesary insighst to review the paper and a different reviewer should be selected.
Upvotes: 4 <issue_comment>username_3: Your situation is a very common case in current scientific publishing. At the moment, pressure on scientists is much higher than it was in the past. Citations are one of the many measures of scientific excellence ( <http://dx.doi.org/10.1371/journal.pone.0153730> ). Hence, everyone wants to obtain citations for their work.
In the past 5 years, I have encountered very similar situations as you did. Reviewers requested me to cite their papers (2-3 papers max), etc. Usually, some citations were not totally relevant. Nevertheless, I have never complained to an Editor or Reviewer but just cited Papers, and that's all.
However, defining your situation is much more complex than is seen at first sight. It would be good if you could specify if these 16 papers were authored by the same researcher or not. In line with this, it would be good to know if the references belong to the same journal or even journal families.
Anyway, we can outline some possible scenarios why someone would like to see 16 more references (relevant or irrelevant) in your paper.
1. Personal benefits: Each Reviewer sees reviewing a paper as a chance to put some citations in that paper. In this case, the Reviewer obtains some valuable citations easily (let us propose that 95% of authors cite recommended references in order to avoid any complications and quick
acceptance). Additionally, it is also intended to promote his/her work.
2. Raising the Impact Factor of the journal: Some years ago, The Scientific World Journal (TSWJ) lost its Impact Factor, since this journal was used as a resource for boosting citations to other journals. If I remember correctly, there were some Editors that were also Editors in other journals and they requested to cite references of other journals in TSWJ papers.
3. Citation cartels: The last point is citation cartels. Roots of cartels can be found in points 1 and 2, but are more sophisticated and organized. In simple words, a citation cartel is actually a group of "friends” or group of “researchers" that work together for mutual benefit. This benefit is manifested in personal benefits (to raise citations to each other) or to raise Impact Factors of journals. There are many scenarios of cartels: <http://journal.frontiersin.org/article/10.3389/fphy.2016.00049>
What to do in your situation?
1. Go with the flow: Just cite these irrelevant references and the paper will probably soon be accepted.
2. Talk to the Editor: You can write a message to the Editor and try to present your situation. A good Editor will understand your situation fully. On the other hand, be aware that the Reviewer and Editor may be also friends (Cartel members) and your email will not the save your situation.
3. Withdraw your manuscript and try in another venue: If you think that these irrelevant references will decrease the quality of your manuscript, then simply withdraw it. However, you will lose a lot of time and the paper will undergo once again the first round of reviews.
Upvotes: 0
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<issue_start>username_0: As a relatively new assistant professor,
I'm beginning to write recommendation letters for a few students.
Recently, a student asked me to write a recommendation letter for him.
The web link which was sent to me contains text which reads:
>
> Please note that, under the provision of the Personal Data (Privacy) Ordinance of Hong Kong, information contained in your reference report will be shown to the applicant upon request.
>
>
>
This was extremely surprising to me,
because it was my impression that in the US,
all recommendation letters are private
(i.e., the student is not able to read them).
Even though I am employed in Hong Kong, not in the US,
I had expected that this practice would be the same in my current country.
Questions:
1. Am I correct in my understanding that typically students are not allowed to read their recommendation letters?
2. If it is the case that the student would be able to read the letter,
should that affect what I write in the letter?<issue_comment>username_1: Legally, in the USA, students are entitled to access their educational records. (I assume that there are similar regulations in some other countries.) This poses an obvious problem with letters of recommendation, the contents of which may ideally be unknown to their subjects; this makes it possible for the recommender to give completely honest evaluations and discourages students from "shopping" for the most positive references.
The solution is that students normally waive their right to view the recommendation letter. Most colleges now have online recommendation systems for references to use, and there is always a prominent notice that the student has waived access to the letter. I have never had to write a letter when this waiver was not in place. I know a couple colleagues, however, who have gotten recommendation requests that did not include the waiver; their solution was to write a polite e-mail to the student, reminding the student to waive access. (That the faculty involved would not be willing to write the letter without the waiver may or may not have been made explicit.)
Upvotes: 4 <issue_comment>username_2: As noted in the comments, law and custom about letters of recommendation differ by country. In the United States, the student *does* have access to letters of recommendation unless the student waives that right. There will generally be a notice such as the one you describe, letting you know whether the letter is available to the student.
The second part of your question, "should that affect what I write in the letter?" is the more important part because you already know the letter could be available to the student.
It should *not* affect what you write. The institution to which the student has applied is depending on you for an honest evaluation of the student's abilities. The student presumably believes your evaluation will be a good one, or you would not have been asked to write a recommendation. If that turns out not to be the case, the student may be disappointed; the potential for disappointment should not influence your recommendation.
Although potential access by the student should not affect what you write, it might affect *whether* you write. As I wrote in a comment, I decline to write letters when the student does not waive the right of access on grounds that a) the student doesn't trust me and b) the institution to which he is applying will possibly give my letter less weight.
Finally, If you would write a negative recommendation, you have an ethical obligation to decline to write a recommendation and to tell the student, at least in general terms, why not.
Encourage your students to talk with you before giving your name as a referee. That will help you avoid problems like this one. Here is what I tell my own students about such letters: <https://professorbrown.net/recommendations/>
Upvotes: 5 [selected_answer]<issue_comment>username_3: The state of affairs with regards to letters of recommendation in the US represents the very uncomfortable tension that exists between the principle that students should have access to their educational records (a noble idea, to be sure) on the one hand, and the premise (based on an understanding of human psychology) that letter writers become considerably more likely to provide an honest evaluation when they are assured that their letter will be kept confidential from the student, on the other hand.
For this reason, the game of asking students to waive their legal rights has developed, as described in other answers. Ultimately it seems that human nature and human psychology cannot be defeated by a law, however noble and well-intentioned. Thus students end up not seeing their letters in almost all cases, and somehow the world keeps turning.
As for whether what you write should be affected by the lack of confidentiality, that is up to you. It is easy for others to say, as username_2 does in his answer, that it shouldn't. Personally I feel that it is a bit inappropriate for any of us to make a recommendation on this point, since we are not you, don't have or know about your personality, and will not be the ones who will be paying the psychological price of our advice. The one practical piece of advice that I agree with (and that I feel is the course of action I would likely take in this situation) is to email the student, explain that as a matter of personal policy you only write letters for students who agree to waive their right, and ask if he/she can kindly click the appropriate checkbox.
Upvotes: 3 <issue_comment>username_4: Not only that the students get to see the recommendation letters, but in at least two countries in EU, you get to discuss with the professor about what to include, so that s/he includes positive things that match the expectancy of the other end.
It is actually just now that I realized that in other parts of the world, the recommendation letters go straight between institutions and do not pass by the students.
Upvotes: 3 <issue_comment>username_5: (Caveat: In my cultural background, hiding references is not customary.)
>
> Am I correct in my understanding that typically students are not allowed to read their recommendation letters?
>
>
>
If you gave a copy of the letter to them, for sure they're allowed to read it. So just do that.
>
> If it is the case that the student would be able to read the letter, should that affect what I write in the letter?
>
>
>
No, it should not in my opinion. If it's a negative recommendation, just decline to write it; and if it's positive, you should still be fair and honest. It should be up to the person you're writing the recommendation to decide whether she/he wants to use what you wrote based on how they feel it reflects upon them.
Upvotes: 2 <issue_comment>username_6: Under the new General Data Protection Regulations any indevidual in the EU has the right to all personal information held by any private organisation that pertains to them. Most people seem to be interpreting this as including references. Thus while in the UK, at least, it is not customary for students to get access to their references, they could in theory request to see them. Our uni says this about references in its information about data protection:
>
> "References are the personal data of both the referee and the subject
> of the reference. Therefore they could be released to either party as
> a result of a Subject Access Request. References should be factually
> accurate and fair."
>
>
>
I know that many private firms now refuse to give references beyond "yes this person worked for us" because they could be sued if the subject found that anything they wrote prevented them from getting a job.
Upvotes: 1 <issue_comment>username_7: I consulted one university in British who have similar data privacy laws, and the reply I got from their admission office indicates that if I indicate explicitly in the letter or upon providing it, the letter won't be shared with the student without consulting me first (but it's theoretically possible that the university may decide to share the letter anyways with my disagreement, if they see proper to do so). That is, you will have to explicitly indicate that you at least must be asked before releasing the letter to students, in theory.
Whenever you're not sure, you can simply write an email to the program's admission office and ask for an official answer/promise.
Personally, I am someone who either writes a nice letter or refuses to recommend, but I always insist that students I recommend must waive their rights to access my evaluations.
The arguments that some comments above on how students can benefit from reading the reference letter are unconvincing. If someone, as the letter writer, feels comfortable sharing advises with the student, he/she can just tell the student face-to-face or directly over emails. Recommendation letter is certainly not the only chance that students can learn about their strengths and weaknesses, and if it is one, it's usually far from the best way to communicate (not only because the letter is not written to the student as its target reader, but also the writer and a student reader may have different interpretations, because the professor have his/her own comparison groups so the evaluations may not match the student's expectation, but this could be better understood by the recruiters especially when the professor has been writing letters to this recruiting program in several years already). The form of a confidential letter not only ensures the recruiters that this letter faithfully expresses the opinions of the letter writer, reducing their concerns of impacting the interpersonal relationship to the minimum level, but moreover, (the letter) may contain confidential information (even it's just summary) regarding the performance of other students which cannot shared with the subject of the letter. I usually tell my students roughly what I wrote in the letter, but I never let them see the letter per-se.
The recommendation process needs to be built on some mutual consensus from the professor and the student. If you don't like the term of waiving the access, don't ``sign the contract'' by requesting my recommendation -- I am by no means the only possible person for students to ask.
Upvotes: 1
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<issue_start>username_0: I would like to use images from social media (e.g. imgur, Facebook, Flickr etc) for research (ie not for profit or any industrial use).
1. Would it be legal to use images (for analysis, etc), if I do not store them locally?
2. Would it be legal to create a dataset of such images, that I will later publish with my future paper?
3. If it is not legal, how can there be these existing computer vision datasets of thousands (and even hundreds of thousands) of images taken from Google search or social networks? Surely the authors didn't ask every owner for permission.<issue_comment>username_1: In order to copy or redistribute images that you don't own, you have to comply with the terms of the license under which the owners have released the images.
Some images are released under licenses (such as [Creative Commons](https://creativecommons.org/) licenses) that allow copying and redistribution under various conditions (e.g. attribution, non-commercial use only, etc. - depending on the specific license.)
For example, the [People In Photo Albums dataset](https://people.eecs.berkeley.edu/~nzhang/piper.html) was "collected from Flickr photos
with creative commons licenses", according to [the paper](http://ieeexplore.ieee.org/document/7299113/?arnumber=7299113). Similarly, Yahoo! Labs compiled a dataset of [One Hundred Million Creative Commons Flickr Images](https://yahooresearch.tumblr.com/post/89783581601/one-hundred-million-creative-commons-flickr-images). And Google released an [Open Images Dataset](https://research.googleblog.com/2016/09/introducing-open-images-dataset.html) dataset of images that are listed as having Creative Commons licenses.
If there is no license accompanying the image or no blanket license applying to all images on the site, you have to assume that it is All Rights Reserved - in this case, you would not be able to redistribute these images.
Upvotes: 2 <issue_comment>username_2: For legal advice one should always consult a lawyer directly.
I don't think it is recommendable to (solely) rely on inquiries in a forum or website or even own study of law books as a layman.
Copyright is a very complicated issue and depends heavily on countries' laws.
Any advice given here would be opinion based (unless posted by a lawyer) and may have serious financial and professional repercussions.
There are also privacy issues and laws that need to be taken into account.
As a prominent example Cambridge Analytica filed for insolvency proceedings...
Upvotes: -1 <issue_comment>username_3: I'm not a lawyer, but I'll go out on a limb a bit here. I would think that your use and analysis of such images is fine, provided that you don't publish any of them in your research and that you don't do anything similar to publishing them. If images are put on the web they are meant to be seen, no matter the license. For you to "see" them, they are transferred to your computer. If you analyze them on the fly and keep only summary information or classification, there is no harm to the rights holder (in almost all cases).
Saving them for later analysis might raise issues later as the "dataset" on which your research was based may need to be preserved. But if your dataset is not the images themselves, but your analysis data points you aren't (likely) in violation.
For research reports and the like, if you need some images, choose only those for which the rights are clear.
Caveat: Copyright differs widely from place to place. Consult a lawyer for edge cases. Me going out on a limb is different from *you* taking a risk, I realize. European law has become especially strict lately, I note.
Upvotes: 1
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<issue_start>username_0: **DISCLAIMER: As some readers have found the following question and prior title (How to best kill a manuscript as peer reviewer) outrageously unethical, I want to clarify that, by asking this question, I was simply and constructively trying to be provocative, not suggesting any means to hijack the peer review process.**
I often peer review manuscripts for scholarly journals. In the most typical scenario, the editor asks me a quality appraisal and a priority appraisal.
For quality, the typical recommendations can be (mutually exclusive): accept as is, minor revision, major revision, and reject.
For priority, the typical alternatives can be (mutually exclusive): top priority, mid priority, low priority.
My experience and perspective is that most manuscripts do not deserve a rejection, as they most often have some merits, at least in the field of pragmatic cardiovascular research, where most works are only incrementally original.
If my will is to try to "kill the manuscript", i.e. maximize the likelihood it is eventually rejected because I find it unsuitable for that specific journal, but still finding it has some incremental value, I simply recommend minor or major revisions, but give low or very low priority.
Is this sound and appropriate? Am I wrong in this approach?<issue_comment>username_1: If your intention is to "kill" the manuscript, you should give a reject recommendation. Rejecting does not mean there are no merits to the manuscript. In fact, I would guess that most manuscripts are rejected because the journal is not a good fit, or the results are not strong enough for the journal, but might be appropriate for a lower tier or more specialised journal.
Of course you can and should discuss the merits of the manuscript in your report, as well as suggestions you think would improve the paper, even if your recommendation is to reject. It is then up to the editor to make the final decision.
In my opinion, you should only give a "revisions" recommendation if you will likely accept the manuscript after the requested revisions are made. Purposefully setting the bar for these revisions too high because your original intent is to "kill" the manuscript for that journal seems disingenuous to me.
Upvotes: 7 <issue_comment>username_2: >
> Is this sound and appropriate?
>
>
>
No. Your job as a reviewer is not to choose which manuscripts are accepted or rejected. Your job is to advise the editor as to the merits and the flaws of the manuscript, and then let the editor decide the fate of the manuscript.
Thus, you should give the manuscript the ratings that most accurately reflect your perception of it, not the ratings that you think will get it "killed".
>
> I think that there is an underlying misunderstanding
>
>
>
I don't think I misunderstood the first version of your question, and my answer still applies. It is not up to the reviewer to maximize the likelihood of any particular outcome; just tell the editor what you think of the manuscript, and leave the rest to the editor.
This means that if you are asked by the editor to recommend an overall decision, you should recommend an overall decision. If asked by the editor to recommend a decision based on quality and specifically excluding the priority, novelty, and usefulness of contribution, then you should do exactly that. (If you aren't clear on what factors should be included your quality recommendation, ask the editor.) If you believe that a manuscript should be rejected from a given journal because its contribution is incremental, you can indicate as much in the part of the review where you're asked to assess the manuscript's originality and/or in a separate comment to the editor.
Upvotes: 7 <issue_comment>username_3: There is no "kill the manuscript" in a reviewer's job description.
If the reviewer thinks the manuscript is unoriginal or flawed (e.g. technically), that's what they should say in their review. They can recommend it to be rejected for the given journal.
However, the way the question is put sounds as if the reviewer may want to try to manipulate the editor, and if they do, they arrogate to themselves a role which they do not have.
Their job is to identify whether the paper is sound, original, (and possibly) fitting to the journal, according to their best knowledge and in good faith. A scientist thinking in terms of "killing manuscripts" effectively excludes themselves from the pool of available reviewers, hands down.
Upvotes: 5 <issue_comment>username_4: The question suggests that you have the whole procedure of reviewing wrong, so it's not sound nor appropriate.
Rejection or major or minor revisions answer to what revisions the manuscript might need or it has inherent flaws that cannot be amended with reasonable modifications. In any case, you have to justify your recommendation (and thankfully there are other reviewers also). So, if you recommend minor revision for a manuscript that should be rejected in your opinion, then you are a bad reviewer. The same if you accept a manuscript that should be revised or rejected.
Another recommendation that you are often asked is the priority. This asks for something completely different. Usually it refers to the novelty or the significance of the results.
Thus, it's possible for a manuscript to be acceptable but of low priority. This would normally lead it to another journal. Although it sounds contradictory, there might be a manuscript with very important or high impact subject or results, but with some experimental flaws that makes it worth for a rejection. Wouldn't you "kill" it? (there are some famous retractions when flaws or manipulations were later discovered)
It's true that our recommendations as reviewers are accepted often as they are from the editor... unless the reviewers disagree. In that case, the editor has to make their own opinion and then it's your validity as a reviewer that is on stake.
Upvotes: 4 <issue_comment>username_5: Your strategy may have the effect of killing the paper more broadly than you intend. Suppose the paper has both merits and flaws, but is not suitable for the journal for which you are reviewing.
Suppose you recommended "reject" with discussion of what is good about the paper and what could be improved, and maybe where it would be a better fit. If the editor accepts your recommendation the authors can immediately get on with making revisions taking into account your comments, and submitting it to another journal.
Now suppose you recommend revisions, with no intention of ultimately accepting the paper, and the editor accepts your recommendation. The authors are going to waste elapsed time, personal time, and energy on trying to get it into the current journal. It may take more than one round before they realize they are not going to be able to satisfy you and move on to a different venue. That delay and wasted effort could reduce the chances of the paper being published as authors move on to other research.
Upvotes: 5 <issue_comment>username_6: I think there is some linguistic confusion in some posts here. Deciding is not the same as recommending, and English language nicely gives different words for the two activities, viz “decide” and “recommend”. A reviewer makes a decision what to recommend to the editor; the editor makes a decision what to do with the manuscript.
As for my own opinion on the question itself, it seems a bit unfortunate to accept the responsibility of being a reviewer—which is a responsibility not just to the editor and to the journal but to the entire scholarly community—but then to try to game the system for whatever personal reason you might have. Regardless of your recommendation, if you think a paper has some merits, say that in your review, thereby making that part of the data which your review content constitutes. If you do not think a recommendation of “reject” will get a paper rejected, maybe you should discuss that with the editor.
Upvotes: 3 <issue_comment>username_7: I'm trying to understand the reasons for the harsh judgement of the OP reflected in many of the answers and comments. My reading of the question is that the OP feels uncomfortable recommending "reject" for sound, original, but not groundbreaking research, and is asking what the "best" course of action is when the submission is not sufficiently groundbreaking for the journal to which it has been submitted. (I believe others have interpreted the question as "What is the **surest** way to kill a manuscript?", which, to my mind, is not assuming good faith on the part of the OP.)
My brief answer is that one should recommend "reject", but should state in the report that the research is solid and original, and would be suitable for publication in a different journal. The reviewer might even make suggestions as to suitable publication venues.
The problem seems to be that the reviewer is being asked to assess quality factors including methodological soundness, originality, and clarity of the written report on scale of "accept as is", "accept with minor revisions", "resubmit with major revisions", and "reject", which do not form a scale of quality at all, but, rather, are recommendations as to course of action. I agree with (my interpretation of) the OP that "reject" is not an accurate quality assessment for research that is correct and original, although it might be the correct course of action for a particular journal. Thus it might seem that the only option left to a reviewer who does not want to send the wrong message regarding quality is to use the priority scale as a way to send the desired message regarding recommended course of action. As I state in the previous paragraph, however, one may escape from the straightjacket provided by the checkboxes on the reporting form by spelling out one's recommendation in the text of the report.
Upvotes: 4 [selected_answer]<issue_comment>username_8: Answers and comments here jumping at your throat have to do with the publishing culture in computer science and maths (what most users of this site do), which differs significantly from the one in biology or medicine. I think your question is not optimally phrased, but if curating for quality is your ultimate goal, I applaud that intent. Quality curation is a critical aspect of academic publishing and there generally is too little of it.
>
> How to best kill a manuscript
>
>
>
Unfortunately, you can't.
Authors almost never resolve themselves to ditch a manuscript because that's very frustrating, and that would mean a shorter bibliography. You can be instrumental in its rejection from the journal you review for, but it's simply going to pop-up in the review queue of another less reputable journal.
>
> How can I maximize the likelihood it is eventually rejected because I find it unsuitable for that specific journal.
>
>
>
By recommending rejection exactly for that reason. Write a review pointing out what you think should be improved in the paper, that's the service you're asked to do to the authors, and tell the editor you think the paper's contribution is too modest to warrant publication in that journal.
If you want to have more decision power in that process, you should become an editor yourself. But that is not something you typically decide on your own. If a community values your curating abilities, then you might get that job.
Upvotes: 2
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<issue_start>username_0: I'm a first-year undergraduate student (studying *Pure Mathematics*) at a university that has a mediocre mathematics department, in a country where there are no *really good* math departments compared to other countries abroad (as an example, there are only 2 known professors in my country that work on research in Algebraic Geometry)
Through what I've studied on my own, currently I have completed everything up to mid 3rd year courses at my university and I shall within the next 6 months/1 year have learned the content offered in all undergraduate honors (fourth year) courses and some graduate-level courses.
I however feel that the courses offered by my university's mathematics department are not at all challenging for me, and that is quite frustrating. I currently achieve 100% on every paper I write and I do not attend any lectures. Instead I opt to study on my own.
I spoke to the head of our university's mathematics department, explained my situation, and asked if I could be granted permission to take higher courses, and his response was essentially *'Who are you to ask me such a question?'*
The difficult part is that there is almost nobody whom I can talk to about mathematics that I'm studying. *It feels as if I'm working in complete isolation*. The only people I can really talk to are some of the Masters and PhD students, who are perhaps the sole reason I even go to university to study.
I feel that this lack of competitiveness and being forced to go through courses that have content which I've already studied on my own is hindering my development. What's more, my university's math faculty does not have any official undergraduate research program, nor do faculty members interact much with undergrads (apart from lecturers taking questions from students of their courses).
*I feel stuck, frustrated and depressed as if I'm being held back*. In the US I've heard that it's fairly common for students to take courses at higher levels as they choose to do so, but alas I'm not in the US and don't have this option at any of the institutions in my country.
So in my situation, is there any advice one can give me? Also if there are any students who've been in the same situation as I find myself in, I'd be highly interested to hear how you managed to stay motivated and competitive.
---
(As a side note, I would like to mention that I learned what I learned not to *complete courses* but out of a genuine interest in what I was learning, it just happened to be that what I learned were the courses offered by my university.)
Also I do plan to move abroad for my graduate studies, if I receive a scholarship to do so, however if I don't, I won't have the necessary finances to pursue this.
My main problem is on how to stay competitive and motivated, and pushing myself in an environment that is not challenging nor conducive to research or to those who want to progress faster than the normally accepted rate.<issue_comment>username_1: You may consider:
1. Transferring to another South African school that would be of a similar level but more flexible about the upper level classes.
2. See if you can find a way to go abroad.
3. Stay where you are but try to get into those higher level classes.
3a. Try to get permission directly from the instructor. Maybe you won't get credit for the class -- but if you are permitted to sit it (audit) the class, that's progress. A good way to start working on this would be to visit the instructor's office hours with a couple of good questions that will show your aptitude, level of knowledge, and communication skills. After getting to know the instructor in this way, you could then ask for permission to attend his or her class.
3b. Try going above your department head.
I personally favor method 3b as the preferred approach -- if it works.
Now, what to do about your feeling of isolation? Here are some ideas for you to consider:
1. Do some tutoring/mentoring/teaching. This can be rewarding and can help you break your isolation.
2. Take some classes in fields where one might be able to apply some tools of applied math or statistics.
3. Get started with one or more interdisciplinary projects with folks in other departments.
4. Interact with mathematicians in other countries with email, letters, etc. Here's one way to get started with this: read some papers you're interested in. Write to an author of one of the papers, to say that you read the paper with interest; say what you found most interesting; ask something. You could mention that you would be very glad to be able to correspond with grad students. Then see if a correspondence relationship develops.
Upvotes: 3 <issue_comment>username_2: I'm also an undergraduate at a South African university, in my second year though. I'm in a pretty similar situation to yourself but I've managed to have some limited success with what you're trying to do.
I did manage to get permission to take some higher level courses this year but what I think was much more valuable is that I started doing a unofficial reading course with a professor. Essentially I just asked if I could and they were willing. While there might not be many explicit opportunities for undergrads I suspect that some of your professors might be quite happy to help informally, just begin asking.
That said you should probably still keep trying to take higher level courses. Perhaps try asking different people as another commentator mentioned but don't ruin any relationships.
Staying motivated and competitive has been a struggle. Being forced to take loads of courses covering work you already know sucks but it seems like one just has to endure. At this point I view courses as just something I have to do to get a degree and learning mathematics as a more or less separate activity I do because I want to.
One advantage is that you now have plenty of time to learn all the math that interests you instead of just the boring stuff they shove in the curriculum.
It also helps to feel you're at least a little competitive internationally so try to hold yourself to international standards, for example I always try to work through my years Cambridge exams at the end of the year to gauge how I'm doing.
Otherwise if your university has a math club, join that, take the SATMO and try to find professors you can talk to.
Also if it helps, there are students who have managed to get somewhere. I know of one student who went to Princeton and one who went to Cambridge from my university, yours should be similar, so there is hope.
Upvotes: 2
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<issue_start>username_0: I've noticed that - at least in the US - a book is published and sold at a non-trivial price to US residents. However, the author/publisher may also make an international version.
This version is subpar in my opinion. For example, they are cheaper, but also typically paperback, and I've seen in a science textbook things such as "this problem has intentionally been omitted for this edition" and "this [foot]note has been intentionally omitted for this edition."
Why are international editions stripped-down versions of their original counterparts? Why the need to omit certain problems and footnotes?
(I had asked this question first in Law Stack Exchange, but they deleted it and suggested I ask it here. So, any help on the legality of these reasonings would be appreciated).<issue_comment>username_1: In some cases, these international editions are sold at a fairly steep discount compared to their U.S. versions. This is intended to increase their accessibility to students in developing countries.
The intention behind omitting material that is in the "nice, but not essential" category, such as a particular problem etc. is to interfere with its utility in the U.S. and other "expensive" markets. Basically, it's to prevent the international versions from being marked up but still sold below the cost of the U.S. version.
As for the legality...the publisher owns the content. They can do pretty much whatever they please with it.
Upvotes: 5 <issue_comment>username_2: ~~I have an international edition Giancoli Physics textbook, which omits some problems involving U.S. units (since international edition is metric), and introduces new problems that deal with unit conversions.~~
It also states that some problems were omitted due to them being meaningless (i.e. hard to visualize) for non-US resident.
It appears I confused this textbook with something else; I wasn't able to find a note stating this in Giancoli's textbook. Sorry :(
My international edition of Stewart Calculus is the same - although it doesn't expressly state it omitted some questions, it says that
>
> 10% of the [international edition] exercises are different from those in the [US] version
>
>
>
Another plausible reason is copyright: if a question references something that has a different copyright owner abroad than in US, publisher/author/editor may want to play safe and omit that part.
Yet another reason may be differences in pre-university curricula: some countries offer more comprehensive courses in natural sciences than USA (or so I was told).
Upvotes: 2 <issue_comment>username_3: Publishers belive that american students have an abundent supply of money on tap and want to get as much of that money as possible into their pockets. Furthermore they know that many US profs are lazy and will just set problems out of a book rather than setting their own practically forcing their students to buy the book.
But they also know that students in other countries (even other rich countries) have far less money available. They still want to make some money out of these students but they know they won't/can't pay the american price.
So they have a main edition targetted at americans and an international edition targetted at people from other countries with wildly different prices.
They will have distribution contracts in place that make it difficult/impossible for american retailers to legally carry copies of the international edition of the book but they can't do much to stop individual american students from importing it.
Removing small chunks of content means that the book is still useful in general but is problematic to use for a course built arround the main edition of the book, thus putting more pressure on american students to buy the main edition.
Upvotes: 3 <issue_comment>username_4: Copyright problems, generally. The publisher has the US rights, but not the international rights and doesn't want to pay for them.
I ran into this problem with the archival version of a journal on DVD. Many figures and pertinent photos/illustrations were missing, and I felt cheated. So I wrote to the publisher, and that's the answer I got back: they didn't have the rights to DVD publication for those missing elements.
Upvotes: 3
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<issue_start>username_0: I’m a foreign student currently applying to extremely competitive doctoral programs in the US. Recently, one of the professors writing a letter of recommendation sexually assaulted me. I live in a country where things like this, when reported, are usually unpunished and even more difficult for the victim. I’m currently deciding what to do, all while trying to get my applications done and finishing up my last semester of my master's program. To put it bluntly, my life is currently hell.
Severe trauma and everything aside, I’m really trying not to let this derail my academic career. My question is, would it be possible for me to contact the universities that I’m applying to and ask them if I could submit just two instead of the required three letters of recommendation? With some deadlines less than a week away, I’m worried that this professor might write a bad LOR to try to keep me out of academia, or threaten me with it. Most importantly, it’s too late for me to find another professor to write my letter of recommendation at this point in time (unless I can explain the situation to them, but even then, that would be extremely difficult).
However, I’m also wary of spinning what might seem like a sob story to admissions committees, even though this is not my intention at all. I’m not sure how something like this would be viewed in the US. Please, I would appreciate any advice on this matter.<issue_comment>username_1: Would you feel safe and otherwise be able to defer to the next application period? If so, you could develop a diplomatic illness (a fake illness for purposes of saving face) that prevents going ahead this cycle. Next cycle, get a different reference. That would simplify your life a bit for the next few weeks - concentrate on finishing your current program and dealing with the trauma, and do the applications next year.
If you, understandably, really want to get the applications done this cycle, I suggest a two part strategy. Immediately look for a new reference, and ask for letters ASAP. For those applications that are due too soon for that, tell them something a bit less dramatic than the truth, but in the right direction: "I recently had a personal interaction with the professor who was going to be my third reference that makes me uncomfortable interacting with them. I will get a third LoR as soon as I can."
Since your application will presumably be weaker, and may be automatically rejected from some programs, without the letter from the offending professor, you may need to consider applying to one or more less competitive programs.
Obviously, if you do decide to report the assault you can be more direct, but your decision on that must take into account local conditions and attitudes.
Upvotes: 2 <issue_comment>username_2: That's really awful, and I'm so sorry someone whose job it is to help you instead put you in this difficult position.
When you applied for your masters program did you have strong letters from professors at your undergraduate school? While all things being equal it is better to get letters from people who have interacted with you more recently, having one letter that's only a year or two old should be fine. Since those professors already wrote you a letter, there's a good chance that they'd be able to update it and resend it easily. This may be more practical than getting a totally new person on such short notice. It also seems clearly better than only having two letters.
Upvotes: 5 <issue_comment>username_3: I'm very sorry about what you're going through. The key to the answer I'm about to offer to your question is the following general observation: **the people in academia are not robots**. Despite how it looks from the outside, all these rigid rules and deadlines that we have were made *by humans* and were designed to serve specific purposes. When we judge that the purposes are not served by these rules, it is often possible for us to ignore or bend them, within certain constraints of law and common sense.
With that said, here's a way I suggest to handle the situation that will leave you with a fighting chance of having your grad school applications be considered seriously in this application round. The most urgent thing you should do is write an email ASAP to the programs you are applying to, in which you explain that you were involved in a serious and irredeemable confrontation with one of the professors writing your LORs. You don't have to explain the precise nature of the confrontation (I don't have a strong feeling about whether it will be to your advantage to explain it, and there are obvious privacy and even legal issues that may make it problematic to share too many details), but either explain it, or if not, do your best to stress how severe the situation is and make it clear that you are a victim, not an instigator, of the conflict. I.e., find a way to make sure they understand that "something really bad happened, and it wasn't my fault" and sound sincere without providing details that are too sensitive for you to want to mention.
Then explain that as a result, your LOR from that person (assuming it is even sent) has become invalid, and say that you would like to make two unusual requests, which are, first, that they give you a deadline extension to allow you to obtain another reference, and second, that they discard any LOR that may be sent by the professor with whom you are in conflict without looking at it.
In the email, emphasize that you are only asking for an exception to the rules due to the extreme and unavoidable nature of the situation, and emphasize that you will still submit your application and all other materials on time by the original deadline, so that the amount of rule-bending you are asking for is as absolutely minimal as possible.
In parallel to sending the email, start looking for an alternative letter writer ASAP. Ideally it would be someone who you think would be sympathetic to your situation and whom you would feel comfortable confiding in (I imagine a female professor might be more likely to answer that description, for obvious reasons). It may be that you would find someone sufficiently understanding that they would be willing and able to write the letter on short notice, as others have suggested, which would allow you to even meet the original application deadline; I certainly can imagine myself helping you in precisely such a way in a situation like this.
Finally, in [this answer](https://academia.stackexchange.com/a/57909/40589) I wrote to a somewhat analogous question I also suggested trying to find a local ally such as the department chair who could also contact the places you're applying to and advocate on your behalf, since you are making unusual requests which the places you are writing to may feel inclined to ignore. That situation involved something much less serious than a sexual assault, but the advice may still apply (though in your situation a tricky bit is the problem of how much information you're willing to share; if you do not want to talk about the sexual assault that makes things potentially more difficult).
Good luck! I can't be certain that what I'm suggesting will help, but I don't think you're asking for all that much given the circumstances, and think there's a reasonably good chance the people you write to will be accommodating to your requests. One last remark is that I don't think it makes sense to ask the departments to waive the requirement of three letters and ask if they would allow you to submit just two. The problem is that this would make it impossible to compare you with the other applicants on a level playing field, which would create an ethical and perhaps legal dilemma for the admissions committee, with the likely result that they would be forced to reject your application even if they may be sympathetic to your problem and wish to help. But I'm not completely sure about this point - if anyone else can offer more authoritative advice on this issue that says something else then I'm open to being convinced.
Upvotes: 5 <issue_comment>username_4: Faculty aren't robots but the application management systems we use are. Many systems won't show incomplete files by default, and manual intervention is needed.
Either get a short (or older) third letter from a previous faculty member, or contact the director of graduate studies or your presumed future advisor at the school you're applying to. You can ask to speak in the phone if that is less triggering than writing it out.
And, please think seriously about filing a sexual assault claim. In the notable cases that have come out of the Smithsonian or UC Berkeley, one brave woman making the initial claim resulted in many more women emboldened to also make claims against what turned out to be a serial perpetrator. Both cases resulted in the perp leaving academia. You can wait to do this until after you've gotten into your new school (within statute of limitations). Do this only if you feel safe and strong enough to do this, though.
Justice can be served.
Upvotes: 4 <issue_comment>username_5: I suggest you ask References #1 and 2 to ask the admissions committees to disregard Reference #3. If you feel comfortable communicating to them what happened, great; if not, you could just say you had a falling out with him but don't have time to find a third reference at this time. (And if one of them asks a colleague to serve as a substitute reference, so much the better.)
Consider taking some incompletes in some or all of your courses. Protect your safety by being escorted by friends, classmates, campus security, whatever it takes to avoid leaving yourself vulnerable to a second attack. Find a women's organization that can help you with self care.
If you wish to communicate what happened to the departments you're applying to, you may. Nothing is accomplished by sweeping it under the rug and pretending it didn't happen.
Upvotes: 1
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<issue_start>username_0: The following situation occurred:
* I was asked to modify a figure (originally published in a paper) to be used in a non-further-determined publication by my professor.
* I did **substantially** modify the figure: I redrew the figure from scratch in a vector program, added colours and decoration and made it generally more attractive.
* Now, half a year later this same figure or graphic appears in a book and just holds the small remark *© Name of professor*. Neither my name nor a reference to the original figure is given.
* I checked the general acknowledgements of the book and there is no mention of my name.
My question is: How to proceed from here? Naturally I don't want to deteriorate the relationship with my employer but I need to raise this issue, especially so that it does not happen again in the future (my professor asks me on a regular basis to draw graphics for him). Should I insist that my name should somehow be included (second edition of the book, online errata etc.)? What would the copyright implications be for a) not mentioning the creator of the graphic (me) and b) not referencing the original work?
Some context:
I work as a research assistant and I am not employed primarily to do these drawings though - when requested - I usually do them in my work time. The book in which the figure appeared is the output of a research institution (though clearly directed at the general public) and I am not sure if the book is to be sold, i.e. if it could be considered commercial use.
Edit: I may not have explained myself well. In my opinion the resulting image is not a mere modification of a figure but a piece of work that requires creativity and year-long practices with a graphics program.<issue_comment>username_1: How to proceed from here?
You don't do anything. You did something small your supervisor asked for, and he used the figure that you made for him.
It's very unusual for figures to be labeled with the name of the actual person that made it, and it would be a lot to expect this without asking / demanding this beforehand. Take the closest textbook and you'll find that indeed, a lot of figures will be copied from publications and references are included. However, there will also be custom-made figures that don't have any note. And you can be quite sure these figures are not drawn by the authors themselves, but by their students or employees.
There would probably also be no copyright implication, as this sounds like you just re-created some schematic figure and you just copied the idea, not the work itself.
Upvotes: 2 <issue_comment>username_2: Just my two cents: (which, I have a lot of, as I open a lot of answers this way it seems)
Take this as gained experience, and next time you are asked to rework graphics to a large extent, ask about how the rework will be credited beforehand. Now to be fair, I have not seen many instances where graphs, etc have actually had reference to who made the graph. This may be due to the idea that the graph/image is not as important as the data it conveys.
I would like to ask one thing. Is there any line in the acknowledgements along the lines of "thanks to all who have helped me make this book possible?" If so, you would be counted among that number. If not, just chock this up to one of two things: The author is too full of him/herself to recognize the work of others in a publication he/she put out, or two the author simply forgot to include everyone who helped out due to a simple slip of the mind.
I would HOPE it would be the latter, but I know enough published professors who would fall into the former category. And the sad part of it all, is they are from the community college level.
Upvotes: 0 <issue_comment>username_3: To my mind, the most important element of what you have written is this:
>
> not referencing the original work
>
>
>
Since the figure was originally published in another work, it is absolutely required that the original work be cited; to do otherwise is (self)plagiarism. That part of the issue is clear, if it is a scientific publication. If it is a "pop science" publication that doesn't have *any* references at all, though, it falls into a general grey area of "crappy non-professional publication" for which no better can be expected and which you probably don't want to be associated with in any case.
In either case, an acknowledgement of your work would be appropriate. Failing to acknowledge you is probably not formally actionable, but is a clear indicator of a potential problem. It's also possible that it's not intentional but simply an editing failure---screwing up one citation in a book would not be at all unusual.
So, how should you proceed? I would recommend approaching your professor from the point of view that this is a mistake, and seeing how they respond. Something like:
>
> "I was looking through the book, and it looks like the reference for this image was accidentally omitted. What do you think we should do about it?"
>
>
>
If your professor is well-intentioned and this is a mistake, they should have suggestions for how to fix it (e.g., errata). If your professor just blows it off, however, then you know you're dealing with somebody with poor scientific publishing ethics, and should plan to start extracting yourself from that environment. If it bugs you, you can contact the publisher *later*, but wait until you are secure in a place where your professor no longer has power over you.
Upvotes: 0
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<issue_start>username_0: In some job adverts I found something on the lines of (emphasis mine):
>
> Requirements:
>
>
> Graduate degree in X or PhD in Y with a **proven track record** in X, ideally with experience in Z. We are looking for a highly motivated scientist to join an interactive, multi-national team at the cutting edge of...
>
>
>
(I know I should ask the OP as they are the only ones to know what do they want to say... but,). What does this "proven track record" mean ?
Does that it mean I should have publications?
Could it be other published work like blogs, programs, discussions, answers in SE traceable back to me if they are related to X?<issue_comment>username_1: For an industry position this typically means you have worked on and completed a project that involved *X*. Ideally you should also have some way of presenting verification of this if challenged, but generally confidentiality agreements may prevent specific details. In the academic sense, this effectively means the same thing, but you should have some sort of publication to verify your involvement in *X*.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Our human resources department likes to use this term. I've raised with them the idea that track records are hardly provable. They often edit job ads, inserting the term where we're looking for demonstrable research output or work experience in a field. The first is much easier to demonstrate than the second, especially in the context of commercial-in-confidence work in some employment situations.
When assessing proven track record in a particular field, I look for the following:
1. Peer-reviewed publications
2. Teaching experience, including PhD supervision
3. Competitive grant success
4. Group (ie., department, lab, etc.) leadership
5. Esteem measures (ie., fellowship in a learned society, awards)
For an early-career applicant, the last three items above may not have been achieved yet.
To answer your question directly, I would consider blogs, discussion forum participation and SE membership to be peripherally related to the track record **except in one particular case**: when the job involves a strong component of social media engagement. For example, I might have an opening for an academic whose administrative load included the development and implementation of the Department's social media strategy.
Finally, your use of the word "programs" is vague. If you've developed software or applications in the field, then I would classify this as research-related output. If you mean you developed educational videos and posted them online, then these might be classified as teaching output. If you mean you've organised programs of activities, this might be relevant, too. unfortunately, for every interpretation that shows relevance, there are many that may be irrelevant.
Finally, I suggest that you seek clarification from the contact person listed in the advertisement about the way you can best meet their criterion of "proved track record". Tailoring your application to the needs of the assessors is an important aspect of the submission process.
Good luck to you.
Upvotes: 1
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<issue_start>username_0: I'm in a fairly niche field that is still in the process of organizing itself. As such, there are a number of existing professional societies that are spinning off journals along with newer societies that are getting into journal publication. Since some of the [usual metrics for judging a predatory journal](https://academia.stackexchange.com/questions/101/how-do-you-judge-the-quality-of-a-journal) may not apply, how do you judge the potential of a newer journal so that the publication does not end up being a wasted effort?<issue_comment>username_1: A suggestion checklist for new journals
---------------------------------------
1. check who has been published in the journals - are they notable contributors to the field, or all from one research group?
2. circulation - try to find out how many copies they print (if printed) or readership numbers
3. look at the founders of the journal - did they start it primarily as a platform for their own publications, and do these authors and their associates make up the bulk of the authors?
Having said that, although most fields have their primary journals, and new ones have to start somewhere, you can still use the above to litmus-test a new journal (as well as the vanity journal tests e.g. would they accept your paper without any peer review?).
Finally, beware of the new swathe of bogus journals, promoted by well-disguised spam targeted at academics via their university email addresses, for example, see: [Journal accepts bogus paper requesting removal from mailing list](https://www.theguardian.com/australia-news/2014/nov/25/journal-accepts-paper-requesting-removal-from-mailing-list)(!) and [Murky world of 'science' journals a new frontier for climate deniers](https://www.theguardian.com/environment/planet-oz/2018/jan/24/murky-world-of-science-journals-a-new-frontier-for-climate-deniers)
Upvotes: 3 <issue_comment>username_2: To expand upon part of username_1's answer,
>
> 3. look at the founders of the journal - did they start it primarily as a platform for their own publications, and do these authors and their associates make up the bulk of the authors?
>
>
>
I would also look at who is publishing and editing the journal.
Is the publisher affiliated with a scientific society? Sometimes scientific society will launch new journals (e.g., the Ecological Society of America launched *Ecoshpere* to be their open source journal).
Or another is a new journal from an established publisher? Established commercial publishing companies are launching new journals. Although people argue about the ethics of publishing with them (cf [What are some examples of negative effects on a career for boycotting Elsevier journals?](https://academia.stackexchange.com/questions/51938/what-are-some-examples-of-negative-effects-on-a-career-for-boycotting-elsevier-j)), my own experience has been that their products are usually scientifically sound (presumably because they are afraid of hurting their brand image). Additionally, journals such as *Nature* now have spinoffs (and spinoffs of spinoffs, e.g., *Nature* to *Nature Methods* to *Scientific Reports*) to catch paper that do not fit into their flagship journals.
Also, who is the editor-in-chief and other editors? Do you know them in your sub-field? For example, when the journal *Theoretical Ecology* launched, the they had <NAME> as the EIC, a highly respected Ecologist.
Upvotes: 5 [selected_answer]<issue_comment>username_3: Is your niche field organizing it?
----------------------------------
If you are in a fairly niche field, then you should know most of the significant people in that field - and preferably actually know *them*, not just their names.
I strongly believe that a new niche effort (no matter if it's a journal, conference or association) can be successful and worthwhile only if it's done by those people (or a significant part of them) in order to fill their own niche needs. No matter if they come from different organizations (of course they do) or they haven't a single specific association (which most new fields don't have), there is a "virtual community" of people interested in that field and working on it.
Are the key people you know involved in that journal?
Regardless of that, maybe ask them directly about that journal? In the end, it's *their* opinion that will determine whether that journal will be successful, not any arbitrary metrics.
Upvotes: 4
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<issue_start>username_0: I am an undergraduate in the U.S., and my university is currently interviewing for an open faculty position. The department arranges lunches with the job candidates and current undergraduate students, where we can ask the candidate questions and get to know them. Students fill out an evaluation of the candidate following the lunch (which is in theory taken into consideration for the hiring decision). However, the atmosphere of this meeting itself is quite informal and conversational.
Two of the candidates are currently expecting a baby. The male candidate said on their own that he was expecting a baby. One fellow undergraduate specifically asked the female candidate (in front of 20 other undergrads) if she would be able to balance a new baby and the job at the same time. However, she did not bring this up with the male candidate, who is also expecting a baby. We met with the male candidate first.
As a fellow undergraduate, how could I respectfully address this?<issue_comment>username_1: Assuming that the undergraduate falls within the typical range of undergraduates in the United States (i.e. 18 to 25) they may not have enough interviewing experience to know what is and is not an acceptable question. In the United States it is [illegal to discriminate on the basis of gender and gendered questions are to be avoided as a result](http://www.nolo.com/legal-encyclopedia/can-interviewer-ask-child-care-arrangements.html). This should be pointed out to the undergraduate in a manner that assumes good faith since they might simply not know any better. It may be helpful to provide undergraduates with examples of good - gender neutral, not overly personal or invasive, on-topic - examples of questions before the interview.
Also, it should be noted that even in professional environments, people that are new at interviewing make a lot of mistakes in terms of questions about legally protected categories. You may also want to recommend some sort of quick training session to people that are involved in searches. These sessions do not necessarily need to be that long, and even people that have been interviewing for years can always benefit from a refresher given by HR on what may and may not be legal or sensitive areas.
The best way to address it would be at the department level with undergraduates getting some sort of training before they are part of an interview panel. Calling out one person is a reactive response, while providing training to an entire group is a proactive response. In the long term proactive responses generally avoid problems all together were as they never quite go away with reactive responses.
Upvotes: 5 <issue_comment>username_2: There are two issues at play here depending on if you are formally part of the hiring process.
If you are formally part of the hiring processing asking questions about the family life of a job candidate, man or woman, is treading on thin ice. Even if the information is not meant to be discriminatory (e.g., as a search chair you might want to be helpful and look into spaces in the university nursery), it is just a topic you do not bring up. As a formal part of the search committee, it is reasonable to mention to the person who asked the question that family life is a topic to avoid. You may also want to mention it to the search chair so they can be prepared for any claims of discrimination.
If you are not formally part of the hiring process (e.g., potential faculty tend to like to meet students), the issue is difficult. It is perfectly reasonable, and non-sexist, for a female student to ask a female applicant about work life balance. It is a topic that a female student might have questions and concerns about for themselves going forward. Of course it could be a sexist remark to intentionally sabotage the candidate. Note that any combination of student and applicant sex could be non sexist (a male student may want to understand how their potential wife might would handle the work-life balance and a female student might want to know about how a husband would handle it). Given that, I would not raise it with the student that the question was sexist. Rather, I would point out that while the point of meeting with the candidates is to give undergraduate students exposure, that the students should be welcoming to the applicants and try and put their best foot forward. Asking about touchy subjects is not in the best interest of the department.
Upvotes: 5 <issue_comment>username_3: The question has some merit, but as your question alludes it should work both ways. Maybe not worded exactly right but it is a valid question to see if someone has enough time to put into a challenging job given that they have X going on in their life.
I am a manager in the US and we are coached away from saying certain things and I work at such a large (ultra-PC) company that we are told not even to say very basic words (like pregnant/pregnancy). So yes the question shouldn't have been asked like that but doesn't invalidate the need for a good response.
Where I am going with this is a manager hiring someone to do something that is a challenging position with little/no experience should try to figure out what the mentality of the person is - Where do they put their work on their lifestyle scale?
>
> And I can go back to the biggest fail of my life was a similar
> interview. I was right out of college and on my 4th interview at a
> huge finance company for a job people dream about. Not knowing that
> the 4th interview (with several managers) meant I was about to be
> hired, I really didn't give the questions much thought. The joys of
> being a clueless (interview-wise) 22 year-old. The hiring manager
> knew I had two very young kids so there was a stress on the number of
> hours I might be working and was told 70-80 could be normal. They
> beat this into the ground... Well an hour into this I slipped up and
> said something to the effect, "Do you have positions that require the
> same skill but less work."
>
>
> Just so there isn't a cliffhanger... didn't get the job. Should I
> have? No. I would have hated working those hours with two little
> ones. And it might have been physically impossible. It is a funny
> story to tell about how I sabotaged myself for a job that would pay 6
> figures by year 5. But no regrets.
>
>
>
So the answer to your question of what you should do?
* Don't let people be sexist. In this situation I would have said something to the person that said it. Put him on the spot but in private.
* Understand that even though phrased wrong the idea behind the question is very valid for a male or female. If I hear that a guy is on the national rugby team and does that in his spare time, I may question his ability to travel or work long hours. It doesn't make the question sexist. A person going into an interview should know what to say or they should be honest.
* You can certainly help a person out if a fellow interviewer asks something weird or inappropriate. Nothing wrong with a leading question to help.
Upvotes: 3 <issue_comment>username_4: I would stay away from the sexism angle, since the evidence we have for sexism here seems pretty tenuous to me -- the student whose behavior offended you could plausibly argue that she forgot to ask the male candidate the same question or that the question occurred to her only after the first interview, and quite likely there were many other questions on different topics that she asked one candidate and not the other, and that's hardly proof of any malice or discriminatory beliefs.
Despite this, I think the question your fellow student asked was inadvisable regardless of the candidate's gender. Simply, having children is such a common and universal part of human experience that it would be absurd for a faculty position to carry the premise that only people without young children are qualified for the job. If I were interviewing for a position like that, I would be seriously alarmed about any hint gathered during my interviewing experience that my job will be so difficult that I cannot do it effectively and be a parent (or have other extracurricular activities I like to spend a comparable amount of time on) at the same time.
As for what you should do, if you feel comfortable discussing it with the other student in a friendly and casual way, I see nothing wrong with mentioning the concern I outlined above, but try not to be patronizing -- the goal should be to help her understand the issue rather than to reprimand her for her behavior. And as I said, do not mention sexism unless there is much more blatant evidence that that was a factor.
Another option would be to inform your department chair or other faculty member overseeing the interviewing process about your concern that some of the undergrads participating in the interview are asking questions that have the potential to sabotage the success of the recruitment. But honestly, I doubt they will be surprised to hear this rather obvious fact, and I don't think they would necessarily view it as a major concern. The candidate probably realizes that undergrads are less experienced and professional in their attitudes and that this is likely to translate to them saying some awkward or embarrassing things during the interview, and will probably just shrug it off. (In fact, believe it or not, much older senior faculty members also sometimes say foolish things in interviews. And yes, that includes me -- saying stupid things is just a part of being human, and is likely to happen occasionally however professional one makes an effort to be.)
Upvotes: 4 <issue_comment>username_5: While the faculty interviews I have been on have seen a good mix of questions from invited undergraduates to my job talks, this won't be the first time an undergraduate asks an inappropriate question during a faculty interview, and it won't be the last.
If you want to go on record with your disapproval, then bring it up with the search committee chair.
Hopefully, you got something else out of the visit with the candidates, so while you are giving your feedback to the chair about the candidates, you could also bring up your disapproval with your peer's comment. It is not your job to suggest improvements to the getting-undergraduates-involved-in-faculty-hiring process, so let the search chair worry about that.
Upvotes: 3 <issue_comment>username_6: This fellow undergraduate asked a question that would in any normal job interview be illegal to ask. And nobody would ask the question, because if that candidate wasn't hired they would now be able to sue the interviewing company and win.
Since that fellow undergraduate has probably no idea about employment law, and has probably no idea how sexist their question is, you should perfectly respectfully advice him or her that if they were involved in a job interview and asked that question they would put their company's HR into an impossible situation and would get a major telling off after the candidate has left, and if they were an HR employee and asked that question they could lose their job for incompetence.
Upvotes: 2 <issue_comment>username_7: There is nothing for you to do.
Either
1. your university does not care about the law, ethics, professional standards, and human decency; or
2. your university is going to shred the student evaluations so they can have absolutely no impact on hiring decisions (showing the esteem the university places on student opinion).
Either way, there is nothing for you to do (except maybe transfer to a better university).
If your university esteemed student opinion; and cared about the law, ethics, professional standards, and human decency - then they would have trained the student panel and everyone on the panel would already know about this. There would be nothing for you to do.
If your university shreds student evaluations (which I suspect they do), then they might be in technical compliance with the law. However, there is no way for the candidate to know that. The effect may be to discourage certain applicants from applying.
Upvotes: 0 <issue_comment>username_8: We are not allowed to note the fact that a mother will probably require more time off due to family commitments than a father. In some jurisdictions it is even illegal to mention the possibility. All you have to do is remind them of this.
In fact, even MENTIONING this particular 'elephant in the room' will lay you open to criticism. Just keep your mouth shut. Let your collegues dig their own graves.
Upvotes: 1
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<issue_start>username_0: Long story sort, I am a young undergraduate student (exact sciences) working on a project with one of my professors. I proposed the idea I had together with my references on him and fortunately he agreed to supervise my project, although it doesn't quite fall under his research interests and expertise(half of the project).
It looks like the project-thesis is going to lead in one or more publications. At one of our meetings he offered me a PhD position after I graduate, after seeing I got some potential, I assume.
Unfortunately I acknowledge myself as a bad student, in the sense of the relationship between the professor and the student. The student is supposed to listen to the professor's points and suggestions and ask for his recommendations-corrections etc.
I'm a bad listener, and quite impulsive, I have to admit. After he goes through my writings during the meeting and asks questions trying to understand I am constantly interrupting in order to explain myself.
Most of the time I know the material pretty well(I always provide a list of references at each meeting related to the work I've done the days before). I understand this may be perceived as me being arrogant and selfish. However this happens completely spontaneously as an attempt of defence;
(I've had a professor in the past constantly asking questions at me until I don't have a complete reply or until it's wrong. Then he would just brag I have no idea what I'm taking about.)
By no means I want to harm my relationship with my supervisor. I am certain a change of my behavior is needed, but have no idea how to proceed.<issue_comment>username_1: If the professor had concerns about your defensive behaviour, he would not have offered to sponsor your doctorate. He may feel that the behaviour will disappear once you've gained more confidence, or simply doesn't care. Changing your behaviour is only something you can do, if it truly bothers you.
Upvotes: 2 <issue_comment>username_2: I agree with username_1 that the professor would not have offered you a PhD position if he were much concerned about your behaviour. However, you are wise to recognise this problem and want to change it. The good news is that you are likely to get better at this with age (at least that's my experience), but I have a few suggestions that may help.
First, when the professor gives you feedback, focus on *listening* to all of it before you even think about replying. Then, before you respond, ask yourself:
1. Is it really worth correcting the other person? Will either of you care about this conversation tomorrow?
2. Is the feedback *entirely* wrong? For example, I submit an article to a journal, and I'll get a comment back from the reviewer saying that I didn't talk about X. But I did talk about X! Then it occurs to me that if the reviewer missed it, maybe another reader might miss it, so it might be worth beefing up what I wrote about X, or making it clearer, or something like that.
If the answer to both questions is yes, *take a deep breath* (to give yourself one last chance to think it over), and then explain your side of things.
Upvotes: 1 <issue_comment>username_3: 1. Some collaborative relationships involve a lot of mutual interrupting. That drives me nuts but my spouse had a collaborative relationship of this type once, during a postdoc. I couldn't stand to listen to the two of them constantly jumping in on each other's sentences. But they were as happy as clams. I think they were so much on the same wavelength that they felt like Siamese twins.
I don't know whether your relationship with your professor is like this or not.
2. What about your ability to listen without impulsively interrupting with others? If you have trouble with this in general, you could make an appointment with your doctor for an evaluation for ADHD. Impulsivity is one of the hallmarks of ADHD. (If you turn out to have it, whether or not you decide to try one of the various medications that are available, just knowing that you have it can be quite helpful, in terms of understanding yourself, and learning coping mechanisms.)
3. Is your relationship with the professor satisfying? Do you feel that he is contributing enough to be able to be your *advisor*? If not, I would suggest you work with someone else for your PhD.
Upvotes: 2
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<issue_start>username_0: I am taking a course this semester for an upper year undergraduate course in mathematics.
The course instructor had some experience of teaching lower year courses, and her performance in those courses has been noted as very good. This is her first time teaching an upper year course, her teaching style is minimalistic, instead leaving most of the questions (even the conceptually fundamental ones) to be solved by the students.
In this semester, she had made this course too difficult. There are many reasons, most of which I think surrounded the fact that she never reinforced any of the material she taught during the lectures and never had any checks in place to assess the class's over all understanding. The homeworks where injected with some tangential, open research type problems, and there were two very difficult midterms that were a bit detached from what she taught during the lecture.
The course started with 120 students and now we are at about 30 students. We just had the final, which was very lengthy and probably will be harshly graded. We are probably expecting around 25 students to pass, based on class averages from the previous midterms.
This course does have a steep drop rate from the previous years. But by looking at the course report gathered by some student union from previous years, the course would always start with 120 and drops to something like 70. The lowest was 5 years ago when the course dropped to 50s.
What are the possible consequences for the professor in this case? She is an assistant professor.<issue_comment>username_1: This will likely depend on their contract, union membership if any, department-wide teaching load, department politics, any grants the professor may be pulling in, and the ability of the department to pull in a new instructor on potentially short notice. Any one of those could result in a strong desire to dismiss, or otherwise reprimand, the professor not being realizable.
Since you say this professor has performed well previously, this will probably not result in any significant, official consequences. The professor may be called in to a meeting with one or more faculty members to discuss the nature of the drop rate and the student reviews, with suggestions made about how to improve or avoid such situations, but probably not much else. Most universities and departments I know of give professors a wide berth on what they teach and how they teach it, as long as they meet certain minimums. Especially for upper division courses (and even more so for graduate ones). And for enrollment the minimum is usually "enough students that the University wouldn't have canceled the course if that was the total enrollment at the start of the semester".
The most likely consequences would be a lower likelihood of being assigned to teach that particular course again, and more importantly a potential souring of their tenure candidacy (see the "department politics" from before). This wouldn't be any sort of official or legal consequence. It'd be much the same thing as performing poorly on a project at a non-academic job. You may not get fired, or receive any official reprimands outside of an uncomfortable meeting to discuss what went wrong, but some of your superiors may think twice about offering you promotions, etc. They will be looking for indicators of improvement, or of exceptional skills elsewhere. An awesome researcher can "get away" with being a crummy teacher, but a mediocre one usually can't.
Upvotes: 2 <issue_comment>username_2: All aspects of university teaching vary so widely across the academic world that it seems impossible to predict how a particular department will respond to a particular teaching issue without much more identifying information. In this case even the country was not specified. Usually I can get a pretty good sense of "inside the US" versus "outside the US" but this time I am not even sure of that.
I will speak from my own experience: namely at research universities in the US. At such a university, being an assistant professor -- which means tenure track faculty unless otherwise qualified, so I will assume this here -- is a long-term proposition. Although the contract is technically year-to-year, in all of my experience tenure-track faculty members who are not *grossly, egregiously misperforming their duties* are all but guaranteed to be retained through to the next review period. Reviews take place roughly every 2-3 years; most commonly there is one such review before the candidate goes up for tenure.
Because of the above, it is very unlikely that any one teaching experience is going to be the cause for drastic action taken against the faculty member. For that to occur, the "teaching mistake" would have to be something like deciding not to show up for class for the last month. Moreover, most assistant professors have a lot to learn about university teaching: even if they have teaching experiences under their belt elsewhere, these will in some ways prepare them for teaching at their present university and in some ways lead them into locally ineffective practices. In my field (mathematics), it is also pretty standard that most faculty members did their junior teaching at institutions with stronger undergraduate students than their tenure-track institution. If the crowd is sympathetic, a poor teaching performance early on can actually work out quite well, because the faculty member will be able to show significant improvement in their teaching over the years they spend as an assistant professor: a trajectory which starts out a little shaky and corrects to average could be viewed as more encouraging by many than a flatly average trajectory. (If the crowd is unsympathetic, you'll be nervous no matter what you do.)
All of this is assuming that the teaching performance in this one class was somewhat poor. From your description it is reasonable, but not guaranteed, that the professor's performance will be viewed in that way. The number of students who drop a class varies considerably from year to year -- for me, even teaching the same freshman calculus class at the same institution in different semesters I have had more than 30% attrition (which left me with very good evaluations from the remaining students, so there is something of a tradeoff here) and also less than 10% attrition. However if one instructor's pass rate is half or less than another's, then that will probably be noticed. The reaction may not be a punitive one, but the department may work to push this faculty member back to the mean. (I don't even necessarily agree that this will make the faculty member less likely to teach the same course again. That really depends on a lot of factors.)
Finally, one small point: you claim that the professor was very successful in teaching lower level courses, is teaching an upper level course for the first time, and has an overly "minimalistic" teaching style, not providing enough help and context to her students while demanding (you say) too much from them. That seems slightly odd to me: in my experience, it would be virtually impossible to be very successful teaching a lower level math class with the style described in the previous sentence. Maybe the professor thought she had to encourage the more advanced students to be more independent and overcompensated in that direction...but in my experience, that's relatively unlikely. So I have a little trouble picturing the situation. Oh, well.
Upvotes: 5 [selected_answer]
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<issue_start>username_0: I received the decision letter for the manuscript I submitted to one of the top journal in the area of network security. The editor recommended the publication of article after minor revision but I disagree with few arguments made by a review and also highlighted by the editor in his own recommendation.
I know it is acceptable to disagree the reviewer's comments but in my case editor also emphasized same argument which is made by the reviewer.
The reviewer and editor appreciated the performance evaluation we made in article but also asked for adding the simulation. Even though we already implemented the scheme in an automated protocol analysis tool, presented the results and discussed comprehensively.
I am a bit confused because at this stage I don't want to miss the golden opportunity of publishing my work in a top notch journal. Maybe I am misunderstanding what exactly editor want to ask. I decided to write an email to editor but my colleague stopped me and said it will not give a positive impression.
What should be my next step?
* Implement the protocol scheme in another tool (which in my opinion is strange thing)?
* Submit a response with my revision that addresses the rest of the arguments and explains why I disagree with few comments (which might push our article for another cycle of revision or can be rejected)?
* Send a personal email to the editor asking for clarification (which might make a poor impression on the editor)?
* Something else?<issue_comment>username_1: A general principle that may increase your chance of acceptance is as follows: **the reviewer is always right**.
Of course, this does not mean that you cannot actually disagree with the reviewer. But at least for your answer letter, you should package your disagreement so that it can be understood as agreement. For example:
* If the reviewer criticizes the lack of a performance experiment that you actually described in your draft, say *"We agree that a formal validation alone would be insufficient to show the benefits of our technique. In fact, our previous draft already contained a section describing its implementation in a protocol verification tool and a simulation based on that implementation (Sect. X). However, we see that the structure of the paper was such that this section could easily be overlooked. In the updated submission, we have improved the structure of the paper as follows: (describe small changes)"*
* If the reviewer critizes the lack of a usability experiment (because you have concentrated on performance experiments), say: *"We further agree that usability is another important concern of XYZ schemes. While the current submission focuses on the performance aspect, we have updated the Future Work section to give an outlook on planned user studies."*
Upvotes: 4 <issue_comment>username_2: If I'm reading the final sentence of your first paragraph correctly, the editor/reviewer is asking you to do something that you've already done. If that's the case, I don't see what the problem is. I would write in the point-by-point response letter
"We did x, with \_\_\_\_\_\_ results, and have described this at lines xxx-xxx"
There is no need to point out that you already did it and they apparently just missed it. This way, the quoted material is correct, they think you were responsive (even though you didn't actually have to do anything), and you don't have to risk annoying/embarrassing them by saying the equivalent "Uh, we already did that. Check your reading comprehension skills."
Upvotes: 2
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<issue_start>username_0: I have had my PhD in mathematics for four and a half years now, completed two postdocs and found a tenure track job at a mostly teaching university. While I provide substantial background information below, my real, general question is:
>
> How can I identify the causes of a decline in acceptance rate of my papers?
>
>
>
**Background**
I had a fairly good research program in geometry and topology, with 5 papers in relatively good journals and an undergraduate research paper published over the course of two postdocs.
I then took a tenure track job with 33 teaching credits a year. While I have little time for new research, I had several papers ready for submission.
These new papers are better than previous papers of mine published in the same journals; not only do I (subjectively) consider them better, but they have received citations in preprint form, and I was invited to a give a talk based on a stranger reading one of them, neither of which happened with my earlier papers.
**Possible reasons**
I can think of a few possible reasons why these papers are not being published:
1. They are just not up to shape, because I don't have the time to focus on polishing them.
2. The referees hate me. This may seem silly, but I am in a very specialized field, with only 3-4 people who have published more than one paper on the subject. One of these people have retired, and another openly said that he had been my referee before on more than one occasion, had rejected my largest paper, and said that he didn't like the direction I was going with the research.
Also, I had a toxic relationship with my postdoc advisor, to the point where it came down to personal insults. They said that they were furious at my past letter of reference writer for recommending me, knowing I was a 'bad egg'. Though we have since made up, I have heard reports from others about this advisor talking about me in a negative way. Also, none of the jobs I applied to with their letter of recommendation wrote me back, while 30-50% of the applications without his letter were replied to favorably, including my current job.
3. Chance. The reviewers of the first papers happened to be interested in those topics, and the reviewers of the current papers have not been interested.
**Conclusion**
How do I tell what is really the issue? A few notes:
* It's very hard to do research with 33 credits of teaching, but all the work was done before I accepted this job.
* The main paper (that was rejected by that referee) went through 5 revisions with the aid of an advisor before submission. I have revised and submitted to 3 or 4 other journals, one after another, incorporating each journals feedback into the new version and trying a weaker journal each time.
My goal is to just get these papers published; at my current institution, the publication of these two papers alone would be enough to satisfy all of the research requirement for tenure.<issue_comment>username_1: I feel for you. I have been in the (pure math) game for a lot longer than you, and sometimes my work is still treated shabbily by editors and referees in a way that is hard to figure out. I feel that the publication process has gotten more opaque in the dozen or so years I've been involved with it: at the beginning of my career, whenever a paper got rejected, I would come away with a clear reason for why. I have had some truly head-scratching rejections in recent years...along with acceptances in prestigious journals, which is good for me but even more confusing in this regard.
I think that the best advice I can give to you is to find a trusted senior mentor -- someone who understands the content of your work and the sociology of your field -- and really go over your situation with them in minute detail. I would certainly go over all of the referee reports in detail. If any one rejection feels especially unexplained to you, please realize that you certainly *can* ask the editor for more information, if you do so extremely politely and while making clear in advance that you are not arguing but rather asking for more information. (I have experienced the wildest of extremes in response to such inquiries: I have gotten no response at all, and I have also gotten "I'm so sorry, your paper was rejected by mistake! Would you like to resubmit it?" Seriously.)
Without this specific information, we can just guess on top of your guesses. But that's interesting to me, so I'll play along. First, here is one piece of information that probably should have come before the end of your question:
>
> My goal is to just get these papers published; at my current institution, the publication of these two papers alone would be enough to satisfy all of the research requirement for tenure.
>
>
>
This is pretty key. Before I read it, I was going to respond to your worries that you are publishing work in a very narrow field that is (perhaps!) being viewed by the same small set of people as unpublishable by suggesting that you make an effort to branch out a bit in your work. This is what everyone eventually does anyway. But if your goal really is to only publish the work you've already written up, that's quite different. In particular you talk about how you have a very high teaching load (33 credits per year = more than five courses per semester?!? I hope I got that calculation wrong) and thus don't have time to do research. Well, you may have zero time for research during the academic year, but if you need two publications for tenure you can spend entire summers working on publishing these papers...and you probably should, if you think your tenure depends on it. I note though that you said you *needed* only these two publications; you didn't say that you *wanted* to stop writing and publishing papers after that.
Okay, now to examine your reasons:
>
> They are just not up to shape, because I don't have the time to focus on polishing them.
>
>
>
As I said, I think you should make the time, but that doesn't invalidate the suggestion that a lack of polish is why the papers haven't been accepted as yet. This is where you should get help from mentors and colleagues and look at the referee reports. Based on the information given, this explanation sounds a bit unlikely to me: you've already published five papers in a very similar field, so you know what you're doing here. Math research papers really should not be rejected for lack of polish; they should be rejected when the writing is so bad that the referees can't make sense of them, or when the writing is bad and the results are also not up to snuff.
>
> The referees hate me. This may seem silly, but...
>
>
>
Actually you sold that explanation pretty well to me: if you had a terrible falling out with a key person in a tiny field and one other known past referee has told you that you're going in a wrong direction (to weigh in on comments about that: yeah, I think that's a nasty thing to say to someone), then it may well be that your work is getting evaluated by the same small number of people again and again and they just don't like it. If that is the case, I would again recommend branching out a bit...perhaps even without starting a new project. Most mathematical work can be cast in various ways and in order to appeal to various people. I find it hard to believe that there are really on the order of 4 people in the world who are interested, but even if that's true your job is then to interest other people. You could try for instance rewriting one of your papers to be a lot more explanatory and appeal to a much more general mathematical audience, and then send it to a not-too-exalted generalist journal. If you do this, there's a very good chance that an editor who is "out of the loop" is not going to send the paper to the same small, sour group of people.
>
> Chance. The reviewers of the first papers happened to be interested in those topics, and the reviewers of the current papers have not been interested.
>
>
>
Yes, it certainly could just be chance, and in my experience chance plays a distressingly large role in contemporary mathematical publishing. However, even if it is just chance, you can still probably improve the situation by changing it in some way.
Good luck.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Do your tenure requirements list specific journals you have to publish in?
It would seem reasonable to submit to the "least prestigeous" journals that still satisfy the requirements.
Also, some journals allow you to exclude potential referees. Maybe it helps to take the two suspects out of the picture?
Upvotes: 2
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<issue_start>username_0: Once I was told that in mathematics, after one gets a PhD, it is very hard to change one's field of specialization (within maths). Is this true? What are the reasons? How common are counterexamples?
In your answers please also specify what country are you talking about, if you believe it matters.<issue_comment>username_1: [EDIT] Just saw the comment on changing within maths. So yes, new discoveries are often made by linking apparently foreing, or weakly connected, areas. Think for instance about the proof of the Fermat conjecture by <NAME>. I'l add other examples later.
The specialization you invest on in a PhD IS NOT you. A (well-chosen) PhD is a unique chance in life to focus on a topic for 3+ years, and what you learn can be deployed in many other domains.
On a general side, mathematics has become a tool for selection. And doing great in maths does not mean you cannot do something else. Mathematics stories abound about great mathematicians who hesitated between two paths before a PhD, for instance with Greek or Latin, when those where selection tools (a century ago). Mathematics is a (if not THE) common language of science.
On the local side, it also depends which the side of mathematics you are on, and your power of conviction with respect to the new field you want to play on. Optimization, functional analysis, combinatorics, logics, arithmetics, even [topology](https://math.stackexchange.com/questions/1592421/why-does-topology-rarely-come-up-outside-of-topology) can lead to a number of topics: data analysis, bioinformatics, economics.
I am a not a fully trained mathematician with electrical engineering background. My personal path was on pure arithmetics (Diophantine equations) and applied data compression. I switched to harmonic analysis (wavelets). I now apply what I learned (I mean the methodology) in data processing: chemistry, biotechnologies, engine management, even real-time simulation. Most of what I use comes from my shallow math background
Mathematical reasoning is a great tool.
Upvotes: 3 <issue_comment>username_2: An opening note, I am an undergraduate student, working towards becoming a research mathematician, so perhaps I am not qualified and experience enough to answer this question, but here goes
---
I do believe most research mathematicians have multiple areas interests among a few *particular* fields. Furthermore there often aren't well-defined boundaries between different fields of mathematics, if there were, well mathematics wouldn't be where it is today.
Obtaining a PhD is more an entrance to the world of mathematical research I would say than defining the type of mathematician you want to be. Though more often than not the topics PhD students would pick for their thesis would be closely related to the areas of mathematics they find interesting.
It doesn't mean that because you obtained a PhD in say Algebraic Topology, you are destined to be a Topologist for the rest of your life.
An example I can give, is that to study Algebraic Geometry (let alone write a thesis on it), one needs to have a good understanding of Analysis, Abstract Algebra, Commutative Algebra, Algebraic Topology and a bit of Differential Geometry. So I don't see why a mathematician who obtained a PhD in Algebraic Geometry couldn't also do research in Algebraic Topology, Differential Geometry or even in Algebraic Number Theory.
Different fields of mathematics are not as separated as you may think, apart from research in some of the foundational stuff I would say (Logic, Category Theory etc.)
Upvotes: 2 <issue_comment>username_3: There are many doctorates who have done their PhD in one specialization and moved their work to another. Receiving a PhD in a domain of specialization doesn't mean that they are confined to it. Mathematics is no different in this aspect.
Some of the Math professors I know did change fields and worked quite successfully. Mathematicians who work on widely applicable fields, such as statistics, computational mathematical modelling, linear and non-linear optimization methods, are considered to be versatile. They change fields and can even move across to nearly any other fields in STEM to apply their expertise.
If you are specific about counterexamples, here are a few:
* [<NAME>](https://sites.google.com/site/jeanmichelmorelcmlaenscachan/): PhD in partial differential equations; became a specialist in image processing
* [<NAME>](https://en.wikipedia.org/wiki/Michael_Atiyah): PhD in algebraic geometry, then moved on to index theory in differential geometry, then to Guage theory, a part of field theory
* [<NAME>](https://en.wikipedia.org/wiki/C._T._C._Wall): PhD in cobordism theory in algebraic topology; a co-founder of the surgery theory in geometric topology
* [<NAME>](https://en.wikipedia.org/wiki/Robert_Langlands): PhD focussed on the analytical theory of semigroups, but is now known for representation theory and automorphic forms
* [<NAME>](https://en.wikipedia.org/wiki/Ben_Green_(mathematician)): PhD in combinatorics, but also an expert in number theory
* [<NAME>](https://en.wikipedia.org/wiki/Terence_Tao): PhD in harmonics analysis, but is also known for partial differential equations, compressed sensing and analytic number theory, and several types of combinatorics
So, how realistic is it to switch fields in Mathematics?
It is very realistic. Most of the famous mathematicians (as in the list above) have done it and and there are evidence stating so many typical mathematicians current generation continue to do so successfully.
Upvotes: 3 <issue_comment>username_4: Plenty of people change fields, and it is probably easier in math than in other disciplines, since we don't need any equipment. And for most people, the transition is very natural rather than forced.
Assuming that you were interested in the topic of your PhD thesis, when your interest changes gradually, so will the problems that you're interested in. But since many problems in modern mathematics actually require some training to even understand, the problems you're interested in are probably going to be in topics adjacent to your PhD thesis. And in this way, you can shift to various problems.
If you think that you're interested in a topic that is completely unrelated to your PhD thesis, be wary, because it should be really hard to judge whether a problem is interesting or not. It's very unusual to be interested in a problem without knowing any of the current techniques of the field, and you should remember that many of the cranks also approach problems this way. This being said, if you're able to find a mentor in this new field who is willing to work with you on a problem, then you might be able to overcome this difficulty.
Upvotes: 3 <issue_comment>username_5: I think it's quite misleading to hold up examples of very talented mathematicians or mathematicians from the distant past. The answer depends heavily on the field you want to switch into, hold closely related it is to the field you wrote your dissertation in, and how talented and hard-working you are.
In the most classical, long-established subfields of mathematics, there is a large amount of background one needs to learn to be able to do significant, original research. To take the worst example I know, a graduate student who wants to work in the general area of the Langlands program needs about 18 months to 2 years of dedicated study *after* their *second* year graduate courses to get to the point where they can tackle some problem of interest to the research community, and this is with an advisor to guide their study and steer them away from pitfalls that would result from having an incomplete knowledge of the field. (In particular, this means the graduate student likely still has some blind spots in their knowledge that would greatly slow down their research if they didn't have an advisor.)
A graduate student doesn't only have the advantage of an advisor; he or she also has a good deal more time. Most postdocs and almost all professors have more teaching responsibilities than graduate students, and professors also have service responsibilities which increase as one gets older. Furthermore, one also has to do enough research to write somewhere between one and two reasonably significant papers a year (depending on subfield) in order to be competitive for jobs that allow time for research and eventually to earn tenure in such a job. If one wants to switch into a new field, then one presumably has to do this research in their old field while learning the new field.
If someone in representation theory or algebraic geometry or other parts of number theory wants to switch to working on Langlands, then he or she needs to learn the material in one second year graduate course (because they already studied the other two or three that a complete beginner needs) and another 18 months of specialized study. It's true that some patterns of thought will be familiar, even if the specific ideas are different, so one is going to learn somewhat faster when one learns their second field, but moving into a new field still requires at least a year of dedicated study unless someone is an unusually fast learner or extraordinarily hard working. Most people don't have the time and energy to fit an extra year of work above their other duties within any reasonable timeframe. Fifty years ago, one could have given up a couple years of paper-writing to accomplish the switch, but someone trying that today would never get another job that allows significant time for research in today's far more competitive job market.
Most areas of research don't require as much background as Langlands, but unless one is moving into an essentially brand new field requiring minimal background, switching fields requires a substantial amount of time that one simply rarely has after obtaining a PhD.
Lack of an advisor can be an issue, but it is less likely to be one than lack of time. Many fields do have a significant amount of "folklore" that is well-known to experts but not clearly stated in print anywhere. These are usually ideas that are too advanced and specialized to appear in a graduate textbook, but at the same time too easy to be the subject of a research paper. At some point this folklore is used to establish more significant results in a paper, but since "everyone" knows it, it might not be explained very clearly or be easily found by someone who needs it for some other purpose. However, most fields have experts who are quite friendly and willing to explain the necessary folklore to new entrants to the field, and, at worst, one does things in a clumsy way in his or her first papers in a new field and has some folklore pointed out by a referee. If one appears talented and capable, then it is not so hard to get some help.
Researchers in countries not connected to the international mathematical community (such as in Africa) generally face much more significant problems with having access to experts than people trying to switch fields.
Is it possible? Yes, but it's very hard.
Upvotes: 5 <issue_comment>username_6: I usually tell people something which is almost opposite (usually in the context of having an advisor who is inexpert in what the student wants to research): *you can change your research area after you get your PhD, and this is fairly common.*
Here are some points to keep in mind:
* it's very common to work on other types of problems after you finish your PhD
* often problems you work on (and this is true of most good problems) are related to other areas, so you may be naturally led to other areas from your present work. also most areas are closely connected to many other areas.
* some fields are easier to get into than others (both in an absolute sense, and also depending where you are now)
* you haven't specified what you consider to be "fields" (they could be defined quite broadly or narrowly)
* many problems lie at the intersection of many fields, so possibly you could do something very similar and be considered in a different field.
a lot of people in area say they do representation theory, some say they do number theory, and some aren't sure.
* at certain stages of your career, you have less time (say in a given semester) to spend learning new mathematics. but also at certain stages of your career you have less pressure to produce theorems.
* moving to different places/talking to different people can lead naturally to working on different problems
* it's possible to dabble in different fields, or work in multiple fields at once
In my experience, most mathematicians enjoy learning new things and will end up working on different things throughout their career. Certainly the majority do not make a huge field shift (e.g., PDEs to geometric representation theory), but I think many (possibly a majority) of us shift quite a bit from our thesis to the point where it feels like we're doing a different kind of mathematics. Often this is gradual, but could be sudden, and we may float back and forth between different areas. I think most of the faculty at my department (at least among those whose research I'm fairly familiar with) have at least done some work out of their "comfort zones" (e.g., algebraic number theory to analytic number theory, Riemannian geometry to combinatorial probability, etc.)
In summary, I think it's not unrealistic to change fields, particularly if that's what you want to do. Personally, I have been a number theorist since grad school, but in the 12 years since my PhD have enjoyed (and continue to) working on other things in combinatorics, harmonic analysis, representation theory, hyperbolic geometry, finite group theory, etc as well--I just choose to stay a number theorist because I want to. Just be aware that (1) some areas may be hard for you to "break into," particularly without a mentor/collaborator, and (2) it may take some time to learn the appropriate things to transition.
Upvotes: 2
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2016/12/10
| 1,580
| 6,108
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<issue_start>username_0: I am applying for multiple economics PhD programs in the US (Harvard, Princeton, etc), and for MPhil (research master) programs in the UK (Oxford, Cambridge, LSE). for the academic year starting Sep-2017
I want to apply for scholarships as much as possible, but I'm slightly confused by how this works. I've read some stuff online, but I'd want to do a sanity check here at Stack Exchange to make sure I've got it right.
* **First of all**, is it normal for US Graduate Schools to pay the complete tuition fee for PhD students? The Harvard website says: *"Economic students receive full tuition and stipend support while they are enrolled and making satisfactory progress toward the Ph.D. degree."* I almost can't believe this, since the US has a reputation here in Europe to have very high tuition fees. Do I understand correctly from this statement that Harvard Economics PhD students don't have to pay any kind of fee to the university for the full 5 years, or am I missing something?
* If the above is true, does it even make sense (and is it acceptable/normal) to still apply for extra-university-scholarships for those universities?
* **Third question**: Since I'm applying to roughly 10 universities (in 3 countries), I don't know yet where I will be studying. Is it advisable (and acceptable/normal) to already apply for as many scholarships as possible, even though I don't even know yet where I'll be studying?
* Is it true that the optimal strategy for obtaining a scholarship is to go through websites like scholarships.com, internationalscholarships.com, and apply for all scholarships for which you are eligible? Or would I be missing something?<issue_comment>username_1: >
> since the US has a reputation here in Europe to have very high tuition fees. Do I understand correctly from this statement that Harvard Economics PhD students don't have to pay any kind of fee to the university for the full 5 years, or am I missing something?
>
>
>
I am a graduate student of economics in continental Europe, so I do not have a first-hand experience about the US or the UK. However, my general impression about the field is that those very high tuition fees are more relevant in undergraduate degrees and professional non-PhD degrees (such as MBA, terminal applied MSc, etc.) and not much about the PhD path.
I do not know for sure about the Harvard PhD funding policy, but your interpretation is certainly plausible. The general expectation among the PhD students is to receive some funding, and actually having to pay tuition to the school (in addition to not getting any living subsidies) seems unusual (and inadvisable).
The passage below from the [econphd.net](http://econphd.econwiki.com/guide.htm "econphd.net") guide supports my impression that actually paying tuition should be more of the exception than the norm for PhD students.
>
> Economics departments give considerably lower fellowships than business schools or science departments. Worse yet, some people will be admitted without fellowships and a few end up paying tuition. But it is commonly understood (although the department may not be willing to explicitly guarantee it) that all students who stay on beyond the first one or two years are funded in some manner. Often teaching assistantships are part of it, but many programs also reward academic success with scholarship money.
>
>
> Generally, the best and most competitive programs offer the most generous funding – MIT, Princeton, Harvard, Stanford, and Yale admits can expect to get a package of, perhaps, between $ 16,000 and $ 20,000 per year (with tuition waiver).
>
>
>
That said, I believe there are also externally funded PhD students (who receive funding from governments, other research institutes, grants, etc.) Having your own funding may help in the admission, but I do not know the process or how normal it is.
Upvotes: 3 [selected_answer]<issue_comment>username_2: >
> is it normal for US Graduate Schools to pay the complete tuition fee for PhD students?
>
>
>
Yes. Most PhD students in the US are funded by a combination TA (i.e., in exchange for teaching responsibilities) and RA (i.e., out of Professors' research budgets). This will cover tuition, health insurance, and a stipend for living expenses.
>
> the US has a reputation here in Europe to have very high tuition fees.
>
>
>
It's true, but most students do not pay the full price out of pocket. It's an accounting trick.
>
> If the above is true, does it even make sense (and is it acceptable/normal) to still apply for extra-university-scholarships for those universities?
>
>
>
Yes. A scholarship is another line on your CV. It also means you can avoid teaching (which can be good, but takes time away from research) and you aren't dependent on your advisor's funding situation -- sometimes professors run out of funding and their students have to teach. The flipside is that, since you aren't dependent on your advisor's funding, it may be easier to find an advisor since you come for "free". Depending on timing, it can help with admissions to say "hey, I'm a free student".
>
> Since I'm applying to roughly 10 universities (in 3 countries), I don't know yet where I will be studying. Is it advisable (and acceptable/normal) to already apply for as many scholarships as possible, even though I don't even know yet where I'll be studying?
>
>
>
Yes. It's completely standard for students to be applying to lots of places and to lots of scholarships. Universities expect and understand that.
>
> Is it true that the optimal strategy for obtaining a scholarship is to go through websites like scholarships.com, internationalscholarships.com, and apply for all scholarships for which you are eligible? Or would I be missing something?
>
>
>
I'm not sure what the optimal strategy is. However, you should definitely look in as many places as possible. In particular, you should look at the each program you are applying to. There may be university- or program- specific scholarships that are not widely advertised.
Upvotes: 1
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2016/12/10
| 801
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<issue_start>username_0: I haven't finished applying to one of the grad schools I'm interested in. But, one of the professors emailed me asking if I was still applying. He said I had strong letters of recommendations and told me a little bit about a project he is working on. Says he has student positions to fill. I assume he's partially interested in me because of my degree in mathematics where other applicants probably have degrees in other fields.
I want to know a few things. One, if I havent actually sent in my application can he see it? Or can he only see the letter of recommendation? Two, is it common for professors to be the ones to reach out to a student? I know most people encourage contacting professors you potentially want to work with but was surprised when a professor contacted me. Three, would this increase my odds of getting into the grad school? I.e. if this professor decides he wants to work with me could he have influence over my admission? Lastly, he said if there's enough interest on both of out parts he'd be willing to "support a trip to his lab". How should I interpret that?<issue_comment>username_1: Do a little research on the professor to see if you'd be interested in working with him. If so, accept his offer to visit his lab and see if you'd like working in that environment; especially if other grad students share the lab. If the professor agrees to sponsor you and your application is strong, it will make your acceptance more likely.
Upvotes: 2 <issue_comment>username_2: This isn't very common in my field, but my field doesn't involve labs so I'm confident our fields are different. I can see why you would feel skeptical of what seems like, on the surface, such an important stroke. Always investigate things that seem too good to be true. Here's some steps I would take:
1. Talk to your undergraduate advisors and letter writers. This is the most important one; knowing you, your work and your field, they can help you with your specific questions, and possibly suggest things to find out that you haven't even considered.
2. Research the facility and professor. It sounds like you've already done this, or at least started on it.
3. Ask the professor how your work came to his attention. You don't have to make it challenging, just tuck it in with a reply along the lines of "Thank you for contacting me, I'm very interested. Can you give me some more information about (research specifics)? Also, what brought my work to your attention that made you feel I would be a good fit for your lab?" The answer to this should help you answer your questions about whether he's seen your letters of rec or your application, or something else.
4. If everything looks good and you feel you're a fit for this lab, don't sell yourself short! Most grad students go through some form of [imposter syndrom](https://en.wikipedia.org/wiki/Impostor_syndrome), so this can actually be an obstacle you'll need to overcome.
Good luck with grad school regardless; applications can be stressful and a lot of work.
Upvotes: 3 <issue_comment>username_3: In my field it is fairly common for a prof to take the initiative. This will typically happen when (s)he got a grant for funding a number of PhD students and now needs to fill those positions on fairly short notice. So if (s)he hears of a promising candidate (s)he will likely contact that candidate.
Upvotes: 3 [selected_answer]
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2016/12/10
| 1,754
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<issue_start>username_0: I'm a fourth year student earning a degree in computer science. I have a fairly high gpa, completed two research projects, and have conducted myself honestly through my entire career. A few weeks ago, we received an assignment comprised of 3 sections. My class partner and I decided to work separately on a single module and then collaborate on the last section. After a few days, my partner brought it to my attention that he had found the entire assignment on Github. This bothered me, but I ultimately made the decision to not back out if he decided to plagiarize his section. After completing both of our sections(I did mine honestly) we began collaboration on the final part. At this point, I made the regrettable decision to mimic a significant portion of the other programs structure.
I feel incredibly guilty about this. If this were an individual project, I would fess up to the professor and accept whatever consequences. However, since my partner(who I also consider a friend) is graduating, and starting a well paying job in a nearby city, I feel obliged to hope for the best and see things through.
I do not consider myself to be an unethical person, but high levels of stress and a bad influence caused me to make a bad decision. This I realize is my own fault.
We have not yet received a grade for the assignment, but I'm expecting the worst. How should I proceed? If I do get caught, what will the consequences be? If I don't get caught, is there anything I can do to relieve myself of guilt without ruining my partners career?<issue_comment>username_1: It's hard to judge whether your specific situation constitutes plagiarism, since copying "structure" has room for a gray area.
From what you've said though, I personally would take it to the professor. As someone who has graded student coding work many times in the past, I can say I've definitely developed a feel for when code is copied, and it's usually very easy to check. Every individual has a signature way of doing things that emerges when enough time is spent looking at their work.
Go in and say you intended to use it as a reference, but upon reflection without the looming deadline you feel like you overdid it, to the point of the work being too close to unoriginal. Offer to redo it, but be prepared to accept whatever the professor says. Personally, I can say I would be totally receptive to a student who owned up like that, but obviously there are no guarantees.
Unequivocally though, the worst-case scenario is that the professor figures it out on their own and agrees that it's plagiarism. The fact that it's a previous student just ups the chances of that. Plus your own gut is telling you you did something wrong, or you wouldn't be here asking us about it.
Good luck!
Edit: It's also worth consulting your syllabus. It's possible there are explicit guidelines laid out for dealing with outside code that you should be very aware of before deciding and/or talking to your professor.
Upvotes: 4 <issue_comment>username_2: Lowbrow answer here.
>
> After a few days, my partner brought it to my attention that he had found the entire assignment on Github.
>
> [...]
>
> However, since my partner(who I also consider a friend) is graduating, and starting a well paying job in a nearby city, I feel obliged to hope for the best and see things through.
>
>
>
**He backstabbed you and you will never see him again.** This would be a fantastic time to look out for your *own* interests, as the person who does *not* have a job offer.
You will want to communicate honestly with the professor as proactively as possible. Academic discipline tends to start upon getting caught.
Do not fall victim to sunk-cost fallacy. If you made a small mistake there is no need to turn it into a big one (by continuing to not act).
By the way, you could Google "plagiriasm detection software" and run yours through and see what happens. I don't claim this method is ethically robust.
Upvotes: 0 <issue_comment>username_3: Either the grader knows that he is not capable of doing such assignment, he/she will suspect and run a simple google search to find that he plagiarized, or he/she already knows that such code exists on Internet.
In these cases, your colleauge will be punished.
If none, then don't worry because him cheating will not do any better. Unless this is a matter of getting a higher grade, you might not want to interfere if you are not involved in this matter.
At the end, he will be the one who does not understand the subject despite the fact that he passes the course. Detecting and punishing the plagiarisms is grader's job.
Upvotes: 0 <issue_comment>username_4: Although it depends on the university in which you study, the university at which I currently work very clearly spells out that there is a case of academic dishonesty going on here. Plagiarism is just one type of academic dishonesty. One particularly good example would be this:
Assume that Alice printed her assignment at a common printer, in another room, and is on her way to pick it up. Bob, who printed on the same printer, gets there first and searches through the papers at the printer to find his own. As he does so, he finds Alice's work and notices that she handled a problem far more elegantly than Bob did.
Now, Bob has a choice. He could do nothing (no dishonesty), he could copy/use Alice's work as inspiration to fix his own *and cite her* (no dishonesty), or he could do all of that and not cite her (this is the dishonest option).
What happens if he chooses the second option? Well, it's up to the instructor at my institution. If the instructor chooses to give Bob a zero anyway (it's not his work, after all) then that is the instructor's choice. But the instructor would have no grounds for academic discipline if Bob cites Alice.
Let's assume that Bob chooses option 3 and is therefore acting dishonestly. If he's caught, then discipline procedures can commence, even if there was no direct copying involved.
It is also important to note that, typically, group work means that all members of the group agree that the work was conducted honestly. As a result, even though it was your partner's dishonest actions that ultimately lead to copying, you are responsible as well.
My advice to you is: speak with your professor, clearly explain what happened, and submit a citation of the original code. It is better to confront the situation than it is to let it be discovered by accident.
Upvotes: 1 <issue_comment>username_5: Ask yourself the questions:
* Is there a textbook which would contain the program structure (e.g. in pseudocode) in a similar depth as the github project? If yes, then your teacher should have been aware of it when giving the assignment. Also: textbook knowledge doesn't need to be cited
* Was it more of an "algorithmic idea" of an "clean execution" (i.e. system programming) project. In the latter it would not mater so much if you copied some structure
+ Related to that: did this save you a lot of time/thinking/attempts (if yes, then it is likely that it was clear case of plagiarism.
Upvotes: 0
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2016/12/10
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<issue_start>username_0: I'm applying to math Ph.D. programs which usually give the option of uploading a sample of some original work. Very recently I have produced some of my first serious results but I haven't yet had the time to write them up anywhere near the standards of publication (and doing so isn't an option since I only have a few days before the big Dec. 15 deadline). For example I'm missing proofs of lemmas, there is no explanatory text in between the math, etc.
My question is whether I have anything to gain by submitting something like a very rough working paper. I'm not sure if it's essential because my statement of purpose contains a brief account of the results and techniques. Also I expect the professor who advised it will validate that it is good work in his recommendation.<issue_comment>username_1: It's been a few years since I've reviewed applications for math grad school, but I don't remember ever looking at "mathematical writing samples" of candidates. (I'm not even sure if this is an option at our school.) As discussed elsewhere on this site (e.g., <https://academia.stackexchange.com/a/67732/19607>), actual research outcomes are not typically a major determining factor for admission (though a great letter from someone based on your research experience may be). Thus, I don't think it will make too much of a difference, provided the rest of your application is solid.
That said, if you do decide you want to upload a writing sample (it could make some impression), my advice is don't upload something unpolished. That almost surely will not make a good impression. However, you could write and submit a summary/expose of your paper, which will take less time to write. If in this case, you should try to have one of your professors look over it if possible.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Based on your description of the paper, I suspect it is too rough for it to be a good idea to include it in your application. Math graduate committees will probably be using the paper more as an indication of your overall level of mathematical knowledge, sophistication and skill set than to evaluate the specific results obtained. To say it for the hundredth time: in pure math, one can get into the very top graduate programs without having proved any theorems of one's own. So your results are not going to get measured against the results of most other candidates, because they probably won't have any. However they will get measured on how much mastery you have of the material included there and how much mastery you have of mathematical language in general, and a very rough draft can work against both of those points.
In general, mathematicians applying for their next position do not include rough drafts of their work -- they usually only include (or link to) completed work. Exceptions do occur: for instance, when soliciting recommendation letters I have sometimes sent along a draft of a paper that was not yet publicly available, and if it were really complete it would probably have been publicly available. But (i) this in in a context where my specific work certainly was being evaluated and weighed, (ii) I sent it to someone who would understand and appreciate it much better than a random committee of faculty doing graduate admission and (iii) still I sent a *complete draft*, rather than one missing explanatory text or minor proofs.
In your situation you really do not need to send the incomplete work, because you have a recommendation letter from the professor who advised you. This is much of what these recommendation letters are for, by the way: they tell of the work that the candidate has just done or is just about to do but has not yet properly written up, they describe it in a more high level way (ideally taking advantage of their broader perspective of the field) and rather than including proofs they can rely on their reputation and stature in the field. So getting a letter which speaks well of the work should have most or all of the advantages of sending the draft with none of the disadvantages of having very unpolished work evaluated.
Let me end by saying that a student who has done significant work but without a faculty member to evaluate it and write about it and who has written it up only roughly is in a pretty bad spot. It is only too easy to question whether the work is actually correct and significant, and in the context of evaluating a large stack of applications there may not be enough time to resolve this. Students should try to avoid this situation!
Upvotes: 3
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2016/12/10
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<issue_start>username_0: I'm an undergraduate mathematics student at a US university applying to graduate school.
I took two classes with a professor and did extremely well - he loved me, and when I asked him to write me a letter of recommendation he promised to write a very strong one. He liked me so much that he actually sent me his letter so I could see what he thought of me.
The letter is highly flattering and I am extremely grateful, but it is only two or three paragraphs long, less than half a page. This made me nervous so I looked up features that a letter might have. This letter has only a bit of specific information and mostly speaks in vague, but highly positive, generalities - i.e. "the student did well in my very rigorous class" with no supporting evidence as to what made the class rigorous.
I am very worried that an admissions panel may see it as a vague, formulaic letter and discard it. I truly believe this professor has very high confidence in my abilities and that the letter is sincere, but I don't think that it is effective. I asked for the letter pretty early on in the semester and reminded him three weeks ago so I don't think time was the issue.
What should I do? Would it be rude to ask him to rewrite the letter with details and supporting examples? I am almost tempted to seek out a different professor to avoid asking him. Any advice would be useful.<issue_comment>username_1: Almost all letters of recommendation for graduate program applications are short -- at my previous university, for example, there was a field that letter writers could fill in that essentially only held the equivalent of a single paragraph. Fundamentally, for current undergraduates, it is rare that a professor has spent more than a couple of hours one-on-one with you, and so it's hard to really say much of any specificity -- as would be the case if one were writing for one's own graduate student or postdocs, for example.
In other words, since almost all letters are that short, you're not suffering any harm. Go on doing what you're doing well, and don't worry about the letter too much.
Upvotes: 5 [selected_answer]<issue_comment>username_2: If the admission committee of the program you are applying to has heard of this guy, and respect his opinion, then even a letter with one line would be enough.
Upvotes: 2 <issue_comment>username_3: Succinct isn't necessarily bad.
Rather than judging the letter by the number of paragraphs, analyze the content. Actually, before you do that, sit down and outline what you think a strong letter about *you* should touch on. Compare your outline and the professor's draft. If there are important aspects of you that didn't make it into the draft, let your professor know.
Upvotes: 3 <issue_comment>username_4: It is quite normal for undergraduate student to get a short recommendation letter. The reason is obvious, because your relationship with professor is bound to the courses you take with him. The spectrum of knowing you is only your behavior and attitude during lectures and your grades. Unless if you have chance to collaborate with professor on a research project, there is a good chance to get more comprehensive recommendation letter. In addition the effectiveness of recommendation letter also depends on the profile of the professor as well.
Upvotes: 0
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2016/12/11
| 1,431
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<issue_start>username_0: What does “a few days” mean in the following context? In response to me sending a short paper to a professor for review, he said:
>
> Sorry, I'll look ..but might take me a few days".
>
>
>
Is this a polite decline or is there a real good chance he will look at it?<issue_comment>username_1: **We're not mind-readers.** Keeping that in mind, my guess is that a professor at a top-ranked university is a reliable person and, therefore, wouldn't make empty promises.
If you need his feedback within a particular timeframe, you should politely ask him if he could send it within this timeframe, rather than wait for his feedback to happen.
Upvotes: 4 <issue_comment>username_2: Of course it’s impossible to be sure, but if the professor didn’t intend to do anything about your paper, I consider it likely that he would not have answered at all or that he would have answered that he lacks time. The latter would have been the polite decline – there is nothing polite about saying that you will do something without ever intending to do it.
What is uncertain is whether and when the professor actually does as he intended. Many professors are notoriously busy and underestimating when they will find time to do something. Moreover, they may be disorganised and just forget about it. Depending on how urgent and important this paper is to you and whether you delay anything waiting on the professor’s response, I suggest to write a polite and short e-mail stating when you would need the response and that you understand if he would reply that he is not able to respond to your request up to that point.
Upvotes: 5 <issue_comment>username_3: You can't make a conclusion. If you don't hear his response you may send a followup email after few days (2-3 weeks) and if he reply the same I will consider it a polite decline.
Upvotes: 2 <issue_comment>username_4: Famous professors' email inboxes are constantly overflowing with papers they genuinely want to read, recommendation letters they need to write, and administrative tasks that they have to take care of. I would say the meaning of "a few days" is "as soon as I can".
Since you have e-mailed him twice already, I would not do so yet again. Unless you submitted the paper for publication at a journal this professor edits, he is under no obligation to respond.
You said that you asked him "if the proposition there makes sense". I warn you that this is a bit awkward. It is perfectly fine (and indeed I highly recommend it) to send your work to scientists whom you think may be interested, and to ask for comments. But in most circumstances, it's a bit impolite to ask scientists whom you don't know to *check* your work.
All that said, I think it's more likely that you'll get a favorable response than not. It is December 11 today, and at most US universities final exams are concluding right about now -- which keeps most professors very busy with helping students and grading exams. Very possibly the professor in question has postponed everything which is (to him) not urgent, but fully intends to reply once exam season is over.
Upvotes: 2 <issue_comment>username_5: He is a mathemetician. He knows what words mean. If he had meant 'sorry, I don't have time to do this sort of thing' he would have said so.
8 pages is short in some ways. But it's still 8 pages. I hope you took care to start with a few lines of précis. Then a busy man can reply on the lines of "Do you add anything to X's recent publication on this topic? If so, please let me know and I'll study your work more deeply."
Upvotes: 3 <issue_comment>username_6: Take it at face value but interpret it in the context of the academic calendar where he works. You wrote "top 10" so my guess is you and the professor are both in the U.S. At many U.S. universities, grades have to be turned in somewhere around one week from now, I'm guessing.
You could try writing again about three days after grades are due at his university.
Upvotes: 2 <issue_comment>username_7: In all likelihood what it means is
"I'm very busy right now - I've just read your email and want to move onto other emails. I mean to come back to your paper and read it when I have time, which will probably be in a few days' time"
And then he subsequently forgets/ doesn't have time/ doesn't feel like reading your paper. So "few" subsequently has a high probability of meaning "infinity", even if it didn't before hand.
If he has forgotten a gentle reminder may help - but if it is either of the other possibilities it will merely be irritating. Critical evaluation of papers isn't the most fun past-time in the world - if he doesn't have much to gain from the exercise, and he is otherwise busy, you are probably all out of luck. It can sometimes be quite difficult to get supervisors to read students' papers - and that's when they are going to be listed as co-author!
Upvotes: 3 <issue_comment>username_8: As someone who has completed a PhD, I have had a lot of responses like that. Every time, it literally meant it may take a while for them to look into it. In some cases, quite a while, if they're a professor or lecturer you can't really underestimate how busy they are (and then all of a sudden they may have time). If they're not your supervisor then you're probably not their priority, but I would take what they say at face value, they need some time.
Upvotes: 1 <issue_comment>username_9: The prof sent you a polite reply, and you should certainly thank him. You can use your thank you note to clarify the situation. Something like "Thank you very much. I look forward to hearing your thoughts, and there is no rush" (if there isn't, in fact, a rush) would give him the opportunity to clarify any misunderstanding.
Upvotes: 1
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2016/12/11
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<issue_start>username_0: An individual I know is in an interesting situation and I was just wondering what you guys thought about it.
This individual had an exam conflict and emailed the instructor to arrange an alternate exam time to get rid of this conflict. Meanwhile the rest of the class would be taking the exam for this course at a later time that day.
After the alternate exam was finished, this individual answered questions and provided specific topics regarding the exam by his peers who would be taking that course exam later that day.
Now this individual received an email from the instructor accusing him of leaking information and reported it to the academic misconduct board.
Now I was just wondering if this is truly a form of academic misconduct.
Just a few notes to add:
* I have fellow peers who have done the exact same thing and not face a single threat of being reported to the academic board.
* Is it not the instructor's responsibility to prepare a different version of the exam for both the individual and rest of the class?
* Furthermore, is it not also the university's and/or the instructor's responsibility to highlight the confidentiality of an alternate exam and notify the possible consequences? In all the rules and regulations, there are no clear cut rules for alternate exams or any offences that can take place.
* Does this just come down to miscommunication and failure to provide reasonable notice?
* From the rumours going around, the evidence gathered is a screenshot of a facebook conversation, is this even enough evidence?
* And if so, would it not be a breach of privacy?
* Another update: The individual did not know that it was going to be the same exam.
Thanks again and I would love to hear your thoughts about this.
UPDATE:
As a user pointed out, the second part to this question is how can this individual minimize the damage and not face severe academic misconduct?<issue_comment>username_1: >
> Is it not the instructor's responsibility to prepare a different version of the exam for both the individual and rest of the class?
>
>
>
No, it's not a general rule that alternate exams must be different. Preparing a different version is tricky, since it's impossible to make it exactly comparable with the original exam, and students may be unhappy if they perceive the alternate exam as being easier or harder. If most students are trustworthy, then trusting them to keep the exam secret may be preferable to writing two versions. (Whether most students are trustworthy is a judgment call, which may depend on the circumstances.)
>
> Furthermore, is it not also the university's and/or the instructor's responsibility to highlight the confidentiality of an alternate exam and notify the possible consequences?
>
>
>
Yes, the instructor should have explicitly asked the student to keep the exam confidential. It's not wise to leave these things unspoken. On the other hand, the student who took the alternate exam should have asked the instructor for clarification before answering questions about the exam. This is not an innocent interaction: even if everyone involved genuinely believed that the exams would be different, the other students were still trying to learn information that would not be generally available to the class (namely, getting a sample exam written by the instructor). And I'd bet that the other students were hoping it would be the same exam.
>
> From the rumours going around, the evidence gathered is a screenshot of a facebook conversation, is this even enough evidence?
>
>
>
Sure, why not? I'd be a little skeptical if an anonymous source e-mailed a screenshot out of the blue, since it could have been forged or altered, but it seems like fine evidence if a believable source is willing to vouch for it. There's no rule that says sanctions for academic misconduct require absolute proof, and indeed absolutely proof is almost never available.
>
> And if so, would it not be a breach of privacy?
>
>
>
Not unless someone hacked Facebook to get it.
Upvotes: 6 <issue_comment>username_2: If the facts are as you report them, your "peer" has engaged in academic misconduct.
>
> I have fellow peers who have done the exact same thing and not face a single threat of being reported to the academic board.
>
>
>
Your "fellow peers" didn't get caught.
>
> Is it not the instructor's responsibility to prepare a different version of the exam for both the individual and rest of the class?
>
>
>
No, the instructor is *not* responsible for preparing a different exam; the professor should be able to rely on the integrity of university students. In any case, a fair separate exam would necessarily cover the same material.
>
> Furthermore, is it not also the university's and/or the instructor's responsibility to highlight the confidentiality of an alternate exam and notify the possible consequences? In all the rules and regulations, there are no clear cut rules for alternate exams or any offences that can take place.
>
>
>
Probably the the professor should have told the student with the advance exam to keep it confidential, but I'll bet if you look in your student handbook, you'll find a statement about illicit knowledge of exam contents.
>
> Does this just come down to miscommunication and failure to provide reasonable notice?
>
>
>
No, it comes down to someone revealing the contents of an exam to students who have not yet taken it.
>
> From the rumours going around, the evidence gathered is a screenshot of a facebook conversation, is this even enough evidence?
>
>
>
See username_1's answer concerning Facebook: "Why not?"
>
> And if so, would it not be a breach of privacy?
>
>
>
See username_1's answer concerning Facebook: "Only if the Facebook account was hacked."
>
> The individual did not know that it was going to be the same exam.
>
>
>
Then he couldn't know it wasn't, either.
Your "peer" knew what he was doing was wrong and he did it anyway. Now he must accept the consequences of that action.
The question was updated to ask about how to minimize damage. That will depend heavily on the individual's history of conduct, any circumstances not brought out in the question, the institution's rules of conduct, and how tough the misconduct board is. However, I can tell you how *not* to minimize the damage: approaching the professor, dean, or misconduct board in a way that is obnoxiously defensive and argumentative. If, for example, the individual says, "Nobody told me, and besides it's the professor's fault for not writing a new exam. A screenshot is not evidence and it was an invasion of my privacy to rat me out!" *That* will almost certainly lead to the worst possible outcome.
While not a prediction for the case in question, a similar case where I teach, if a first offense, would lead to a penalty grade in the course and a one-semester suspension from classes. Second offense? Dismissed from the university.
Note: It has been pointed out that this answer is generally in the context of higher education in the United States. Given that a professor accused a student of academic misconduct for breaching the integrity of an exam, I expect it applies in the context of OP's question even though the institution is not in the U.S.
Upvotes: 7 <issue_comment>username_3: >
> In all the rules and regulations, there are no clear cut rules for alternate exams or any offences that can take place.
>
>
>
Let's imagine an alternative scenario where the individual in question walks into the department mail room two days before the exam and notices a copy of his/her instructor's exam sitting on the xerox machine. There is no one around, so he/she quickly pulls out his/hers phone and takes some pictures of the first few pages of the exam, which he/she later shares with friends on facebook.
Is this academic misconduct, or is the student going to claim in his/her defense that "in all the rules and regulations, there are no clear cut rules for taking pictures of an exam one finds while innocently going about one's business"?
The answer is that in both this scenario and the one you described it is academic misconduct, since in both cases the student engaged in dishonest behavior. This would be covered by a clause in your university's code of conduct that says "Students must be honest at all times" or something to that effect.
The dishonesty comes from the fact that such behavior is clearly meant to defeat the power of the exam to provide a true evaluation of the students' knowledge of the material of the course. Admittedly, the scenario you describe provides a bit more leeway for the student to claim that he/she did not understand that this was dishonest (especially if the professor was very casual about the alternate exam arrangement and did not stress the need for confidentiality), but personally I would find this to be a weak argument. I guess it would depend on the details of what the professor said and what precisely was said in that facebook conversation.
**UPDATE.** Here's a clarification of my position taking into account a helpful comment by @Repmat: as a general rule, sharing this type of information in the situation described in the question carries a whiff of dishonesty and my default characterization of it would be that it is (potentially mild) academic misconduct. However, I am leaving some room for doubt and would consider revising this judgment based on further evidence.
Upvotes: 4 <issue_comment>username_4: Other people have already made the most important points, but I want to respond specifically to this.
>
> Is it not the instructor's responsibility to prepare a different version of the exam for both the individual and rest of the class?
>
>
>
This isn't relevant, because even if the instructor did prepare an alternate version of the exam, what your peer did would probably damage the integrity of the exam. Alternate exams usually make the same choices as the main version about what subset of the material to focus on; for instance (in my subject, math, where I'm most familiar with this), if the main exam has a question centering on technique A, the alternate version probably also has a question focusing on technique A, even if the exact question is different (say, the numbers are changed). (There are good reasons for this: it's very hard to make exams of exactly comparable difficulty while using completely different question.) But a student who heard that technique A was definitely on the exam and technique B wasn't could study differently, and might be able to avoid the mistake of using technique B instead of technique A because they already know what the right choice is.
Having an alternate exam *limits* the impact of cheating, and prevents the most egregious approach (working out answers in advance), but there's still a need for students to respect the integrity of the exam.
Upvotes: 4 <issue_comment>username_5: Regarding the facebook post and the argument of breach of privacy.
* If the posting were falsified or a forgery, I'd expect your 'friend' to make that argument
* Since he isn't, I'm assuming that the posting were true
Now in a criminal court, if the evidence of the facebook post were obtained through illegal means such as an illegal wiretap on the part of the police, then you might convince the judge to throw out the evidence under the doctrine of the "[fruit of the poisonous tree](https://en.wikipedia.org/wiki/Fruit_of_the_poisonous_tree)."
There are two caveats to this, though:
1. The fruit of a poisonous tree doctrine only applies to criminal courts and acts by state agents. The intent is to ensure that the state only acts within the law in its pursuit of justice. Since this is not a criminal court but a university judicial hearing, your friend doesn't have access to this argument.
2. Second, even if it were a criminal court hearing, the professor is not a state agent if you are at a private university. And even if you were at a public university, the professor would have had to have been the one to have hacked the facebook account. If the professor were given the information by a confidential informant (C.I.) such as another student, then the poisonous fruit doctrine does not apply.
tldr: I would expect the campus judiciary board to consider the facebook evidence to be admissible.
Note that the above analysis of the exclusionary rule only apply to U.S. courts. The EU has a similar doctrine but I'm not familiar enough with it to comment.
Upvotes: 3 <issue_comment>username_6: UPDATE: I streamlined the argumentation and I admit that it is much clearer now. For the old one view the edits.
**Is the student guilty of academic misconduct ? Answer: The situation is unclear.**
*The involved person was not cheating*. The person provided the askers with information which helped the askers, not the askee. In fact by giving answers the askee puts herself in a disadvantage, so the only people who can be actually accused of cheating are the askers which are getting more information about the exam.
So what could be the academic misconduct ? In this case it could be a breach of confidentiality *if the askee was instructed to hold confidentiality about the exam or it would be obvious that the very same exam is used*. According to the question this situation was not given and if we take in context that alternative exams are common, it is not self-evident.
There is another point: Who is responsible for ambigous situations, misunderstandings or possible loopholes ? Common sense is that the person/instituition who wields more power is responsible to prove that a violation occured to prevent arbitrarily applied justice. The student cannot do much if the university makes an error, but on the other side the university can destroy a career.
The university/professor is able to prevent such situations by *not offering opportunities for cheating or misrepresentation*. In our university exams had two versions which were distributed alternately (to prevent prying) and the professor/supervisor was controlling the exam. If there were conflicts in time, the alternative exam was either presented later and different or, if possible, the exam was placed so that the end of the alternative exam was the begin of the standard exam. If something seems to be off (strange grade distribution), it was not tried to find perpetrators, but rewrite the exam.
There are no conflicts of interest (student between professor and peers), it prevents miscarriage of justice by blaming students for own errors and it prevents discussion if something is allowed / forbidden. Plain and simple.
**For all this reasons my opinion on the matter is: The university/professor did not do their job to prevent an unclear situation and should neither blame nor punish the student for that.**
Some people voiced the opinion here that the situation is clear enough and should be understandable for the student without further instruction.
I would like to give a counterexample: In this [infamous video](https://www.youtube.com/watch?v=rbzJTTDO9f4) Prof. <NAME> accused students of cheating. As it turns out, [he actually used publicly available testbank questions for the exam instead of rolling out his own](https://www.techdirt.com/articles/20101118/21485811928/200-students-admit-to-cheating-exam-bigger-question-is-if-it-was-really-cheating-studying.shtml) and he also claimed that they were his own. Without going further in detail, it seems that even professors can have problems what exactly constitutes a violation.
Upvotes: 3 <issue_comment>username_7: >
> An individual I know is in an interesting situation and I was just wondering what you guys thought about it.
>
>
>
Before addressing this particular incident, let's consider that students are customers who pay a lot of money to buy the necessary tuition to get an education in some particular subject. However, universities do not treat their students as customers, they abuse their monopoly power they have for issuing university degrees. This is how you get into the problems associated with exams in the first place. The term "academic misconduct" should not apply to students unless they have engaged in fraudulent scientific work.
But given how the system works, it was a mistake to give the student the same exam as all the other students. Punishing the student for having talked about the exam (when not very clearly told that he was to keep his mouth shut about the exam) with his fellow students is another mistake. Students should be expected to freely discuss the subject, it's natural if someone has already taken an exam that this will be discussed, not because students are trying to find ways to cheat but simply because students are interested in the subject and want to be as well prepared as they can to take the exam.
Upvotes: -1 <issue_comment>username_8: To address the question in your update, which I take to be your primary concern:
>
> how can this individual minimize the damage and not face severe
> academic misconduct?
>
>
>
Your friend's only viable strategy at any institution where I have worked or been a student (all in the US) is to
1. Accept responsibility;
2. Apologize;
3. Explain how she has learned from this experience and how she will take care in the future not to do it again.
Part of accepting responsibility can be explaining that she didn't realize that this would be a problem, *even though **she should have***.1 This recitation should be as straightforward as possible, should not include any attempt to blame anyone else, and should only be a small part of her total statement(s).
In other words, dwelling on the answers to your first several questions will be VERY BAD for her in a misconduct hearing. Even dwelling on them in conversation with you might hurt her, if it causes her to go into any meetings with an attitude of ill-use. From the school's point of view, it would appear that the facts are not in question, and neither is the infraction. The only question is your friend's state of mind. **She needs to be openly, genuinely sorry if she hopes for leniency.**
Once she is in the right frame of mind, it can also be helpful to
4. Enlist a staff or faculty advocate, even if only behind the scenes.
If there is a faculty member or advisor who knows your friend and would be willing to talk her through what is likely to happen and perhaps speak on her behalf, that can be helpful. But again, I can't stress enough that your friend needs to approach any potential advocate without attempting to pass the blame to others (the professor, the rules and regulations, or even the other students).
If, in spite of her best efforts, she is given a very strong penalty, she can appeal the decision. At that point, and only at that point, it may make sense to bring in stronger arguments about unclear expectations and contributory negligence.
---
1 Your friend's friends wanted to know what was on her test because it would help them on the test, not because it's standard Facebook conversation to ask for details about someone else's random test. When was the last time you asked someone in a class you aren't taking for details of what was covered on their test? If your friend had stopped to think, she would have realized that there was at least a possibility that the information she was sharing would confer an unfair advantage on her friends—that's certainly what they were hoping for.
Upvotes: 3 <issue_comment>username_9: While I agree with most of the answers, I'd like to offer an alternative perspective.
At my university, there used to be a rule that students were allowed to take the exam home after they were finished. Students had databases online where you could find the exams of past years for every course, which would be a great resource for practice. Of course it also allowed you to reduce the amount you studied to the absolute minimum, so it's a mixed bag. Most teachers accepted the rule happily, and published the exams from previous years themselves on the course website.
Thus, the culture in everybody's mind was very clear: **once an exam is done, it's public knowledge**. This was not only accepted by the faculty, it was promoted. I would say that *in such a culture*, if the student made the assumption that the exams were different, they would not be acting dishonestly if they provided information about the exam to other students. Additionally, in such a culture, the teacher would be partially at fault for not mentioning that the exam was the same. An understandable oversight, but an oversight nonetheless.
Your institution may not share this policy, but it does highlight the importance of the culture at the faculty.
Upvotes: 5 <issue_comment>username_3: [*Note: adding another answer separately from my already existing one to address a different part of the question concerning the reliability of a facebook screenshot as evidence*]
>
> From the rumours going around, the evidence gathered is a screenshot of a facebook conversation, is this even enough evidence?
>
>
>
There has been a lot of discussion in the other answers and comments about the possibility of faking Facebook screenshots, which ostensibly calls into question the validity of using the screenshot as evidence. I find this premise entirely laughable, for the following reasons:
1. A motive for this outlandish forgery is completely missing. Why on earth would a faculty member even consider doing something so extreme as planting fake evidence to frame an innocent student of academic misconduct (but then sabotaging this daring act of forgery by forging only a relatively mild and controversial kind of offense that isn't even perceived as misconduct by some of the participants here)? We are talking about a final exam for a university course, not international espionage. Thus, the *a priori* likelihood of forgery, unless perhaps it is accompanied by prior evidence that the faculty member in question is some kind of psychopath, seems close to 0 to me.
2. The discussions in the other answers focus on legalistic arguments (see, e.g., username_5's answer and her interesting, but amusingly irrelevant, discussion of the doctrine of the fruit of the poisonous tree) and seem to revolve around the question of whether the facebook conversation screenshots would be admissible in a court of law in the event of a criminal prosecution. Well, people, I'm afraid you have all watched one too many episodes of Law and Order. An academic misconduct hearing is decidedly *not* a criminal court of law, and the standard of evidence required to find a student guilty of misconduct is much lower than "beyond reasonable doubt". From my experience serving on my university's Campus Judicial Board and sitting on academic misconduct hearing panels, usually in U.S. universities (but this may depend on the university and jurisdiction) the standard that is applied is that of "[preponderance of the evidence](https://en.wikipedia.org/wiki/Burden_of_proof_(law)#Preponderance_of_the_evidence)", i.e., a more than 50% likelihood of guilt. Given my argument above about the implausibility of forgery playing a role here, this would be an easy standard to meet.
To summarize, in the context of an academic misconduct investigation, the facebook screenshot would be just as good and acceptable a piece of evidence as a video recording of the student talking to their friends. So **yes, it is (more than) enough evidence**.
Upvotes: 2 <issue_comment>username_10: My moral compass is heavily influenced by your peer's intentions. (Edit: I see from your comments that she is female.) Did she act in good faith, or was she aware that she was most likely passing on confidential information? Your question provides factual details but does not state a motive.
I feel that Bob's harsh verdict in a different answer may be justified for an intentional betrayal1, but not for a (perhaps careless, granted) communication in good faith.2 Of course there is a spectrum, depending how much your peer lied to herself because it spared her a conflict.
Whether your peer can convince the authorities that she acted in good faith is actually quite independent of whether she did. Unfortunately, this is true both ways. Circumstantial evidence in her favor could include:
* She communicated openly without any attempt to conceal it; witnesses corroborate the innocent nature of the conversations.
* The type of information fits a conversation rather than a targeted betrayal. Simply passing results would indicate cheating; discussing questions academically could be interpreted as a normal conversation in good faith.
* Other teachers take care to communicate confidentiality of an alternate exam, and/or they provide different tests. Therefore the absence of that could reasonably be understood as an absence of confidentiality.
* Your peer has had a clean record until then; cheating would not fit a pattern.
* There is no evidence of an advantage to your peer besides the natural wish we all have to be loved.
A list of incriminating evidence can easily be constructed by inverting the above criteria ;-).
On the practical side I checked out the University of Alberta's documents, see the footnotes for links. My takeaway is that there are no mandatory minimum sentences. Instead it is the Dean's prerogative as the first investigator and decision maker to recommend or not recommend severe sanctions like suspensions. I would — assuming Alberta's rules are typical — recommend to seek advice of others (alumni, ask in the fraternity etc.) who have gone through a disciplinary procedure. I would try to find out how to best present the case and herself to the first decision maker. I don't want to imply that being overly strategic is always advantageous; rather, that being naive and unprepared may be unhelpful. Since the first interaction is possibly with a single person, much depends on that person and whether she can convince him or her of having cheated unintentionally.
---
1 Even then I find a one-semester suspension from *all*
classes (I understood that correctly, I suppose?) harsh and zealous, let alone an expulsion. Cheating in various ways and grades is fairly ubiquitous, and this is really not the worst case. For example, even if it was intentional it still was not planned and it was not strategic; at worst it was using an opportunity which presented itself, not even for her own benefit. None of us is Jesus. To make an example of the one scapegoat that gets caught seems simply unjust, exactly as the OP perceives it. Make no mistake: there must be consequences. But let her learn something. Let her correct next semester's homework. Let her tutor freshmen; whatever. The purpose of a school, including the tests and the punishments, is to teach and enable, not to reject and make fail.
2 I checked out the University of Alberta's relevant documents (just because it's the first city name which came to mind). The [Academic Integrity Undergraduate Handbook](http://www.osja.ualberta.ca/en/Students/~/media/osja/Documents/StudentHandbooks/AIUndergraduateENG14.pdf) makes it very clear that "not
knowing is not an excuse": **"It is possible, however, to
violate academic integrity even if you believed you were being honest. Each year, students who did not intend to deceive are charged under the COSB because they were careless."** (From the Introduction) I hope they are charged but not sentenced.
The [Code of Student Behaviour](http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour/COSBIndividualHyperlinkedSections.aspx) appears not to mandate minimal sanctions for specific violations.
Upvotes: 1 <issue_comment>username_11: In addition to the other good answers, I'm going to address a broader issue implicit in your question, which is, to paraphrase, "it's not cheating if you didn't explicitly tell me not to do it". In other words, the statement
>
> Furthermore, is it not also the university's and/or the instructor's
> responsibility to highlight the confidentiality of an alternate exam
> and notify the possible consequences? In all the rules and
> regulations, there are no clear cut rules for alternate exams or any
> offences that can take place.
>
>
>
is flat out wrong. You haven't told us what school this happened at, so we can only give general answers.
The conduct you describe would be cheating at any institution I've ever been associated with. All these institutions have a Student Handbook which defines the obligations and expectations of students, and includes a definition of what is or isn't cheating. The definitions of my institutions are as follows:
School 1:
>
> Cheating involves the use of unauthorized or unethical assistance to
> gain an unfair advantage over other students.
>
>
>
School 2:
>
> Cheating: Defined as using or attempting to use unauthorized
> (a) materials,
> (b) information, or
> (c) study aids in any academic exercise.
>
>
>
School 3:
>
> Cheating is any conduct in connection with any examination, paper,
> competition, or other work that may affect academic credit, a grade,
> or the award of academic or professional honors at [redacted],
> done for the purpose of unfairly disadvantaging another student or
> gaining an unfair advantage, or under circumstances such that a
> reasonable [redacted] student would know that the conduct was likely to
> unfairly disadvantage another student or result in an unfair
> advantage.
>
>
>
You'll notice that all three definitions have very similar but non-specific language, e.g. "unauthorized", "unethical", and "unfair". If we analyze your friend's actions with respect to all three concepts:
1. The disclosure was **unauthorized** because the disclosure of the test was not specifically authorized by the instructor. Contrast this to when an instructor or a TA hands out copies of last year's exams as examples for students.
2. The disclosure was **unfair** because the disclosure unfairly advantages some students (those who happen to see or hear the disclosure) versus other students (those who didn't).
3. You can decide for yourself whether or not the disclosure was **unethical**, but there exist plenty of ethical frameworks that would say that sharing exam details in an unauthorized and unfair manner is unethical.
Furthermore, every competent instructor I've ever met includes a line in their syllabus that states something equivalent to `if you have any doubts over whether a specific action constitutes cheating, please talk to the instructors first!`. Regardless of whether your friend's instructor has this specific line in their syllabus, they have probably seen it enough times that a reasonable student would know to be cautious.
The bottom line is that students are expected to exercise caution in situations that are potentially cheating or facilitating cheating, or else they automatically suffer the consequences. There is no requirement or expectation (anywhere that I know of) that the instructor has to go out of their way to prohibit certain actions, unless a "reasonable" student or instructor would not realize those actions are cheating.
Sharing test questions with those who have not yet sat for the test is certainly something a reasonable student would be expected not to do. How many tests have you taken in your life where you had a friend tell you all the questions ahead of time?
Upvotes: 3
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2016/12/12
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<issue_start>username_0: Most books I've seen released under a Creative Commons license also have the copyright symbol (e.g., "© 2016 by me") plus, sometimes, "some/all rights reserved" listed on the copyright page.
Is it necessary to say copyright on the "copyright" page when using a Creative Commons (CC) license?<issue_comment>username_1: >
> Is it necessary to say copyright on the "copyright" page when using a Creative Commons (CC) license?
>
>
>
It's not "necessary" but it is a good idea. This communicates the information that there is a copyright holder for the work and the copyright holder is licensing the copyright under the terms of the CC license. Using the CC license does not negate the existence of a copyright on the work; in fact, it is only by virtue of having a copyright on a work in the first place that you can license it to others under the CC license if you so wish.
In most jurisdictions (Berne convention), copyright is "automatic" and it is not required to claim a copyright in any particular form. However, people who might otherwise use your work as permitted by the CC license may be put off if your legalese is missing or unconventional.
Upvotes: 3 <issue_comment>username_2: The [CC BY 4.0 legal-code](https://creativecommons.org/licenses/by/4.0/legalcode), for example, mentions copyright in several places, such as:
>
> **Our licenses grant only permissions under copyright** and certain other rights that a licensor has authority to grant.
>
>
>
and
>
> Section 3 – License Conditions.
>
>
> **Your exercise of the Licensed Rights\* is expressly made subject to the
> following conditions.**
>
>
> 1. Attribution.
>
>
> 1. If You Share the Licensed Material (including in modified form), You must:
>
>
> 1. retain the following if it is supplied by the Licensor with the Licensed Material:
> 1. identification of the creator(s) of the Licensed Material and any others designated to receive attribution, in any
> reasonable manner requested by the Licensor (including by pseudonym if
> designated);
> 2. **a copyright notice**;
> 3. a notice that refers to this Public License;
> 4. a notice that refers to the disclaimer of warranties;
> 5. a URI or hyperlink to the Licensed Material to the extent reasonably practicable;
> 2. indicate if You modified the Licensed Material and retain an indication of any previous modifications; and
> 3. indicate the Licensed Material is licensed under this Public License, and include the text of, or the URI or hyperlink to,
> this Public License.
>
>
>
>
> ---
>
>
> **\*Licensed Rights** means the rights granted to You subject to the terms and conditions of this Public License, which are limited to all Copyright and Similar Rights that apply to Your use of the Licensed Material and that the Licensor has authority to license.
>
>
>
Thus, CC licenses themselves require an explicit copyright notice.
Upvotes: 1 [selected_answer]
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<issue_start>username_0: My sub-field has been haunted by the fact that for slightly over fifty years the key foundation of everything we do has been in empirical dispute. The empirical anomalies have generated tens of thousands of articles. There are over 3800 for just one anomaly alone.
The problem came about because the key work was done before the mathematics had been settled and so assumptions replaced theorems. I know this because the original core set of papers have a math mistake in it. Mathematicians ultimately did learn how to solve this class of problems, but the two fields never realized that the other didn't know what the other didn't know. I found the mistake. It is subtle, but catastrophic.
I had assumed that writing a paper and doing a population test on the data we have would bring about change. Turns out that was very naive. Other than continuously presenting at conferences, what else can I do to move my field away from a technique that can be proven to be completely uncorrelated with nature? How do you get people to stop using the accepted practice? It isn't a secret that it doesn't work, but it has always been assumed to be close in some very loose sense of "close." Or rather, for a long time it has been assumed to be a poor approximation and that if the one thing causing the phenomenon were found, it would be added to the existing model and all would be great. How do you move academics when it is in the undergraduate textbooks, it is being accepted for publication, and there are seminars every year on either a new anomaly or some other factor in how it does not work?
Any strategy would be welcomed.<issue_comment>username_1: Two quotes immediately came to mind:
>
> A new scientific truth does not triumph by convincing its opponents and making them see the light, but rather because its opponents eventually die, and a new generation grows up that is familiar with it. - [Max Planck](https://en.wikiquote.org/wiki/Max_Planck)
>
>
> I'm trying to free your mind, Neo. But I can only show you the door. You're the one that has to walk through it. - [Morpheus from The Matrix](http://www.imdb.com/character/ch0000746/quotes)
>
>
>
To elicit a change of the magnitude you indicate, four aspects must be communicated **clearly** and **unequivocally**:
1. The existence of the error (i.e., demonstrate that the prior approach is incorrect). Other academics in the field may not recognize that there is an issue.
2. The history of the error (i.e., why the prior approach was used and how it has persisted for 50 years). Given its age and prevalence, other academics may understandably presume that the prior approach has been validated before and may dismiss your claims on that basis.
3. The implications of the error (i.e., what negative impact the prior approach has). The effect of the prior approach may not be clear or other academics may perceive it as negligible relative to the effort necessary to adopt a new approach.
4. The change itself (i.e., the course of action to rectify the error - the new approach). Other academics may not know what should replace the prior approach.
You should first make sure that these have been satisfied in your previous publications. Assuming this has been achieved, there is really only so much you can do (see the quotes). You obviously can't *force* people to change their ways. In addition to being patient, you can (where appropriate):
* Continue referencing it in future papers and conference presentations.
* Highlight it in peer review.
* If you teach, incorporate into your courses.
* Write a review article of the error in your field (one way to address #2 above).
* Communicate (1-4) in relatively plain language on your academic blog (assuming you have one).
* Send your paper(s) to the authors of the undergraduate textbooks with a letter explaining (1-4) and why the change should be included in the next edition.
* Write your own textbook.
Upvotes: 7 [selected_answer]<issue_comment>username_2: Improper use of statistics is a widespread problem in many experimental sciences. I worked for some years in discrete optimization and got more and more frustrated that the "numerical experiments" were usually done without any reference to a statistical method, so that many good results where just random noise or calibrating of an algorithm to a very small data set.
I read horrible things about abuse of statistics in psychology and medicine (resulting in very low reproducibility). And I guess the same thing happens in many experimental fields.
My (pessimistic) view is that in a "publish or perish" culture, people tend to bend methods until they break, and this is especially easy with statistics: It is mathematical and often hard to grasp for the non-expert, and errors often do not lead to hard logical contradictions but to a weakened result.
Establishing questionable statistical methods in a research area often results in much more "positive" results that people can publish. And actually, this is what everybody wants. Most results are never reproduced, so non-reproducible results are likely to stay "true" very long.
Upvotes: 4 <issue_comment>username_3: Start by convincing people like me.
I have read your articles and posts on these supposed errors. While you have convinced me that there are shortcomings in Modern Portfolio Theory (and all its offspring), I think most practitioners and academics operate under the assumption that all models are wrong, but that some are just useful. I.e., I think most of us already know the difference between models and reality.
I don't think you'll convince anyone that your solution to the portfolio problem is any less of a model than the one that your are critiquing. As a result, I would recommend that you shift your focus away from the technical arguments regarding the shortcomings of others and instead focus on the high-level benefits of the paradigm shift.
I'd also like to emphasize the "high-level" aspect. The argument, although technical, should be written clearly and concisely. It should be readily accessible to practitioners. If MBA students don't understand the benefits of switching, stodgy academics will see no reason to stop defending the status quo.
I recommend you start by convincing people like me because, ultimately, you need to convince practitioners that the benefits are worth mental and tangible switching costs.
Upvotes: 2
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2016/12/12
| 2,551
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<issue_start>username_0: During an intramural teaching forum, I was interested to learn from a Head of Department (HoD) that she didn't consider it her role to correct grammatical errors when evaluating coursework submissions (an essay, say) at the post-graduate level and that she limited her assessments to the content of the essay. I'm an HoD myself and am directly opposed to this, and have strongly recommended to academic staff in my department that the assessment of grammar should be part of the feedback provided to students. My reasons for this are:
* Communications with peers, the public and policy makers are important aspects of the role.
* While a number of our students are non-native English language speakers, there are a number of so-called native English language speakers with atrocious writing skills.
* The students appreciate the feedback they receive and we can detect a substantial improvement in their writing skills.
The other HoD's reasons are equally cogent:
* The university already has a minimum language level required for entry.
* This additional task would impose a heavy burden on her already limited staffing resources.
* Students need only be made aware that there are errors and can seek guidance on correcting the grammatical issues elsewhere.
This is my question to you good folks:
>
> * For teachers, what is the practice in your department and is this practice backed by specific assessment policies?
> * For students, what are your expectations about your grammar being corrected?
>
>
>
EDIT: I am interested in approaches from STEM fields, primarily. As @DanRomik points out in the comments, the approach in the humanities and arts may be different.
To put this in perspective, here is part of a report submitted in partial fulfillment of a basic statistics course at the Master's level that I am grading at the moment. The statistical formulae, graphs and numerical results are spot on.
>
> This report uses te data from the study of [redacted] about lizard to do some analysis. Graph 1 shows the survival status of lizard. The value of survival lizard are higher than that of the death lizard.
>
>
>
How would you approach such a submission?
Thank you for your patience.
PS. I have found the related thread [here](https://academia.stackexchange.com/questions/42313/should-you-correct-grammar-mistakes-during-peer-review) but it focused on peer-review. Nevertheless, I accept that some grammatical errors are so egregious as to make the submission unintelligible. I am not concerned about those submissions here.<issue_comment>username_1: I will be following this one, as incorrect grammar in anything other than short texts and comments really irks me.
That said, I would approach the said lizard situation as I would any other time that something did not make any sense....
I would simply ask if the author meant that the survival rate/value outpaced the death rate/value....and if so, suggest that be made as an edit in order for ease of reading for the general populace.
I am ass+u+me{ing}(*please get the joke*) that the author's first language is not English, and that would be the reason for the incorrect grammar.
// I know that humor and Stack Exchange does not go well, but at 1:14am, it seems like a good idea.
Upvotes: 2 <issue_comment>username_2: I am somewhere in between physics and mathematics. My personal policy is this:
* I mark any spelling, punctuation, or grammar mistake I find, but I do not explicitly search for them. However, I usually do not go at lengths to explain *why* something is wrong.
* This does not affect the grade unless the number of mistakes severely affects the readability of the text or is particularly egregious. (Being in Germany, I may be more lenient on submissions in German by non-native speakers, depending on the programme’s main language and other factors.)
My rationale for this is:
* As I have to thoroughly read the text anyway, the additional effort for marking mistakes are negligible in comparison to the reading time. In most of the cases, it’s adding a comma, crossing out a letter, or replacing a single word. This applies to analogue submissions as well as to digital ones.
* Just telling students that they made language mistakes somewhere in their writings does not really help them. The effort of seeking help from a third party is unfeasible in most situations (and disproportionate in comparison to my effort). However, I expect that they are able to find out the source of a specific mistake that I marked.
* The admission requirements should not and cannot be so strict that only people who completely mastered the language can be admitted. In many languages, even native speakers tend to commit some systematic spelling mistakes (in particular regarding punctuation) that can only be weeded out this way.
So in short, I think that the other HoD’s rationale is blatantly misjudging factors.
We do not have any departmental policies regarding this here, but I know many that follow a similar policy.
Upvotes: 6 [selected_answer]<issue_comment>username_3: I'm in math. I think it's extremely rare that I offer students (either undergraduates or graduate students) feedback to help them improve their grammar, for the simple and unfortunate reason that if I were in the habit of doing that then I wouldn't have time for anything else. Getting students to understand the mathematical concepts I'm teaching and express themselves clearly (irrespective of grammar) and correctly is already a major challenge all by itself, and virtually all overseas students (and as OP points out, some native students) have grammar difficulties ranging from moderate to serious, so the time and cognitive resources to aspire to such luxuries as correct grammar simply aren't there.
Despite this, I will occasionally mark off points for incorrect grammar if it's bad enough that it affects the correctness of an answer or my ability to discern the meaning that the student is trying to express. I may offer a bit of helpful feedback on rare occasions, especially in the case of a really good international student with poor English, where both the student and I get frustrated by the fact that the student knows the material very well but finds it extremely difficult to make their knowledge apparent. But generally speaking, expecting me to consider *teaching* grammar to students a part of my job by offering feedback on a regular basis would be wildly unrealistic.
Upvotes: 2 <issue_comment>username_4: If you are well organized, you can have your students submit a first draft early enough that you can still send them back to a campus writing assistance center if need be.
Have them submit the draft to you triple spaced and/or with wide margins. Mark some feedback clearly on a section of the draft, so the writing center folks can see what approach should be taken. You don't need to do this throughout the whole submission.
In addition, you could have some TAs in your department designated to be able to help with these aspects during their office hours.
I was assigned this TA duty for several semesters in an applied math department. As we worked through the draft together, I used the opportunity to help the student understand certain things about English.
Some students were foreigners and some were not. I remember one student, second generation Italian American, first generation college goer. He was a hard worker and an intelligent young man, who was hazy on grammar and sentence structure.
The department had a commitment to supporting student growth, including their ability to express themselves clearly.
Upvotes: 3 <issue_comment>username_5: I have a bit of experience on both ends, as I am a current student, but have also graded research papers as a TA.
>
> For teachers, what is the practice in your department and is this
> practice backed by specific assessment policies?
>
>
>
My department does not have any official policies, but professors will often refer students to our university's writing center for assistance, occasionally offering incentives such as extra credit if students have their manuscript reviewed by the writing center prior to submission (this does tend to produce better writing and fewer grammatical errors overall- which not only benefits the students, but also makes the grading process easier).
Since marking grammar can be very time-consuming as a grader, some professors create a marking scheme/code for particular grammar errors. While creating said code can be time-consuming upfront, it makes the regular process of marking grammar and providing useful feedback much simpler.
>
> For students, what are your expectations about your grammar being
> corrected?
>
>
>
As a student, I don't generally expect that my professors will correct my grammar unless it's so awful as to be unintelligible. Some professors will occasionally mark students' grammar as incorrect without explaining any further, and I have not found this to be particularly helpful. While third parties are often available, students (at least my peers) are generally uninterested in seeking them out, due to the effort and time involved. If your goal is to help students improve their writing and grammar, simply marking grammar as "wrong" and expecting them to seek further information elsewhere seems unlikely to accomplish this goal.
Upvotes: 1 <issue_comment>username_6: I tend to agree with your stance. The other HoD's points make sense, too, but only when considering each of them separately, in particular:
>
> * The university already has a minimum language level required for entry.
> * This additional task would impose a heavy burden on her already limited staffing resources.
>
>
>
I see no way how both of these can be right at the same time. Either, the minimum language level required for entry ensures that students sufficiently master grammar (in which case pointing out the remaining mistakes should not be much work), or there is indeed a considerable amount of mistakes left (in which case the entry requirements do not seem to solve the problem).
As an additional issue, I fear I have seen often enough how
>
> * Students need only be made aware that there are errors and can seek guidance on correcting the grammatical issues elsewhere.
>
>
>
plays out: "I asked my friend to check my text. He's really good at grammar. He told me that I should write 'Researchers of not made no new findings about it's standart deviation.' in passive voice, so I changed it to 'Their of been no new findings about it's standart deviation.'" While it is not a guarantee that the text will turn out right afterwards, at least indicating which words need to be revised cancels out at least some misguided attempts of students correcting the text without knowing what they are doing.
Therefore, I would indeed opt for just marking the mistakes, not indicating how to fix them (unless that is inherently a part of the marking, such as for indicating missing commas or whitespace between words). That should not take much additional time because jotting one or two lines at the respective positions while reading is sufficient.
Upvotes: 3
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<issue_start>username_0: It seems like funding in the lab in which I am working is getting tight. Since I usually end up spending a fair amount of said funding to buy supplies for the lab and my coworkers, it’d be nice to have an accurate picture of the lab’s financial situation so that I can make more informed decisions.
I’ve pretty directly indicated to my adviser that I’m interested in more details about how the funding situation in the lab is, but it seems my adviser doesn’t want to talk about it. On the couple cases I’ve mentioned it, they’ve avoided directly talking about it or have given me very vague and not very useful responses. I'm sure there's always a great deal of uncertainty in the future of the funding situation, but it would feel helpful to know where we stand at the present moment if nothing else.
I’m currently self-funded, so I’m not particularly concerned about losing my job or anything. I’m sure my adviser would tell me before things got too crazy bad, but I’d just rather not be so in the dark about these things. How unusual is it for advisers to hide this info from their students? Would it be appropriate / inappropriate for me to push further? I realize that funding is probably a somewhat sore and frustrating subject for many professors.<issue_comment>username_1: The cultures differ on this point. In some countries, a PI's lab is a bit like his "private" business, or an extension of his/her house. The success of the lab fully depends on the PI's recognition, achievements, and sheer luck with the funding bodies. Naturally, PIs can be over-protective about what happens in "their kingdom", particularly if things are not going well (do they ever?)
In other places the Lab "belongs" to a University, and PI's simply inhabit it, just like postdocs, PhD students and technicians. They have some academic powers and are still responsible for finding the money to keep the place running, but the management powers are to a large extent taken away by HRs, Finance's, Senior Management, etc. It is often, but not always, lead to a better transparency, because University acts in the best interests of all employers, or at least tries to make it look like this. However, in this case PIs may not be fully aware what the situation with their funding is, particularly if University is not doing well.
In theory, as someone working in the Lab, you are a stakeholder and have all the rights to know what's going on and how long the place will run. In practice, the situation can be terribly unpredictable, and even you PI may not know what is going to happen.
Upvotes: 2 <issue_comment>username_2: I am not sure why you would have to know too many details about the budget of the whole lab. Unless you are in charge of every single project, it is probably not of your concern. If you manage one or more projects than I think you should be entitled to know more details about the budget of said projects, if you are in charge of purchases or managing people. One indirect way of asking would be when you have to make some significant purchase and you have different options, than at that point you could argue with your advisor that to better manage the budget you need more info. Otherwise I don't see why you should know or worry too much about it.
Upvotes: 1
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<issue_start>username_0: My field is data analysis in which i try to invent/improve algorithms to better analyze existing datasets. During my search i noticed a good medical institute is trying to solve their problem from data analysis point of view, or in other words they are working on designing methods to decipher their own data.
Based on their publications i noticed that my method might have a better result according to what they look for. So one approach is to ask them if i can have the data and try my method and in case of success i can have my own next publication.
However, i also really like to have collaborations with that institute rather than just using their data, as in my field it'd be a great value to have close works with data-experts like them.
But i do not know how to approach them? and whom to contact? In fact, i already had a short talk with the post-doc involved in their project. Should i just contact him, or better to put their adviser in the communication loop?
Also, it would be naive if i say "my approach will work better than what you have devised so let's have collaborations!!", wouldn't be?
I would be so grateful if you could give me some advice on these situations!<issue_comment>username_1: >
> Would it be naive to say "my approach will work better than what you
> have devised so let's have collaborations!!"?
>
>
>
It would very much likely be.
If you think your method is better than the current method employed by the target group, you must present with proof how and why your method works well, preferably with a test example.
Whom to contact?
I would suggest to contact the principle investigator/"corresponding author", referencing your discussion with the mentioned post-doc. I would CC the mail to the post-doc as well.
Unless the institute/group policy says otherwise, I think its unlikely that your would actually get their full raw data without convincing them how your method would substantially improve the results.
Upvotes: 0 <issue_comment>username_2: I would contact the postdoc you previously talked with. He could be senior enough to run the whole collaboration without keeping his supervisor in the loop all the time. At the very least he has close access to the supervisor, and would prevent you from "cold-calling" the PI with your idea. Why try that again when you already have a contact? This is of course assuming the talk went well and you think he would be welcoming the collaboration.
About how to suggest it: Don't tell them that your method is better than theirs. You could tell them you have an alternative idea that might give better results. As far as you could test it, this seems to be the case and you'd like to try it out with more data, preferentially in the form of a collaboration. This avoids telling them you're better than them / they're wrong. Nobody wants to hear that, and in this case they also don't need to hear it.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: Suppose there are two authors <NAME> and <NAME> on a research paper. Is it OK to write them as <NAME> and <NAME> or vice versa? Similarly, if there are more authors, is it OK to write initials of some of them and not all? If it is not OK, is it wrong and unacceptable, or bad?
My question is about writing the authors' names on the top, with the title of the paper.<issue_comment>username_1: **It's OK.** It is generally each author's personal decision under which name they are listed on a paper. People have published scientific papers under pseudonyms, abbreviations, and as "anonymous authors". Possibly, some people will find inconsistent naming or deviations from the usual naming scheme weird, but it's really none of their business.
Upvotes: 3 <issue_comment>username_2: Usually, this is determined by the style guidelines of the journal or conference, so all author names should be formatted in the same way. There are cases, however, where one author consistently uses an initial as his first name, or even, where an author *has* an initial as his first name, leading
to a non-uniform formatting of authors' names (e.g.,
[*<NAME>, **G.** Sivakumar, <NAME>: A path ordering for proving termination of AC rewrite systems*](http://link.springer.com/article/10.1007/BF00881859) or [*<NAME>, **C.A.R.** Hoare, <NAME>: A calculus of durations*](http://www.sciencedirect.com/science/article/pii/002001909190122X)).
Upvotes: 4 <issue_comment>username_3: Following [@lighthouse kepper](https://academia.stackexchange.com/a/81480/9200)'s and [@username_2](https://academia.stackexchange.com/a/81481/9200)'s answers I'd suggest:
If you are author of the article and submitting the manuscript then write full names of all the authors except for ones who *want* to use different naming. This way, the descision is on the journal's side and the preference was clearly stated.
If you are responsible for the visual style of the article then discuss it with your boss or more experienced colleagues what to do. Usually when there are few authors it is better to display full names, when there is a lot of authors listed, and "et.al." is not an option, use abbreviations. If someone submitted name with abbreviation only, use this name as defalut.
If you are referee and you was given such article to review, ignore it and focus on the article's content.
Upvotes: 2
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<issue_start>username_0: I'm a youngish (recently tenured) faculty member at a reasonably, but not extremely prestigious university in the mathematics department. While I've looked at some graduate admissions files, this is the first year I have been on the actual committee and thus been responsible for reading many files. I feel like most aspects of the application (CV, transcripts, test scores, letters of rec) I understand reasonably well, but all statements of purpose read like meaningless gobbledygook, and I tend to completely ignore them unless there's some aspect of the student's file I'm confused about and hope to find an explanation for (and of course, I often don't).
I've seen a lot of questions on this site about how to write statements of purpose, but not much about how to read them on the other end.
>
> Is it normal/reasonable to essentially ignore the content of SoP unless you are looking for specific information on something unusual in the student's application? What other things should a reviewer look for as positive or negative signs?
>
>
>
I've asked about mathematics in the United States since that's my field, and I want to avoid stupid replies like "But how can you know what lab they want to work in!" but obviously, I am interested in thoughts from people in other disciplines.<issue_comment>username_1: Good question. I worked on graduate admissions at my math PhD program (at UGA, in the US) for several years, and after a few years off I am the new Graduate Coordinator, so I will shortly be wading through a sea of applications and personal statements. Here is how I see things at the moment. I'll modify my answer if upcoming experiences change my mind.
>
> Is it normal/reasonable to essentially ignore the content of SoP unless you are looking for specific information on something unusual in the student's application?
>
>
>
You could put a more sugary coating on that for public consumption, but: quite reasonable and probably rather normal, I think.
>
> What other things should a reviewer look for as positive or negative signs?
>
>
>
1. A statement of purpose is a great place to address things that are out of the ordinary. It's really the only place for that. There are a lot of math PhD programs in the US, and most of the applicants to most of the programs (i.e., *not* Harvard/Princeton/Berkeley/Chicago/UCLA...) have applications which are "uneven" in some way. Giving context and explanation for the weakest part of your application could be helpful for many students.
2. I look at the personal statement first as a writing sample, second as a very broad measure of (mathematical) cultural awareness and sophistication and third as a chance to show that the applicant received a decent supply of rope and managed not to hang him/herself. You are right that there is a lot of cluelessness and ignorance displayed in personal statements...but usually of a rather standard sort that just means that the person is not yet in a math PhD program so has quite foggy ideas of what such a thing is. However some kinds of clueness, ignorance, stubbornness or hints of anti-social behavior are less common and could be red flags.
One of my favorite stories about a personal statement was told to me in a departmental information session when I was an undergraduate applying to grad school, by the head of the CS department at the University of Chicago. (I think it was <NAME>, but I am not completely confident of this.) He said that he once got a personal statement that said that the student wanted to go to grad school in CS because he thought that any other career would involve a lot more work, and he was trying to take it easy. This put the department head in a bit of a pickle. As he proceeded to explain, this was exactly what he did not want to hear in a personal statement. But how seriously does one take the personal statement? Maybe the student was trying (and failing) to be funny. Because the application was very strong in all other respects, the applicant was eventually admitted. He failed out of the program less than a year later, because he was not willing to do any work. The department head said that he had learned his lesson: the next time a student said something like this in their personal statement, they would not be admitted.
Upvotes: 4 <issue_comment>username_2: In addition to @PeteL.Clark's good-advice answer, I would also want to say that I have come to find the Statement of Purpose quite-often useful to "hear the voice" of the applicant. Sure, also quite-often, this voice is immature or ill-informed, but that's expected. But *enthusiasm* and *interest* and *curiosity* are hard to gauge from a transcript.
Yes, letters-of-recommendation give more mature appraisals of students, but, given the likely immaturity (mathematical and otherwise) of undergrad students in the U.S., it is not at all clear that they will communicate effectively-enough with faculty so that faculty will really know what goes on in their heads.
So, through the filter of acknowledged inexperience and immaturity, I do want to hear the "voice" of the applicant. Diffidence or misguidedness (or angry crackpottery) are typically visible (based on my own unfortunate observational experience... protracted anecdotal) in the statement of purpose.
It is also interesting in that applicants typically do not "know what the admissions committee wants to hear". Exactly. It's a sort of Rorschach test, on which it's hard to "cheat", and "there's no right answer".
Upvotes: 3
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| 1,502
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<issue_start>username_0: For some background, I'm a second year medical student, and I have recently been considering making medical research a significant part of my future career. I wasn't a science major in undergrad, so I don't have any research background. I have spoken to one of my professors, and I will be doing a bit of lab work in the coming months (I'll be running ELISAs and will have my name on the publication).
EDIT: I'm hoping to have a research elective in my last year in medical school. That's why I'm trying to see if there is anything I should learn between now and then to make me a better candidate for application to the elective.
Now to the heart of my question. I believe I have sufficiently detailed knowledge of the medical content to work in the field (EDIT: to get my feet wet, there is always a lot to learn:). Though I am doing some more in depth research in the field I'm looking to work in (Immunology/Rheumatology). However I know that there are some skill sets that I am currently lacking in that would be necessary for medical research. Here are some of the things I've considered:
* Familiarity with data analysis software packages like R or Stata
* Familiarity with lab techniques like blots and culturing cells
* Academic science writing (of course I've read journal articles, but I've never written one)
* Grant writing (probably a skill needed in later career, but I assume some familiarity would be helpful)
I'm wondering, from those currently working in medical research, if there are any glaring omissions from this list. I'm reading up on data analysis packages and taking a more analytic eye when reading articles. But if there are any specific resources that I should be looking into: that information would be very useful.
Thanks in advance for any help.<issue_comment>username_1: We need more researchers in rheumatology.
EDIT: In the comments, you asked what skills you'd need to attract the attention of a potential supervisor when applying for a research elective in your upper years (prior to graduation).
Research electives for medical students are offered to those meeting a specific grade criterion. You must be able to meet that to even qualify. No amount of "passion" will give you this chance. Once you're in that pool of candidates, then it's largely a turkey shoot. In my university, the electives coordinator hands out a list of topics available in labs and units and students choose three projects in descending order of preference. Then, a matching process handles the details. The student receives an assignment and off they go. In some cases, students approach a potential supervisor about six months prior and expresses a desire to take the elective under his or her supervision. Then, a small bespoke project is crafted. This takes time, but often results in a more meaningful experience (not to mention a more lasting relationship between the student and the supervisor).
I generally assume that medical students undertaking research electives in my unit are devoid of research skills and we train them from the ground up. If you came to us stating, say, that you had skills in the measurement of nuchal translucency on ultrasound, we would still ask you to train under us, but expect that your pick-up of those skills would be faster than usual. *There is no shame in stating that you don't know how or what to do.* That's the point of the elective.
What base skills do we expect? (1) Good communication skills, both oral and written. I don't want to correct your grammar on the poster or teach you how to speak clearly before an audience. (2) Good literature search skills, as you'll be reading up on a lot of previous work. (3) Solid understanding of the foundational aspects of the research topic. If you're working on the management of asbestosis, I expect that you know the anatomy and physiology of the respiratory system as well as basic pathology of inflammation, etc. (4) Being able to work in teams. You'll likely be the most junior member of the team and I don't want you disrupting some of the more complex research projects under way.
Over the long therm, I've found these skills relevant to my own career:
1. **Learn how to be a good clinician**. Then, maintain a clinical load. Continuing to care for patients allows you to stay grounded not in what you do but WHY you do it. You can get lost in a Western blot and miss the adverse impact that achy joints have on a grandmother of five. I work in public health, but still see breast cancer patients. It's one thing to understand the effect that a drug has on millions of women. It's quite another to explain to a woman that her 13-year-old daughter does not need a mammogram just because <NAME> was concerned about breast cancer.
2. **Learn how to be a good teacher**. Then, maintain a teaching load. You need to help train the new generation, much like the older generation trained you.
3. **Learn how to network and collaborate**. Good clinical research is rigorous. Great clinical research is collaborative.
4. Every so often, **spend some time away from the lab** and immerse yourself in a refugee camp or a medical mission. The lab is good for the brain; the immersion is good for the soul.
Good luck to you.
PS.
>
> I believe I have sufficiently detailed knowledge of the medical content to work in the field.
>
>
>
Spoken like a true second year medical student.
Upvotes: 4 [selected_answer]<issue_comment>username_2: This is a supplement to @Blue-Footed Booby's Blue Feet 's excellent answer, from the perspective of someone who works heavily with clinical researchers:
**Know What You Do Not Know**
And know who does.
This is especially true for quantitative problems - data analysis, statistics, etc. The answer is not always "The nearest statistician". But it is *often* "A statistician". Rigorous, modern data analysis methods are, essentially, beyond the scope of an MD's training, and is likely to remain so. So collaborate freely, and treat those collaborators as experts worthy of your respect.
Upvotes: 3 <issue_comment>username_3: you have to have good experience on Microsoft Access, and Microsoft excel to be able to deal with large amount and continuous updated data.
you have to know how to use different databases correctly as well
Upvotes: 0
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2016/12/12
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<issue_start>username_0: In the course of my PhD I have written a few papers that I am planning on incorporating into my dissertation. I was first author on these papers and legitimately wrote and developed the high majority of the papers (as in, I wasn't just gifted "first author" status). In the course of our papers, my co-authors and I used some computer simulations to verify our theoretical results.
While I developed all of the theory for the paper independently, another graduate student did some of the grunt work writing the code for one of the simulations. This was done mainly just to expedite the submission of our paper, and not because I had no idea what was going on with the simulations. I actually helped develop the intricacies of the simulation; it just was not my hands on the keyboard coding it. Can I just cite our own paper in my dissertation and use its results as if they are my own, or do I need to independently replicate the results that my fellow grad student found in order to use them in my dissertation?
The underlying question here comes down to how much I can "self-cite" as my own a part of a paper that I was the main author for, but did not explicitly produce? I am aware that citing a paper I wrote is fine. I am even okay copying wording directly for certain potions of the dissertation (with a note explaining the replication). However it is unclear if I can use results that someone else found as part of my dissertation. His results give application for the theoretical framework that I am establishing for my dissertation.<issue_comment>username_1: If those results are published, cite the publication. If those results are unpublished, you can cite the contribution of the other student either where you present the results ("Otherguy and Vladhagen, unpublished, 2015") or in an acknowledgment (I would favor the latter). Your advisor should be able to answer questions like this as you write your dissertation as well.
Note that in academic work, "writing code" is not held to the same level as intellectual input: it's good that you want you make sure your colleague gets appropriate credit, but it just isn't the same as developing ideas. The same would go for other "grunt work" in a lab: culturing the cells, washing the dishes, running the PCR. That type of credit goes in the "acknowledgments" section, or with some added intellectual work and help drafting the manuscript, they get a middle authorship. Science is a collaborative process, and no one expects your work in your dissertation to be yours and yours alone without anyone's help.
If you want to distribute the code itself, you would want to have permission of the person writing the code.
Upvotes: 4 [selected_answer]<issue_comment>username_2: If you can write a research thesis, with a narrative taking you from start to end, which you know to be your own narrative - a progression of ideas, findings and conclusions which reflects your own progression over the course of your PhD - then the fact the a part of the work was done jointly with others should not be a problem (neither ethically and getting-the-title-wise).
But of course - always cite and give credit where relevant.
Upvotes: 2 <issue_comment>username_3: You can add and appreciate his work in acknowledgment section. Moreover if you have published an article based on his simulation and he is a co-author you can also cite that article in your thesis.
Upvotes: 0
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2016/12/13
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<issue_start>username_0: I am an EE undergraduate senior who is about to become a graduate student next semester.
I applied for integrated MS/PhD and there are two PIs I can choose. However, the problem is that I do not know choosing which PI will benefit myself in long term perspective.
Their research fields are 90% the same. Furthermore, they are currently assistant professors who came to this school this year which means that they have no alumni yet. The only apparent difference is the h-index based on Google Scholar where that of one PI is almost twice that of the other.
Is this case, is it obvious to choose the one with the higher h-index? First, I thought choosing the PI with the higher h-index would be a wise choice because they are almost the same age, studying the same research field with same alumni status which is 0 since they are both new. If all conditions are the same, considering the h-index difference would be a relevant comparison.
However, thinking another way, the department committee are not idiots; they would have hired the PI with the lower h-index for some reason that cannot be explained by the lower h-index. So, maybe, choosing the one with the lower h-index will be a harmless choice or even might be a good choice for me.
I heard hundreds of pieces of advice that comparing PIs in terms of h-index is not relevant due to different research fields, ages, alumni status, etc. However, in my case, the fact that they are so alike in everything except the h-index makes me confused. What will be a good choice for me? Or at least, even if you don't have a definite answer, please give me advice.<issue_comment>username_1: The only *apparent* difference between the two being h-index means you don't know enough about these two PIs. Work habits, advising styles, perspectives on the roles of their students...all of these matter.
With that out of the way, lets pretend they are, actually, identical.
The h-index is still a bad choice. There are a few reasons why:
1. Past performance is no guarantee of future results.
2. The h-index is something that can be, and is, gamed. But just being "good" at said game does not actually ensure that you are good as an academic, or as an advisor.
3. The h-index has no context. Are the highly cited articles commentaries with no students on them? If so, they will be of no value to you.
You need to do more investigation. At the very least you need to engage with their body of work in a way much deeper than a single citation metric.
Upvotes: 5 <issue_comment>username_2: Research can be extremely mercurial and exhausting. It can also be really fun and exciting. Either way, you want to have a mentor that is in your corner so to speak. I would say that is more important for your advisor to be an agreeable person rather than somebody who has a high h-index. As an incoming graduate student, you may think that you can just work on what you have a passion for and your success will follow regardless of how you get along with your advisor. But you will be working with them for several years. If you have a terrible advisor than you cannot get along with, neither your enthusiasm nor their h-index will mitigate anything. Nothing is worse than being stuck in a PhD program because you are at odds with your advisor. I have seen it happen before my own eyes.
Choose the advisor you like the best. It may be personal taste, but I think the best graduate students flourish under the advisors that uphold mutual respect and curiosity for science.
I'll echo what others said as well: h-index is circumstantial to some degree. Younger faculty probably still have some high impact stuff to publish eventually (which you may help with!), so h-index can change.
Upvotes: 3 <issue_comment>username_3: From your question, it looks like their research areas and metrics like h-index are similar so you've judged them to be the same. This just isn't true. I'm a current PhD student and I can tell you, all that's going to matter is how well you work with them.
Go meet the two of them. Find some time to have half an hour to an hour's chat with each of them about their work and what they'd like their next student to work on. If you can, ask their current students what their work schedule is like and what their relationship with their supervisor is like.
You want someone you can work with. Someone who leaves you to it if that's how you work or is more hands on if you want that. You also don't want someone who expects a student working 9-5 monday to friday if you're somebody would like to turn up late and work all evening.
Upvotes: 3 <issue_comment>username_4: A lot of the important qualities or characteristics in science do not quantify well, no matter how hard people try.
For example it's nigh impossible to quantify how well a person teaches what s/he knows to others. Pedagogics isn't something that is easy to boil down into numbers...
Another good example is human chemistry and social intelligence. A person might be a successful academic, but that certainly does not imply that it's easy or nice to work with him/her. For example the person might not understand or sympathize with the difficulties (physical, emotional or psychological) others might be experiencing.
Bottomline here is that you should prioritize the person you can work the best with and thus get the most out of, scientifically and socially. Because that person would presumably be one of the most significant persons shaping your life in the next couple of years if you choose to pursue graduate studies. A mismatch in expectations or personalities might be quite detrimental to how things turn out for you.
Lastly, "twice the *h*-index" might be misleading. Having two comparable people with one having an h-index of 3 and the other 6; I'd say "meh"... That does not really say much. But two comparable people at similar age, with similar backgrounds one with h-index 20 and the other at 40?? That's a different story...
Upvotes: 1
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2016/12/13
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<issue_start>username_0: Two out of three reviewers rejected the paper I had submitted saying that it is not of high scientific content. But the third reviewer suggested "publish after minor revision."
The paper is open for revisions. Does my paper stand a chance of acceptance after revision?
Why is it open for revisions when majority 2/3 of the reviewers had rejected it?<issue_comment>username_1: >
> Does my paper stand a chance of acceptance after revision?
>
>
>
Yes. If it didn't, it would have been rejected. Now how *good* of a chance it has is another question entirely.
>
> Why is it open for revisions when majority 2/3 of the reviewers had rejected it?
>
>
>
Because peer review is not voting. Perhaps the editor disagrees with the other reviewers. Or found the third reviewer's arguments particularly compelling. Or is in a generous mood today, and wants to leave the paper open for a "<NAME>" revision that dramatically improves the paper.
Upvotes: 5 <issue_comment>username_2: I believe your paper has substantial chances of getting finally accepted, if you can address adequately all the three reviewers' concerns.
Regarding the reason for the apparent discrepancy between two reviewers and one reviewer and the editor, I think it has to do mainly with priority and the actual reasons provided by the reviewers.
If your paper is not that perfect but perceived by the editor (and reviewers) as being scientifically hot, it may be deemed suitable for publication, even if only to foster scholarly discussion.
In addition, if the reasons accounting for the rejection recommendations are addressable, at least in the eyes of the editor, then such recommendations may seem less stringent.
Furthermore, it might be that the two rejecting reviewers are seen as less competent or independent than the other one.
In any case, this scenario tells you that this editor likes to manage the journal with some subjectivity, which is not a bad thing in itself.
One question though: did he ask for a de novo resubmission?
Upvotes: 2 <issue_comment>username_3: Sometimes conference management software has glitches, or it might be human error, or - indeed, it may very well be the case that your paper might still be considered after revision.
What you should really do is just **ask the program committee** chair or contact people. Tell them: "XYZ happened and now my paper is open for revision. Is this a technical glitch or will it be considered after revision?" - and they'll give you the definite answer.
(of course, until they've answered, assume you should submit a revision so as not to waste time.)
Upvotes: 2 <issue_comment>username_4: There is no really a systematic way or standard reasons for acceptance or rejection. Actually, it's all about **the personal judgment of the editor-in-chief**. Myself, I had once 3 reviewers who said accept as it is and one said it should be rejected because his colleague in the math department told him mathematically the approach is wrong. So the editor-in-chief decided to reject not even a major review.
I have seen more crazy cases where papers were rejected because of only one reviewer. One reviewer for instance said literally "sorry for wasting your time. I don't like your work" and this was enough for the editor-in-chief to reject the paper. Then the paper was accepted in a way better and very prestigious IEEE transactions journal.
To summarize what I said, unfortunately this process is not and will never be fair, however, the scientific community is doing its best to make it as fair as possible. On the other hand, there is a bright side in this story which is wherever you publish your work even in a low quality journal or conference it should stand for itself and it will attract too much attention if the work is of a good quality.
Upvotes: 1 <issue_comment>username_5: The reason that it was not rejected is, that the reviewers are advising a decision. They don't make the decision per se. Apparently the editor likes your paper and think it is significant, therefore try to revise the paper and adress the issues the reviewers raised. Also include or adress the issues by the reviewers who rejected the paper. This is vital but sometimes tedious because the reviewers usuallaly critize things you think are not important to the paper, but this is part of the process...
Upvotes: 0
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<issue_start>username_0: For instance, if a paper is written in Russian, and a researcher wants to use this work and cite it, does he have to learn Russian?
What's the typical practice?
Does he try and use translation tools such as Google translate?
Pay a professional translator?
Or, blindly accept the results and blindly cite the paper and move on?
(The last option is problematic, if one wants to write a self-contained piece of work, using the results and proof from the original work.)<issue_comment>username_1: There is no general answer to your general question. It depends on a paper.
**Do you have to cite it?** We know that a2+b2=c2 and we don't cite Pythagoras manuscript on it. We don't cite the basic results we use.
**Do you have to read it first?** You probably don't read *Disquisitiones Arithmeticae* in Latin to quote some of Gauss results, and you don't read *Théorie des mécanismes connus sous le nom de parallélogrammes* to check if Chebyshev polynomials are correct.
So, if a result is already well-established, many people have seen it, checked it and built their work on it - you don't have to read the original paper, if you don't want to. If you really want to understand how some details were presented originally (for methodological or historical purposes), you can check if some colleagues in your University can read this language. If they don't, you can hire a translator, but it is not easy to find one who can also read understand math arguments.
Upvotes: 3 <issue_comment>username_2: In some cases, one mentions the relevant paper, stating explicitly that they could not read it for language reason, e.g. "related results where obtained by *Author A* in *paper P* [reference], which we were not able to consult since the article is only available in Russian". That last part can sometimes be omitted, if the knowledge that you did not read the paper itself (but, say, only a review or a translated abstract) is not useful to your reader.
This, however, cannot apply to papers you build on in a way that needs you to make sure the cited paper is correct, or in a way that needs precise statements to be understood finely. If there exist (precise) reports or survey on this research, you can use the secondary source (and mention the primary source, but making clear which one you rely on and read) or, ultimately, a translation service (but I don't know where you can find one which can be expected to be reliable for highly technical papers).
Upvotes: 2
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2016/12/13
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<issue_start>username_0: A few months ago, and seven years after I obtained my PhD, I finally got tenure. Hence I have a permanent position in academia.
After a few months in this new position, I find myself thinking of quitting academia. I do not know if this is because of my new status but I am quite discouraged and not motivated to do research. Meanwhile, it seems that I now face even more teaching, more administration and more research pressure than before.
Have you passed through a similar phase, and if so could you describe your experience? I wonder if all these thoughts are caused by the transition from being a postdoc/assistant professor to being an associate professor, but I do not know.<issue_comment>username_1: It's hard to give concrete advice here because this is a very personal thing. First: It is quite common to feel empty when such a major goal have been achieved and probably you are left with no further major professional goals now. But face it: You don't need major goals in your life - smaller goals also work fine.
If you lost motivation to do research, I can recommend to try to *enjoy doing science* for the next time, and not focusing on the outcome too much. As a tenured academic it is one of your privileges to follow your scientific interests and not to worry about the outcome from the beginning. Pick simple problems, and think about them in simple ways. Also, talk to other people about your field and be interested in their work. This will give you insight in other areas but also new perspectives on questions you may already have.
Lastly, and to prove that you are not alone, here is another guy that felt the same. Although I usually don't like it to quote the famous guys on such problems, but it's written well and carries some good advice (but following it will probably not always lead to a Nobel prize as in this story):
>
> Then I had another thought: Physics disgusts me a little bit now, but I used to enjoy doing physics. Why did I enjoy it? I used to play with it. I used to do whatever I felt like doing – it didn't have to do with whether it was important for the development of nuclear physics, but whether it was interesting and amusing for me to play with. […] I'd invent things and play with things for my own entertainment.
>
>
> So I got this new attitude. Now that I am burned out and I'll never accomplish anything, I've got this nice position at the university teaching classes which I rather enjoy, and just like I read the Arabian Nights for pleasure, I'm going to play with physics, whenever I want to, without worrying about any importance whatsoever.
>
>
> Within a week I was in the cafeteria and some guy, fooling around, throws a plate in the air. As the plate went up in the air I saw it wobble, and I noticed the red medallion of Cornell on the plate going around. It was pretty obvious to me that the medallion went around faster than the wobbling.
>
>
> I had nothing to do, so I start to figure out the motion of the rotating plate. I discover that when the angle is very slight, the medallion rotates twice as fast as the wobble rate – two to one. It came out of a complicated equation! Then I thought, "Is there some way I can see in a more fundamental way, by looking at the forces or the dynamics, why it's two to one?"
>
>
> I don't remember how I did it, but I ultimately worked out what the motion of the mass particles is, and how all the accelerations balance to make it come out two to one.
>
>
> […]
>
>
> I went on to work out equations of wobbles. Then I thought about how electron orbits start to move in relativity. Then there's the Dirac Equation in electrodynamics. And then quantum electrodynamics. And before I knew it (it was a very short time) I was "playing" – working, really – with the same old problem that I loved so much, that I had stopped working on when I went to Los Alamos: my thesis-type problems; all those old-fashioned, wonderful things.
>
>
> It was effortless. It was easy to play with these things. It was like uncorking a bottle: Everything flowed out effortlessly. I almost tried to resist it! There was no importance to what I was doing, but ultimately there was. The diagrams and the whole business that I got the Nobel Prize for came from that piddling around with the wobbling plate.
>
>
> From "Surely you're joking, Mr. Feynman", by <NAME>
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>
Upvotes: 6 <issue_comment>username_2: Many faculty get post-tenure blues. There are several causes:
* **Burnout**: You've been running at full speed for almost 30 years (k-12; college; grad school; post-docs; tenure track). Your brain needs a rest. It's perfectly acceptable for you to take a break. Many faculty have post-tenure slumps.
* **Survivor's guilt**: Many of your grad peers didn't get jobs, you might have seen other faculty not make tenure. The tenuring process can seem capricious. You've just been through the sausage machine and you didn't like what you saw.
* **Imposter syndrome**: Related to the above, you can't quite believe that you made it and you're doubting yourself. Were you really qualified to make it? Maybe there was a mistake in your file that they might catch?
* **Fear of commitment**: You look at the other tenured faculty and are deathly afraid that you're now committed to be with them for the next 30 years. Oh god, what have you done. Your dreams of leaving academia and opening a bookstore-cafe by the waters of Lake Michigan are maybe just that, dreams.
* **Fresh fish**: At many places, newly tenured faculty are fresh fish for burdensome committee assignments. e.g.: No one really wants to be the MA grad advisor but it has to be filled by a senior faculty member, thus the 'new guy' gets it. Some senior colleagues may actually tell you that you "owe" them because they "gave" you tenure. Bollycocks. You earned your tenure. You owe no one. Just try to remember the 'just say no' skills that you had as junior faculty and wriggle out of any and all commitments until you can figure out which ones you can tolerate.
* **Peter Principle:** The Peter Principle ("people rise to their level of incompetence") is often misunderstood. It's not that you are incompetent, it's that you've been competent in one domain but promoted to a higher domain than where you've shown competence. Associate and full professors often have to do much more administrative work and intrauniversity politics than assistant/untenured faculty. When you're tenured, work becomes less fun and more bureaucratic. And you wondered why your senior faculty were all sourpusses. Key to your sanity here is to remain in domains that you're passionate about (teaching, basic research, etc.) and enter into new domains only on your own terms. For example, if the provost wants you to be chair of XYZ onerous committee, then you need $x research funds or to go to y conference or get z course relief (h/t to J and Captain Emacs).
* **Paradise Syndrome** also known as the dog who actually caught the car syndrome. You've been working so hard for so many years for something you finally achieved and suddenly you don't know what to do with it. You have to come up with new life goals and purpose for living (thx Pharap).
The most important thing to remember is that they can't fire you without serious cause. Take a break, say no, piss some people off by not taking on work. Let your brain stretch. Go kayaking. Work on your bucket list. And then after that, try to remember what made you so passionate about your field.
Finally, if you really, really, really want to quit and you can't take sabbatical or get a grant to buy you out for a semester then: take an unpaid leave. The provost should be willing to work with you - if not, you can use FMLA or sick leave if you can get your doctor to agree you need time off. It's better than quitting as it leaves you with your Plan A when you recover.
Upvotes: 8 [selected_answer]<issue_comment>username_3: Just my two cents (I need to find a new introductory statement): I think it would be best to not necessarily quit, but reevaluate what it is that you are interested in doing at this point in your life.
Be it more research, being a more hands on/helpful professor, or heck, even shaking up the status quo at your institution (as there are a lot of aspects of campus structure that could use some shaking up, no matter the institution :P)
Find a new goal, now that you have attained one that takes a LOT of effort, time, and struggle.
Upvotes: 2 <issue_comment>username_4: I often find once I achieve a goal I become disheartened and demotivated.
I guess you were hoping for this for some time and now you have lost that. Could be a life is about the journey rather than the destination situation.
Maybe find a new goal.
Upvotes: 2
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2016/12/13
| 4,871
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<issue_start>username_0: I'm a Master's student right now. Due to previous incidents ([What can I do if a student in my lab threatens to tell lies about me, and my advisor doesn't want to fire her?](https://academia.stackexchange.com/questions/72933/what-can-i-do-if-a-student-in-my-lab-threatens-to-tell-lies-about-me-and-my-adv)), I'm clinically depressed and currently on medical leave as a result. My adviser however, still wants me to do experiments for my thesis. I have 0% energy. I don't want to wake up, and I sleep 16-18 hours per day.
He still demands results, but all I want to do is sleep. I'm seeing doctors and psychologists, and all of them agree that I should take a break. I don't feel safe at the lab anymore.
In my country, people with mental illness are incredibly stigmatized. I don't know how to deal with this whole situation, and it's causing me undue stress.
My adviser wants me to work while I'm on medical leave. Actually, I did the majority of my experiments while in that situation, but I can't take it anymore. My physician knows this, and my therapist knows too. I never took my two medical leaves fully because my adviser still wanted me to work.<issue_comment>username_1: There is only one suitable course of action I recommend, as an advisor and a physician. Stop with anything that has a potentially detrimentally effect on your health and focus on your treatment (thus if you believe so also your MSc commitments).
Indeed, your work is likely contributing to your depressive symptoms (irrespective of the differential diagnosis between burnout and depression; e.g. [Bianchi et al, Soc Psych Psych Epidemiol 2015](http://link.springer.com/article/10.1007/s00127-014-0996-8)).
Much more importantly, if you do not treat yourself now in the best possible fashion you might fail the treatment and even face substantial complications early or later, even life-threatening ones (e.g. [Mann, New Engl J Med 2005](http://www.nejm.org/doi/full/10.1056/NEJMra050730)).
I would definitely inform your physician that your advisor's attitude is likely a contributory factor to your condition.
Finally, notify any oversight committee at your institution, as individual or organizational issues impacting on your depressive symptoms could and probably should be addressed thoroughly (e.g. [Theorell et al, BMC Public Health 2015](https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-015-1954-4)).
Upvotes: 8 [selected_answer]<issue_comment>username_2: Your advisor is **not** the only advisor in the world. Your school is **not** the only school in the world either.
Also, people, and any other living being, must do two things: Excrete and die. Nothing more. There is nothing that binds you to yor lab and your advisor; only you.
Sometimes the best way is to burn all bridges to ashes and move on. Your comments on your advisor and your labmates suggest me that they are totally worth cutting off.
Ask the faculty office for 1 year pause because of health issues. If you are in EU, look for Erasmus applications and ask if you can defend diploma thesis there. You can also discontinue your studies and apply at different university. You exams may be accepted there, so you will study there for a year (new thesis, some exams the don't accept). Don't stick only to your homeland, you can build a fortune in different country...
If you have some spare funds, travel for a year or two; you can also try some jobs...
Upvotes: 3 <issue_comment>username_3: I am not an expert of any description, but I have seen situations like this before, especially in academia. If your situation is like the ones I've seen, the following advice is apposite. Of course, it may not be, so take it for what it is.
It sounds like you are suffering from a burnout, or something very similar. A burnout often happens when the patient feels trapped in his work environment. Something is convincing the patient that there is "no way out" but to keep working. In your case, you feel that if you don't work, you will lose your funding, lose your master's, and lose your career. It's all or nothing and there's no escape.
The first thing to realise is that there is always a way out. If you continue down this path it can kill you (that's not an exaggeration). It's certainly not going to get better. That's the choice: get your master's later with a different supervisor, or continue to destroy yourself until you end up in the hospital. It feels like there's no way out but there is.
The important thing, and most difficult thing now is to control how much you deal with your professor. He is a major factor in your illness, and you need to drastically reduce the amount of interaction with him. Tell in no uncertain terms that you are on sick leave, that you will not be checking your email more than once a week, and you will not meet him face to face for the foreseeable future.
He may not believe in mental illness (which really sucks for you and you have my sympathy), but that just means you need to assert yourself more. Of course, that's difficult and that's a big source of your problem, but it's the only way you'll get healthy again. Your therapy is going to require plenty of energy, and if you spend it all on the interactions with your boss, you won't have any left.
Use your sick leave to get better, not to worry about the future. There is a time to start thinking about reconstructing your professional life, and it's several months from now. You don't have the energy yet.
Upvotes: 4 <issue_comment>username_4: You are on sick leave. Take it and take it seriously.
You didn't take the last two sick leaves seriously, did work, and still remained sick. It's just as if you had a broken foot and kept walking on it and asked why on top of the first fracture not healing, now you have a stress fracture on the other foot.
So:
* Do not go to school for any reason except one last time to pick up personal items. Better yet, send a friend to pick them up for you.
* Set your e-mail auto-responder to "Émile is currently on leave and will return on xx/xx/xx and is not answering e-mail. Questions regarding the xxx lab should be referred to <EMAIL>."
* Your telephone answering machine or voice mail should have a similar message.
* Do not check your e-mail or voice mail. You will tempt you to break your isolation for just "one last emergency" - but it will quickly become a habit. They can fight their own fires and find their own copy of that datasheet you tucked away.
Go to what we Americans joking refer to as an "undisclosed location" (it can be your apartment, but it can also be out of town/country) and treat your illness seriously. Again: don't pick up the phone or e-mail. Set up a separate e-mail address or skype just for your close friends and family. Work on healing.
Upvotes: 7 <issue_comment>username_5: The previous answers suggest you complete your medical leave. This is of course right. But how to remove the burden of your advisor not understanding what a medical leave is?
Even though you don't have a union, there's probably a department director, a director of the program, any faculty member in your institution that stand above (in organization) than your advisor. You could refer to them and ask for advice and help.
Many institutions also have some kind of person you can refer to if you have problems: an ombudsman or a department dedicated to helping students. Seek advice from any of those.
Upvotes: 3 <issue_comment>username_6: ### Immediately break contact with your advisor.
Normally I would advise you how to defend yourself from the demands of your advisor, but you are already telling us that you are sleeping too much. It confirms what you are already knowing: You have no power to defend yourself.
1. Draw the cable from your phone.
2. Remove the battery of your mobile.
3. Do not use e-mail. If necessary, forward the advisor’s mail to another address automatically.
4. The best thing you could have would be stationary therapy.
I do not know how bad the situation in your country is, but if you can't have stationary, ask a friend if you can stay a time apart from home. Or a hotel. Or your family. Anything where you cannot be reached. The doctor/friend/family is your shield; instruct them to document any contact attempt, but they will not tell him anything about you.
Continue therapy and recover yourself. If you are ready again, you could read the other answers how to handle your advisor.
Upvotes: 4 <issue_comment>username_7: Have your treating physician and therapist come up with a treatment plan? Does the treatment plan specify a target date by which you will be ready to go back part time?
I do understand that when a person is in the depths of a clinical depression, the person may experience a strong and extraordinary need to sleep. However, I am not sure that just crawling into a cave *indefinitely* is a true solution. Thus, I'm not sure that getting your advisor off your back is really going to solve anything.
People are very good at crawling into caves and ignoring various demands family, work, and society put on them, when things are very, very bad. I trust you will do that if things get that bad. I hope they don't. Broken bones, assuming they are set correctly, mend by themselves over time. Depression doesn't necessarily go away by itself by just sleeping it off.
I hope you can work out a workable part-time schedule that allows you to make some progress while you are in treatment.
However, if you really want a clean break, short of withdrawing for good from the program, I suggest you work with your university administration to arrange a formal **leave of absence** for a specified time period, such as one semester. This shouldn't be too hard to arrange, with appropriate documentation from your doctor. This would mean withdrawing from all your current classes, and not registering for classes for next semester.
If your institution publishes its policies online, see what they have to say about "leave of absence." Here's an example from a university in the U.S.: <http://bulletin.printer.yale.edu/htmlfiles/grad/policies-and-regulations.html#leaves_of_absence>
Upvotes: 1 <issue_comment>username_8: As someone who dealt with depression as a postdoc, I would add this. I did not get any significant work done for two years (the depression itself lasted only 6 months). If your depression is as severe as mine was, it is likely you will not be able to meet your adviser's expectations.
Therefore, focus on recovery. Recovery means not only correct therapy and medication, but also an appropriate environment. You cannot and should not continue working in the environment created by your adviser. Stress will only worsen your symptoms. So, I suggest to get someone you trust (like a family member, for instance) to deal with all the paperwork required for you to interrupt your studies until you recover.
If your doctor is any good, you will most likely recover. So, you should not worry for your long term academic career. This is a serious setback, but there are successful people in academia who have had nasty experiences mental disorders can lead to.
Upvotes: 3 <issue_comment>username_9: Émile, I was depressed in graduate school, and I truly feel for you. It really is your life. Whatever you do, remember that.
I'm glad that you have a therapist and a physician. Talking things through with someone helps. Perhaps you could talk with your therapist about the consequences of different ways of handling the situation with your advisor.
I admire you for taking care of yourself. Your advisor may respond positively or negatively to what you do, but keep a focus on the big picture - health, happiness, career, family.
I practice yoga, and I've learned that I don't need to push my body past the threshold of pain. I like going further with my poses, so when I get to the threshold, I stop, and think, "Someday I will go further, but today I have gone far enough."
Take care.
Upvotes: 2 <issue_comment>username_10: Speak neurobiology to people who don't believe in the mind.
===========================================================
First off, recognize for your own sake that this is a neurobiological problem. That's kind of trivial, the mind appears to be some sort of neurobiological phenomenon, and this is some big systematic problem with your mind hence your neurobiology. Your advisor does not seem to recognize it as such and thinks it is "just a mental thing", it's just some small issue of tastes or preferences and you're being a *prima donna* by making a big stink about it.
But you can speak to such a person in their language. It is not hard to give an explanation that will give scientifically-minded people a feeling of the importance. Here's a try at one:
>
> We all have this stress hormone called cortisol in our brains that, when we get a dose of it, it makes our stomach churn and the world seems more silent and your eyes get more open in a sudden panic. I happen to have had a lot of exposure to it, and my brain is now doing something like an allergic reaction, where when it sees something mildly stressful it gives me an unbelievably huge dose of it. My doctors say that I need to get away from situations that are causing me stress so that the levels can go down so that hopefully my body stops having this stupid reaction. Because the lab causes these minor stresses that seem like nothing to you but explode in my brain, I cannot come into the lab for the rest of my leave-of-absence. I can of course come in after that but this is a real problem that requires my rest and attention, just like how you don't walk on a broken leg.
>
>
>
I'm not even saying that this is *your* problem; I'm just saying that if you **rephrase it in those sorts of objective terms** rather than "I am really sad all the time and I have no energy," people who normally would say "suck it up and get back working!" will instead say "oh, that totally makes sense, I'll see you in a few months."
Tips on resolving conflict better.
==================================
Now, one thing that makes depression worse is that people don't really understand how to talk to each other about situations of conflict. I will summarize quickly a conflict-mediation course and say: you cannot change how your advisor talks to you, but you can change how you talk to your advisor. You can make certain choices which will make him feel subconsciously less threatened and more likely to open up, and once he is open to that relationship this will at least allow him to hear *your* needs and hopefully work together with you to find a solution that meets everyone's needs together. You may not be able to do this with people with certain "personality disorders" like psychopaths and shameless narcissists, but for the average person you *can*. The first two take a little more explanation, the last two pieces of advice are pretty straightforward:
1. Take note of his value-judgments about the situation like "this is awful, how am I supposed to run my lab if you're off being lazy and sleeping all day", so you notice that he tried to express value-judgments like "awful" and "lazy". Most people quietly absorb that negativity and lash out back with other bad feelings: but you can also take a step back, "he is no world authority on awfulness or laziness, so I'm just going to observe that that's what he said but not think that it's really the truth, or even what he really feels." Observe it more neutrally and then it will "get to you" less.
2. Repeat what you've heard and try to ask him about what's making him feel those ways, getting him to focus on real causes. Now this takes some work because if you ask someone "why do you feel I'm being lazy?" they'll say something like "because you're doing lazy things!" and get trapped in a circular reference. One key is to ask "what does he have at stake in things?" and more generally "what fundamental human needs that everyone has, does he have, which are being threatened by these events?". So it's better to ask something like "are you saying that you're worried about laziness because you want to keep seeing progress on this other student's work, and you're worried that it will get slower and lead to slower publications if I can't help out?" or something specific like that. And if the answer is "no," then hopefully they follow it up with "it's more like, I have to meet this or that deadline otherwise the grant people start asking what's been going on and I don't have anything to tell them" and you can maybe make progress to what's *really* bothering them. (To the extent that value-judgments bug us, they either impinge on our desire for a good reputation or else only our own value-judgments bug us. If someone else says "I hate you" you either respond "what's wrong with me?" or "what's wrong with him?!").
3. You can try to give the other person's needs and wants a thorough hearing in this way *before* you try to raise your own, "here's what's at stake for me, how do we pursue a better course of action together?". Most couples will have an argument like "He never listens to me." "Of course I listen to you, I always listen to you." "See! You're doing it right now!" -- you can sidestep all of this stuff by instead focusing on that need-to-feel-heard.
4. Before you say something, try to see whether your language implies that something they did was intrinsically, morally wrong; people usually get very adversarial when they get accused of wrongdoing, which kills the prospects of negotiating a better outcome for the both of you. Instead of offering your own value-judgments, try to offer *neutral observations.* Don't say "you obviously hate me" or even "you're yelling at me" but "I don't know if it's intentional or not but I've noticed your voice getting a bit louder." Because the follow-up to "you hate me" is "I hate you" and the follow-up to "you're yelling at me" is "stop yelling!" but the follow up to "a bit louder" is "I'd feel more comfortable at this volume" which opens a sort of common communication channel. Neutral observations give the other person the room to wriggle out of the blame that's in their own psyche, and normal people will respond to that room by giving you more room.
Talk to the right person
========================
At both the European and American universities I've studied at, you shouldn't be talking directly to your professor about this issue. The right person to talk to is probably someone who coordinates students' successful graduations from the Master's program. This person usually has to look through every Master's student's transcripts and say, "do they have all the required courses" and then look at their internship write-up and say "did they do a plausible bit of work at that internship?" and then eventually they rubber-stamp the thing and send it on.
Even if they don't know directly how to resolve the issue, they probably know a better person to talk to about the issue. The issue from their perspective is, there is an obstacle preventing you from completing your Master's in a timely fashion. This could be lab assistants who do not work safely in the lab or who threaten to hurt you; but it could also be professors who try to get you to work when you need to focus your attention on getting well. They will give you information on how much can be transferred to a different lab with a different professor, if that's the issue. Or they will tell you, "hey, he can't actually do that and here is the ombudsman that you need to file a report with" or so.
Upvotes: 2
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<issue_start>username_0: Applying for 2018-9 admissions (Missed [2017-8 admissions](https://academia.stackexchange.com/questions/81540/)). Got [master's applied math. Want PhD in pure math](https://academia.stackexchange.com/questions/42304/).
How applicable is the following ([source](https://academia.stackexchange.com/questions/20323/))
>
> a recommendation from someone who only taught a course can mean "this person is a slacker who never bothered to do real work, so they can't find any supervisors to recommend them".
>
>
> If out of school, delay your application by 1-3 years, and look for work as a lab tech at a university, institute or private company. Make sure not to displease your boss.
>
>
>
1. if I have a master's?
2. How might self-study affect applicability? ([source](https://academia.stackexchange.com/questions/45558/))
>
> they can check out your blog, notes etc but probably will not unless they are interested anyway, or it gets hyped up by your letter writers
>
>
>
---
Contexts:
---------
Application:
* I'm allowed only 2 or 3 recommendation letters for some local applications, here in [Country A](https://academia.stackexchange.com/questions/75677/).
* Besides research ability/potential, some Country A local applications are looking for soft skills such as leadership, communication, interpersonal, etc
Me:
* Bad grades in bachelor's
* Bad grades in master's for non-pure maths
* Good grades in master's for pure maths
* Research: Had a lot of group [research projects](https://academia.stackexchange.com/questions/81540/) including a semester-long main research project with 3 supervisors. None of them can give me very strong letters of recommendations
Plan:
* **Ask 1 or 2 profs in pure maths classes for the research ability/potential.** Despite little to no research opportunity apart from problem sets, I have done some of my own self-study and researched/asked about some skipped/not elaborated/unclear/wrong parts in classes (not on this stackexchange account).
* **Ask boss** for the soft skills parts<issue_comment>username_1: If I see you have been involved in lots of supervised research projects on your CV/statement, but that none of your letter writers are any of your supervisors, I will find that a bit weird, but it wouldn't kill your application. Remember (I feel this has come up in a lot of questions lately), in mathematics research experience is not that important for getting into PhD programs (at least in the US). What is, is having learned and showing a capacity to learn advanced mathematics (as well as work ethic + motivation).
**Edit (in response to comments):**
* You seem to want to get a letter from your boss, and that's fine, and it may be helpful, but the point is that typically letters from the workplace don't provide too much insight into academic abilities, unless that letter writer is closely connected to academia (e.g., they have a PhD in your field of study). This is why non-academic letters are usually not sufficient to get one accepted into a good graduate program, and you should get letters from academics as well. (I would try to get at least 1 letter from a pure math prof from your bachelor's and 1 from a prof from your master's.)
* Certainly having done well in advanced pure math classes, and having successfully gone through a master's in a related area makes you a reasonable case for grad school in pure math. (How much the master's helps depends a lot on the details of program.) Whether what you've done at work will be helpful in evaluating your academic abilities depends on what you were doing (see also the previous bullet point), but at least your boss can address things like work ethic and general intelligence.
Since I don't know the details of your situation, or what your application looks like, I can only say from what I've heard so far, I car guess there are several programs that would take you, but I'm not sure which ones. I would recommend applying to a variety of programs at different levels of competitiveness and see where you get in. It's also a good idea to try asking a couple of your profs advice on applying.
Upvotes: 4 [selected_answer]<issue_comment>username_2: A UK-based answer: yes, you need the letters. Yes, a letter from a supervisor is worth more than a letter from a module convener (teaching the student as part of a big group) but then it is generally better if this was an advanced class of five as opposed to a Year-One course of 200.
Let me give two examples at the extremes of the range.
I once did have a brilliant student as part of a taught module and he did contribute to lectures by regularly piping up and asking relevant and perceptive questions. He asked me for a letter of recommendation even though I honestly informed him that letters from supervisors carry more weight. I emphasised how exceptional this person was in my experience, and my letter eventually appeared to have helped him get his spot at a top place.
As a PhD course selector, I was also the recipient of hundreds of such letters. They are mostly useless, because of a persistent myth that you are not allowed to say anything negative. (There is of course a difference between slander and an objectively demonstrable weakness, but practically nobody wants to risk trouble.) So you end up mostly ignoring the (often OTT) praises of the student, scouring the letters for any hints of a red flag.
The worst example was a highly notable academic who praised a student to the heavens even though the academic transcript was exceedingly poor, and the project appeared to have been 3 wks spent by the student alphabetising the academic's personal library. This was a recommendation dripping with falseness if not lechery.
Upvotes: 0
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<issue_start>username_0: A few years ago, I reported a student for academic dishonesty (in a graduate-level mathematics course, they were copying solutions off the internet, nearly verbatim). After acknowledging their wrong-doing with the Academic Integrity office on campus, they were allowed to drop the course.
The next year, the student re-enrolled in my course, and did reasonably well. I had no qualms about the originality of their work this time.
They recently asked me whether I would be willing to write them a recommendation letter for PhD programs in mathematics.
If I write a letter, am I obligated to write about the academic dishonesty incident? It appears to me that the student has already faced the consequences of their actions (they had to drop the course); however, this was a significant part of my interactions with the student and it seems dishonest to not mention it.
(I am aware that I could simply tell the student that I am not comfortable writing a letter, but I am curious to know what one should do in this situation if one did write a letter.)
Some facts: when the incident occured, the student was in their first semester of our masters program. They are also an international student, and this was their first semester in the US.
---
ETA: Look, I framed the question to be as general as possible so that it can be useful to the community as a whole. Since some commentors are choosing to attack my teaching practices, below are some more specifics, where once again I am trying to not reveal the identity of this student, myself, the course, the university, etc. I am actively trying to do what's best for the student here (note that I clearly state that I think the student has faced consequences for their actions; I am also not using my usual ac.se account to post this), and I don't understand where comments about "shutting down a student's career" are coming from.
I clearly state in my syllabus and on the first day of class that copying solutions off the internet (or any written source) is not allowed. I do this because I encountered this situation as a TA in graduate school. In particular, students are allowed to talk to anyone they like about problems, but I believe that when they just copy a solution, they are not learning. You are welcome to disagree with my policy, but it is my policy and my class, and it was clearly stated in two separate venues.
The copied solutions were virtually indistinguishable from the solutions online. This was not a matter of simply "being inspired". This was not isolated - three out of six solutions were copied, and those were just the ones I spotted. When I noticed this, I asked the student to come talk to me. I told them that I had noticed similarities between their work and solutions I had found online. I told them that I was not accusing them of anything, and they did not have to tell me anything; I reiterated that copying solutions from the internet was not permitted; I invited them to come to my office hours to talk about future problem sets; but that if I noticed such similarities again I would report them to Academic Integrity. They did it again on the next problem set (four out of six solutions).
Although they denied everything once via email, after talking with Academic Integrity (where they owned up to everything), they did find me and apologize. I was cordial to them throughout this event, and continued to be so afterward. We remain on good terms now. I consciously try to ensure that I do not let this incident color my interactions and behavior with them. They made a mistake once but people make mistakes and I am trying hard not to take it personally.
In summary, the incident itself was pretty blatant, the policy was clearly stated, and they had an opportunity to stop such that I would not have reported them if they had. I did not take reporting the student lightly. Nonetheless, I think academic dishonesty is a serious matter and it is our responsibility as faculty members to not turn a blind eye to it.<issue_comment>username_1: The best option is: Don't write the letter. In a case like this, I would outright refuse to provide a recommendation.
However, if you are not comfortable with a non-negotiable refusal, you might want to simply tell the student that you cannot provide a positive letter for them. If the student insists, then you should write an honest letter that gives a balanced evaluation of their ability and personal traits. The fact that you caught the student cheating is a critically important piece of information in this regard, and it needs to be included. The cheating will almost certainly be the most salient feature to anyone who reads the letter, which will make the net effect of the letter, regardless of whatever else you say in it, strongly negative. And if the student insists on you writing the letter in this situation, that is basically what they deserve.
Upvotes: 7 <issue_comment>username_2: Interesting question!
Seeing as you are *even entertaining the possibility* of writing a letter, you might want to check it up with the student, to inquire about his/her point of view in coming to ask you (despite your troublesome history) for a recommendation letter. It should be as clear to him/her that you would be **at least** partially split on the matter.
Maybe the student considers facing the consequences of a wrong-doing and mending the bridges to be an important lesson, maybe that's the theme the student is going for... I don't know, I am purely speculating here. It's equally possible that the student thinks that what's done is done and now forgotten. Obviously the two alternative scenarios do not warrant the same type of response.
But by engaging in a dialogue, you might gain insight as to how the student in question thinks, and thereby make a more informed decision.
Upvotes: 4 <issue_comment>username_3: I do not think that you have to mention the incident and that you may well choose to not include it. What you do should mostly depend on what you think of the student *now* as the recommendation letter is used to estimate how the student *will perform in the future* and not to assess how they had performed in all previous life.
If you have reason to believe that the student learned their lesson from the incident and you think that you can recommend them, then I see two options:
* You start from the assumption that the incident should not be something that should haunt the student forever and you just do not mention it. This is in line with your saying that "the student has already faced the consequences of their actions". Also, it's based on the view that the student should not be penalized twice for the exact same event. Also, copying solutions from the web verbatim does not appear to me as something which is so genuinely dishonest that the student should carry the weight of that incident forever.
* You include the incident in the letter but add that the student has performed well in the class and no other dishonesty has appeared so far.
Upvotes: 5 <issue_comment>username_4: **To what extent has the student regained your trust since the incident?**
As other answers say, the incident is too significant to ignore. However, what you write in the letter should be not just “X happened”, but “X happened, and here’s how it affects my judgement of the student now.”
Most probably, your trust in their future honesty is still shaken, in which case (if you’re honest about this) your letter *will* carry a significant negative impact, to the extent that you should probably decline the request.
However, there could be mitigating circumstances that make you genuinely confident that the student will not re-offend. For instance — since you mention they were a newly-arrived international student — perhaps their home country had a different culture around expectations for homework, but you feel confident that they have now absorbed US academic norms. In that case you can say so in the letter:
>
> I would be remiss not to mention that [incident occurred]. However, I feel this should not be held against X’s future prospects, since [mitigating circumstances, and why you feel they’ve regained your trust].
>
>
>
I would expect, for most readers, this would still have *some* negative effect on their assessment of the student — but much less than if they learned of the incident some other way (e.g. mentioned on the student’s academic transcript) without an explanation of the mitigating factors. So overall, submitting this letter would be a positive thing (provided that the rest of it is enthusiastic).
Disclaimer: I have only a little experience of admissions/hiring; I hope more experienced users can confirm (or differ with) my expectation of how such a letter will be received.
Upvotes: 6 <issue_comment>username_5: I found myself in this very same situation several years ago and informed the student I would not be able to write a letter without mentioning the incident that brought them before the AIO. The student insisted, and so I wrote an honest letter of recommendation, which included an account of the incident. The student wasn't accepted into the program they had applied to do their PhD (she was eventually accepted into another program that I had not written a letter for), and a year later, a professor from the first program who received the letter complained to one of my colleagues; claiming I should have recused myself despite my having stated in the letter that the student had insisted I write one. I would have thought the program the student applied to would appreciate an honest review, but that isn't always the case. Lesson learned - don't write a letter of recommendation unless you have nothing but good things to say about the student.
Upvotes: 5 <issue_comment>username_6: First of all, from an ethical point of view I don't think you have an obligation to report the incident. Mentioning it would likely destroy the student's chances of getting into a good PhD program, so if your philosophical view about crime and punishment is that a single incident of cheating does not prove that someone is irredeemably morally corrupt, and specifically think that there's a fair chance that this particular student learned their lesson and will not repeat the offense, it's reasonable not to mention it.
Second, I can suggest the following course of action that would make it possible for you to get to a more comfortable place about the decision to write a letter for the student. Invite the student for a chat, and explain to them that you think they're a good student with potential to succeed in a graduate program, but that you have a dilemma about whether to write the letter because of the cheating incident. Ask them to tell you their view about the incident - why they did it, how they feel about it now etc. I think the student's answer is likely to be quite revealing and either make you more sympathetic to their situation and more comfortable writing the letter, or make you realize that they probably didn't learn their lesson and that you should not write the letter after all. In any case it will allow you to reach a more informed decision that you are more at peace with.
Upvotes: 5 <issue_comment>username_7: I have to admit that I agree with everyone but username_1 and username_5.
The AnonProf should
1. Talk to the student. (I would have done this the moment he/she approached for a recommendation.)
2. Warn the student that the recommendation might include this incident (including any positive outcomes), but maybe not.
3. AnonProf needs to search his/her own soul about *"crime and punishment"* or *"infraction and redemption"* and how he/she feels about the student's rehabilitation,
4. and, **independently of the incident**, AnonProf needs to search his/her own *head* about this student's performance in *mathematics*.
5. Then AnonProf needs to decide whether or not the cosmos would be better off writing the letter or not. That is not synonymous with whether or not the student would be better off or if the academe or the mathematics profession would be better of, but may be very closely related to that.
Upvotes: 3 <issue_comment>username_8: **An in-between option**
Write the letter as you normally would, and mention that you had a *disciplinary incident* with the student, without details. This would most likely give them the possibility to explain themselves to the addressee of the letter, and if the latter chooses to contact you for details, you would naturally explain what happened from your point of view.
You could say for example, "The student took my course X and dropped out due to a disciplinary incident, then in the next year took it again and I saw them to be this and that"
Upvotes: 2 <issue_comment>username_9: TL; DR: The student probably wants you to write a letter to mitigate the harm of the incident because they already expect admissions committees to know about it. In that case, mention it briefly and move on to your standard letter.
---
There are only three reasons I can think of why a student would *ask* you to write a letter in this situation. How you respond depends on the reason.
1. **Despite, or perhaps because, of the incident you have become a mentor to the student and genuinely know the student very well.** The student knows that they have regained your trust and confidence, and that you're in a good position to give them a solid recommendation.
* A. *If this is the case*, and you truly do now trust the student and want to offer a strong recommendation, you can mention that the two of you got off to a rocky start, and allude to the issue without going into detail (you don't need to use the words "misconduct" or "cheating"). You could say that the student worked hard to regain your confidence, and that you are now happy to strongly recommend etc.
* B. *If this is only sort of true*, and you don't think very highly of this student and/or have reason to think they might cheat again given the right circumstances, you should decline to write the letter.
It doesn't sound like your situation falls into the first category, however, which brings us to the second possibility.
2. **The student knows that this incident will appear on their record, and that their prospective programs *will* see it.** They believe they have at least somewhat redeemed themselves in your eyes, and are hoping that a generally positive letter from you will mitigate the harm of the incident. I suspect that this is what's actually going on. If so, you should confirm this. **Ask the student specifically whether the incident will already be known to admissions committees.**
* A. *If the answer is **yes***, write whatever letter you would have written absent the misconduct but with an additional paragraph noting that you were involved in the incident and believe that the student has faced sufficient consequences, and that your letter focuses on their performance in the subsequent class. If you have reason to think the student has learned from the incident and it's not likely to be repeated, include that in the paragraph acknowledging the misconduct, but don't dwell on it.
* B. *If the answer is **no***, the misconduct is sealed or otherwise unlikely to become know to prospective programs, we come to the third possibility.
3. **The student is extremely naive, and doesn't realize the potential harm you could do to their admissions chances by writing about the misconduct.**
* A. In this case, absent any particularly strong admiration for the student, I would decline to write the letter. At the very least, you need to strongly caution the student about how bad a letter from you could be for them.
* B. If you really still want to write the letter and your student still wants you to write it after being warned: You could take either approach above, depending on what feels more comfortable to you—either allude to the issue in the most general terms, or mention it but state specifically that it is not the focus of your letter. You should definitely warn your student about this beforehand, though, and perhaps allow them to see the letter before you send it.
Upvotes: 7 [selected_answer]<issue_comment>username_10: "If you can't say something good about someone, say nothing at all." This is a letter that you obviously don't want to write. Tell the student that you are simply unable to write a letter that would be acceptable to both of you. Then simply move on.
Upvotes: 3 <issue_comment>username_11: I do not think it's appropriate for anyone to suffer the consequence of a single misconduct twice. Hence, I would rather you decline the student's request to write the letter or pen down something good about him if you do decide to oblige him.
Upvotes: 3 <issue_comment>username_12: I would consider showing the student a draft of the letter and seeing if the student wanted me to submit it.
I generally assume that even if a student waives the right to see the letter, there is still the possibility that he or she will see it anyway.
Upvotes: 2 <issue_comment>username_13: It is not unethical, if you do not mention the incident. Of course, this is under the obvious assumption that you truly recommend the student for the PhD position, since you decided to write a recommendation letter.
Moreover, I consider it **unethical** to include negative comments in a *recommendation* letter. My reasoning for this is that a recommendation letter is just that, a *recommendation* letter. If one's not recommending in a *recommendation* letter, one is not writing a *recommendation* letter, but just a letter, and one is failing to uphold the agreement that it made with the student to *recommend* him through a *recommendation* letter.
A recommendation letter should only include why you recommend someone, the fact that you recommend that person is already clear from the existence of the recommendation letter.
A recommendation letter is **NOT**:
* a summary report on previous activity of the student
* a letter in which one gossips random unrequested facts about a student
The moment one includes *not recommending* comments in a *recommendation* letter, you start being [deceptive](http://www.dictionary.com/browse/deceptive) (by definition):
* towards the person that you are recommending, by giving false hopes
* towards the committee to which the letter is addressed, by recommending (hence the existing of the letter) someone you do not believe it should be recommended, since you include damaging aspects
Breaking an agreement and being deceptive is not ethical.
In conclusion, not only that not including the damaging story would be ethical, but the reverse, i.e. including the damaging story, is definitively unethical.
Upvotes: 0 <issue_comment>username_14: Only write the LoR if you are confident that the student learned from the incident and if you are fine letting it go. If you are not able to write the letter without mentioning the incident, then avoid writing it altogether.
Including it in the letter could jeopardize two things: your integrity as an educator and the student's future hireability. **If the institution and the student and yourself have all come to an accord, no need to hang the student out to dry by opening him to questions by a future employer.** Additionally, if this student goes on to perform poorly or in some way cast a poor reputation on whatever company hires him, then future students from your institution may be viewed from a deficit. Lastly, a letter of recommendation from you would be suspect to further scrutiny.
Commit to abstaining or supporting the student. That's a call only you can make given what you know about him/her.
Upvotes: 0
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2016/12/14
| 1,179
| 4,470
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<issue_start>username_0: Crossref, e.g., charges thousands of dollars to assign DOIs, but are there any free DOI registration services? In other words: Is there a free service that will generate DOIs for me?<issue_comment>username_1: As the official [DOI FAQ](https://www.doi.org/faq.html) mentions, you need to go through a recognized registration agency to get a DOI:
>
> 1. How do I get a Digital Object Identifier (DOI) for my material?
>
>
> You must use a service offered by a DOI Registration Agency (RA). RAs
> collect metadata, assign DOI names, and offer other services such as
> reference linking or metadata lookup. See the [list of RAs](http://www.doi.org/registration_agencies.html), and contact
> the ones whose services best meet your needs. If you do not see an
> appropriate application listed, consider approaching an existing RA or
> developing a community to build the service you require (see the DOI
> Handbook, 8 Registration Agencies, for more information). You do not
> need to be a member of the International DOI Foundation in order to
> work with an RA.
>
>
>
Now, you don't necessarily need to go *directly* through one of the listed Registration Agencies (of which Crossref is one). Often the Registration Agencies have arrangements with other agencies to assign DOIs. (e.g. arrangements Crossref makes with publishers) If you go through those sub-agencies you can also get DOIs, though they may come with limitations.
Depending on your affiliations, there may already be a sub-agency arrangement in place. For example, the Harvard, CERN, and the British Library have [arrangements in place with DataCite](https://www.datacite.org/members.html) for providing DOIs to their materials, and there appear to be facilities in place by their national research councils for allowing DOI assigments to datasets from a number of countries.
There are a couple of places which have an "open" policy on submitting and assigning DOIs to material, regardless of affiliation. The ones I know of are [Zenodo](http://zenodo.org), [Figshare](http://figshare.org) and [Dataverse](http://dataverse.org/). -- These are mostly based around datasets and Supporting-Material-type information (though not necessarily attached to any publication), so if you attempt to use them for other purposes you may fall afoul of their Terms of Service. They're also limited to assigning DOIs for material that is uploaded to their servers (so no DOIs for third-party websites).
If you're looking to attach a DOI to a biology-related publication, [bioArXiv](http://biorxiv.org) assigns DOIs to submitted pre-prints (though the math/physics arXiv does not, and there are [some reasons for that](https://academia.stackexchange.com/questions/62480/why-does-arxiv-org-not-assign-dois). - Though keep in mind that pre-publication release of articles (at least in the Biology field) may limit where you can publish.
If those options don't work for you (say you're starting a new journal and wish to assign DOIs to publications hosted on your own website), then you probably don't have much choice other than to go through one of the DOI Registration Agencies. Note that there's several of them, not just CrossRef, so it may pay to talk to others to see if you can come to an arrangement that's more suitable.
Upvotes: 5 [selected_answer]<issue_comment>username_2: Yes, you can use Reseachgate to order free DOIs for non-published data.
<https://www.researchgate.net/post/Generate_DOI>
<https://www.researchgate.net/post/How_to_get_DOI_for_papers>
<https://www.researchgate.net/post/How_to_get_DOI_for_papers>
I always use this service.
Upvotes: 3 <issue_comment>username_3: Yes — **IF**:
* you are interested in a DOI for a document (e.g. scholarly article, course syllabus), and
* you have the rights/permissions to upload a file of that document (pdf, whatever) to a 3rd party website, and
* the academic area of this document falls within the Humanities,
**THEN**, you could consider using the [*CORE* Repository](https://hcommons.org/core/) facility of [HCommons](https://hcommons.org/). Among the benefits described for using this service, they include:
>
> **Citation and attribution**: All items uploaded to CORE get a DOI, or digital object identifier, that serves as a permalink, citation source, and assertion of authorship all in one.
>
>
>
There is no cost to the end-user associated with participating in HCommons in this way.
Upvotes: 2
|
2016/12/14
| 1,779
| 7,551
|
<issue_start>username_0: This was a few years ago now. My PhD program had two exams. The first I passed with high marks the second I failed.
I did not really know who to talk with about this. It is common in my program for people taking their exams to fail on the first attempt. However, the nature of the way this news was conveyed by the graduate program director and other passive aggressive tenancies by another closely related senior member, really shook my confidence.
Unfortunately, I did not recover and ended up switching departments and programs, which has cost me time and money. I won't blame my failures on this professor, though I believe he seems to have abused his power in order to act out a personal vendetta.
Here is the email:
>
> Dear XXXXX,
>
>
> I just received the results of the XXXX comprehensive exam
> in XXXX. I will follow up with a more formal
> letter shortly, but I wanted you to know the basic results as soon as
> possible.
>
>
> I'm pleased to relay that you received a Fail.
>
>
> This is disappointing news. With my formal memo, I will be sending
> feedback on individual questions to assist you with further study.
>
>
> Best regards,
>
>
>
So here is my question:
1. Is there anything to be done about this? Or is it better to keep my head down and not complain?<issue_comment>username_1: No one writes these letters "by hand," but rather cuts-and-pastes names to avoid writing the same thing dozens of times. It seems extremely likely to me that this person copied a standard "I'm pleased to relay ...", used to tell students they passed, into the letter telling you you failed, and then didn't notice this. There isn't anything else in the letter that seems at all disagreeable. Seeking legal recourse, etc., without even finding out whether this is a typo seems like a severe over-reaction.
Upvotes: 5 <issue_comment>username_2: Like Raghu says, this clearly sounds like a case of mistaken copy/paste. However, I have a few other things for you to contemplate.
1) Since you are in a PhD program then you need to realize that you've entered into a fairly small professional world. The only appropriate way to respond to interpersonal problems such as this is to talk it over with the person(s) involved. Jumping straight to legal action or public shaming is a sure-fire way to destroy your professional reputation end your career before it starts. In general, pursing "pay-back" is **never** an appropriate response in a professional setting.
Even if your actions don't spread beyond your graduate department, these are the people who are going to vouch for you in front of the larger community when it comes time to assemble a dissertation committee and ask for future letters of recommendation. Destroying these relationships is what is known as "burning bridges"
2) This is tangentially related, but maybe you need to hear it. (Advice is free, amirite?) Anyone pursuing a PhD needs to learn early how to deal with criticism, because you will be given a lot of criticism. Committees are going to criticize your portfolio and thesis. Reviewers are going to criticize your papers. Partners and co-workers are going to disagree with you in public and in meetings.
It appears as though you've taken an honest mistake and then turned it into a personal insult. Then you've decided you need to retaliate based on that perceived slight, all without talking to the person involved. You should take a moment to reflect on your personal disposition and whether you're really OK with being criticized for the rest of your career. Of course, criticism does not mean subjecting yourself to personal insults.
However, if this person really intended to hurt you, the only *professional* response is to grin and bear it while bringing it up with the relevant supervisory bodies.
3) Which brings me to the next point, which is that most graduate programs have a designated person (or committee) who exists to mediate conflicts between graduate students and their advisers or other authority figures in the department. (For example, in my graduate department this person was just the director of graduate admission.)
If you really feel as though there is a personal conflict here, the first step (as always) is to discuss it with the person involved. If you feel you cannot talk to this person yourself, the alternative is to go to this trusted mediator and ask them to inquire about the situation for you. Then, if it turns out that there is a personal conflict that you cannot resolve yourself, the next step is to turn to this mediator or other supervisory individual and seek redress there.
4) Lastly, you need to realize that nobody has guaranteed you the right to be liked by everyone you work with. This does not mean you need to subject yourself to their snide comments or insults (they are expected to be professional as are you). However, if a genuine conflict exists and it is unresolvable then there is not a lot you can do other than to agree to disagree and move on with your life. This is true whether the conflict is between you and a co-worker, supervisor, or subordinate.
Again, in no case is it professionally appropriate to seek "pay-back".
Upvotes: 5 [selected_answer]<issue_comment>username_3: I think that both humans and bureaucratic/electronic systems need feedback. Most humans are emphatic and curious, they try to learn about the results of their actions and learn from them. Some systems, although originally built by humans, are not any more monitored. Sometimes they run well, but sometimes they cause damages which may remain completely unnoticed among those who could make a change and nobody fixes these systems. Pointing attention to malfunctioning parts of our systems is a key point in improving our society, also acknowledging positives can be very helpful.
**Summary: do give feedback.**
In my opinion the only question here is who to send the feedback to.
1. Write directly to the professor who sent the email that hurt you? If he is an honest man who had the good intention to give an early notification, just it went wrong he will feel bad learning that he hurt you, and he will probably be more careful in the future. He may talk to the programmer if it was a program that mass mailed the results to the students. I believe that if your professor was accidentally hurting your emotions he will value a gentle, non-blaming feedback that his went wrong. - Rarely professors have bad characters, and showing him that you were hurt may make him happy and will bring no benefit.
2. If you have good reasons to believe that the professor had bad intentions you can send your feedback to a higher level, send a formal complaint etc. Keeping a malicious professor in an important position is a system error, too. Your letter may get ignored, but it also may be the last straw that will start an investigation into his practices.
3. If you think that the system is malfunctioning, and an answer like "we will take appropriate action, but we can not give you information about the outcome" means the shredder you could contact many other students asking their experiences with this professor. You might convince yourself that he must have made a mistake, but you might end up with sufficient evidence to improve a malfunctioning system or to get rid of the rotten apple.
Having recommended to take action I'm not recommending any kind of revenge. For a good exaple you may want to study the life of <https://en.wikipedia.org/wiki/Gandhi> .
Upvotes: 0
|
2016/12/14
| 791
| 3,251
|
<issue_start>username_0: I am an undergraduate student of a fairly small university (around 8,000 undergrads) and I'm not getting any response from my Department chair when I ask for some help with changing around my classes. Currently, for next semester, I'm registered in a specific class at a certain time (we can call this class A) and I want to move to a different time slot of that same class (class B).
My major is an applied science and so there aren't too many students who require the chair's attention. At first, I was polite in emailing him. I said something along the lines of...
"Hi Dr. blah blah
My name is blah blah and I've run into a bit of snag with my schedule next semester and I am unable to take class A because of the time it is offered, can you switch me out of Class A and into class B?
Thanks,
blah"
I understand that he is a very busy guy, especially around this time of the semester but c'mon. It's been 3 weeks since I first reached out to him and I've sent 1 email per week. How do I get his attention and also be polite about it, even though it's really beginning to frustrate me?
P.S. I have tried to catch him in his office hours to no avail.
P.S.S first time asking a question on here - any helpful criticism regarding the way it was asked is appreciated as well.<issue_comment>username_1: A department chair should have a secretary or assistant - have you tried contacting that person?
Can you do this via the Registrar instead of the department chair?
Upvotes: 1 <issue_comment>username_2: Every department is different, but I am not aware of any department or university for which the Department Chair is responsible for scheduling conflicts. While a great chair would respond to your email telling you who to talk to, not everyone will.
The first thing you need to figure out is who the correct person to talk. I would start with your academic advisor if you have one or someone in the department office. Failing that maybe someone in the registrar's office. You may actually be able to make the changes online. Once you know who the person you need to talk to is, you need to *stalk* them. This likely means spending part of one day sitting outside their office. You can also try emailing them and calling them on the phone.
Upvotes: 3 <issue_comment>username_3: >
> How do I get his attention and also be polite about it, even though it's really beginning to frustrate me?
>
>
>
You don't need the assistance of the department chair on such a matter. Your department should have administrative staff who could assist you (at my department they will be called undergraduate advisors or Student Services staff) -- talk to them. Only if your problem involves some especially sensitive issues (e.g. related to health or an accusation of misconduct or incompetence on the part of an instructor) will the department chair need to be involved.
If you truly believe you need to urgently meet with the department chair (which as I said does not seem to be the case), I suggest talking to a staff member at the department and requesting an appointment with the chair, and I am confident they will be able to help you arrange it.
[For context: I am a department chair at a large US university.]
Upvotes: 3
|
2016/12/14
| 1,651
| 7,204
|
<issue_start>username_0: I have been working for a year and a half in a lab doing research in applied computer science. Ever since I was a kid I had dreamed with being part of a lab and do research. However, I have now experienced what I believe a great majority of research is like. Particularly, I feel that everything is about funding and the "publish or perish" thing. It seems to me that the scientific community is too influenced by doing what funding organizations conceive as favorable just to get more points from evaluation committees to eventually obtain more funding. I get the feeling that this situation only degrades the quality of the research performed, and eventually, the reputation of the authors, while also keeping researchers completely focused on hot topics (e.g. big data before, now neural networks) instead of what their curiosity leads them to.
These reasons have motivated me to believe that maybe academic research is not for me, and that I might should try to move to private and applied research (such as working in research departments at private companies). My impression on private research is (also based on some articles I read, in particular "The effect of government contracting on academic research: Does the source of funding affect scientific output?" Goldfarb, 2005) that the goals are oriented to get results (i.e. carrying out the actual research), whereas in academic research the only goal is to get the article published (and thus spending eventually more time on writing the article and/or applying for grant calls than on real research).
Is this just my impression? Are all labs like mine? Is applied research in private companies the way I am picturing it in my mind?
Thank you for your time!
(**Remark**) I have managed to get an article published in a good Q1 journal, so it is not about internal presure from the advisor, nor bad relationships with the team - I actually feel very confident and have good relationships with everyone<issue_comment>username_1: In the US labs that require funding to operate, tend to have PIs that are pretty focused on keeping the funding coming in. Most PIs tend to worry keeping their post docs, Students and RAs employed. Depending on the field and the interests and techniques used by the lab, this pressure can change the research focus. The need to publish in order to keep obtaining funding to do research is also an issue and a lot of effort goes into determining the "best" way to disseminate the results. In other words, your description of academic research is pretty accurate.
In private research the focus is more on results. Instead of having to convince other researchers your results are worthwhile, the people judging your work are in the marketing and finance department. Further, when the Marketing department says that low powered devices are the thing of the future, then there is no chance of doing work that uses high-powered devices.
In general, academic research has much more freedom than industry research. This increased freedom often comes with a much lower salary.
Upvotes: 1 <issue_comment>username_2: Funding priorities
------------------
>
> It seems to me that the scientific community is too influenced by doing what funding organisms conceive as favorable just to get more points from evaluation committees to eventually obtain more funding.
>
>
>
This can certainly be the case if you allow it to. As [<NAME> puts it](http://math.ucr.edu/home/baez/advice.html)
>
> The great thing about tenure is that it means your research can be driven by your actual interests instead of the ever-changing winds of fashion. The problem is, by the time many people get tenure, they've become such slaves of fashion that they no longer know what it means to follow their own interests. They've spent the best years of their life trying to keep up with the Joneses instead of developing their own personal style! So, bear in mind that getting tenure is only half the battle: getting tenure while keeping your soul is the really hard part.
>
>
>
**Governments fund a vast range of research**. Presumably you are funded by a grant whose proposal was written to fund the research that you want to do, and doing that research is what the funding organism will "conceive as favorable".
**Funding priorities are largely determined by input from academics**, who serve on the funding panels and write the national reports that influence them. For these two reasons, "doing what funding organisms conceive as favorable" is often the same as "doing the research you want to do."
Goals of research
-----------------
>
> My impression on private research is that the goals are oriented to get results
>
>
>
This is very true. Industrial research is not (with rare exceptions) curiosity-driven. The end goal is to sell more products, create them more cheaply, etc.
>
> whereas in academic research the only goal is to get the article published (and thus spending eventually more time on writing the article and/or applying for grant calls than on real research).
>
>
>
I would say that in academia you have more freedom to spend time writing up the results of your research. I think it's true that some academics become so focused on publication that they lose the joy and curiosity that initially led them into research (see the quote from Baez above). But writing is an important part of academic research, so if you dislike encapsulating what you have found and making it understandable to the rest of the world in this way, then an academic career is probably not for you.
The concern about time spent applying for grants is a very legitimate one, and this is something you will not generally need to do in industry.
Getting more information
------------------------
I recommend talking to someone who has a Ph.D. in your discipline and has pursued a career in industry. Your professional society may also have useful information. For instance, in applied math there is the [SIAM careers page](http://www.siam.org/careers/sinews.php) with a lot of interesting perspectives. Let me quote here from someone who worked in academia, industry, and government research ([source](http://www.siam.org/news/news.php?id=1968)):
>
> As an academic, you select the problems you work on, while trying to pick those that will interest your peers. In national labs, the problems you work on must fit somewhere into the needs of one of many ongoing projects; a fit with your own research interests is certainly possible. In industry, there is usually one (or very few) projects, and you will probably spend your time learning about someone else's problems.
>
>
>
Upvotes: 3 [selected_answer]<issue_comment>username_3: It will depend on the vision of the research project and the visionary leading the project. While theoretically one would think that a research project for business purposes would be more productive than academia, the truth is it can depend on who and what is driving the research project as well as who and what is driving the participants. There are professionals professional at looking busy but not actually getting anything substantial done.
Upvotes: 0
|
2016/12/15
| 3,066
| 13,313
|
<issue_start>username_0: I have a paper accepted by a journal of Elsevier, and it went under production for 3 months. Yet the production team has not been able to fix certain problems with typesetting which appeared during the proofreading. After the first month, I received the proofreading notification. The first production of my paper was really bad: a lot of errors in equations, symbols, figures and tables. So I prepared and submitted a lengthy list of request for correction, with as much information as possible.
A few days later, I received a strange email from the journal manager (who is said to be affiliated with Elsevier Global Journals Production), telling me that the production team has to ignore my request as it may cause them too much trouble. I gave a full explanation to this manager about how bad it is with the production and the request has to be processed. In the end, the manager agreed to make the corrections.
Two or three weeks later, my paper went directly online (early access), with all the typesetting problems unfixed, and even had some extra new problems. I was very worried because my paper DOI already took effect. I never heard of a paper which is already put online (for public download) can be fixed again. The journal manager apologized to me, saying that the production team was busy with other papers, but they will fix the problems and get back to me with another proofreading. Two months have passed, and I have yet to receive my second proofreading.
I fear the production team is just trying to avoid the proofreading by intentionally postponing, in an attempt to reach a point where it becomes officially impossible to make changes. As a matter of fact, my paper's official issue date is coming near, and the production team is probably already planning to have an early Christmas.
**Question**
What shall I do to change the result?
---
**NOTE 1:** And NO, it is not about aesthetics.
**NOTE 2:** I am not trying to be a PITA. Considering that I contributed a lot to Elsevier by being a frequent and responsible reviewer and yet received a very poor production of my paper, I am simply very disappointed.
The following is a demonstration of the kind of work I receive on my own paper. An altered equation is manufactured to accurately reflect a true situation.
Original equation:
[](https://i.stack.imgur.com/V89lt.png)
Production:
[](https://i.stack.imgur.com/9blts.png)
---
**Concluding remarks**
I would like to thank all the people who have offered me valuable suggestion. As a matter of fact, after I posted this question here yesterday, I received a notification email, that I have been waiting for, for proofreading today. There are still many unsolved problems, but at least it is a good start. I would like to think my post somehow helped change the situation for the better.
My OP and comments might have caused some confusion and probably even dissatisfication as my posts usually do. It is probably because: I did not spend hours writing down every bit of details about the whole situation; I am not a native user of English language. But maybe most of all, because I was a little bit angry and that could be contageous. Therefore, my apologies. On the other hand, there is really no need for some of the repliers to call me a ranter. It is a hurtful language. I get that you are experts on this and many more forums and can't wait to show people your expertise. However,You really did not help and you have wasted your time. Please do yourself a favor and leave me alone.
About my attitude toward Elsevier, I'm not saying Elsevier this and that. It is probably one of the oldest publishers around, and probably the biggest contributer to dissemination of knowledge (its pricing policy being another matter). I am saying what it is: they messed up my paper and the first thing their production team did is to persuade me to give up trying to make corrections. I have worked with almost all the major publishers, and never have I encountered such a situation. To Elsevier from a contributor, you should hire more people for your production team, and I don't know, pay them more?
---
**Lessons learned:**
1. Don't expect the Elsevier production team to look into your TeX file, such as noticing the specified width/height of figures. You need to deliver a foolproof source package to them. In particular, Set BB size to actual figure size in the paper (ghostscript could do the job).
2. Elsevier production team doesn't like table cell shadings, not even non-cosmetic shadings (It should probably be put down in the instruction).
3. Elsevier team is not very good with math fonts. One should probably write an instruction of the symbols used in his/her paper.
---
**Update**
The manager got back to me again, much quicker this time, with an update. And they did the cell shading for me this time. Just so you know they didn't consider cell shading as "definitely violating" any standards. Not that I encourage people to use cell shading.
**Update in 2018**
I had the chance to work with the same journal again this year. I have to say the situation with the production team has improved dramatically! They respond much more quickly and the proofreading is much more professional (the software they use seem to have improved too). Many thanks to them (although I could not and probably should not name the journal) and Elsevier for the fine service they provide now.
This result is made possible, probably also because of the extensive measures I took to pre-process all figures, which I'd like to share here:
As most people know, transparency is usually flattened before the final production. However, hand in transparent figures directly to publishers will usually cause unforeseen results, due to the software incompatibility. My suggestion would be to manually reduce your figures to only two layers, one with all vector graphics, the other below it containing a rasterized version of all transparent objects (along with other raster contents). It is also suggested to simplify the vector graphics for smaller file size and faster onscreen generation. It might help to emphasize this to the production team too.
It occurs to me that figure sizing as in \includegraphics[width=...,height=]{figure} are sometimes unfortunately ignored in production. Therefore, it is suggested that one compiles all his or her figures separately, using \documentclass[multi=< environment name for starting a new page >,preview]{standalone} so that the figures are properly resized before being inserted back into the paper using \includegraphics{figure}, i.e., without size specification.
Hope that helps.<issue_comment>username_1: You could try contacting the editor in chief of the journal to see if they could get the problem fixed. This worked for me when I had similar problems with a paper last year.
Upvotes: 7 [selected_answer]<issue_comment>username_2: Based on your comments, the typesetting problems are **not just about ugly formatting**, but they actually **change the meaning of the article** (and significantly increase the chance that people will misread it).
This is not explained clearly in your question.
Did you explain it clearly to the journal manager?
He might think that you are a perfectionist who is being a PITA because you want everything to *look* perfect. If he does think so, he would still be wrong, but the main issue here is *how to convince him to correct the problems immediately*.
Do not say: "The typesetting is all wrong!", like you did here. Typesetting is not the first priority.
Instead communicate clearly that "The errors introduced during the proofreading change the meaning of the article. The changed statements in the proof are plainly incorrect, and do not match my manuscript."
If you don't get anywhere with the journal manager, then talk to the editor. Emphasize that this is not just about formatting, but the meaning of the paper has been corrupted.
Unfortunately, I have witnessed such problems myself: whoever typeset the formulas had about zero understanding of basic mathematics and mathematical typesetting. Not only did they break all math typesetting conventions, making the formulas hard to read, but they actually *changed the meaning of the formulas*.
Upvotes: 5 <issue_comment>username_3: The typical typesetting process, at least in my experience with Elsevier journals, is that the whole article will be re-typed from scratch. Large publishers usually use commercial typesetting software (i.e. *not* LateX) that are more appropriate for large scale publishing and match all the other steps in the production process.
You might have strong opinions about the cosmetics of your paper, but by submitting your work to a journal you need to accept that they have their own design and typesetting standards.
If errors effectively affect the meaning, then contacting the editor is the best course of action. The production team does not have the scientific background to understand what you wrote.
Upvotes: 3 <issue_comment>username_4: From your comments:
>
> It is a big understatement when I say typesetting problems. They don't understand alphabets have different glyphs, and that figure size in the paper is not the same as the BB sizes (I was using LaTeX), and they don't know how to make a table with cell shadings (not for cosmetic purpose, but for highlighting some entries). They don't know how to typeset a multi-line equation correctly.
>
>
>
Elsevier provides some really good support for LaTeX users. The elsarticle class is pretty nice and they have some good documentation. While they allow any package in TeXLive and custom user macros, their [instructions](https://www.elsevier.com/authors/author-schemas/latex-instructions) say:
>
> * Use the standard layout or keep layout changes to a minimum. (Custom layout will be removed.)
> * Keep it simple. (Advanced constructions with for example TikZ or pstricks will be rendered as images.)
>
>
>
Looking at what seem to be your issues
>
> They don't understand alphabets have different glyphs
>
>
>
Fonts in LaTeX are a pain. Not every "font" supplies every glyph in every typeface. If you are using a font like Computer Modern or Latin Modern, you should hopefully be okay. As you do more advanced things (and changing the font is "more advanced") you violate the *keep it simple* instruction. Ideally, only use fonts/glyphs that you have either seen in other articles in that journal or are explicitly mentioned in the author instructions. If the journal has done it before, tell/show the editor the example. If it is something you have not seen before tell the editor something along the lines of *it appears that in your system these two glyphs [tell them the glyphs] do not look that different, what can we do to make it easier for the reader*.
>
> figure size in the paper is not the same as the BB sizes
>
>
>
The instructions are clear about how wide the columns are in the journal layout. Bounding boxes are a real pain and not every program outputs images with reasonable bounding boxes. Ideally your bounding box should be tight to the figure content and exactly the same size as the column width. If your bounding box is not the same size as the column width and/or tight to the figure content, the editor/typesetter needs to make a choice. Again politely explaining why the image needs to be exactly the desired size (although it is not clear to me why this would be true), would be helpful.
>
> they don't know how to make a table with cell shadings (not for cosmetic purpose, but for highlighting some entries).
>
>
>
Shaded cells in tables definitely violates the *keep it simple* instruction. Most style guides I have seen use footnotes in cells to highlight them. This obviously changes the content of the article. You should make sure that elements of your table match things that you have seen in other articles in the journal.
>
> They don't know how to typeset a multi-line equation correctly.
>
>
>
They have some rules, but breaking equations is difficult. Since you know the column width, you can/should put the line breaks in manually.
Upvotes: 3 <issue_comment>username_5: Independently from whether you can get Elsevier to fix the problems that they introduced, my recommendation would be to take your own version of the paper (the one that you produced yourself, without the additional errors) and deposit that version to an open repository, e.g., arXiv. (Depending on the journal, it is probably possible to do this while respecting the copyright transfer agreement that you may have signed.) If you use arXiv, it's probably a good idea to fill in the DOI field (to keep the link with the Elsevier version), and indicate in the comments field, e.g., that the deposited version is free of publisher-introduced errors.
That way, if Elsevier doesn't fix the problems in their version, at least you can direct your readers to the arXiv version. And even if Elsevier fixes them, you get the added benefit that readers who are not subscribed to Elsevier journals can read and cite your work. :)
Upvotes: 4
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<issue_start>username_0: I am getting my phd degree (in a STEM field) at a Top 20 department in a year or two, and I truly love my field, but I’m not sure if I should try for jobs at academia.
The thing is, I feel that I am way too competitive. I know this isn't a healthy attitude, but I cannot stop comparing myself with smarter people consistently and feeling stupid and inferior later, and I always care about people’s opinions on me too much. Back when I was an undergraduate, I felt terrible even if I got fewer scores on homework assignments than my peers/friends. I don't have hostility against people who are smarter than me; I really don't. But I admit that I feel really uncomfortable while being surrounded by people who are much better than me.
Having said that, I still do not want to give up working on my field, but I still cannot concentrate my mind completely on my research in order to ignore how I rank among others. Is my issue solvable? I really appreciate your advice, not to mention this is a really hard topic to discuss with others in real life.<issue_comment>username_1: I think it would be very unusual for a highly competitive person to wind up in a department where he is by far the worst academically. This is because a highly competitive person cannot be used for service like some people can and thus is of little use if he is academically sterile. Therefore it follows that if your competitiveness is limited to your department you should not be too depressed about it. Plus you can specifically pick a department weaker than you to make you feel good about yourself.
Upvotes: 0 <issue_comment>username_2: I don't see the problem. You are hardly alone in having the qualities you described -- academia is full of very competitive people, and competitiveness is also the reason why many of those people are highly driven to work hard and excel at what they do, and therefore to some extent the reason why it is such a fun and interesting place.
I understand that you are worried that being overly competitive will make you perpetually frustrated and unhappy, since no matter howsuccessful you become there will always be people who are yet more successful than you. To the extent that that's true, it will also be true outside of academia in any environment you are likely to end up in as a talented and highly educated person, unless your alternative plan is to give up all ambitions and pursue a lackluster life managing a bagel store or something similar. And honestly, given your description of yourself, I really don't see you doing that. So you're stuck with your ambitions, like it or not, and academia is as good a place as any to be a person with such traits.
Upvotes: 3
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<issue_start>username_0: I am a student of Pure Mathematics and wanted to work in Linear Algebra,Abstract Algebra etc.. I entered a PhD program in 2015 in a University.
My adivisor wanted a scholar to work in the field of Graph Theory.
My advisor works in the field of Cryptography and said previously that though he could not publish anything in Graph Theory but he is very keen to work here.
He said that he has connections in this field to whom he can send me if I have doubts in Graph Theory which he can't answer.Also he said he will start reading with me and told me that we two will have a great time.
Believing him I took up research in Spectral Graph Theory.I read some books in this field and started having doubts.I asked him about that but he simply said that he is too busy to look into my problems because of his conferences and asked me leave them.
Also he told me that he is developing ties with other advisors in this field but he has not yet succeeded and it will take time.
In one year,he has not ever sat with me and discussed any problem nor has he advised me which books to read as he says that it is the work of the scholar to find out new problems and decide what to read and what not.He says his guide also treated him the same way.
Though he has 6-8 scholars where some have completed and 2-3 have submitted there PhD and working as part-time lecturers. I am his first scholar in the recent 3-4 years and he assured me all sorts of co-operation if I join him.
He told me that he wants to broaden his field of research and that's why he wanted me to work here.
Can I leave him?But if I join somewhere else they will ask me what I was doing in these two years,what should I say them?
What should I do?Is this what happens in a PhD?
Isn't there any role of a guide in ones PhD?
Please help me with some of your advice.Thank you very much<issue_comment>username_1: >
> Can I leave him? But if I join somewhere else they will ask me what I
> was doing in these two years, what should I say them?
>
>
>
You can leave him, but it is very likely to be the same with your next advisor. They will not be able to answer all your questions. Depending on how competent you are, in the extreme cases, they might not be able to answer any of your questions as you will be way ahead of them.
>
> What should I do? Is this what happens in a PhD?
>
>
>
You would want to develop your research independence during your PhD degree. Arguably the main thing you will want to learn is how to find the answers to your questions on your own and in collaboration with your peers. (Note: be careful when choosing peers, find good team workers who respect your boundaries and your effort as you do for them.)
>
> Isn't there any role of a guide in one's PhD?
>
>
>
It is important to note that unlike undergrad, it is not their role to answer your specific questions. They are there to support and lead you in your academic journey, not answer your technical questions for you. They are the leader, PhD students are the footsoldiers of academia.
Upvotes: 0 <issue_comment>username_2: In addition to username_1's answer, I would add one practical piece of advice. Ask your mentor to schedule a 30-60 minute weekly meeting so that you can touch base regularly. I suggest asking in a way that puts the impetus on you (and not your mentor's lack of mentoring). For example, tell your mentor that you are having trouble developing your ideas efficiently and you're concerned about your progress through the program... and meeting weekly would help you stay on track.
I don't get the sense that your mentor will be into this idea, but it's worth trying! This is what I did after my first year (I had a similar experience as you did). My mentor was receptive to the idea, and we've been meeting ever since. Good luck!
Upvotes: 1
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<issue_start>username_0: I am a PhD student in computer science. My advisor keeps telling me I need to read papers, but I find most of them really long and boring, no matter what field they are in (but especially if there are a lot of math equations). Usually my mind starts wandering after one or two pages.
My advisor thinks I should read one or two papers a day (apparently he does this himself), but if I followed his instructions (and yes, I've tried doing that), I would literally spend the whole day reading papers, or 20% reading papers and 80% procrastinating.
I am perfectly capable of reading papers if there's something specific I want to gain from the paper (like if the paper is really relevant to my project, or if I need to implement an algorithm from the paper). But I have a hard time doing broad literature reviews and getting to know a field if I don't have a specific problem in mind. A lot of times I just end up not doing them.
Does this automatically make me a bad researcher, and what are some ways I can compensate for my short attention span?<issue_comment>username_1: My suggestion would be that for the time being, you take a different approach to looking at papers. Skim a couple per week without reading the whole thing carefully beginning to end. Make yourself a list of questions and have those in front of you or in mind while you are spending 30-45 minutes skimming a paper. Read the abstract and the conclusion. Form an idea what the paper is intended to accomplish. Skim the whole thing enough to be able to make yourself a mental table of contents of the paper. Pick one section of the core of the paper to read carefully. Pick one table or graph to read carefully. See if you are interested in taking a look at one of the references.
Try to strike a happy medium between your advisor's concept of a paper reading program and your own natural instinct.
One other idea -- you might find a thesis easier reading than a journal article. However, it will be longer. Take that into account. (You might spend a week gradually getting through a thesis.)
Upvotes: 0 <issue_comment>username_2: You'll find that broadening your knowledge base to include material even tangentially related to your main research focus will help with the generation of novel research questions, novel methodologies, or insights that can help fill the gaps in your current area. Expertise isn't just about depth of knowledge, so try to incorporate related material into your reading list, even if you don't have a specific problem you're trying to solve. The background knowledge will be helpful when you sit down to write up your dissertation or other research papers.
Upvotes: 1 <issue_comment>username_3: My advice is mostly on why I think you should read, but I will also say why you might be having difficulty.
It sounds like you are in Computer Science or a related area. There are, in my mind, three reasons to read a lot of papers during your PhD.
The first is to understand the existing techniques that are available to you. For example, the different dominant formalisms, especially those often used in your area, and the differences between them. If there is an over-arching framework that links them, then it is also useful to know that. By reading a lot, when you actually do research you will have in your head a wide range of possibilities.
The second is simply so that you know what you should research. What has been done, what are open problems and what problems could be made more interesting. Imagine working on a problem that has been solved, but you didn't know (whilst everyone else does) - that will feel frustrating and I have seen it happen even when the problem was well-known.
The third, is simply so you can work with others in the area! You need to get a good idea of who you would like to collaborate with and also, when you are at conferences, if you don't know people's work well enough how will you build a potential working relationship? I have had colleagues who did not read much and it was detrimental to everyone. There was no common ground on which to discuss ideas, they might have an idea and describe it only for it to turn be a well-known problem already solved a decade ago (for example).
In terms of why you are having difficulty, it's not unusual. From what I have seen it is simply that the person is not interested in the area. You say it doesn't matter what area you are looking at, you find it uninteresting. Perhaps the area does not matter to you, but you really like to solve problems. In this case, maybe view each paper as a way to understand the problem and - as you read - also think of different solutions, how you would do it better and related problems. This would perhaps help maintain the excitement and it's something you should do anyway (to get an idea of who's work is actually great and who is just hiding an easy problem under a complex solution). Be an active reader is what I am saying (in contrast to those saying you should skim), don't just read but also - do - work out how a formalism or algorithm works, what could be improved, any properties that might be there the authors have not mentioned etc. More generally, perhaps try and think of why you like research and see if you can incorporate that into your paper reading.
Upvotes: 2 <issue_comment>username_4: Interesting question, I have thought about this alot both during my PhD studies and afterwards...
There are some answers and comments touching upon the aspects like *why* you should be reading, or what it means to *read*. I will try to give my two cents on the question title, which I *assume* is what's **really** on your mind, that is whether or not you're suitable for doing research if you don't like reading literature.
**Short answer:** It depends...
There's no way of knowing, or objectively guessing, whether or not it will work out fine for you. There are way too many parameters to consider
**Long answer:** It depends...
I'm sure you've heard, and will hear and see, people reading constantly. They will be telling you what you should read, how much you should read. I know I have...
While I don't doubt the sincerity or the good intentions behind these sentiments I am not sure how accurate or helpful they actually are. Hearing and reading those kind of comments have demotivated me at best, and pushed me further and further away from pursuing a career in academia at worst.
I was super ambitious in the beginning; I highlighted numerous journals that I deemed important in my field, signed up for their eTOC alerts. Read the short abstracts of anything that got published there. I had email alerts for a bunch of keywords, that were relevant for my work. Those articles that matched any one of those would be labeled in my inbox, I'd make sure to go through the whole article, albeit quickly...
About half way into my PhD studies (which is in bioinformatics, for the record) I've realized that there is **quite literally** no way for me to stay on top of literature, to a satisfactory degree. There is just too many people out there, doing way too many experiments that may be relevant somehow to my work. Also around the same time I started to look at publishing a bit more critically. The way funding and career options look these days, there is tremendous pressure on people to publish.
That has several significant implications, two really significant ones are:
1. there's an increasing number of publications (and the rate of increase is also increasing, although I dare not say exponentially)
2. a significant portion of the articles are written to secure research funds, deliver results for a received grant or secure the next position; as opposed to being written to be read and understood easily
3. stuff that wouldn't normally be published gets published. this could happen for a number of different reasons like the group that wrote the paper is too influential to get rejected or objectively critiqued, or the reviewers are too busy to give a proper review of the work, or the in the worst case of all, there is data forgery committed
So at the end of the day, you start doubting what's actually on the paper, and start wondering about what's been omitted, or how the article was framed in order to get it published.
Added on top of that is the fact that a significant portion of the articles are not read and an overwhelming majority of the articles are never cited. The exact numbers have been a matter of debate (here's [one link](http://www.intellectualtakeout.org/blog/why-professors-are-writing-crap-nobody-reads) there are many more) however the fact remains that a significant portion of the literature is ignored at best, treated as garbage at worst.
All of these reasons give birth to a skepticism that is hard to ignore. A lot of my colleagues and friends who've been through my phd studies with me essentially agree. I have yet to meet a PhD student who get invigorated and excited by a pile of articles that s/he needs to read... (Interesting side note here is how majority of the people that will typically talk about how much one needs to read are senior scientists.)
Finally the matter of work-life separation. Many academics would go around saying that being a scientist is a lifestyle not a profession. I have this very close to heart where many PIs I personally know well (including my brother) spend a significant amount of their free time reading articles. For the life of me, I have no idea why... The last thing I want to do when I get home is to read research articles. I think it's healthy to separate work and life beyond work, but I haven't gotten so far into my career, so take that with a pinch of salt.
So, as you can see, I share the same worry (unless I misunderstood the origin of the question) that OP does. I have been worried about this for several years now, *am I a bad scientist because I am not interested in reading literature?*
I am not sure, I have been getting pretty much only positive feedback on my work and skills, so I am not entirely sure it's that bad as it might appear. While I agree that one cannot completely shut out reading altogether and ignore literature, I don't think one needs to obssess about reading **constantly**.
I honestly think it's a matter of etiquette, or an ambition to strive towards, even though most sensible people realize that it's not really feasible to constantly stay on top of literature.
I say: do read, at least as much as you need to, about the subjects you need to know about, the rest is optional. Don't worry about keeping statistics or meeting thresholds, just try to stay well-informed about your field.
Upvotes: 2 <issue_comment>username_5: It seems like you are a "doer" rather than a philosopher. So in your shoes, I would start by "doing" computer science.
I would "consult" rather than "read" literature. Basically, you have to know the literature just well enough to use it to justify what you are doing, as opposed to "getting ideas" from the literature.
Upvotes: 1
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<issue_start>username_0: According to [SHERPA/RoMEO](http://sherpa.ac.uk/romeo/), many journals permit post-review preprints to be uploaded immediately to an author's "personal website", but apply an embargo period to "open access repositories" ([example](http://sherpa.ac.uk/romeo/search.php?jtitle=ocean%20and%20coastal%20management&issn=0964-5691&zetocpub=Elsevier&romeopub=Elsevier&fIDnum=%7C&mode=simple&la=en&version=&source=journal&sourceid=17104)).
ResearchGate [claim](https://www.researchgate.net/blog/post/self-archiving-repository-goes-online) that individuals' profile pages on their site count as "personal websites" for these purposes, and thus that it is OK to upload to ResearchGate immediately. Is this true?
Caveats:
1. The fully correct answer to this is probably "we don't know until/unless a publisher sues and there is case law". But I'm interested in any pronouncements or arguments that have been made on the topic.
2. There are a *lot* of questions about ResearchGate and about sharing preprints on this site. I don't *think* that this is a duplicate of any of them... To clarify, following the close votes - I am asking *specifically* for the journal policies explained above, whether I can take the *specific* action described - not vaguely "is it OK to put published articles on RG".<issue_comment>username_1: The [2009 blog post](https://www.researchgate.net/blog/post/self-archiving-repository-goes-online) you linked to makes the claim that
>
> each profile page within ResearchGATE is legally considered the personal website of the user
>
>
>
Similar claims had been made by Academia.edu and Mendeley, according to <NAME> at the blog Scholarly Kitchen. He [elaborates on these claims](https://scholarlykitchen.sspnet.org/2013/12/11/has-elsevier-signaled-a-new-era-for-academia-edu-and-other-professional-networks/) following an incident in 2013 in which Elsevier sent large numbers of DMCA takedown requests to Academia.edu:
>
> <NAME> [of Mendeley] puts forth an argument that Mendeley has long used for hosting content they do not have explicit permission from rights holders to host: that an individual’s profile page on Mendeley (or by extension, Academia.edu) is that individual’s “personal website” and therefore covered under the exemption that many publishers provide to authors in both copyright and exclusive licensing agreements, allowing authors to post PDFs of their work to their own personal or institutional (e.g. their laboratory or departmental) website. Since papers are loaded to both Mendeley and Academia.edu by authors, the argument is that the paper is “self-archived” to the author’s personal website.
>
>
> Leaving aside the fact that many publishers permit only the author’s accepted manuscript (and not the final PDF) to be self-archived, were one to accept this argument, by logical extension this would mean any commercial site (Academia.edu, ResearchGate, Facebook, LinkedIn, Scribd, Google, etc.) that sets up a profile page would have the right to host any research loaded to the site by an author. The distinction between a profile page on an academic or professional network and a personal or institutional website does not strike me as difficult to make and if it were ever an open question, as Mr. Gunn asserts, the question seems to have just been answered by the legal department of his own employer.
>
>
>
More recently, some publishers have begun to explicitly specify authors' rights regarding posting on sites like ResearchGate, and that these are different from authors' rights regarding posting on personal web pages. For example [AIP](https://publishing.aip.org/authors/web-posting-guidelines) defines
>
> ### Within a commercial scholarly collaboration network (SCN) site:
>
>
> An SCN is a professional networking site that facilitates collaboration among researchers as well as the sharing of data, results, and publications. SCNs include, for example, sites such as Academia.edu, ResearchGate, and Mendeley, among others.
>
>
>
as a separate category from "authors’ personal web page and employers’ web page".
Upvotes: 4 [selected_answer]<issue_comment>username_2: I'd say that a key distinguishing characteristic of a "personal website" is that it can be considered *non commercial*.
ResearchGate is a company and uses the papers uploaded for commercial purposes such as [recruitment](https://solutions.researchgate.net/recruiting/).
The example journal in the [link](http://sherpa.ac.uk/romeo/search.php?issn=0964-5691) you provide is from Elsevier. As you can see the post-print (the post-review pre-print) should come with a [CC-BY-NC-ND](https://creativecommons.org/licenses/by-nc-nd/4.0/) license -- that is only **Non-Commercial** use is allowed.
This means uploading to a commercial repository such as ResearchGate is not permitted as it does not meet the non-commercial aspect of a personal web site.
Note that many publishers, not just Elsevier, explicitly forbid sharing post-prints on commercial repositories.
Upvotes: 3
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<issue_start>username_0: I have a good job and salary now. And I want to quit my job to take a Ph.D. degree, which means my income will be cut in half. Should I mention that in my personal statement to prove my dedication to academia? Would that be like I am looking down the academia as I quantify the benefits academia brings me with the money?<issue_comment>username_1: In my opinion no. You should mention your current work and any relation it has to doing a PhD, and that you wish to now do research and gain a PhD. Emphasize why you want to do a PhD but do not compare your current job with that. Anyone reading your reference will likely make positive inferences about you having real-world experience and that you are following your heart. Generally try and steer away from any negative comments.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Being honest about your intentions should never be a bad thing...unless of course your intentions are bad! - I would suggest that you state that "in spite of a good job and good salary..." (or some such words) that you feel compelled to pursue your PhD (for whatever reasons you have.) Quantifying the difference between current salary and PhD stipend does not necessarily 'prove' your dedication to academia so I would leave it out. Good luck!
Upvotes: 1 <issue_comment>username_3: **If you don't mention it, they may have concerns about your plans.** Broadly speaking, the "why do you want a PhD" discussion is much more important for applicants like you than it is for straight-from-college applicants. Some concerns they might have:
* Does this person realize how low the stipend is?
* Are they *really* prepared to give up that much money just for a PhD?
* Are they going to try to negotiate for part-time status or something else that we don't allow?
* Are they going to drop out after a year because they can't survive on the stipend?
* Do they have a realistic understanding of what we do here? (As opposed to assuming that academia is a magical place where everything is perfect except money.)
* Do they have realistic plans for what to do after they graduate?
So, I think giving some indication that you are aware of the financial implications of your application and have a plan for approaching them is very appropriate.
Upvotes: 0
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<issue_start>username_0: I have been told that triple (or more) majoring and/or taking numerous minors is seen as a bad quality when applying to graduate school. Can anybody explain we why they do not want academically oriented students that like to learn stuff?<issue_comment>username_1: It seems to be a common fallacy among undergraduate students that completing more majors and/or minors means that you have learned more in college. I think this comes from the mistaken belief that completing the coursework required for a major in a subject means that you have mastered the subject.
In actuality, the coursework required for a major in a subject should be viewed as the *minimum* amount of coursework necessary to be able to claim *any* expertise in the subject. If your goal is to study a subject at the graduate level, you typically want to take many additional undergraduate courses in the field beyond those required for a degree before you can reasonably begin graduate work. Graduate schools look for this sort of deep experience in potential applicants, and tend to frown on those who have completed only the minimum requirements for a major.
So graduate schools don't see extra majors and minors as bad, exactly. But if you spend time completing lots of extra majors and minors you probably won't have enough time to develop the expertise in your primary subject that you need for graduate school. Instead of taking on a third major, you should plan to take roughly six extra courses in your primary field. This might seem like it doesn't accomplish anything since it doesn't help you satisfy any official requirement, but it's exactly the sort of coursework that graduate schools are looking for.
Upvotes: 7 <issue_comment>username_2: >
> Can anybody explain we why they do not want academically oriented students that like to learn stuff
>
>
>
username_1 basically answered this, but I want to point out this line, because the implicit assumption here is wrong. Taking an extra major or a minor isn't the only way to express being academically oriented; choosing courses involves a trade-off between breadth - taking courses in a lot of subject - and depth - taking more and more advanced courses in a single subject. An academically oriented student might find either appealing (and most have at least some inclination in both directions and have to make hard choices).
An unfortunate consequence of the way most multiple major/minor programs is that they incentivize breadth by giving students tangible recognition for it. Unfortunately, if instead of taking extra courses in a different subject to get another major, you take a bunch of advanced courses in your only major, you're learning just as much, but you don't get a certificate to show that.
But grad schools typically prefer depth, because that's what you do in grad school - delving to the frontier of research in a single subject - and beginning that process as an undergrad both shows the right attitude and gives you a head start.
Upvotes: 5 <issue_comment>username_3: One possible exception to this general perception would be research areas that are intrinsically interdisciplinary. There are niche positions in both research and industry where people who can 'translate' between normally quite distinct disciplines and assist with integrating across them are highly valued. I've seen this particularly in engineering, but there are potentially some interesting crossovers in even things like philosophy with neurology or mathematics with history. In some cases these crossovers become the seeds for entirely new fields of study, as we discover new connections and hence the possibility for new specializations.
If you do want to make this a perceived asset rather than a perceived risk, it helps if the broad degree is accompanied by a clear focus and interest in an interdisciplinary research topic that combines the areas of study. Find out what kind of research is being done in your overlapping areas of interest and find a graduate program where this kind of research is being done. The right spin and extracurricular background could change the impression from "professional student unsure of what to study" to "focused individual willing to pursue a challenging and unique interdisciplinary research career."
Upvotes: 5 <issue_comment>username_4: username_1's and username_2's answers are quite good. I certainly agree that required coursework is a minimal set of skills necessary to succeed in a field, and that depth is important to acquire and to convey. I disagree, however, with the other answers' emphasis on more advanced coursework as the way to attain depth. That's certainly fine, but I think the more important route is **research**. If I saw a graduate school application from someone with three majors but little research experience, I would wonder: "why, if this person has so smart, and has so much time, is he/she not diving into research?"
There are two reasons for this. First, research is where you really learn what contemporary science *is*, and this is quite different from coursework -- it's more difficult, more open-ended, and (in my opinion) more exciting. Second, graduate school is *about* research, and the most common "failure mode" I see among new graduate students is an inability to transition from being students to being researchers. Doing undergraduate research, and doing it well, shows that you can make this transition.
Upvotes: 2 <issue_comment>username_5: Many uni students, especially those for whom mommy & daddy are footing the bill, often have no idea what they want to do, but they do enjoy "student life". And so they take lots of courses in different fields, hoping something will strike their fancy while at the same time enabling them to continue to enjoy the good life without worries.
Since grad school is intensely focused, that kind of dilettantism does not impress the grad admissions people.
Upvotes: 2 <issue_comment>username_6: Adding to the other excellent answers: It is often **the result of personal experience**. While it may not be statistically sound, coming up through the academic system in my country (in more than one discipline, actually; but not multi-majoring; and up to a PhD) I noticed more multi-major undergrads who are not serious about their studies and do not pursue any of their majors seriously than the other way around. Although, frankly, there's a correlation between this impression and what the majors actually are, and what major people want to continue in. So, I've not encountered many Law + Psychology majors I thought highly of relative to pure Psychologists or Lawyers/Juris Doctors. X + business for different values of X - experience has made me quite suspicious of that choice. Or, for another example, Math+CS dual-majors I've met tend to be mathematicians 'at heart' who do well in Comp Sci theory but not so well (or poorly) as effective programmers.
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<issue_start>username_0: I wonder how it is perceived if a student does not attend the course in which attendance is not taken.
I am a PhD student and I skipped most of class in two courses. Now, both of the instructors are mad at me. In one course the professor gave me an F on an oral exam because I could not explain one point in a chapter, after explaining the rest correctly. And the other one ignores me when I try to greet him, as opposed to 3-4 weeks ago. I feel that I have been very strictly judged, and not fairly graded by the first Professor. An F means zero points, and I am afraid the second Professor will grade his oral exam with some biases, based on the previous Professor's behavior
Is it natural for them to behave this way? What can I do to convince people that my intentions were not to offend? I feel that most of them believe me to have a "big head" who just moved in from another country. And think that I'm a know it all. This is completely wrong; I know it is a very, very bad habit to not attend lectures. But I feel I don't need to when I've studied and understood the concepts.
To clear out some points in the comments, let me explain my train of thought. But please note that the examples given below are just some stupid examples. They do not reflect real situations and my thoughts:
1) I think it is very impolite to deliberately refuse a greeting from a colleague, especially when that colleague is on the same floor. I understand that it's a teacher-student relationship, but wouldn't you agree that it is common courtesy to greet back after being greeted? I feel that this teacher has a vendetta of sorts.
2) I'd like to give an example. Suppose that the professor is speaking English, and it's clear that they have a bad accent. When students arrive, they'd like to be able to understand the professor. Sometimes, they get mad at the professor because they can't understand them. But ultimately it's the faculty committee that they should be getting mad at. The faculty committee is the one that hires the professor. I feel that being angry at the professor is pointless. Similarly, if the university doesn't require professors to take attendance, but they want students to attend they shouldn't be angry at the students. Instead they should take it up with University Policy
3) Finally, is attending class considered a matter of respect? I don't think so. At the end of the day, the professors are there for teaching the specific subject. Students, according to university rules and policy, are not obligated to attend these classes. I feel that the professors are not doing students a favor. On one hand it's their duty, and on the other hand people have free will. I feel it's worse to attend class and not even listen.
--
After viewing your detailed answers and comments, I am fully convinced that attending classes is a matter of respect to the professor. I understand now that it is easy to be misunderstood and misjudged by not showing up to class, without any excuses. I see now that it can be easily interpreted as an act of carelessness or self-importance.
Adapting to a new culture is harder than I thought.<issue_comment>username_1: To begin with, start going to classes. Your professors have assumed that you are an adult, mature enough to understand what is important in life. Further, they likely believe their classes are important to your degree, or they wouldn't bother with them. (Professors at that level have a great deal of influence over the curriculum.)
As others have said in the comments, not taking attendance does not necessarily mean attendance is not expected; it depends on the culture, the regulations of the institution, and the expectations of the individual professors.
Is it legit? Consider that the first professor didn't "give" you an F. He gave you an examination, which you failed. You earned that F. As for the other one, I'm not sure I understand "try to" say hello. If you're passing in the hall and he ignores a "Hi," then it's safe to assume he's preoccupied, or perhaps irritated. If, however, you're trying to engage him in smalltalk, you should assume he's busy.
To try to turn things around, call on each professor during office hours. Apologize for being absent, and ask whether there is anything *you* can do, other than studying the text(s) and talking to classmates, to learn the material you missed. Then show up for *every* class.
Upvotes: 5 <issue_comment>username_2: If a professor makes it clear that they do not care whether you attend class, then you ought to be fine skipping it some of the time. (That is my usual policy in upper-level courses.) However, missing almost all the classes is almost certainly a bad idea, for several reasons. First of all, it's going to make it hard to learn the material. You apparently did not master some subject matter that you were expected to in your first class. Conversely, if you are a graduate student and can learn the class material essentially entirely on your own, it may not make much sense to enrolled in the class at all. Second, it makes it difficult to build any kind of relationship with the professor. The professor will not get to know you and cannot get the kind of positive impression of you that might be useful for, say, future letters of recommendation. If the instructor is giving students individually tailored oral exams, they will want to have interacted with the student previously, to gauge what the student's level and interests are. Third, it may give the impression that you are not serious about the material. Even though I do not grade students who miss a lot of classes more harshly, I know from experience that such students very rarely do well. The professor may not expect much from frequent absentees, and they may not feel as inclined to put in extra effort to help a student who does not seem willing to put in the time and effort themself.
If the class does not have a formal attendance requirement, but the instructor has not specifically indicated that attendance is optional, I would tread even more carefully. All the reasons I described above still apply, but even more so. In this kind of situation, an instructor is probably willing to be lenient if you have to miss a class now and then, but they may still be expecting you to be there to learn and participate most of the time.
In the future, I would suggest you attend classes more and get clarification from the instructors if you are unsure what they really expect. For this semester, I would try talking to the professors and explaining that you misunderstood the expectations, but it's unlikely they are going to be swayed.
Upvotes: 4 <issue_comment>username_3: I think the question is not **"Is it rude?"** but **"Do lecturers find it ok?"** as the answer to the latter is not universal but varies a lot.
Here is what I think about students skipping classes: Personally, I also do not have any attendance requirements (actually, where I am it is currently forbidden to have such requirements) for my classes and there are students who skip some or most classes. Since I do not have such requirement, I am not mad at them, but I note that they miss opportunities to get into a dialogue about the contents which help them learning the material deeper. I do get mad when these students come to office hours asking for clarifications of stuff I treated in the lecture since this basically amounts to unnecessarily teaching the stuff double. When I note that students skip many classes I get thinking "Hmm, let's see how they manage to grasp all the material…". When it comes to exams and I note that the students missed some point which has been stressed in the lectures over and over, I feel like the students really missed a crucial point (even if it is just one) just by skipping the lectures and I do not give any benefit of doubt. It's like "it was obvious that I considered this to be a central point, and you did not get it - sorry for you." However, some bright students that skipped classes managed to impress me during an exam and scored great grades.
As for not greeting students: If you haven't shown up in classes that often, your face may probably not be that familiar to the lecturer… Here in Germany we often have hundreds of students every semester so it is impossible to know the all students who are enrolled but did not show up.
As for the question `What can I do to turn it around?`: Show that you learned a lot by being great at exams and show that you deeply grasped the material. Do *not* go to office hours with questions that have likely been answered during the lectures.
Upvotes: 7 [selected_answer]<issue_comment>username_4: Attendance record for classes can say many things about you.
Not attending:
* it can say that you think you don't need to be taught the material
* it can say that you don't think the professor has anything to add that a textbook doesn't have
* it can say that you think you know it already
* it can say that you think you will just understand it without being taught
* it can say that you don't care about the material
* etc.
Attending:
* it can say that you value the professor's time
* it can say that you acknowledge that the professor knows more than you
* it can say that you at least tried to learn the material
* etc.
Now consider this from the professors: you were given an oral exam in which you *think* you explained everything from a chapter except one point. Maybe the reason you were given that chapter to read was to understand that one point, or maybe you didn't explain it the rest of the chapter according to the professor's expectations. Either way, that likely would have been indicated in a class, and you may have found out if you attended. If you were attending classes and still missed something about the expectations, the professor may have cut you slack with the understanding of "the student was there, maybe *I* didn't explain *myself* well enough".
Also to note, you are not colleagues. You may be performing research, but you are still trying to get your PhD. The professor has a PhD, and is trying to impart that knowledge to you, to which you are saying "I don't need to hear what you have to say" by not attending (whether that is your intended statement or not).
In summary, you need to attend the classes. They are held for a reason, and the successful completion of them are the expectations of your PhD candidacy. If you fail those courses without attending any classes, you have no recourse to appeal any marks (particularly if you think the professor doesn't like you; your appeal will be thrown out as soon as the professor indicates you were not at any lectures).
Upvotes: 4 <issue_comment>username_5: The short answer is **Yes, at the PhD level, not attending courses is rude.** At a guess I would say that these professors do not have a specific attendance policy because their experience is (a) at the graduate level, the students are motivated to be there and they don't *need* a formal policy to drive home the fact that (b) attending class is an important part of mastering the material and becoming part of a learning community.
You say that these professors know you and see you in the hall every day. I assume you know what you are talking about, and since this is a PhD program these are not large courses and your absence is noticed by everyone, including your fellow grad students, who probably resent you for not showing up. Let's assume that your read of the situation is correct, in terms of the professors knowingly and intentionally acting in certain ways towards you. Since you believe that "There is no explicit attendance requirement" means "I do not have to show up if I don't want to", Professor 1, without revising her syllabus, decided to show you that (a) you are missing things by not showing up, and (b) if you're going to fall back on the letter of the law, the letter of the law says I can ask you anything I covered in lecture on an oral exam. Professor 2 is letting you know that if you don't have time for him, he doesn't have time for you.
I will finish with your question of "What can I do to turn it around and convince people that my intention was not to offend them?" But first I want to address (a) your graduate program, and (b) the purposes of attending class *other than* learning the course material.
You have clarified in the comments that these two courses cover material which you are already quite adept in. Assuming you know what you are talking about, then you just may be in a program that is a poor match for you, because they are not working with you to structure the program to your interests and capabilities. If that is the case, you have to decide whether to try to get into a program that is a better match, or to get the most you can out of the program you are in. Getting the most out of it would mean repeating some material you already know, but trying to go deeper in your studies. This would require communicating with the professor about your preparation, asking whether you can demonstrate your competency, and then asking whether you can take the work in a more advanced direction. This does create a certain time demand on the part of the professor, so they may not be willing to do this, but you should still do your best to impress them with your competency and maturity. If you are not willing to leave the institution, you may just have to grind your way through a handful of uninteresting courses, which may not be fun, but will at least be easy. Try not to yawn in class.
Beyond that, attending class, especially at the PhD level, is also a way for your professors to get to know you personally, learn what your interests are, and possibly figure out if they would want to work with you. It is also a way for the PhD cohort to bond--an important part of having required courses early in a program and in a fixed sequence, before students move into more specific research interests. Even if you know the material, you could be helping the other PhD students learn it, both by your insightful contributions during class meetings (which hopefully are not just straight lecture) and by working with them on assignments outside of class. If you intend to go into academia, this is an opportunity for you to learn to be a teacher, possibly helping the other students learn material that they may find more challenging than you.
If you want to stay at this institution, want to start attending classes (this is important--you're not getting out of this with "I'm sorry I hurt your feelings but I'm still not coming to your class"), and you agree that these there are legitimate reasons to attend a class beyond just being an information-delivery system, then you need to sincerely apologize to the professors involved and let them know that you intend to change your behavior (i.e. come to all class meetings going forward). I would start out with a written apology and then request to schedule a time to meet to discuss the course. I would try to avoid making a claim that you already know the material, which obviously Professor 1 doesn't believe, and doesn't seem to be the issue with Professor 2. You might say something like you have always worked independently, and thought that the lack of attendance requirements meant that you could treat the course like an independent study. You of course now realize how disrespectful you were being towards the professors, and you apologize for acting like an undergrad. You reiterate your intention to attend all future class meetings, and ask if there is anything else they would like you to do to demonstrate your commitment to the course and to the PhD program.
Upvotes: 4 <issue_comment>username_6: Hmmmm....having done all the PhD coursework in just two years and attended almost every class, I'd wonder why you'd waste money on courses in which you didn't like the professor or lecture?
Introducing oneself to the professor is simply good manners and should be done early, before dire need arises.
As a single example, I was taking a fast-moving summer course at Oklahoma State University in Electrical Engineering. I asked the professor if I could miss ONE day in conjunction with the Fourth of July to harvest wheat. Much to my surprise, he'd harvested his wheat and was only too happy to oblige. He said that if I believed the theorem about line integrals around poles. I asked what it was. He explained it in just two or three minutes! I was astounded and said I never would have thought of that! (But yes, I believed!) He said he would probably spend all hour trying to recruit believers!
When I came back, I asked how class went and he said something like he had only about 2/3 believers! (Which indicated that I missed nothing!)
So, show up! Get to know your professor! Ask the man who can help you! Be sincere, on time & humble! Best wishes, hope this helps!
Upvotes: 2 <issue_comment>username_7: >
> What can I do to turn it around and convince people that my intention was not to offend them?
>
>
>
You need to stop making so many assumptions.
Though it is not entirely clear from your question, piecing together information from your comments, it seems that there are two things that have led you to believe that your attendance has caused you to be treated harshly.
1. You received an "F" grade in one exam when you felt you deserved a "D". That could potentially be a fairly subtle distinction. The best thing to do here is to talk to this professor, and ask about your grade. Adopt a humble approach: don't go with the intention of disputing the grade, but say that you were disappointed with this grade, and you would like to know what you could have done to improve it. Again, judging by your comments, you seem to assume that you are the perfect judge of whether or not your answers were valid. Try dropping that for a moment and get an expert opinion!
2. You are worried that, because your professor failed to acknowledge you in the corridor, that means they are vengeful and they will give you a bad grade. If I understand correctly, you've not even received your grade yet. You are getting **way** ahead of yourself here. Wait and see what your grade is before assuming that this professor is some kind of spiteful monster.
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<issue_start>username_0: I am struggling finding proper references for the known facts that are mentioned in my thesis.
For example: foundation of Cartesian coordinate system introduced the grid system for data visualization techniques.
How can I possibly find a reference to support that claim?
What is your best method for finding references?<issue_comment>username_1: Although the question is a bit vague, I try to give you an answer from my experience. There are often statements that you heard somewhere or which are "obviously" true, but you need a reference.
My best bet is to search google scholar for a variety of different combinations of the terms or suspected authors. If you find some source stating the claim (or something similar) you can often go back through the chain of citations to find a more accurate and reliable source.
Depending on the subject, searching google books is also helpful.
Upvotes: 2 <issue_comment>username_2: "Common knowledge" are usually not referenced. Yet, what is or is not common knowledge is field- or even individual-dependent. A little investigation may help: look at some journals you think would be a potential home of your article, and learn about their points of view on common knowledge. Talking to your supervisors will also be a good method.
And just a side comments: I am not sure if I understand your example statement and if other problematic statements are like this you may want to talk this through with someone. The coordinate system was meant to project data/information, and one of the manifestations looks like a rectangular grid. But why does it have to be "introduced" again to data visualization when the means and motive were pretty much identical? Be it on a sheepskin map or on a hi-def flat screen, data projection is still data projection. (tl; dr: I humbly think that example statement is redundant. But I am not an expert in this field, sorry if this sounds naive or offensive.)
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<issue_start>username_0: I have been given a great opportunity to work as a research assistant. I will be working under this researcher (and her team) for about 5 months. I was only suppose to start in mid-January. But she said she would like to hire me as a research assistant for the next few weeks (full-time). She said she will be paying me (and the rate /hr is surprisingly high). Come mid-January (when I was suppose to start) I will not be allowed to be payed for my work (school rules).
Anyways, this work can be done anywhere (I do not need to be in a specific location to do it). Thus, she told me to track all of my hours and then send her a bill in January. I guess, sort of like what contractors do. I have never had a paid job before, let alone a research position. I am wondering, is this usual?
I could potentially earn 2 000 dollars over the next couple weeks. However, I feel like this is too much money. I feel as though I should understate the hours I worked. However, at the same time if I did that she would know I didn't work "full-time". This is all new to me so it would be great if someone with experience can make sense of this for me.<issue_comment>username_1: From my experience doing research assistant work at a state university in the US, and from speaking with peers in both "hard" and "human" sciences this is par for the course. A tiny bit of paperwork (a signature or two), and away you go. Though I'm assuming by "she will be paying me" it will be through the university rather than out of her own pocket.
Do the work (well), *do not understate your hours*, and enjoy the paycheck when it arrives. I can almost guarantee the researcher is concerned about getting things accomplished in a timely manner, and that the cost of your time is minimal compared to theirs and the other costs associated with the research.
Upvotes: 5 <issue_comment>username_2: Working with her is a contract as any other contract. You should make sure that the full terms of this agreement are fully understood by both parts. Try to have everything written (not necessarily formally, but still written), at least on email, to avoid future frustration. For a beginner, as you, it is not at all uncommon that you misunderstood something, and because of shyness, you agree with something that you would have not agreed, if everything would have been made clear from the beginning.
For example, maybe the payment is only meant for "successful" working hours, or it doesn't include taxes, or you're supposed to cover some spendings for the project you're working on. If this is not made perfectly clear before you start, in written, you'll find yourself cheated when you'll get 700$ for what you considered to be 2000$ worth of work.
Never lie in these circumstances (Yes, there are rare circumstances where lying is a good option). There's no point to it. Both of you have the exact same goal, you want to finish this partnership successfully and nobody has anything to gain if you understate your working hours.
If it eases your stress, I have many friends working as research assistant, and they make about 2000$ per month, but this depends a lot on the country.
Also, read [this](https://en.wikipedia.org/wiki/Impostor_syndrome). Imposter syndrome is very common in academia, and it looks like you have it. You feel like you don't deserve this money, because you're a beginner, etc., while you are deserving it, and the only needed proof for this is that someone is willing to give it to you.
Upvotes: 3 <issue_comment>username_3: I am very concerned about this part:
>
> I will not be allowed to be payed for my work (school rules)
>
>
>
What rules are these? This isn't an idle question - what rules prevent you from being paid determine the possible penalties for violation.
If you are, for instance, in a foreign country on a visa that limits your payment or employment, working as a contractor in violation of those rules could have some very serious consequences. Depending on your country and the specific policies, this could go all the way up to cancelling your visa and deportation. This is [certainly true in the US](https://www.uscis.gov/working-united-states/working-us), and comes with other requirements:
>
> Students and Exchange Visitors
>
>
> Students and exchange visitors may, under certain circumstances, be
> allowed to work in the United States. They must obtain permission from
> an authorized official at their school. The authorized official is
> known as a Designed School Official (DSO) for students and the
> Responsible Officer (RO) for exchange visitors.
>
>
>
Unless the professor (or you) commits tax fraud, the government would have ample opportunity to find out - so certainly don't chalk it up to "they probably won't find out" if this is your situation.
There are other possibilities, including being prohibited from working due to scholarship/fellowship/assistantship. Violating those rules could mean anything from being required to return the money, to having your agreement cancelled quite suddenly.
The other possibility is that as an employee of the school you are limited to a certain number of hours, such as under insurance restrictions (Obamacare in the US). Going over this amount means the school is fined quite heavily (a few thousand I believe is the minimum fine), and violating such a rule could land both you and the professor in trouble.
Another possibility is the program prohibits you from unapproved employment outside the program (pretty common with PhD programs in the US). Violation of this without permission could be something the program turns a blind eye towards - or it could give them full authority to dismiss you as a student and/or cancel your funding.
It's not clear from your question if the professor knows or understands why you are being prohibited from receiving payment, but I would urge you to make sure you understand what the rules are and communicate them to this professor as well. Regardless, remember that you are ultimately responsible for following the rules that apply to you, and "the professor said it was ok" may not be sufficient to protect you from negative outcomes in any way.
This arrangement ultimately could be acceptable, but please find out the potential risks in advance!
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<issue_start>username_0: Alice and Bob have co-authored a paper together. The contribution (data collection, analysis, writing) was 100% Alice and 0% Bob, except that the original idea was initiated during a conversation between Alice and Bob. Bob acknowledged several times in private that he did not contribute to the project, but he claimed co-authorship for the idea and Alice did not object to that. Alice spent almost an entire year working on the project. Bob spent less than a couple of hours in total. A manuscript with both names has already been circulated, submitted and rejected from one journal.
Bob is now trying to block the publication of the paper due to a personal conflict with Alice. In the meantime, Bob became envious of Alice's early successes and decided to do everything to slow down her career, even at the expense of his own publication record. Bob is already tenured and has no pressure to publish. Alice, by contrast, needs more publications for her forthcoming tenure review. Of course, Bob never explicitly refused to submit the paper. But instead of sending it to a prestigious outlet (where the paper would have a good shot) he insists that they send the manuscript to a non peer-reviewed and unknown journal, which would not help Alice's tenure case. Of course he makes no effort in trying to find an agreement, as he would be happy not to submit the paper at all. Clearly, his decisions are driven by spite and malevolence only and he takes great care into not writing anything incriminating for him.
Is there anything that Alice can do in that situation? Does she have to resign herself to never publishing the paper? What are the risks for her if she removes Bob's name without his agreement and submits the manuscript on her own?
PS: as a response to Captain Emacs' comment, Bob's only contribution was to say "why don't we study the causal effect of X on Y?" in an informal conversation. Alice did absolutely all the rest (literature review, design of the protocol, data collection, analysis, conference presentations, etc.). But there is no evidence of this, other than the fact that Bob would be unable to answer any question that goes into the detail of the paper.<issue_comment>username_1: Wow, what a difficult position to be in. If Bob contributed 0%, Alice has every right to exclude him from the author list and simply acknowledge his contribution in a footnote. She is then free to submit to whichever journal she feels has the best chance of accepting the paper. For the sake of maintaining some level of collegiality, she should advise Bob of her intentions.
The professional jealousy is an entirely different matter, but her record will stand on its own when she goes up for review. She has an obligation to herself, and not to Bob.
Upvotes: 0 <issue_comment>username_2: It was an easy read until
>
> Clearly, his decisions are driven by spite and malevolence only and he takes great care into not writing anything incriminating for him.
>
>
>
This part seemed to have a serious amount of judgment on your part ("clearly", "only"). I'm not saying you're mistaken, I'm only pointing out that this part seemed (to me) to be at odds with the rest of the story.
I like to believe that people generally are reasonable, and hence can be reasoned with. Has Alice tried to apologize for what caused the personal conflict or "misunderstanding"? Has she explained why she wants to publish? Is she really open for a discussion, or is her mind already set on the route to take and Bob objects to "signing off" on Alice's already made-up mind?
Of course, Alice's interpretation may be right and Bob is really a comic book villain. Sometimes you just come across people that are unreasonable. For the rest of this answer, this shall be my assumption.
Since Alice is in a lower position than Bob, she should avoid engaging in a fight about authorship, especially since there are preprints in circulation with both names as authors, which is evidence for Bob's co-authorship.
However, I think it should be possible for Alice to create a spin-off of the current paper, which she rewrites completely, *citing the (unpublished) preprint*. This way, Alice can claim that she wrote the paper alone, and she doesn't challenge Bob's authorship *for the preprint*. Since Bob blocks the publication of the preprint, and since the preprint might not be available publicly, this new paper would probably need to repeat arguments for the reader's convenience. I think Alice's own contributions to the preprint could be repeated without falling under (self-)plagiarism, since the previous preprint was not published and proper attribution to the preprint is given.
Upvotes: 3 <issue_comment>username_3: The fact that it was submitted once with Bob's name on it makes it very difficult (and awkward) to remove Bob's name.
Instead, I'd recommend hot chocolate and cookies. Then Alice should tell Bob that she has addressed the reviewers comments from the previous rejection and will be submitting to *Journal of Awesomeness*. Ask Bob if he sees any more ways to improve it before submitting to *Journal of Awesomeness*.
Then, thank Bob for his time, tell him you will do your best to address his comments before submitting.
No matter what, Alice must make it clear that *Journal of Awesomeness* is where this paper is headed next.
Upvotes: 3 <issue_comment>username_4: As with the another answer, I couldn't help but notice the almost literary way in which the Bob character is depicted:
>
> Clearly, his decisions are driven by spite and malevolence only
>
>
>
Unless the OP is Bob (what a twist!), she is really not in a position to make that claim. In my experience, in 99% of all human behavior, after sufficient scrutiny, one finds that "driven by spite and malevolence only" is not the right explanation. Moreover, I'm not sure I've ever seen an academic make a professional decision to spite someone else *even though it hurt their own career as well*. Regarding this the OP wrote:
>
> Bob is already tenured and has no pressure to publish.
>
>
>
Now I really think the OP cannot be Bob, because tenured people still have pressure to publish. The stakes may be different from that of their long term academic survival, but they are not necessarily lesser or viewed as lesser by the tenured faculty.
Anyway, here's the heart of the matter in my mind:
>
> The contribution (data collection, analysis, writing) was 100% Alice and 0% Bob, except that the original idea was initiated during a conversation between Alice and Bob. Bob acknowledged several times in private that he did not contribute to the project, but he claimed co-authorship for the idea and Alice did not object to that.
>
>
>
I accept the premise of the story that Bob has done nothing on the paper past one initial conversation and is now (for some reason or reasons) acting against its timely publication in an appropriate venue. Which is terrible behavior on his part, of course. However, I must point out that Alice has also made a terrible *mistake* at some point in the process. Bob "claimed" coauthorship for a project that someone else worked on for a year and that he had one conversation about. That's egregiously improper behavior. You shouldn't "claim coauthorship" under any circumstances; you should *propose coauthorship* and that proposal should be accompanied by specific proposed contributions. If Alice went away after one conversation and worked for an entire year without telling Bob what she was doing, that's a mistake (and by the way, it could much more plausibly be part of what made Bob upset). If she did tell Bob what she was working on, she should have clarified that if he wanted to be involved in the project he needed to do....something. And no matter how they get to the endpoint, where Alice has a paper and Bob asks her to put his name on the paper, she needed to object to this. In fact (although this is not the point), Alice's lack of objection could be construed as academic dishonesty: it misleads the reader as to the level of Bob's contribution.
This act of misleading seems to have come back to bite Alice in the behind. It is much more awkward for her to take back sole control of her work after having submitted the jointly authored paper. However, it may still be the right thing to do if the publication of the paper is important enough to her. I do **not** see an ethical problem with Alice deciding to pull away with her work, given that it actually is solely her work. That she may not be able to prove that to the satisfaction of all interested parties makes the action more risky, not less ethical. If Alice and Bob really cannot agree on where to submit the paper, Alice has the right to say "I'm sorry it didn't work out. I am taking my work with me...which as you know is everything except the original idea, which I will credit you for so that you can write a paper on your alternate development/implementation of the idea if you choose." She should not allow the hypothetical threat of Bob's academic dishonesty (i.e., the possibility that he might tell other people that he did the work) to hold sway.
In fact, if Alice convinces Bob that she is serious about pulling away, then with any luck he will see that he has nothing to gain by pressing a fraudulent claim that the work was his that he wouldn't gain better and more easily just by allowing a joint submission to the journal Alice wants.
Upvotes: 6 <issue_comment>username_5: There are many sides to a story, so I won't comment on the merits or facts of the narrative. However, I will advise that it is my experience that authorship issues that are unresolved post-publication often prove detrimental to both parties making the claim. Thus, every effort must be made to reach a resolution.
The technical term for the situation described in the question is **disputed authorship**. At the journal level, the standard advice is that authorship disputes be resolved at the level of the institution(s). Journals will generally NOT proceed with publication until clear resolution is reached.
Let me provide two examples.
Case 1. An manuscript is submitted listing two authors (M and N). The manuscript is sent for peer review. While under review, the editor receives a letter from Author M stating that the manuscript was submitted without his knowledge or permission. The editor immediately does two things -- (1) he halts the peer review process and (2) he contacts Author N to request an explanation. Author N admits that he had attempted to contact Author M for the past two months but with no luck. Deciding that sufficient time and effort has passed, Author N decided to submit the manuscript. The editor seeks further details and discovers that Author M has been discharged from his institution and has instituted legal proceedings about a different matter. This situation seems to have been used by Author M as part of his legal strategy. The editor asks the institution to resolve the matter at their level. Over time, Authors N and M reach an agreement that is suitable to both of them and the institution. They write to the editor that the authorship dispute has been resolved. A new manuscript is submitted containing comments and revisions from Author M. The peer review process is restarted. The article has been published.
In some cases, it is out of the hands of the author.
Case 2. A group of authors submit a manuscript for publication. After peer review, the article is published. An individual writes to the editor after having seen the publication claiming that she deserves authorship on the grounds that the the publication could not have been possible without her contribution (she provided the data in the form of a database she has set up). The editor responds by stating that they abide by the authorship criteria of the International Committee of Medical Journal Editors and that she should provide evidence to support her claim. The third party submits the evidence. On assessment of the evidence, the editor makes the assessment that the third party DOES NOT fulfill the criteria for authorship and authorship is denied.
At the same time, the third party contacts the authors and informs them that she had lodged a claim of disputed authorship with the journal. The authors consider this information and write to the journal, stating that they would like to include the third party on the list of authors. The editor declines the request because the assessment had made and the third party does not fulfill the ICMJE conditions for authorship. The publication is not changed.
The main issue here is the difference between contribution and authorship. The former can exist without the latter, but not the other way around.
Good luck to you.
Upvotes: 2 <issue_comment>username_6: As you need to get on with doing research and writing new papers, you can consider writing up follow up papers that cite the current paper as a paper in preparation or as a preprint.
Upvotes: 2 <issue_comment>username_7: Reputable scientists normally reject co-authorship suggestions of the type "I contribute the work, you contribute the reputation". Not too ethical, and the risk to publish questionable material on the own name also matters. They should also not be invited into co-authors on the basis "this is because you have told me two valuable sentences in cafeteria". Shame for both.
To save the situation for both, Bob and Alice should agree now on the rewritten paper that (they both declare) does not contain Bob's contribution. As this was just a discussion, no experiments, no analysis, rewriting a few sentences in introduction may be sufficient.
Upvotes: 1 <issue_comment>username_8: Here is a possible course of action which Alice might consider, but only if she doesn't care about antagonizing Bob even further, and if other courses of action have failed.
It depends on what comes first: (1) The acceptance announcement date at the Journal of Awesomeness, or (2) the submission date at the Journal of Lameness.
**If the Journal of Awesomeness deadline comes first,** Alice submits without telling Bob she did it. She should try to avoid actually stating whether or not she's going to submit, and sort of let Bob understand She's sulking/angry and that he's gotten away with his little plot. If the submission is rejected - none will be the wiser. If it's accepted, still Alice mustn't tell him, for as long as she can until the Journal of Lameness deadline. Bob won't prepare a draft for that one, and will be expecting Alice to do the work, right? Well, Alice act discouraged and sort of "give up on it". Unless Bob pushes Alice really hard, in which case Alice might have to tell him.
**If the Journal of Lameness deadline comes first,** Alice should get the draft ready for the Journal of Awesomeness submission, unbeknownst to Bob. She must continue acting frustrated and mopey, and appear to have lost motivation for getting that thing published. Now the Journal of Lameness submission deadline will be approaching. As Alice is the one who does all the work, it's likely Bob won't prepare the draft for this submission, and will be expecting Alice to do that? Well, Alice will sort-of-kind-of be working on it, but not really; she'll try to not show up and not be very responsive as the deadline is coming up. Or she might promise him she'll have it ready on time, but fail to update him on the progress. Alice has to make it so that they miss the deadline.
But when the Journal of Awesomeness deadline comes up - Alice submits the paper; and does not mention that fact to Bob at all.
**Finally, in both cases**
When Bob finds out (which will be no later than when the next issue of Journal of Awesomeness comes out I suppose) - what is Bob going to do? The paper was already accepted. It's not like he could spoil the publication by *claiming* uncredited authorship. At most Bob can demand that his name be *removed*. Bob could theoretically contact the editors and claim Alice published against his wishes - but how would Bob make that argument? It's a perfectly appropriate journal, and the paper was not submitted anywhere else. And Bob has no evidence. And Alice can always rebutt such a claim by arguing it was always clear they were going to submit to the JoA anyway. Win.
Upvotes: 0 <issue_comment>username_9: Reading all responses here feels utterly strange.
People focus on semantics, on word choice and to find all possible other things to focus but the actual problem: someone doing all the work and somebody else trying to put his name on it.
In fact, the hypocrisy is in the majority of the scientific community (my own experience). Typically, submitting the paper to a journal, one has to declare all co-authors contributed equally and everybody knows it. Yet it seems to be a community standard to prey on people lower in the hierarchy and abuse their superiority.
Why then to create the rules of scientific integrity, research code of conduct or making people sing these co-authorship declarations instead of being transparent, as the theory science should be?
**My answer to the question in the topic is:** Alice should not sacrifice her own career nor work for a sake of pleasing someones ego.
She could write a nice email to Bob, asking him for reasons of his choice of the journal X and to ask him what could he contribute to perhaps improve the paper.
This can go many ways, but anything written is a good proof of Bob's attitude and his involvement in the work.
Alice should submit her work to whatever journal she wants, with her being the only author. The acknowledgement can state that the idea of the research sparked in the conversation with Bob.
Let's stop making simple things complicated.
Upvotes: 0
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2016/12/15
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<issue_start>username_0: Can someone please clarify for me if there is a difference between an explanation and an interpretation in scientific discourse?
Whenever I am writing up results, I am careful to distinguish *observations* (which I associate with results) and *interpretations* (which I associate with discussion), because results are describing your data, where discussion is interpreting the data (which I always thought of as coming up with *explanations* for the results). However, I got into a discussion today with another scientist about the meaning the word explanation when they asked me add explanations into the results section of our paper (I thought they should go into the discussion).
I am particularly interested in the differences between these terms in the natural sciences (my area), but welcome comparison of the terminology between the fields of math, natural science, and social science in order to help clarify their definitions.
Concisely, here is how I view the terminology:
Observation ≡ Result
Interpretation ≡ Discussion ≡ Explanation
Is this misguided? And if so, can someone please clarify?<issue_comment>username_1: **Disclaimer: Opinion**
First, I believe your description in what goes into Results and Discussion aligns with general writing guidelines for scientific writing. However, time to time there are also some articles that clearly violated this "rule" but still reads surprisingly well.
Now, back to your words: "Explain" usually indicates making something more understandable and apparent. While "Interpret" may not necessarily fulfill that function. One way to best gauge what your peers meant would probably be asking them to identify the phrase that "explains" something in the Results section in a sample article, or ask them to write you a couple examples.
Time to time, to "explain" may just mean coaching people how to read a plot, pointing out what is the focus in a table, providing a neutral statement on the direction and magnitude of a statistics, etc. They don't necessarily serve to interpret or provide any qualitative comment, but more to orient readers so that they can glean the most useful information efficiently.
Now, if your peers actually meant "to convey higher-level idea on **why** or **why not** a certain finding behaves in a certain way," then I'd vote for putting that in the Discussion section as well.
However, as I said, there are examples written by authors who relaxed this categorization and still managed to keep the paper very clear. I'd consider that skillful rather than rule-defying. But for less experienced writers, my recommendation will be to learn the craft the way as it was suggested by consulting the proper style and writing guides in your field. And later, start to also consider use of space, types of audience, questions that the audience might have when they read up to this line, etc. and adjust accordingly. Is it worthy to mildly break a rule by adding half a line of interpretative statement in the Results section so that the readers can read on without suspense hanging over them? I'd say maybe.
Generally (really, really opinion here), I would rather not to be too dogmatic when discussing scientific writing style with others. Keep an open mind but do know your own field's general "rules." Communicate with them, experiment a bit, it's all fine.
(Yet, one thing that I probably will never mess with is APA style... APA style fandom is strong and I'll steer away from upsetting them.)
Upvotes: 0 <issue_comment>username_2: I think I understand what your colleague is suggesting, and I think an example might help, so let me try:
I grabbed a (roughly) [random article](http://www.nature.com/nature/journal/v540/n7633/full/nature20556.html) from the most recent copy of Nature by Govero, et al.
A bolded "**explanation**" in the Results section:
>
> At day 7, we observed high levels of viral RNA in all male reproductive tract tissues (Extended Data Fig. 4a). At day 13, we observed ZIKV RNA in germ and Sertoli cells in Rag1−/− mice, and this was associated with a decrease in TRA98+ germ cells and Lin28a+ spermatogonia and breakdown of the BTB. However, interstitial Leydig cells remained in ZIKV-infected Rag1−/− mice even though the architecture of the seminiferous tubules was altered (Extended Data Fig. 4c–d). **Thus, damage to the testis appears to be mediated both by ZIKV infection and adaptive immune responses.**
>
>
>
Versus an "**interpretation**":
>
> **Our experiments with mouse-adapted ZIKV-Dakar show that infection causes testicular and epididymal damage in mice that can progress to reductions in key sex hormones, destruction of germ and somatic cells in the testis, and loss of mature sperm and fertility. Sertoli cells may be a key target for ZIKV in the testis, resulting in cell dysfunction, detachment from the basement membrane and dissolution of the BTB. Infiltrating inflammatory cells may amplify destruction of the testicular architecture.**
>
>
>
So, in some ways there is a bit of overlap, and I don't know if "explanation" vs. "interpretation" are the best words used to differentiate them. I'm also not holding up this article as some optimal way of presenting things: opinions will no doubt vary. My personal opinion is that some contextualization is necessary in the results of all but the most straightforward papers. I think "explanation" is especially needed when you are discussing the control experiments you did, and it's a matter of personal style the order in which you present this, either: "In order to make sure XXXX wasn't a problem, we did YYYY" or "When we tested YYYY, we found ZZZZ, therefore XXXX did not contribute to our previous finding MMMM."
Essentially, in the results section, they didn't only state what exactly they found (i.e., virus levels and counts of cells), but they also explained what those result means in the context of what they are studying. In the discussion, they go further, interpreting the results in the context of other discoveries in the field and future directions for study.
Upvotes: 1
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2016/12/15
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<issue_start>username_0: Our university doesn't announce any rank and it is not present in our transcripts but I know that my rank is 7 out of 60 in my department. Can I mention this rank? Since I dont have any proof of my rank I am not sure if I can mention it or not.<issue_comment>username_1: If you can't prove it, I wouldn't put it in your C.V.
For one, anyone reviewing your application will have no way of knowing if you're lying or telling the truth. That's never a feeling you want a reviewer to have.
Even more importantly: what if you were actually wrong? What if you were 8 out of 60? Or 6 out of 60? I trust that when you say you're 7 out of 60, you have a pretty good idea of that, but you can't be sure if your school doesn't issue an official rank.
For what it's worth, if your GPA is high enough, I doubt rank will matter much. #7 is great, but #7 out of 60 students is different than #7 out of 600 students or 6000 students. For that reason, the rank itself is less valuable than your actual GPA.
Upvotes: 3 <issue_comment>username_2: You may want to say Top X% of the department or Top 10 or Top 20 rather than #8. I never really found this ranking to be all that useful because your previous work/experience and GPA are self-explanatory. These ranks are not gonna matter. If you go to a more competitive college, your rank could've been lower. Remember, you are competing with others from other universities, so how you rank against everyone else is far more important than how you rank against your peers.
Upvotes: 0
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2016/12/16
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<issue_start>username_0: I am completing a PhD in area of "applied" mathematics (although technically this general area is very broad and sits in between both pure and applied ends of the spectrum).
I am applying for some one-year post doctoral positions at another university. These positions are not attached to any specific member of academic staff, and are thus open to all applicants from pure / applied /statistics - a committee decides who gets the position, depending on a "number of various factors". I am meant to submit a research proposal, however. I have contacted an academic there whose research is in a similar area to mine (but still quite different, of course).
In my situation, given that I am still yet to complete my PhD thesis, and publish my results, what would be the best thing to do regarding the research proposal? How stringent are the requirements in general regarding research proposals for first-time postdocs in the eyes of professional mathematicians? I certainly have a number of potential research avenues to pursue stemming directly from my work - should I just write about them?<issue_comment>username_1: In mathematics, your situation is very common. A lot of people don't have any papers written and are still completing their PhD when applying for their first postdoc. There's nothing "stringent" about "research proposal requirements." (Are there even any requirements? Typically, just that something be submitted, I suppose.) What you'll be evaluated on mostly at your stage is your area of research and letters of recommendation (and possibly your teaching ability, depending on the position). Yes, people will look at your statement, and you should do a good job at writing it, but don't worry too much about it.
Generally what you should do in a research statement at your stage is:
* summarize what you've been working on, and your (partial?) results till now
* indicate, in some but not a lot of detail, what are some future things you are interested in working on (these do not need to be things you're definitely going to do)
The point of this statement is:
1. To see that you can effectively communicate your work/ideas (and possibly to get a sense of how well you understand its context)
2. To see if what you're doing is of interest to the faculty there
3. To see that you have some decently thought out ideas for future work
Upvotes: 3 <issue_comment>username_2: I propose that, you finish your PhD first and you will have a broad and clear picture of what you are looking for and what is required of you.
Njori-kenya
Upvotes: -1
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2016/12/16
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<issue_start>username_0: When I was an undergrad student I used to procrastinate a lot. I managed to get things done in the nick of time by staying up all night before exams, and so on. Not very different from what <NAME> talks about [here](https://www.youtube.com/watch?v=arj7oStGLkU). That's why I know this is not my problem any more. During my PhD I managed to stop procrastinating by virtue of having no other option: it was impossible to finish up everything I had do to on time unless I worked on it steadily (including until late at night and sometimes on the weekends).
During my short career in academia (I'm now into my 4th year of postdoc) I have always expected my work load to start decreasing at some point. Reality speaks a different truth: my work load has steadily increased from day 1 of my PhD until today.
Now I have to work on my own research, supervise students' research, write grants, do peer review, prepare conferences and seminars, and some teaching. With the added weight of lack of job security (even in the short term).
Even though I work long hours, I just literally don't have enough time to do everything I need to do. I always find myself working on a priority basis: try to get whatever has its deadline approaching nearest done first. Just by looking around I can see this is a systemic problem, some of my colleagues have it even worse than me.
I find myself on the brink of burnout. What are effective strategies to *both* avoid burnout and optimize time management in academia, having as a premise that it is literally impossible to wholly fulfill all of one's commitments?<issue_comment>username_1: >
> I find myself on the brink of burnout. What are effective strategies to avoid burnout and optimize time management in academia, having as a premise that it is literally impossible to wholly fulfill all of one's commitments?
>
>
>
* **Find a therapist**. Really. There is no shame in getting help when dealing with a difficult life situation. This won't reduce your workload, but a therapist should be able to give you custom tips for better managing it.
* **Learn to say no**. Fundamentally, if your workload has been ever increasing, this is a good sign that you are bad at saying "no" to tasks. This is an *extremely* important skill to learn, and a therapist may be able to help you learn it if you can't do it on your own.
* **Start delegating**. In addition to saying "no" to tasks, start delegating (parts of) the tasks that you still agree to carry out. Remember how you as a PhD student sometimes needed to help the senior people in your team with organisational varia, reviews, literature searches, etc.? *You are now one of those senior people.* Don't be shy to ask the students you help supervise to lend a hand with your tasks.
* **Accept that sometimes there is too little time to get everything done** (or: accept that sometimes some things can't be done well in the time that is available). Many of us have this little perfectionist in us that requires us to (a) come through on everything we promised at some point, and (b) do everything in the best possible quality. In real life, there is usually just enough time to do some things well, and the rest either not at all or in mediocre quality. This is not your fault, and it is best to accept that sometimes you will give a presentation that's not very well prepared, or be unable to submit to this workshop even though you promised the chair a month ago.
* **Be aware of your priorities.** Relatedly, be aware of what *you personally* really value and want to do right. For me, being badly prepared for teaching is a no-no. For you, it may be skipping a major paper or grant deadline. Note that I specifically said *your* priorities, not necessarily the priorities of your postdoc advisor or students. While in an ideal world you want to take their preferences and needs into account as well, if push comes to shove you can't consistently ignore your own priorities over the needs of others. Four years into your postdoc you should easily be senior and independent enough that you can push back if your mentor wants to force her/his own agenda onto you (if this is not the case, I suggest *getting the heck out of there*).
Upvotes: 5 [selected_answer]<issue_comment>username_2: One thing that really helped me through grad school was learning to focus on *energy management* over time management. There's a whole school of thought on this practice, but I rather like this quote from [HBR](https://hbr.org/2007/10/manage-your-energy-not-your-time?cm_sp=Article-_-Links-_-Comment):
>
> The core problem with working longer hours is that time is a finite
> resource. Energy is a different story. Defined in physics as the
> capacity to work, energy comes from four main wellsprings in human
> beings: the body, emotions, mind, and spirit. In each, energy can be
> systematically expanded and regularly renewed by establishing specific
> rituals—behaviors that are intentionally practiced and precisely
> scheduled, with the goal of making them unconscious and automatic as
> quickly as possible.
>
>
>
So, in academia, learning to optimize your energy might take the form of minimizing the number of decisions you have to make on a daily basis. I wholly concur with the above suggestions to delegate, prioritize, and accept that things won't always be perfect.
The main one that I'm going to add is to ***automate where possible***. Software can be a miracle worker for academic productivity, but it can also be it's own vacuum if you spend more time fiddling with an app than letting it help you. So choose wisely. Any tool you select shouldn't be based on the most bells and whistles available, but rather what's going to easily fit into your workflow to automate the little decisions you have to make. The idea is to save your energy for the big stuff, the fun stuff. Here's a few places you might think about simplifying and automating:
* **Your email inbox.** [Streak](https://www.streak.com/) is a GREAT tool here if you use Gmail - check out some academic use cases [here](https://paperpile.com/blog/streak-for-researchers/)). Scheduling interviews for a research project? Automate the follow-up. Writing a book? Automate the invitations. You get the gist.
* **Your reading list.** The way you keep track of "what to read next" will probably depend on how you like to read, but for me, adding something to my reading list should never be more than a Chrome extension away. Consider [Pocket](https://getpocket.com/), [Google Keep](https://keep.google.com/u/0/), or something more multipurpose like [Evernote](https://evernote.com/).
* **Your collaborative projects.** Please don't waste time emailing versions of a paper back and forth. In 2016-going-on-17, collaboration with your academic colleagues should be real-time (even if they're still insisting on using Microsoft Word). Ain't nobody got time for version control. [Google Docs](https://www.google.com/docs/about/), [Authorea](https://www.authorea.com/), [ShareLaTex](https://www.sharelatex.com/) etc. are all great options for working on academic papers and other projects with collaborators.
Whatever you can do to optimize the energy you devote to your academic work, the better positioned you will be to both manage your time and avoid burnout. And remember somewhere underneath all the craziness this is actually supposed to be fun!
Upvotes: 3
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2016/12/16
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<issue_start>username_0: This question comes in two parts.
---------------------------------
1. If I am a lecturer in a field (say, Data Mining) and quite stuck in my research, am I allowed to make exam questions (for undergraduate & graduate students) related to my research hoping that some answers may give me ideas?
2. If I am allowed to do that and supposing that I did, what could I do if a student actually answers my question with a method (s)he is currently working on in his/her own research but has not published yet (*which I don't have the means to know of*)?
Should I give an announcement or some kind of encouragement to the students who actually give such an answer to finish their research as fast as they can **so that I can cite their papers** to avoid potential copyright infringements and plagiarism?<issue_comment>username_1: I find the whole idea as proposed in the first point quite underhanded. Just announce that you are looking for ideas on how to solve a specific problem and that you'd be happy to provide support for developing it to a thesis and/or publication to any students who got a promising idea. That way you create a win-win situation and avoid all potential ethical issues.
Upvotes: 7 <issue_comment>username_2: Even ignoring the elephant in the room (that I am unsure why you expect your students to have a reasonable shot to very quickly solve an issue that has apparently been stumping you for some time), this sounds like a pretty bad idea:
* **It does not sound ethical**. Fundamentally, in an exam, you are expected to *know* the answer to the questions you ask. How are you going to evaluate different proposals? Does a student who writes a simplistic answer that won't work get more points than a student who recognises how difficult the issue is and consequently is unable to come up with a comprehensive solution (and writes nothing at all)?
* **It probably won't work**. An exam is not a brainstorming exercise. Your students are under time pressure, and they will assume that there is a reasonably simple solution to the problem. They are not gonna throw crazy ideas that might just work at you, but instead they are going to waste a lot of precious exam time trying to find the "obvious" solution that you yourself have not yet found. An exam is not the right frame for creative problem solving.
Upvotes: 6 <issue_comment>username_3: I think you can do it in a homework exercise, but only as a *bonus question* that is not part of the ordinarily graded questions. Adding it to an exam is not fair, for reasons mentioned in other answers. But rather than using it to find a breakthrough in your own research, use it to find hidden geniuses among the students. Make it very clear that those questions are completely optional and harder than the main homework questions; you may or may not state that they are actually open problems.
There are historical examples of students who solved open problems in homework exercises. For example, [<NAME>](https://en.wikipedia.org/wiki/George_Dantzig):
>
> An event in Dantzig's life became the origin of a famous story in 1939 while he was a graduate student at UC Berkeley. Near the beginning of a class for which Dantzig was late, professor <NAME> wrote two examples of famously unsolved statistics problems on the blackboard. When Dantzig arrived, he assumed that the two problems were a homework assignment and wrote them down. According to Dantzig, the problems "seemed to be a little harder than usual", but a few days later he handed in completed solutions for the two problems, still believing that they were an assignment that was overdue.
>
>
> Six weeks later, Dantzig received a visit from an excited professor Neyman, who was eager to tell him that the homework problems he had solved were two of the most famous unsolved problems in statistics.
>
>
>
Of course, when you do against all odds find a hidden genius this way, you can offer to supervise him or her in writing a publication, which should land you co-authorship on the paper.
Upvotes: 7 [selected_answer]<issue_comment>username_4: You will trap students who cannot leave a question until it is solved. Since dropping difficult question during exam time is a skill by capable examinees, you are going to shoot down some students with weaker self-management skills who otherwise would have passed.
Very nasty.
If you would like to implement the stealth approach, you could place that as a bonus question in coursework, to be solved only after everything else has been solved.
However, it is a complete taboo to even consider an actually successful proof by a student, not to be fully cited/quoted. Maybe you do not even deserve co-authorship (depending on how well developed/written the paper is at its submission). If you subject them to such a challenge, you would be nonetheless expected to coach the student towards publication *even if you do not become co-author* and just get an acknowledgement. That would be my take on the ethics of the case.
Upvotes: 4 <issue_comment>username_5: At some point in the 80's an unsolved problem was given as an exam question to about 200 pupils during the preparation for the international mathematical olympiad. It was judged as a problem where a good idea could give a rather simple solution. More than 20 years later the problem was solved, and the solution required heavy machinery. On a lower level the same was done using bonus questions on homework sheets. I remember that one exercise in logic asked for a statement equivalent to P=NP, and one sheet in number theory for the Birch Swynnertion-Dyer conjecture. Needless to say, none of these were successful.
So what you propose has been done before, and it didn't work.
Upvotes: 2 <issue_comment>username_6: I second the recommendation of using it as a homework question, time and pressure is less than in an exam.
However, if you were still considering posing it as an exam question, I would make it a bonus question, and make it clear that you are giving points not based on whether or not the question is solved 'correctly', since that is likely improbable on an exam, but the students' *approach* to the problem.
Weighing the value of the question even as a bonus is tricky. Too low of a value won't motivate students enough to solve the problem, and too high of a value will place unnecessary anxiety on students to attempt the problem.
Upvotes: 1 <issue_comment>username_7: The answer remains the student's IP. The exam setter would be plagarising if they used it without having the student's permission (and probably co-authorship).
Upvotes: 1
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2016/12/16
| 1,073
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<issue_start>username_0: We submitted an article to a SCI Elsevier journal. The Elsevier website has clearly mentioned that submission to first decision takes 4.5 weeks, submission to
final decision takes 4.7 weeks and acceptance to citable online takes 7.2 weeks.
After 60 days of submission I sent an inquiry email and editor replied just one line that the review process will take at least 1 year. I selected this journal based on IF, Q factor and most importantly the review process was quick. After hearing editor's response I decided to withdraw the article and submit it to other fast track journal.
* Is it a valid reason to withdraw the under review article (as the wrong information was conveyed by the journal)?
* Any suggestion how should I compose my email for withdrawal?
* Is it possible the editor might refuse the withdrawal request?<issue_comment>username_1: This is not uncommon, as finding good and timely reviewers is becoming more and more challenging (e.g. [Kovanis et al, PLOS ONE 2016](http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0166387)), and it is difficult to improve time to review and publication (e.g. [Bruce et al, BMC Medicine 2016](https://bmcmedicine.biomedcentral.com/articles/10.1186/s12916-016-0631-5)). In your specific case, most likely the times to review and publication are either not updated or average estimates not truly representative of the variability of their reviewing process.
---
>
> Is it a valid reason to withdraw the under review article (as the
> wrong information was conveyed by the journal)?
>
>
>
**Definitely yes:** unless the journal is the best one in your field, it appears it is poorly managed or having a very hard time finding good and timely reviewers, and thus I would choose another scholarly venue.
---
>
> Any suggestion how should I compose my email for withdrawal?
>
>
>
**This is what I write when having similar issues:**
*Dear Editor*
*I am writing to informing you that I am irreversibly withdrawing my manuscript entitled "xxx" from your consideration, as I am going to resubmit it elsewhere.*
*The main reason is that I have been very disappointed by the poor handling of the manuscript and the delay in reviewing it.*
*Please do not consider it any longer for publication in your journal.*
*Yours truly*
*XXX*
---
>
> Is it possible the editor might refuse the withdrawal request?
>
>
>
**Definitely no,** if you are clear in your email.
Upvotes: 3 <issue_comment>username_2: You may withdraw your paper at any point (unless copyright has been transfered). Is this case this even seems like a good option. Although the numbers on review time on the homepage are averages, I find it highly disturbing that the editor gives such a large estimate that early. How can he know the he will need more than 10 month from now to form his decision? If he has some reason to believe so, shouldn't he try to keep review times short if his journal advertises short review times? Many reputed journals I know work hard, publisher and editorial board together, to keep their review times as small as possible, and here seems to be one editor who doesn't care.
To answer the questions: Yes you can withdraw at any time of the review process. Such an estimate of the review time is a valid reason. To withdraw your paper you just write an email to the handling editor stating that you withdraw the paper. You do not have to give specific reasons and you may resubmit the paper somewhere else right away. The editor can not refuse the request as (usually) nothing has been signed which prohibits withdrawal.
Upvotes: 3 <issue_comment>username_3: 1. [Is it a legitimate reason to pull a paper because review is taking too long] Yes.
2. [How to write email.] "We withdraw our paper. Thank you for your work so far." Do NOT fall into the urge to explain, defend, etc. Just pull it.
3. [Will the editor refuse to let us pull it.] No. He can't publish it without your agreement and you can resist any eventual review comments with "we pulled that paper". Seriously, just save the email, but you are fine.
Upvotes: 2
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<issue_start>username_0: I'm a PhD student. Just before starting my PhD I wrote up an expository paper about the basics my domain of study, in a peer-reviewed journal for graduate students, with almost no new results (the only new result is from my master's degree thesis, which is not published anywhere, and it's not groundbreaking by any means). It recently got accepted and published.
Should I list such a paper in my CV? If so, where should I put it: in the "Publications" sections (hoping that the name of the journal makes clear what kind of paper this is), or somewhere else?
If it makes any difference, this is my first and only "publication" so far (I'm in pure math, I have preprints but the review process is insanely long). On the one hand I feel like I should list it because I think I should list everything on my CV and omitting something is akin to lying by omission; but at the same time I don't want to make it seem like I'm "padding" my CV.<issue_comment>username_1: At this stage of your academic career, I would go ahead and include the article on your CV. You are a student, and publication in a student journal is a meaningful accomplishment, even if publication in a research journal would be a significantly greater one. I see CVs from students with masters degrees in applied math that sometimes have these kinds of things listed, and I don't think anyone has a problem with their appearance. And you can always get feedback from the faculty in your current program, as to whether they would like to see something like that on a student's CV.
If you think the name of the journal will make its nature clear to anyone viewing your CV, then that will probably be fine; however, if you have any doubts (and you definitely do not want to give anyone the impression that you are attempting to be misleading on your CV), you may want to include a bracketed note "[student journal]" just to be clear.
Later, you may want to drop this item from your CV. When you have a doctorate and have published multiple articles in research-level journals, people may wonder why you have included something so minor among your accomplishments. But you are not to that stage yet, so including it at present is probably fine.
Upvotes: 3 [selected_answer]<issue_comment>username_2: I'm in pure math like you. I suggest listing your preprints under the heading "Preprints", and the "low-level expository work", if you really feel it's important to mention it, under a heading such as "Expository writing" or "Expository". I wouldn't use words such as "publication" or "peer-reviewed" (even if they are technically correct) in connection with such a work, since I do feel that it may create an unpleasant impression of CV-padding. Your preprints, even though they are not yet publications, sound like real research articles that add substantially more value to your CV regardless of their acceptance status, so bragging about a publication in a student journal (I've never had a favorable view of such journals myself, but maybe that's just me) sounds incongruous to me.
Another option you may want to consider is to not mention the expository work at all. I disagree with your view that omitting it is akin to lying.
Upvotes: 1
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2016/12/16
| 632
| 2,796
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<issue_start>username_0: currently I'm applying for a specific university I had an exchange program couple years ago, and I asked one specific professor about a recommendation letter, also stated I had the desire to work alongside her as her assistant (being a TA or RA). I'm still waiting for the results (fall 2017), but I would like to ask her which researches she is conducting right now (her focus is software engendering), and if any is with web/mobile development (areas where I have work experience.
Thanks, guys!<issue_comment>username_1: At this stage of your academic career, I would go ahead and include the article on your CV. You are a student, and publication in a student journal is a meaningful accomplishment, even if publication in a research journal would be a significantly greater one. I see CVs from students with masters degrees in applied math that sometimes have these kinds of things listed, and I don't think anyone has a problem with their appearance. And you can always get feedback from the faculty in your current program, as to whether they would like to see something like that on a student's CV.
If you think the name of the journal will make its nature clear to anyone viewing your CV, then that will probably be fine; however, if you have any doubts (and you definitely do not want to give anyone the impression that you are attempting to be misleading on your CV), you may want to include a bracketed note "[student journal]" just to be clear.
Later, you may want to drop this item from your CV. When you have a doctorate and have published multiple articles in research-level journals, people may wonder why you have included something so minor among your accomplishments. But you are not to that stage yet, so including it at present is probably fine.
Upvotes: 3 [selected_answer]<issue_comment>username_2: I'm in pure math like you. I suggest listing your preprints under the heading "Preprints", and the "low-level expository work", if you really feel it's important to mention it, under a heading such as "Expository writing" or "Expository". I wouldn't use words such as "publication" or "peer-reviewed" (even if they are technically correct) in connection with such a work, since I do feel that it may create an unpleasant impression of CV-padding. Your preprints, even though they are not yet publications, sound like real research articles that add substantially more value to your CV regardless of their acceptance status, so bragging about a publication in a student journal (I've never had a favorable view of such journals myself, but maybe that's just me) sounds incongruous to me.
Another option you may want to consider is to not mention the expository work at all. I disagree with your view that omitting it is akin to lying.
Upvotes: 1
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2016/12/16
| 471
| 1,918
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<issue_start>username_0: More and more journals require authors to make their data available, as an increasing trend to open science and reproducibility. If I want to use some data openly accessible that is linked to a publication, do I just need to cite the data source in my manuscript or will I also need to contact the authors to let them know I am using their data or to ask for permission?<issue_comment>username_1: The future of scholarly research will be based on open data to ensure accountability, transparency and independent replication (e.g. [Warren et al, New Engl J Med 2016](http://www.nejm.org/doi/full/10.1056/NEJMp1607282)). Thus, we need to be ready for similar scenarios.
---
>
> Do I just need to cite the data source in my manuscript or will I also
> need to contact the authors to let them know I am using their data or
> to ask for permission?
>
>
>
Unless there is an explicit policy you need to follow (quite uncommon indeed), you just need to provide the precise citation to what you accessed. However, contacting the authors could be a smart choice: they could provide you additional data or collaborate with you more actively.
Upvotes: 4 [selected_answer]<issue_comment>username_2: You can, at your choice. It depends on whether it is required by the authors (that is unlikely given that the data is already public), and your intentions. Do you need their inputs beyond the public data? In that case, feel free to contact them.
Otherwise, just cite them (the data sets as well as their primary research paper that describes the data sets).
ONCE your paper is accepted for publication, you can send a copy of your paper indicating that you have used their data sets in your work. They will be delighted to hear that their data set has contributed for yet another research work. This will be a win-win, as they will read your paper, and you can become collaborators.
Upvotes: 0
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2016/12/16
| 722
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<issue_start>username_0: As a part of my post-doctoral project, I am working on some problem. Apart from my post-doc mentor, another junior member had been added to the project to assist me and been given the position of ``Junior Research Fellow'' (JRF). Initially, I thought that a proper person who would be able to learn the methods of my field would be chosen to do the job but the person X was chosen who is from a different background. I still hoped that X would learn at least basic things (which are not very difficult) and would be able to help me. However, X kept telling me that they want time to learn and in my frank opinion, never tried even a bit to learn anything.
In the meantime, I gave a very simple work to X : Download around 150 data-files from the Internet and name them as I want. Even this took long time but this is the only thing that X has done during the whole year.
On the other hand, I studied the whole problem, did literature survey, discussed with various experts in the filed, found a proper way to solve the problem and built 3 complex codes to work things out. Now we have nice results which can be published in my opinion. Now my mentor tells me to add X as the second author of our paper. I am quite unhappy with this and I expressed my opinion to the mentor. But according to the mentor, we must add X because we must show funding agency that everybody worked together. I am surprised at this and hence I am asking whether this is really normal and how should I handle the situation.<issue_comment>username_1: The authors of scientific papers should have had an intellectual contribution in the resulting publication. You can name he/she in acknowledgements.
You could also ask the ethic commitee or your institution research guide if you have one.
Upvotes: 2 <issue_comment>username_2: The proper answer here is clearly that this person does not deserve to be an author. Downloading a bunch of data files is not any kind of *intellectual* contribution to the research. It may have been a necessary task, which was required to get the project operational, but the same could be said about administering your institution's e-mail server or keeping the HVAC system you use operational. Workers that do not contribute intellectually to a project do not merit authorship on papers, although they could be thanked in the acknowledgements, if they put in a large amount of time in support of the project.
You seem to be concerned that your funding agency may not want to see people paid to work on a project who are not authors on the resulting publications. While some agencies may have concerns about this, what they are ultimately worried about is whether their money is being spent on the research it was intended to fund; they do not want the funds redirected to other projects. They must also understand that some money is going to go to people who do not end up making intellectual contributions to any papers. Some people just end up doing scut work; some people quit before they make any progress; some research projects unfortunately never produce anything publishable. All these situations will be familiar to the funders; they may not be thrilled about any of them, but they know that they do happen.
Upvotes: 4 [selected_answer]
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2016/12/16
| 752
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<issue_start>username_0: I submitted a philosophy essay to a professor for his 2nd year class that was almost the same as an essay I submitted to a TA for the same professor's 1st year class.
I thought that I had authorization from my professor but I recently discovered that I needed permission in writing. It's been almost 4 years now and I graduated last year...can I get in trouble for this/get my degree revoked? Would the university have kept a record of my assignments from both first and second year? Would this written permission only be submitted between the student and the professor or does the university keep the letter/email on record?
Any info on the types of penalties that could result from this would also be appreciated.
Thanks in advance for any insight.<issue_comment>username_1: In theory, you could get in trouble for this, but the risk is very low. Universities generally retain the authority to change grades and revoke degrees forever, at least when matters of academic dishonesty are involved.
However, nobody is likely to be looking over your old work to find this. It probably doesn't even exist in recorded form any more. So I see little cause to concern yourself, especially if this was a product of a misunderstanding.
Upvotes: 3 <issue_comment>username_2: Objective parties don't seem to be able to assuage your concern very effectively. Have you thought about how you might exorcise this particular anxiety so that you can move on?
Here's an idea:
Write to the instructor of the course where you turned in the rehash of the previous work, and make some proposals for an alternate project you could work on over December and January, to substitute for the one you are concerned about.
The other thing you could consider would be a few sessions of a special type of therapy called [EMDR](https://www.emdr.com/what-is-emdr/). It's very helpful for getting out of one specific thing one is stuck on.
**Edit**
[](https://i.stack.imgur.com/VxsqN.jpg)
Upvotes: 2 <issue_comment>username_3: As others have commented, it is possible but unlikely for you to get in trouble this far out from the course.
It is worth noting that most academics do not have that much time or energy to focus on plagiarism cases this far removed. It should really have been flagged earlier in the process and rarely is it brought up again later.
Upvotes: 2 <issue_comment>username_4: Technically, anyone can accuse anyone else of anything at any time. But the more important question is whether you have, or should feel, any guilt about this incident.
If you truly believed that you had permission to reuse an essay, then you should be free in your mind of any hint of fault. The fact that it may have been required in writing is immaterial in this and is a technical detail.
As others have answered, it is extremely unlikely that any negative consequences will accrue, but if permission was given then there is no misconduct.
And any serious consequences driven by overzealous rules would require some specific evidence of fault and that is unlikely to exist in any case.
Upvotes: 0
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2016/12/16
| 1,214
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<issue_start>username_0: A lot of universities say "Cannot submit this work in whole or in part to another class without prior written consent by the instructor."
What is an example of a situation where a student would get consent for this?<issue_comment>username_1: I have seen advanced classes where a previous paper was substantially revised, with the approval of the instructor. This is likely to be allowed only when the new work is clearly building on the old work, rather than using the old work as a shortcut. That is, it most often is approved because the student has a passion for the topic and wants to dive in much deeper in a subsequent class; it is *not* generally approved because a student has "already done the work" and will essentially be turning in the same thing twice.
Usually this happens on a case-by-case basis, but I know of at least one advanced writing course where the actual assignment was to revise a paper that had already been written for some previous class. This allowed the professor and students to focus on the mechanics of research-based writing, without having to actually conduct most of the research.
Upvotes: 2 <issue_comment>username_2: I first note that the idea that students' work is somehow not a part of their personal body of work, thus owned by them, and re-purpose-able however they like, has always struck me as very strange. In fact, this seems to me quite contrary to any notion that universities are creating intellectuals and scholars. That is, there is a powerful implicit assumption that students would never do anything at all if not commanded to do so by instructors in officially scheduled courses, so somehow do not deserve credit for any work, and do not truly "own" it.
I myself have absolutely no objection to anyone's re-use of work they happened to do before I asked them to do it. :)
All the better, in fact, if they had the sense and drive to do it before being asked.
I much prefer the idea that each student develops a body of expertise, often expressed in write-ups of various technical sorts, if only as notes-to-self, which can be brought to bear in various situations. *Not* that everyone is required to give up all fruits of their own prior work, to avoid some highly commodified, artifactual stigmas about "self-plagiarization". Sometimes the answer to a question does not change just because it is asked repeatedly.
Upvotes: 4 [selected_answer]<issue_comment>username_3: Here are some examples from my Department:
1. In their second year class on English for Academic Purposes (EAP), students are asked to provide an example of assignments they submitted in their first year. Their task is to evaluate their earlier writing in terms of the quality of academic English not the context or technical content of the work. They are graded on the basis of this evaluation. Students find this especially enlightening because they can see firsthand the improvements they have made in their study of English. For example, they are able to see how much more proficient they are in the skill of citations and bibliography construction.
2. At the end of the third year, students submit a research proposal for a methods course. This proposal is revisited in the beginning of the next year, serving as the basis for their undergraduate dissertation.
3. At the start of a course on basic biostatistics, students collect data and pool them. The data are used in four other biostatistics courses over the next three years to demonstrate techniques of increasing complexity.
In each of these situations, we have strict controls applied through the moderation process that prevents the assessment criterion from being applied more than once when the material is re-used. Take, for example, the third scenario above. One of the marking criteria during the data collection period is, say, appropriate construction of a Likert scale question. This criterion does not exist in any assessment task subsequent it. This prevents us from passing along a mark from assessment to assessment over time.
Upvotes: 2 <issue_comment>username_4: Some examples I have encountered in my time:
1. As @Blue-Footed Booby's Blue Feet (I love typing that name) notes, there are occasionally methods sequence classes where students are expected to carry over projects from one course to the next. For these, it's often allowable to use the same text for justifying the project, sample collection, etc. between classes, because there's only so many ways to rewrite a section on the study population.
2. There was a class that many of my cohort took as PhDs where the main project was designing and heavily documenting a planned study. The next semester, there was a grant writing class - it was again expected that these would be chopped up and reconstituted for portions of the grant.
Upvotes: 0 <issue_comment>username_5: The rule is there because universities believe that someone should not get credit twice for the same work, as that would give that person an unfair advantage over other students.
If you have work you already did which you want to use in order to build upon the results, you can usually do so, as long as you reference your original work so that it is clear what you are doing. Quotation marks should be used for copied text, but it's better not to have too much quoted text.
You should, however, consult with your professor in order to make sure it is ok and which format should be used to reference the previous paper.
Upvotes: 0
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2016/12/16
| 432
| 1,754
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<issue_start>username_0: Do universities keep work done by students for later research and/or plagiarism detection by future students (eg. self-plagiarism)?<issue_comment>username_1: The rules of different institutions vary, so there's no one-size-fits-all answer here. However, plagiarism detection software like Turnitin does [store copies of papers indefinitely](http://www.turnitinuk.com/en_gb/features/originalitycheck):
>
> Our database contains 58 billion web pages, 570 million student papers and 150 million articles from academic books and publications.
>
>
>
They also store [archived web pages](http://www.turnitinuk.com/en_gb/features/originalitycheck?layout=edit&id=121) no longer available on the Internet. Other plagiarism software likely works in a similar fashion.
Upvotes: 2 <issue_comment>username_2: At the universities I have worked for, course convenors are required to keep copies of all student assignments and exams for a certain period of time (mostly to allow grading challenges, etc.) and after that time expires they dispose of them in secure disposal bins. The period of time is usually something like 2-4 semesters past the original course, depending on the institution. In cases where a lecturer uses online tools for student assignments, or saves them in softcopy format, it is possible that the work might be preserved indefinitely.
In theory, student work could be used to try to detect self-plagiarism across different courses, but they are not usually shared between different lecturers so that would be unlikely (and academics are generally much too busy for this kind of exercise). As far as using those materials for research, in theory that is possible, but it would require ethics clearance.
Upvotes: 0
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2016/12/17
| 690
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<issue_start>username_0: My friend, a graduate student answered an exam question (in Data Mining field) with a method she's going to propose in her thesis, which has not been published yet as it is still unfinished. The (soon-to-be) thesis itself propose a single new method.
What caused her anxiety:
1. Her lecturer is currently on a research in data mining too and they are not in the same research group.
2. The exam question itself contained a statement like this, "Use whatever method you know of".
The point is that my friend is afraid that her lecturer may pick that method to incorporate or develop in his research while he wouldn't know that it is actually a part of his student's research. **If that happened her thesis would be in jeopardy.**
From my previous question in SE, I get that lecturers really rarely mine ideas from students' exams, but my friend is still worried because her thesis is basically proposing that one method.
What could my friend possibly do in this complicated situation and state of mind?<issue_comment>username_1: Your friend's concern is pretty far-fetched. Researchers aren't usually in the habit of mining student exams for research ideas. Even if the professor was inspired by it, it's quite likely he would want to discuss it with the student anyway, and the thesis issue could be brought up at that time.
But if she is still worried, there's an extremely simple solution: just tell him about it. Send a short email mentioning that the exam question turned out to be related to her thesis work, and that her answer is based on her research work so far; and that if it's something that interests him, she would be happy to meet and tell him more. (But it would be a good idea to check with her advisor before that meeting, in case there is some information which is proprietary or confidential or otherwise should not be shared at all.)
Now he knows that it is part of her research, and the feared scenario is averted.
Upvotes: 5 [selected_answer]<issue_comment>username_2: In addition to @NateEldredge's answer:
Even if the lecturer would want to steal the idea that would hardly be practicable in this case:
* the answer to the exam question is an excellent proof that she had the idea at latest at the date of the exam. And presumably independently of the lecturer (in case they'd claim to have had that same idea before - which does make sense for exam questions - see the answers to the OP's other question).
* And the thesis topic and/or her ongoing work (and lab book / thesis drafts / whatever) would show that as well.
---
Slightly off topic but hopefully reassuring: My personal experience in "exposing" research ideas to other groups is not only that they do not steal your bright ideas but they even like to avoid doing your work: the typical answer I get is that this is extremely interesting and would I email them the paper once it is out, please?
Upvotes: 2
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2016/12/17
| 2,229
| 9,171
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<issue_start>username_0: A friend of mine finished his PhD and joined our group, on a project closely related to his PhD work. After three months, we submitted an article which includes significant amount of work from his thesis and also the work done the last three months in our group.
But his PhD supervisor got angry and said he can not add any other author except himself and he demanded that the acknowledgment should only be based on funding information which he will provide.
The article includes some experimental work which was conducted by my friend after joining our group. We offered the professor to add his and our both funding acknowledgment, but he did not agree.
Is he right in his demands?
Moreover, my friend said his supervisor rejected the publication draft by saying it’s not worthy to be published.<issue_comment>username_1: *Edit 2*: I find the question very interesting but not well presented. As long as it doesn't become clearer, here's how I understand the issue:
The OP's friend did his PhD with his PhD advisor. At least part of his work was not eventually published as the PhD advisor considered it inadequate for publication. The PhD student finished his PhD and went to work in another group in the same subject. He added a few more data, bringing the work to what he and his new group considered at publishable level. So, they wrote the manuscript (or planned to) adding the work from the PhD, plus the extra 3 months of work from the new group and offered co-authorship to PhD advisor. The PhD advisor was not aware that his ex-student was continuing working on the same subject and had not agreed in advance on this collaboration.
The acknowledgement is a detail in the issue. The actual issue is the authorship and the "collaboration". (That's how I understand it).
Also, the contribution of the PhD advisor was zero for the post doc, but was present in the PhD period.
If things are like that, then this is my "answer" below. If not, my answer is at the bottom.
Just to clarify, I don't answer in respect to how reasonable reaction it is for the career of the ex-PhD student. I answer if it is reasonable in the context of research collaboration and supervision and try to identify where mistakes were done. It's quite obvious that this behaviour obstructs the career of the student, but there are obvious or subtle rules in research (as in every workplace) that, if not followed, can lead to problems like this. *End of edit 2.*
I think that his PhD supervisor has valid reasons to be angry (provided some missing information are true).
Fist of all, most of the work was done during your friend's PhD, so as part of his PhD, it seems like his supervisor has the last word of what should be published and how.
Also, I assume that the continuation of the work was not agreed nor approved by the supervisor of the PhD, thus he's angry realising that the work has been continued without his approval.
So, in a way I can feel for him. It's his project (and your friend's) and he should decide if he wants to include your lab (in the work and) in the publication and not vice versa.
**Edit**: In this case, your friend would have to convince his PhD advisor of the importance of the new collaboration (as he should have done the moment he started his new post). If that doesn't work, he can discuss with his PhD advisor what he thinks is needed to make the work publishable and how this could be achieved from this point on. At the same time, work with the new team and/to submit a manuscript without the PhD work involved. **End of edit.**
In the case that it was agreed with the PhD advisor to continue the work on a project in the new lab, and now he backs off, then it's him on the wrong side and that's something the PIs have to sort out.
Upvotes: -1 <issue_comment>username_2: The former adviser's position is unreasonable. It is unreasonable because he's holding his former student's career hostage.
But that is not a pragmatic position because insisting on it being unreasonable doesn't get the paper published. Since the former adviser, simply by virtue of advising, did a significant fraction of the intellectual work, the work cannot be published without him. So if he refuses to have other authors on the paper, then the only solution is to publish only that part of the work that was done during the PhD time. In that case, it is clear who should be author and what funding should be acknowledged. In return, you have freedom to publish everything that was done *after* the PhD work with whomever you like, and acknowledging any funding you think is appropriate.
The reasonable way forward is to discuss these options with him. In practice, few scientists will forego a publication they will be an author on and that someone else is doing most of the work for. That's true at least if they thing the publication has any chance of getting published. In other words, what the situation calls for is a frank conversation about (i) whether the work is good enough to be published, (ii) which parts exactly should be published, and (iii) who is going to be on the paper. You can't publish/the paper is not going to be good if you don't have agreement among all authors on these points, and you can only get agreement by having an honest and open discussion about it.
Upvotes: 1 <issue_comment>username_3: My understanding of the current situation:
Your friend is attempting to publish what sounds like a significant portion of results from their dissertation, along with some new results obtained after a few months in a new research group (your group). Further, your friend's former PhD advisor does not approve of the new collaboration with your group, is not satisfied with whatever compromise you've proposed thus far, and does not want your group to submit the manuscript in question.
>
> Is [the former advisor] right in his demands?
>
>
>
Unfortunately, there is no universally correct answer. *Why?* Simply put, the "correct" answer to this question depends on the norms in your field, the agreed-upon publication policies in your friend's former research group, and so on. (One of the key things I've learned on this site is just how much academia varies, and I strongly encourage you / your friend to reflect on this point as well; see, e.g., [Academia varies more than you think it does](https://academia.meta.stackexchange.com/a/1212/11192)).
Further, getting into philosophical debates about the "correct" way a former advisor should proceed in this situation is, in my view, *pointless*; before getting on to your question, let me explain why I say this.
On this site, we see, time and time again, plenty of questions which are very closely related to the situation that your friend is currently in. Here are four such questions among many, and I strongly encourage you / your friend to take a look at these, too:
* [Authorship for paper based on my thesis](https://academia.stackexchange.com/questions/14408/authorship-for-paper-based-on-my-thesis)
* [When should a supervisor be an author?](https://academia.stackexchange.com/questions/644/when-should-a-supervisor-be-an-author)
* [Co-authorship for not very involved supervisor](https://academia.stackexchange.com/questions/6130/co-authorship-for-not-very-involved-supervisor)
* [My advisor wants to co-author a paper on my thesis work, but drags out the submission, claiming it isn't ready. Should I submit without him?](https://academia.stackexchange.com/questions/68990/my-advisor-wants-to-co-author-a-paper-on-my-thesis-work-but-drags-out-the-submi)
As far as the "correct" course of action in the above / other related questions is concerned, the key takeaway (for me, at least) that all of these questions have in common is: **it depends.**
Now, on to your question. For simplicity, I see your friend's situation as belonging to one of the following two categories (*below, since it is not clear in your question, when I write "norms," this will refer to the norms that exist for your friend, whatever that might entail*):
1. If the "norms" are such that your friend is free to do whatever he wants with his research results, whether or not the results were obtained during his PhD, then your friend's former advisor has no grounds to halt publication, so long as the funding for the portion of the manuscript related to your friend's PhD results are acknowledged.
2. On the other hand, if the "norms" are such that your friend is required to consult with former PhD advisor on any collaborations, publications, etc. stemming from the research conducted while a PhD student, then your friend needs to sort this out with the former advisor **ASAP**.
In an ideal world, if this second case applies to your friend, then your friend should have already had a discussion with the former advisor. **In fact, what this question and the many other related ones help to underscore is how extremely important it is to have authorship discussions with your advisor early on.** (*This may seem obvious now, but I write this for future visitors to A.SE who are on the verge of finding themselves in similar situations*.)
Upvotes: 2
|
2016/12/17
| 626
| 2,451
|
<issue_start>username_0: I have to submit my dissertation through Turnitin. I am planning on publishing the dissertation on my website a few days after submitting it through Turnitin so future employers can see what kind of work I produce.
I was wondering if posting it online after submitting it through Turnitin would cause any problems? The Turnitin content scrapers would find the disseration online after I submitted it through Turnitin so would it appear on the Turnitin similarity report and affect the similarity score?
**TL;DR**: I post the dissertation on the internet AFTER submitting it through Turnitin. Would it show up on my similarity report?<issue_comment>username_1: The Turnitin settings allow for checking either when submitted or on the due date. It depends on which of these options were selected by whoever is administrating the submissions
Upvotes: 3 <issue_comment>username_2: The worst that could happen is that Turnitin finds your thesis, is too dumb to realize that these documents are the same, and flags that there is a 100% overlap. In which case a human will look at the situation, realize that the two are the same document, and everyone moves on with their lives.
In other words, nothing to worry about. A large number of people post their theses on their websites. So this is acceptable practice, and if Turnitin can't recognize this, then that's their problem, not yours.
Upvotes: 3 <issue_comment>username_3: Both the submitted dissertation and the website version are under your name, presumably. If so, the consequence of Turnitin findings high levels of overlap will be obvious to any employer or are easily explained.
>
> Scenario 1: Turnitin report: 100% overlap between dissertation by <NAME> and material on tagatose.com.
>
>
>
I'm not sure that employers will worry as they can see that the dissertation's author and the blog owner is one and the same person . Journals may consider this a breach of the [Ingelfinger Rule](http://www.nejm.org/doi/full/10.1056/NEJM199111073251910), but you'll need to check with the journal.
Things will be a little more difficult to explain if you're publishing your blog under a pseudonym or if you wish retain anonymity (in which case, even publishing your dissertation in full is questionable):
>
> Scenario 2: Turnitin report: 100% overlap between dissertation by <NAME> and material on thesecretbiologist.com.
>
>
>
Upvotes: 1
|
2016/12/17
| 1,337
| 5,578
|
<issue_start>username_0: In a particular field there are two algorithms being used:
* Algorithm *Simple*: you understand it in five minutes, you can implement it in fifteen.
* Algorithm *State of the Art (SOA)*: requires very specific mathematical knowledge to understand and is hard to code. Beats *Simple* by a big margin, both in terms of speed and results.
However *Simple* is more popular because of its simplicity and not-so-bad results. *Simple* has 130 citations, *SOA* has 80. In 2016 *Simple* had 20 citations, *SOA* 17.
While trying to use the *Simple* paper, our results were so bad we spent more than a week looking for a bug in our implementation. Finally, we discovered a one line change that makes it work much better, improving a mathematical approximation in the *Simple* paper that is easily overlooked. After reviewing recent literature, it seems this is not known (we can reproduce recent papers).
We can prove that the one line change is statistically better and equally fast as *Simple* but statistically worse and slower than *SOA*. We also have a 5-line-change improvement which makes it both better and faster than *Simple*, worse results than *SOA* but slightly (10–20%) faster than *SOA*.
What should we do? Since we are not beating *SOA*'s results and it is a one line change it may be hard to publish, but it is clearly something people in the field would profit from.
*Edit*: some have noted it's similar to [this](https://academia.stackexchange.com/questions/59389/can-i-write-a-paper-on-a-method-that-is-novel-but-yields-similar-results-compare) question. There are two differences:
1. We are not coming up with a different algorithm, just making a small modification.
2. On the other hand we are a simpler algorithm than SOA, and there's value in it. In particular the 1-line change is as simple as the *Simple* algorithm and the 5-line change is still much simpler than the *SOA* algorithm.<issue_comment>username_1: Sure this is publishable, but the real question is *where*?
The applied mathematical community, especially the one in which the state of the art methods are developed will probably not see the improvement of the simple algorithm as worth publishing in their venues. Why should they? They know that there is something better which they understand well. In fact, I know of at least one journal which states explicitly that algorithms published there need to beat the state of the art to be suited for them. But the community of practitioners who may be struggling with the nuts and bolts of the state of the art method and often fall back to use the simple method may be impressed.
So, choose you publication venue right and things should go well.
Upvotes: 7 [selected_answer]<issue_comment>username_2: Adding to @username_1's fine answer:
* If you publish **free-license code** rather than just an algorithm/pseudo-code - that's a publishable novelty.
* If your analysis of *Simple* is not merely an application of the analysis used to obtain *SOA*, then this in itself is publishable unless entirely trivial; I would also **look into whether the same 'trick' can be applied in other settings**, which would allow for a paper on "Improving X, Y and Z by frobincating the bar" and the *Simple* imporvement would only be a part of it.
* Simple-to-implement algorithms can sometimes **beat asymptotically-better-but-heavy algorithms under various constraints** of various kinds, such as limited asymptotic space complexity, no randomness, switching from average case to worst case, or even not having enough memory to store the program code, requiring very compact implementations (e.g. in hardware) and no dependence on large libraries. Perhaps you could explore that.
Upvotes: 5 <issue_comment>username_3: Expanding on the issue of *where* to publish, you should also consider *in what format*. For example, IEEE has several "Letters" (I seem to recall an "Information Processing Letters") that tend to be short (4-page) papers that could welcome something like what you describe.
Also, some conferences (and journals) welcome also *position* papers that, among other things, can challenge commonly accepted paradigms (what you describe could fit into this --- you're challenging the perception of not-so-good performance of the simple algorithm).
Lastly --- some conferences and journals welcome *short* papers, where there is novelty but not necessarily substantial amounts of new ideas or analysis or experimental results.
Upvotes: 3 <issue_comment>username_4: As a civil engineer who develops mathematical models, I publish this sort of result fairly regularly. In my field, we focus on models that are 'good enough' and can be adopted and adapted quickly easily. Quickly means we can make more profit on future jobs, and easily means less chance of mistakes / easier for reviewers to check the working.
We would tend to take this sort of thing to conferences rather than scientific journals.
Journals tend to need the greatest, newest and best. At conferences (specifically, those I'm familiar with that are attended by civil engineers), people are often interested in what is practical that they can use tomorrow.
So, I'd recommend submitting a paper to a relevant conference describing the usual problem and how you've improved a common method for solving it. The people who use the simple method will be pleased to attend your talk. You won't be lauded as the next Einstein, but your work will still be referencable in the conference proceedings, and you'll be able to put it in your CV.
Upvotes: 4
|
2016/12/17
| 1,188
| 5,033
|
<issue_start>username_0: I'm working as a software developer right now and am applying for PhD programmes in robotics and environmental conservation. I've put in my notice at work recently and should finish working there mid-February, about a month after the PhD application deadlines. I am quitting for a number of reasons, one of them including wanting to focus on learning how can I help the environment with my tech skills. One of the ways I can is to do research in a relevant field - hence the PhD.
I was wondering if I should mention my quitting in my PhD application. On one hand it demonstrates dedication to my interests. On the other hand, leaving your job without anything else lined up is an... unorthodox move in the professional world and I can see how it could be taken as a sign of volatility. What does stackexchange think?<issue_comment>username_1: From the admissions perspective, it shows dedication but also [chutzpah](https://en.wikipedia.org/wiki/Chutzpah) in a bad way.
Many competitive programs have an admissions rate between 5-20%. Even if you are a strong candidate, it is not guaranteed that you will get in *anywhere* this year. This is why you have to apply to multiple programs as well as have a backup plan if you don't get in anywhere. Staying in a job (you might hate) would be such a backup plan and would show that you are someone who has [Plan Bs](https://en.wikipedia.org/wiki/Contingency_plan).
If I read your application, I would have a nagging feeling at the back of my mind that you are rather sure of yourself and/or desperate and/or headstrong. None of these are good qualities for doctoral programs.
There's also a slight feeling of being extorted - as in, if you don't admit me, I'm screwed. But that's not our problem, you put yourself in that situation, yet it still leaves an unsettling feeling.
Neither of these are enough to tank your application but it could sway someone on the cusp of denial/admission towards denial.
**tl;dr**: A much stronger application would be one that says, "if I am admitted, I plan on quitting my industry job in May and spending the summer ahead of matriculation preparing for graduate studies by doing xyz."
Upvotes: 5 [selected_answer]<issue_comment>username_2: I wouldn't mention quitting your job, because there's no need to do so. Instead focus on the extra things you're doing to prepare yourself without mentioning your current work.
I did something very similar when I applied for PhD programs in economics. I took two years off after undergrad before starting my PhD, and while I did work, one of the main things I did was read seminal literature in my field - <NAME>, Keynes, etc. I talked about this in my application, and knowing my department as I do now, I'm entirely certain this played a large role in getting me in.
This is especially true if you've done your homework on what things the department you're applying to is likely to care about. In my case economic history was a very important field for them, so it mattered.
So, don't mention quitting your job but do mention extra things you're doing, even if it's as simple as reading. I actually wouldn't say something like "if admitted I intend to..." as @username_1 suggested; doing this extra stuff because you're passionate about it and not because you know for certain you'll need it for school carries extra weight. "If admitted I plan to read the Wealth of Nations!" is very different from "While working in industry after undergrad I spent my free time reading the Wealth of Nations."
Upvotes: 2 <issue_comment>username_3: I look at graduate applications each year, though not in your field. I think that the right approach is in how you frame the statement. If you say that you've quit your job so you can start learning about the field, it does sound amateurish and hokey. However, if you frame this as a commitment to a new path in your life, it can come across very differently. You might say that recently you have decided to leave your job ("quit" is not necessary) to devote yourself full-time to deepening your knowledge base in your chosen field and applying for graduate programs, to maximize your success in that area. How you phrase this is up to you, but the important thing is for it to come across as a positive move of re-orientation and commitment, rather than "I just quit my job, and hope that grad school is the answer." Good luck!
Upvotes: 2 <issue_comment>username_4: It is completely unnecessary and superfluous to mention this. Anyone who applies to grad school as a returning student after working for some time has to navigate these waters. Graduate program administrators will admit you or not, based on their assessment of your ability to succeed in their program, and if they admit you, they will notify you if you have any deficiencies that you must make up before starting. And they will assume that you will give careful thought to *when* and *how* you handle your transition from the working world to the academic.
Upvotes: 0
|
2016/12/17
| 903
| 3,824
|
<issue_start>username_0: If all goes according to plan,
I will be teaching a new course in the next academic year.
Although I do have some experience teaching an existing course
which was previously developed by my colleagues,
this will be my first time preparing and teaching a new course from scratch.
I have done some thinking about my new course.
When we propose a new course,
the university where I work requires us to submit a document
which specifies the name of the course, a brief course description,
the course's learning objectives,
the structure of the course assessment,
topics or key words,
and recommended/suggested readings.
Right now I'm feeling a bit stuck.
How should I go about creating a new course from scratch?
I need to create a lot of material, including:
* lecture slides and/or lecture notes
* assignments and projects
* quizzes and exams
Clearly, it would be a bad idea to wait until
the start of the semester when I am teaching
to create all of this material.
How much should of this material can and should I prepare beforehand?<issue_comment>username_1: Assuming you have everything that's supposed to be in the course proposal, and in sufficient detail, I'd first try to select a textbook if this is an undergraduate course. Maybe it's already in the recommended readings, or, if a graduate course, maybe all you need is the recommended readings. If the course proposal needs more detail, flesh it out.
Set a schedule with granularity of at least weekly for instructional topics. (I write a schedule that has the topics, assessments, and reading assignments for each class meeting.)
With the topics set, you can develop the assignments/projects and set a schedule for them that follows and slightly lags the instructional topics.
Write at least a draft of at least the major exams. You need exams and projects so that you can set dates and announce them in the syllabus on the first day of classes. You should also probably determine how many short assessments, *i.e.* quizzes you will have and set dates for them. Be careful not to over-extend yourself with quizzes. For a 15-week term, I generally have about seven quizzes and six or seven assignments/projects. If that seems like too few, consider that the biggest complaint I get from students is that the workload is too heavy.
Depending on the other demands on your time, you can probably prepare the slides/notes a week or so in advance of the time you will need them. (Don't wait until the night before; that's when emergencies rear their ugly heads.) Don't forget to set aside time for grading.
Revise each assignment, project, and assessment just before it is released to the students to be sure the required material has actually been covered.
This will be a lot of fun if you don't overload yourself during the term. Enjoy!
Upvotes: 3 <issue_comment>username_2: I strongly recommend [backwards design](https://en.wikipedia.org/wiki/Backward_design) as a way to plan and build a course. The key idea is to start out by clearly laying out for yourself what results (skills, concepts) students in the course should end up with, then figuring out the assessments that will assess this, and then course activities, assignments, etc., that will feed into this. This works very well, in contrast to the "standard" approach of focusing first on content -- making a bunch of readings, slides, etc. -- and then asking later what sort of tests one can make, which invariably leads to the realization that the assessment gets at peculiarities of that particular content rather than the goals you really wanted. With backwards design, things make much more sense. There are a lot of good references on backwards design (just google it), e.g. [this](https://www.fitnyc.edu/files/pdfs/Backward_design.pdf).
Upvotes: 4 [selected_answer]
|
2016/12/18
| 418
| 1,804
|
<issue_start>username_0: We want to establish a journal. Also I want to add the journal to various indexes. What are the main steps /guide to building an academic journal? What should be done to enter the SCI/SCIe/SSCI index. What is the difference between ISBN, ISSN, DOI numbers. I'm not interesting basic steps like deciding topic, name ,reviewers and editors of journal. It would be nice if you mentioned about the application/reference prices.
*Note:This question might be broad so I can narrow this topic in the direction of your suggestions/comments*<issue_comment>username_1: This question is indeed rather broad. The specific questions you ask are at once basic and easily researched (you can get basic information about ISSN, ISBN and DOI on Wikipedia, for example) and quite complex (indices have their own rules). This leads me to think that you don't know what you don't know.
I suggest that you contact
* A managing editor or production manager of a journal in your field
* The publication liaison of your learned society
* The acquisitions or new projects person at one of the big journal publishers like Elsevier or Wiley
Good luck.
Upvotes: 2 <issue_comment>username_2: I think that much more important than technicalities, like DOI, ISSN, etc, is the ability to attract articles that are of interest for your prospective readers. To get authors who can write such articles to publish them in your foreseen journal, you need a broad network in the respective scientific community, and to convince them that there is a need for a new journal, e.g. because a certain niche is being underserved.
I would say that the start of a new journal is rooted in discussing this on relevant conferences, and getting the support of key scientific leaders within the target community.
Upvotes: 1
|
2016/12/18
| 846
| 2,978
|
<issue_start>username_0: I have googled and it is possible to create rss feeds for categories; nothing about rss feeds for authors.
Is there a way to automatically follow a large number of authors on arxiv?<issue_comment>username_1: Yes. Go to <https://arxiv.org/search/> and search the author name (choose author name from the pull down menu on the right).
---
*Original deprecated method:*
Yes. It seems to be a link of the following form:
```
http://arxiv.org:443/find/math/1/au:+***AuthorIDHere***/0/1/0/all/0/1
```
Upvotes: 3 [selected_answer]<issue_comment>username_2: If the author has an ORCID ID, you can use something of the form:
<https://arxiv.org/a/0000-0002-7970-7855.atom2>
If the author has an arXiv ID, you can use:
<http://arxiv.org/a/warner_s_1.atom2>
Upvotes: 2 <issue_comment>username_3: The [arXiv API](https://arxiv.org/help/api/user-manual) can be used to return search query results in Atom format which should be readable by most RSS clients. For example, to follow "Author Name" you can add a feed to your RSS client by giving it the following url:
```
http://export.arxiv.org/api/query?search_query=au:"Author+Name"+OR+au:"A+Name"&sortBy=submittedDate&sortOrder=descending&max_results=100
```
The generic HTTP syntax is `http://export.arxiv.org/api/{method name}?{parameters}`. To break it down:
* `http://export.arxiv.org/api/` is the arXiv API endpoint.
* `query` is the method we call to search
* the `search_query` parameter specifies what to search for and where
+ `au:` says to search the author field
+ `+` is a space
+ `OR` is a boolean operator. Be sure you include all possible permutations of First Name (full or initial), Middle Name (full, initial, or absent), and Last Name to make sure you don't miss anything. You can also use this to combine multiple authors into a single feed, and you can use parentheses to build more complex boolean statements.
* `&` separates parameters
* `sortBy=submittedDate` and `sortOrder=descending` are also important to get the most recently submitted papers, and you may also want to specify `max_results`.
See [Details of Query Construction](https://arxiv.org/help/api/user-manual#query_details) in the appendix of the arXiv API spec.
---
I've tested this with [Feedly](https://feedly.com/) and I'm able to get feeds with the latest articles by the authors I'm looking for. The results depend on the quality of your search query.
P.S. You can use [this online tool](https://validator.w3.org/feed/) to validate that your url is in fact returning an RSS feed.
Upvotes: 1 <issue_comment>username_4: It seems Arxiv Sanity has this feature.
<http://www.arxiv-sanity.com/>
Upvotes: 0 <issue_comment>username_5: If the author has a google scholar profile, then there is a button to "follow them" next to their profile and by doing this you can get email notification whenever they publish a new article or(and) get cited. But no idea on whether it can be done automatically.
Upvotes: 0
|
2016/12/18
| 1,437
| 6,051
|
<issue_start>username_0: I am currently a first year graduate student in a pure math PhD program in a top-100 university studying topology. I declined offers from top 20 schools to attend this school because I liked the professors at this university and the location of the school was good.
After going to a couple of conferences and talking to some post-docs/grad students from other universities, I found out that the career prospects for someone like me look quite terrible (if I wanted to stay in academia). Even grad students from Stanford/Berkeley (i.e. top schools) were having a bit of trouble finding a spot in academia. Given that I'm really far down the "food chain" and I want to stay in academia, it looks very unrealistic for me. Also, the math is really hard :)
I realize that I should go to a top-20ish school to have access to enough resources to make myself a competitive applicant in the future (I realize that I should focus on my work, but it's hard to grow a lot at my current university given the lack of learning seminars/seminars in general).
That said, I've been going to conferences and giving talks and "doing the right things." However, I am finding that the current research I am doing is quite abstract and I don't have people I can regularly talk to about it. I've recently discovered the subfields of topological data analysis and DNA topology and I'm finding those subjects really appealing in that I can actually see how my work might impact people and I can actually understand the material that is covered in seminars (the topics are very approachable).
From what the grad chair told me, I'm one of the strongest students that has entered this school's PhD program so I'm suspecting that, if I want to transfer, my letters of recommendation would be fairly strong.
However, the main issue for me is that I still do want to stay in academia. I know that I don't need to go to a top 20 school to do "good" work but I don't see myself finishing my PhD at a school that isn't in the top 20.
So, that's the background.
I really want to transfer to a top (whatever that might mean) applied math program from my current institution. I have only taken pure math classes. I don't know how to nicely approach my professors and say "I don't want to stay here. Please write me a letter of recommendation so I can get out." My current plan is to say something like "I've developed some interest in applied math and we don't do that here. I'm seeing myself doing research in applied math. Will you write me a letter (etc)?"
1. How realistic is it for me to transfer to a (top) applied math program? My GPA is currently a 4.0 and my undergrad was completed at a top 5 university (with a 3.8).
2. If it is realistic, how do I maximize my chance of being admitted into a (top) applied math program?
3. If it is realistic, what are some better ways to approach professors at my current university about this?
If it isn't realistic, I might just finish a PhD here. I know that I can get more specialized attention at my university, but I thought I'd do a preliminary pass here to get a sanity check before I ask people in my department. I am not familiar with people transferring from pure math to applied math programs.<issue_comment>username_1: 1. Get your feet wet in applied math to make sure you'll like it. Apparently there is no applied math program where you are now, but you can still do this, through a combination of self study and courses offered in your own and in other departments. Look at some applied math programs at other universities to get a flavor for the variety involved, and to give you some ideas of what sorts of courses to look for. Programming skills are not required for all areas of applied math but can really come in handy for some.
2. When you're ready to ask for recommendations, be honest, just say that you are hopeful an applied math degree will make you more employable.
3. I assume you'll want to pursue this process with some transition time, during which you'll continue working to some extent with your current program including your research project.... If so, please find some people to interact with remotely, in your area.
Upvotes: 2 <issue_comment>username_2: Your two options are either finishing the PhD where you stared or transferring in the process. (Oh, and also: giving up entirely.) As a first-year it might be Ok just to switch. It might be easier and better for you just to pull the PhD through and to transition afterwards. You will have to anyway if you aim for the academic career. And if you don't: your struggle finishes anyway with the PhD.
Can you gain something from your current school, so the first year is not lost? A research paper publish? A Master's? (Though in some places (cough, US, cough) Masters's might be frown upon as their are sort of "unsuccessful PhDs, so check this for your local culture.)
Upvotes: 0 <issue_comment>username_3: You've made it clear from your question that you're very interested in the area of topological data analysis. This is a current "hot topic", and there is considerable interest in that topic, but relatively few people are actively involved at this stage. Most applied mathematics programs won't have any faculty working in this specific area, so simply transferring to an applied math program isn't going to be sufficient. Furthermore, this is a topic very far from the main stream in applied mathematics departments, so you might find that the applied math programs you consider either won't offer the right coursework or will require you to spend too much time on other topics.
What you really need to do is to find a program with a faculty advisor that you want to work with (and who wants to work with you) and degree requirements that will allow you to pick coursework in support of a dissertation in this area. This might end up being in an applied math department, or a pure math department, or perhaps in an interdisciplinary program that specializes in machine learning or data analysis.
Upvotes: 1
|
2016/12/18
| 1,026
| 4,245
|
<issue_start>username_0: My story is that the research in my department did not match with my background. I worked hard and my GPA is 3.5+, but the research topic was hard to develop. Unfortunately, I was dismissed from the program but was approved to get a master's degree before I leave the university. I do not have any misconduct.
Now I am applying to another PhD program which could be a good match with my research interest. However, I am facing a question from most universities that I am applying to.
The questions is:
>
> "Have you ever been expelled, dismissed, suspended or otherwise
> subject to disciplinary sanction by(at or from) any college or
> university".
>
>
>
I need to select yes or no.
In my case, it is not a disciplinary sanction. I was dismissed from the PhD program only due to misfit in research. I stayed at the university for my Master's degree and I was not dismissed directly from the university. As an international student, I am not quite sure how to answer this question.
I am nervous about this application. Can anyone help me figure out how to deal with this issue in a proper way?
Thank you so much!<issue_comment>username_1: The fact that you were not allowed to continue toward the Ph.D. is not "dismissal" in the sense that that question means. (I can certainly see how the terminology could be confusing though.) The question is there to identify students who have been involved in academic (or other) misconduct. Academic failure does not fall into the misconduct category, so you should answer "No" to the question. Doing so will not imperil your application in any way.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Obtain a copy of your transcript. It should say there whether you were dismissed or expelled. To be on the safe side, you should ask your former advisor.
At my program, a few students who we do not have confidence in might be asked to leave the program prior to advancing to candidacy. If they've passed their quals, they can leave with a MA if the department approves it.
This is a mutually agreed form of separation in lieu of the proceedings for formal expulsion so it does not count as a dismissal.
Upvotes: 5 <issue_comment>username_3: This is simple. Your answer to their question should be NO. The question they are asking is designed to identify people who have a history of misconduct, and whose past institutions have taken action against them. Your situation has nothing to do with that. You were not invited to continue on to the PhD, because of the lack of research fit. This is not the same thing as being expelled, dismissed, suspended, or any other situation involving disciplinary action.
Upvotes: 4 <issue_comment>username_4: Lets parse your question:
1) As the above respondents have indicated your answer to that particular question should be no.
2) Let's dwell on why and how. In Physics for example,there are two broad types of departments. Those that are very difficult to get in, but once you are in and you don't have a major league screw up, you generally will complete a Phd. At the other end of the spectrum, a department will let in a bunch and then do the screening at the qualifier exam allowing the people who didn't pass the qual to get a terminal master and move on.
3) Typically again in physics, it's possible to get a master's from passing the qual and transfer to a department which has a strong program in your area of interest.
The tradeoff in grad school is finding an available professor whose Phd subject you like the most. Most people are not that picky because to transfer lengthens the time in grad school, plus you have a whole new set of departmental politics to bone up on. The thinking here is that you might have some wiggle room on the topic area when you do a postdoc or your 1st Phd job.
Here is my grad school advice to you.
In general you are not just picking a research topic but also a thesis professor. There are three general attributes in picking a professor:
They work in a topic area that you like, they have funding to support you, and you can get along or work with this professor. I think a grad student is fortunate to find a professor that meets 2 out of 3 of the above.
Upvotes: 1
|
2016/12/18
| 2,635
| 10,589
|
<issue_start>username_0: I hear a lot about good note-taking strategies vs bad note-taking strategies, and I have seen a lot of research papers on different styles of note-taking. What I haven't seen though is any study that has asked if we should even be taking notes in the first place.
Specifically I would like to know the long-term effects of taking notes vs not taking notes. It is clear to me that if someone has taken notes their entire academic career, then immediately stops, their performance will probably plummet, but how do students who have never taken notes compare to students who have always taken notes?
I would guess certain learning styles would benefit from note-taking while other learning styles are hindered by note-taking, but I would like to see some actual data on this if anyone knows anything about it. A cursory Google search didn't return anything, so I hope there is someone on here that may be able to shed some light on this.
Edit: A lot of people have taken this question to solely be asking for research on this topic. While I would most like to see actual data, I did not intend this to solely be a literature search, and people can post their anecdotal evidence, as long as it is pointed at the long-term difference in note-taking vs not taking notes.<issue_comment>username_1: I think it is important to distinguish two kinds of note-takers.
The first kind of note taker takes notes because they can't understand the material in real-time. This group of note-takers plan to learn by poring over the notes later, perhaps in several iterations. Such note-takers are, of course, not the creme of the crop academically.
The second kind of note taker takes notes because writing things down is their way of memorizing things. Members of this group of note-takers rarely, if ever, refer back to their notes. Their notes may be distinctly less organized than those of the first group of note-takers. They may also have poor memory when it comes to anything non-academic that they wouldn't necessarily think of writing down.
It's also important to distinguish two kinds of non-note-takers: Students who don't take notes because they plan to barely pass the course versus students why are exceptionally capable of memorizing things without aids.
As you can see, overall, both "good" and "bad" students span the entire spectrum of note-taking, making it difficult to make accurate judgements based on observing note-taking behavior alone.
Upvotes: -1 <issue_comment>username_2: Anecdotally, not taking notes worked well for me in CS, but the optimal strategy depends on the particular style of instructor delivery.
If tests covers content directly from the texts, it's often beneficial to **not** to take notes, and give 100% focus to the lectures and engaging in discussion. This approach maximizes real time absorption, giving your brain precious extra seconds to consider the implications of each concept you hear, and to ask clarifying questions. Notes are replaced with the text or course materials for later review.
Alternatively, some instructors will test on concepts from lectures that are not part of course text or materials. In these cases, there is not really much choice other than to take notes (or use recordings) to make sure you have what's needed for exam review.
Upvotes: 3 <issue_comment>username_3: You said you're not looking for research on note-taking, so [consider this a freebie](https://www.google.com/webhp?q=research+note-taking+performance#safe=active&q=research+note-taking+performance).
That said, I'm not entirely sure what you *are* looking for here. There's a preponderance of research showing that (1) putting things in your own words and (2) recall exercises over time significantly improve memory. [This pdf](http://com.msu.edu/Students/Academic_Guidance/long_term_retention_recall.pdf) has some good overviews, and points to [this academic publication](http://www.jstor.org/stable/27558967) (note: paywall) which contains a bunch of actual references.
Actually, the more I'm researching here, there does seem to be significant evidence that the act of note-taking itself is beneficial to recall and understanding. Two more recent examples relate to mock jurors watching a mock trial while either taking notes or not [[1]](http://apps.webofknowledge.com/full_record.do?product=WOS&search_mode=AdvancedSearch&qid=5&SID=3APegzFZnO7LAItPLXg&page=1&doc=1)[[2]](http://apps.webofknowledge.com/full_record.do?product=WOS&search_mode=CitingArticles&qid=1&SID=3APegzFZnO7LAItPLXg&page=1&doc=2). There's a paper which I can't seem to download but I've seen cited a few times that discusses the positive effect of note taking on student performance [[3]](https://scholar.google.com/scholar?cluster=11593036971718092283&hl=en&as_sdt=0,39&sciodt=0,39).
All this said, there's more to it than this. There are [numerous note-taking methods](http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html), and they have a literature all of their own (e.g., [[4]](http://www.jstor.org/stable/40009607?seq=1#page_scan_tab_contents)). The way you take notes definitely affects how effective the note-taking will be.
So yeah, it helps.
---
*Edit based on comments:* There is substantial evidence that note-taking, by itself, improves retention. That said, the OP seems to be curious whether the fact that we take notes *at all* is biasing our results; perhaps we should be focusing on comparing pure memory recall techniques to note-taking. Said differently, will someone with memory training outperform someone proficient at note-taking?
I still think that this question itself has issues. Specifically:
1. There is a significant difference between someone who simply doesn't take notes and someone who has trained themselves to not *need* written notes. I know people who avoid writing anything (mostly psychiatrists who don't want everything written down and subpoena-able), and it took years of mental training to get there. That is different from the lazy kid who just says "I can remember everything."
2. As with note-taking, there are many different techniques for remembering without notes, each with their own strengths and weaknesses. I think that ignoring the techniques ignores an important part of the question.
3. I don't think this question is even answerable anymore. Most of the modern world takes notes in some form (source: I made this up), whereas a very minor percentage of people nowadays use purely memory-based techniques (source: I made this up too). As such, finding a representative sample from the second group for our comparison would be pretty doggone difficult.
Upvotes: 3 <issue_comment>username_4: I'm addressing different points in my response.
**Should you take notes? (Short answer is yes for most subjects especially if you're new to the material and/or have terrible memory)**
The long answer is it depends on the subject, individual, and level of expertise in the subject. As an example of the first, it's not uncommon in music to learn by listening so note-taking benefits are limited. For the second, some people can capture information without the need for notes but there is plenty of literature (and this has also been joked as the "Lake Wobegon" effect) that most people feel they can capture information without note-taking but when actually tested their performance was weaker. But recognize most of these studies were for people studying new subjects, which brings me to the final point. If you've been practicing the field for awhile, then the knowledge is embedded in your head so your need for note-taking is less. From experience, you know what you need to pay attention to so you may not write it down. As an example, I've worked with two world leaders in their respective domains. I rarely saw them taking notes when it came down to their own fields but for new materials they did: one was biochemical engineering (expertise thermodynamics) and the other was statistics (expertise biochemical engineering).
**What does the science say about note-taking?**
It's actually quite complicated for a variety of reasons but here's a short synopsis. First, most people don't know how to take notes and there have been studies on people learning from their own notes vs. those provided by the professors. People did better with the latter but considering that doesn't
happen most of the time I consider it a moot point. But if you can get lecture notes from the source use them.
Second, science has actually looked at listening vs. taking notes (and not reviewing- called encoding) vs. storage (which is reviewing notes either you've taken or provided by the expert) and there are many papers that
talk about it but one pretty good review paper is by <NAME> (1989) Review of Note-Taking: The Encoding-Storage Paradigm and Beyond). Below is a relevant excerpt
From Kiewra's paper:
"In 61 studies reviewed by Hartley (1983) and/or Kiewra (1985a), 35 found facilitative encoding effects, 23 indicated that note-takers and listeners did not differ significantly on performance tests, and three studies reported that listening without note-taking led to better performance than note-taking. Among studies comparing the storage and encoding functions, the storage function has proven more beneficial (e.g., <NAME> <NAME>, 1975; <NAME>, 1973; Kiewra, 1985b; <NAME> Friedman, 1978)." [Complication was that testing immediately after lecture revealed in many cases no difference but after waiting a week or longer after the lecture the note-takers/reviewers often did better. So, for most realistic settings either take or review your notes. Cramming is not recommended]
**What's the best note-taking technique?**
People state [Cornell](https://en.wikipedia.org/wiki/Cornell_Notes) but the reality is unless you review, reflect, and synthesize your notes it doesn't matter which approach you take. Cornell just makes it easier to do those steps but the others can be modified to do the same.
**Now in the words of one of my professors, "You are not asking the right question."**
If the objective is to learn, then note-taking is one way to do that and is the preferred route for most topics and beginners (aka students). But it is not the only way, deliberate practice which may or may not include note-taking is a more general strategy for acquiring expertise. <NAME> published a layman's book on it called Peak: Secrets from the New Science of Expertise if you want to learn more. (But even his research has its critics)
Upvotes: 2
|
2016/12/18
| 1,817
| 6,954
|
<issue_start>username_0: Where am I supposed to report a broken DOI? To <https://www.doi.org/>, to the DOI registration agency that issued the DOI, to whoever is responsible for the website to which the DOI points to, or to somebody else?
For example, <http://dx.doi.org/10.1016/0364-0213(90)90002-E> is 404:
[](https://i.stack.imgur.com/Bx8kB.png)<issue_comment>username_1: It's not likely that the DOI itself is broken. However, a number of things might be happening to prevent you access to the material (I'll assume it's an article) or, more commonly, human error is at play. First, make sure that there's been no change to your the proxy settings, firewall or security settings on your computer. Sometimes, these settings return a "DOI not working" error.
If you're sure that there's nothing wrong with your system (say because you're accessing a DOI for an article from the same issue of the journal), then I suggest that you inform the journal about your error. The web staff of a journal are able to respond to these reports rather quickly. They'll also be able to determine whether the result is due to a coding error or an editing error. In one case just recently, we caught an error in the DOI from being published on the manuscript. The error was due to an intern who was unfamiliar with copyediting notations on the galleys. (As I said, human error.)
I don't suggest that you report to doi.org. They'll collect information, but pass it on to the journal and may miss something material. Contacting the journal is more efficient. Finally, contacting the journal will also allow them to send you a copy of the article you wanted to access, while you wait for them to correct the issue.
PS. I remember a while back when there was a DOI "blackout". None of the DOIs for our articles would work. We were swamped with requests. Our webteam went nuts looking for the error. It turns out that this was a human error issue, but at the DNS level. I'm not a computer expert but the head of our web team explained it to us like this: "Someone forgot to renew the license for the dx.doi.org account."
Good luck!
Upvotes: 3 <issue_comment>username_2: I want to begin by saying that in this case, I believe @Blue-FootedBoobysBlueFeet is correct in that this is Wiley's problem, not the International DOI Foundation's problem. Chiefly because the DOI is redirecting to Wiley's site - which implies that the problem likely stems from a broken/erroneous redirect on their end.
That being said, for completeness I also want to add that a truly broken DOI should return a page that looks something like this:
[](https://i.stack.imgur.com/h0bhQ.png)
This *would* be reported to the International DOI Foundation, as it indicates something is fundamentally broken with the issuing Registration Agency.
Upvotes: 3 <issue_comment>username_3: The first thing you want to do is assess at what stage the error is occuring.
If the DOI is getting correctly resolved to a appropriate page on the journal's site, but the content of that page is missing, that indicates that the DOI itself is valid, but the publisher moved around pages without updating the DOI resolution mechanism. In that case, you need to contact the publisher, or the publisher's web team and inform them of the DOI that's not resolving properly.
If it's doi.org itself which is giving you an error message, then in all likelihood there's something wrong with the DOI resolution process itself. This could be a number of issues:
One is that the DOI just isn't valid yet. There's been issues in the past with press releases from certain journals - they have the DOI for the article, but due to administrative issues the DOI doesn't get turned on until later in the week. (In this situation, you could emailing the journal and telling them to get their act together, but it may or may not help.)
The other is that the DOI was valid in the past, but for some reason has been turned of. The whole point of DOIs is to avoid this situation, though, so this is *highly* unlikely.
The most likely explanation is that wherever you got the DOI from made a mistake: if there's a typo in the DOI, it won't resolve to anything. The first thing to do is go back to the place you got it from, and double check that you haven't made a typo yourself.
The other thing to do is to do it the old fashion way: search for the article by author name and title. Once you find it on the publisher's website, take a look at the DOI and see if there's an obvious typo that could have been made. (e.g. if the DOI is missing a digit). If so, don't bother to inform the destination journal - if anything it's the source of the DOI that would need to be informed.
Another approach is to search Google or the like for the DOI - it may give you the proper destination page, or might indicate that it's only a single source that has that DOI (in which case it's likely a typo.) Or it might give you a better idea of where/how the DOI is being used.
Your case is somewhat interesting, as the DOI is correctly being resolved to the Wiley site, but it's not a particular page which is missing, but rather it's a general search result. That is, doi.org is able to recognize things as a Wiley DOI, but passes the final bit of resolution off to Wiley, who then can't recognize it. So your situation is probably more an issue with DOI resolution, and the steps for that would be a good start.
---
For this particular DOI, a Google search indicates that the article is (likely) supposed to be "Finding Structure in Time" by <NAME> in the journal "Cognitive Science". Another Google search indicates that the current canonical DOI is apparently [10.1207/s15516709cog1402\_1](https://dx.doi.org/10.1207/s15516709cog1402_1). As this DOI is much different from the one you're using, it's unlikely to be a typo.
Looking around, it looks like other old *Cognitive Science* DOIs are also broken. There's also a issue that 10.1016 is an *Elsevier* DOI prefix, whereas 10.1207 is a Wiley prefix, who is currently publishing *Cognitive Science*. From what I gather, *Cognitive Science* used to be published by Elsevier, but at some point got transferred to Wiley. The 10.1016/0364-0213(90)90002-E is the old Elsevier DOI, whereas the 10.1207/s15516709cog1402\_1 is Wiley's DOI.
Multiple DOIs for the same item aren't great, but they can be handled. However, it's certainly Wiley's responsibility to coordinate with Elsevier and doi.org to make sure that the old DOIs continue to work. It looks like doi.org is doing the correct thing by passing them to Wiley, but Wiley needs to update their DOI resolution engine in order to correctly point the old DOI at the correct new location. It's definitely Wiley you need to contact, probably through the contact link you got at the error page.
Upvotes: 1
|
2016/12/19
| 3,332
| 11,669
|
<issue_start>username_0: In Germany, acquiring your doctoral degree usually involves the following steps (in that order):
1. You hand in your thesis.
2. The examiners review your thesis.
3. You defend your thesis and possibly take an oral exam (usually on the same day).
4. You publish your thesis (or provide proof that you already did so).
5. The diploma, certificate is prepared, signed, and given to you.
Step 3 usually is the big thing after which you are congratulated, celebrated, and get to wear the mortarboard, as there is hardly anything that can go wrong afterwards. Nonetheless, it is usually prominently made clear that only after step 5 you may call yourself *Doktor* (doctor) and you can get into big trouble otherwise. **I am not asking about this.**
However, in German, there is another prominent term for acquiring a doctoral degree or the process of doing so, namely *promovieren* or *Promotion,* respectively. I have some reason to believe that these terms refer to a slightly different thing, namely completing everything up to step 3:
* Some people say this is the case.
* When publishing your thesis (step 4) at my university, it is common or even required to write *Tag der Promotion (day of “Promotion”)* in the thesis with the day being the date of the defense (step 3).
However, apart from the above, I failed to find any evidence for this: Internet searches yield all sorts of unrelated stuff and dictionaries do not make such a fine distinction. Hence I am asking: **When exactly can you call yourself *promoviert* in Germany?** Be aware that I am looking for some information that goes beyond hearsay (I already have such).
*For the search engines: Wann genau ist man promoviert?*<issue_comment>username_1: The [*Promotionsordnung*](//portal.mytum.de/kompass/rechtsicherheitswesen/promotionsordnung) of my alma mater says this:
>
> §17(1): "Als Promotionsdatum gilt der Tag der bestandenen mündlichen
> Prüfung."
>
>
>
(The date of *Promotion* is the day of the successful oral exam.)
>
> §25(1): "Als vorläufigen Nachweis der Verleihung des Doktorgrades
> erhält der Bewerber vom Prüfungsamt der TUM eine Urkunde nach Anlage
> 2, sofern die erforderlichen Exemplare nach § 20 fristgerecht
> eingereicht worden sind."
>
>
>
(You receive a preliminary certificate when you have submitted the required copies of your dissertation.)
>
> §25(2): "Vor Aushändigung der Urkunde nach Abs. 1 ist der Bewerber
> nicht befugt, den Doktorgrad zu führen."
>
>
>
(You are not allowed to call yourself a *Doktor* before you have received this preliminary certficate.)
>
> §25(3): "Der Bewerber erhält ferner eine Urkunde in deutscher und
> englischer Sprache nach Anlage 3 a oder 3 b, die mit dem Siegel der
> TUM versehen ist und das Promotionsdatum gemäß § 17 Abs. 1 trägt. ..."
>
>
>
(The date of *Promotion* is written on the final certificate.)
So, you could say you are *promoviert* when you have passed the oral exam. But since I'm not a lawyer I'm not qualified to give legal advice. Personally, I would avoid anything that could be seen as you saying you are a doctor before you are allowed to do so. Until then I would say "I've defended my dissertation successfully and am waiting to receive the certificate." When you have your certificate, the date of *Promotion* is the day of the oral exam.
In practice, you get the preliminary certificate rather quickly. I believe it was something like two weeks after the exam for me, but it depends on how quickly the head of examination and the administration works. The biggest problem was getting a *Führungszeugnis* in time since I hadn't considered that prior to the exam.
Upvotes: 5 [selected_answer]<issue_comment>username_2: If you want to be pedantic (and which mathematician doesn't?), the [Duden](http://www.duden.de/suchen/dudenonline/promoviert) (the traditional German dictionary) defines the base verb *promovieren* as
>
> 1. a. die Doktorwürde erlangen,
> b. (über ein bestimmtes Thema) eine Dissertation schreiben
> 2. jemandem die Doktorwürde verleihen
> 3. (bildungssprachlich veraltend) fördern, unterstützen
>
>
>
Here, [*Doktorwürde*](http://www.duden.de/rechtschreibung/Doktorwuerde) is a slightly more pompous synonym of *Doktorgrad* (the PhD degree).
Point 1 covers the intransitive usage: a. to acquire the doctoral degree and b. to be in the process of (working towards) acquiring the doctoral degree. Point 2 covers the transitive usage: to confer the doctoral degree (on someone). (Point 3 is going out of fashion and coincides with the English cognate *to promote* in the sense of to support or encourage.)
Note that 1a. and 1b. are *different* meanings, but only one of these -- namely 1a. (or 2.) make sense as a past participle; 1a. and 2. are also the only meanings concerned with a formal status of any kind.
Hence, **you are *promoviert* as soon as the university confers the degree**, which is done (retroactively, which often leads to confusion as you point out in your question) by handing you the official diploma (or the preliminary diploma, if such a thing exists).
Upvotes: 3 <issue_comment>username_3: The general answer is (as @username_1s example of TU Munich shows):
**Whatever your university faculty's regulation tells**.
They grant you the title, so they also are legally enabled to decide from what point in time on you can "wear" your title. The right to grant doctoral degrees lays in the hands of university faculties or institutes\*. For example in the education law of federal state Saxony ([Sächsisches Hochschulfreiheitsgesetz](https://www.revosax.sachsen.de/vorschrift/10562-Saechsisches-Hochschulfreiheitsgesetz#p40)) you find the legal notice in Paragraph §40 "Promotion" that says that the details have to be declared by the regulations of the universities.
>
> § 40 Promotion [...] (5) Das Nähere [...] regelt eine Promotionsordnung. [...]
>
>
>
Universities are free in the handling of their process of proving the necessary qualification, as they are in their self organization. This freedom is legally granted by the freedom of teaching and research ([Grundgesetz [Germany's "constitution"] article 5 paragraph (3)](https://www.gesetze-im-internet.de/gg/art_5.html))
(!experience based statement:) Usually any final university degree is granted from the day passing the last exam (a defense / Disputation / Rigorosum etc. or even without writing a thesis e.g. in some xyz "of arts" degrees). One should find the legal rules about the exmatriculation / certification date in either the study regulation of the program, or a general regulation for the whole institution (like at [TU Munich](https://www.tum.de/studium/studienabschluss/exmatrikulation/))
Anyway the earliest time you can give proof about your title, is after receiving the final certificate (or a temporary one like in @username_1's example) of your granting institution. I'd suggest waiting these couple of days or weeks (if your staff members in the examination office are on vacation, or the dean who's signature is needed)
The publishing of the dissertation is usually an obligatorily step, that *can* be fulfilled after the title was granted. It depends on whatever is written in the study regulation (Prüfungsordnung / Promotionsordnung) of the institute or faculty that can decorate people with a title.
Keep in mind that there can exist great differences between faculties (e.g. doctoral degrees in arts could not require a dissertation if the federal laws allow that, another possibility is a cumulative doctorate due a number of published articles in A+ journals)
In doubt wait with the use of the degree until you have the written evidence (certificate)
---
\*federal exceptions exist: e.g. Hessen, Baden-Württemberg in planning. These federal states have conducted laws - or plan to - that enable universities of applied sciences (earlier called "Fachhochschulen") to grant doctoral degrees.
Upvotes: -1 <issue_comment>username_4: The faculty of natural sciences of the Leibniz-University Hannover has a slightly more elaborate page on the [*Promotionsverfahren*](https://www.naturwissenschaften.uni-hannover.de/promotionsverfahren.html) on their webpages. I will be quoting from the original plus their [official English translation](https://www.naturwissenschaften.uni-hannover.de/promotionsverfahren.html?&L=1).
>
> Die Promotion in acht Schritten
> ===============================
>
>
> Das Promotionsverfahren umfasst acht Schritte, die als Überblick im Folgenden skizziert werden:
>
>
> […]
>
>
> Schritt 6: Mündliche Prüfung oder Disputation und Gesamtbeurteilung der Promotion
> ---------------------------------------------------------------------------------
>
>
> […]
>
>
> Schritt 8: Promotion
> --------------------
>
>
> Die Promotion wird durch Aushändigung oder Zustellung der Promotionsurkunde vollzogen, nachdem Sie die Veröffentlichung der Dissertation nachgewiesen haben und nachdem Sie nachgewiesenermaßen alle Ressourcen zurückgegeben haben, die Ihnen für Ihr Promotionsprojekt vorübergehend zur Verfügung gestellt worden sind.
>
>
>
>
> Eight steps to obtaining a doctorate
> ====================================
>
>
> The procedure for obtaining a doctorate has eight steps, which are outlined below.
>
>
> […]
>
>
> Step 6: Oral examination or thesis defence and overall assessment of the doctoral research
> ------------------------------------------------------------------------------------------
>
>
> […]
>
>
> Step 8: Conferral of doctorate
> ------------------------------
>
>
> The doctorate shall be conferred by handing over or delivering the doctoral diploma after you have proved that the doctoral thesis has been published and provided proof that you have returned all the resources which were temporarily made available to you for your doctoral project.
>
>
>
This webpage makes it pretty clear that the faculty of natural sciences of the Leibniz-University Hannover considers *Promotion* (and thus, although it is not explicitly mentioned, likely also *promovieren)* to cover the entirety of your steps 1 to 5.
Furthermore, the requirements for the reverse of the title page *additionally* state that the *Tag der Promotion* is considered to be the day of step 6 according to the website or step 3 in your overview.
I assume this is because the *Promotion* is considered to be the entirety of the process, while anything that happens after the defence is considered automatically happening.
Upvotes: 2 <issue_comment>username_5: There is even a title for this strange time between the oral exam and obtaining the certificate that (retroactively) awards you the doctorate. You must have published the thesis (or handed in enough copies) before you can use the final degree. This goes back to Theodor Mommsen ("Die Promotionsreform", In [*Preußische Jahrbücher*, 1876, Vol. 37, April, pp. 335–352.](http://archive.org/stream/DieReformDerDoctorpromotion#page/n39/mode/2up)) who was angry at the universities for selling doctorates (and theses) to anyone who shoved enough money over the table (see Ulrich Rasche, "Mommsen, <NAME> May: Der Doktorhandel der deutschen Universitäten im 19. Jahrhundert und was wir daraus lernen sollten" in *Forschung & Lehre*, 03/2013).
The title is "[Dr. des.](https://de.wiktionary.org/wiki/Dr._des.)", *Doktor designatus* or designated Doctor. Of course, other people are allowed to call you "doctor" and you are no longer obligated to say "no, no, I am still working on my doctorate." I really enjoy calling those who have survived the oral exams (*Rigorosum*) "Dr.".
Upvotes: 0
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2016/12/19
| 879
| 3,587
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<issue_start>username_0: I am in the last year of my PhD (neuroscience/biomed research) in Italy and I have applied for an interesting postdoc position in Perth, Australia, at a neuroscience research centre affiliated with the UWA.
The call that I have applied for is describe as “founded”, although without any hint about the actual salary. During the interviews and the few further emails with the new PI he has never mentioned the income, just stating that it would be provided “from internal sources” (so independently for grant funding) for the two years-contract. Btw he also offered me to help with visa, accommodation, etc, in case of hiring.
I haven’t pushed this topic any further and I am still waiting for their final decision. Do you think it would be inappropriate to ask the amount of my salary and how should I approach it? I am very excited about the idea to have a postdoc experience overseas, but I am sure that relocate completely will be a quite big deal and I am not familiar with the Australian cost of life, so knowing the actual income could help me a little to evaluate the whole thing.<issue_comment>username_1: I think it's a pretty common situation, during my applications I have noticed one of the two alternatives with regards to salary when looking for postdoc positions:
1. it's clearly specified in the job advert. This typically happens if the salaries are somehow regulated at an institutional level, thus there is little room for negotiation (if any at all).
2. it's never mentioned, in the advert or during interviews. I have noticed that many hiring academics have the tendency to think that salary is not an important matter in the decision of an academic position. For the sake of the argument I'll not go into why that's a frustrating assumption, but the fact of the matter is that many group leaders assume that if you are applying for an academic position you have sorted out your priorities and the salary isn't on top of that list.
Let's come back to your case at hand; I don't think it's inappropriate to want to have an idea about your salary before accepting a position. After all it is a professional affair and you are entitled to know every little detail of the rights and responsibilities that come with the position you are considering.
I would however rather wait to see if they will offer the job to you, before taking up any negotiations. So in terms of priorities:
1. make sure it's you who they pick
2. try to see what kind of an offer they would be willing to make.
And finally regarding postdoc salaries in Australia; according to [this link](https://www.glassdoor.com/Salaries/sydney-postdoctoral-researcher-salary-SRCH_IL.0,6_IM962_KO7,30.htm) they are around $75-$85K/year (that is aussie dollars btw). I have no idea how reliable this source is, but that was literally on the first page of a google search, so I am sure you can dig into it if you put in a bit of time on it.
Best of luck! :)
Upvotes: 3 <issue_comment>username_2: In the specific case of postdocs at Australian universities, it would be inappropriate to ask about salary in an interview. The reason is that you can find the salary in the [publicly available enterprise agreement](http://www.hr.uwa.edu.au/policies/Collective_Workplace_Agreements/Academic_Staff_Agreement/part-l-schedules/a) for that university. A postdoc will typically be appointed at the lowest salary allowed for a person with a PhD. You can request a higher salary. Usually the agreement requires that postdocs be paid at one of the salaries in the salary table.
Upvotes: 2
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2016/12/19
| 916
| 3,834
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<issue_start>username_0: I am doing a double degree (bachelor of electrical engineering - bachelor of math) and I am in year 2 (my double degrees takes 5 years). My final goal is to enter electrical engineering graduate school. I love math and I am getting excellent grades for my bachelor of math degree but since my goal is entering electrical engineering graduate school, I feel that I am wasting my time by making my bachelor degree much longer. On the other hand, I think that I may forget the majority of my math theorems in a few years. I am thinking of dropping my math degree and just continue with my bachelor of electrical engineering but I can not decide for sure.
How would a double degree in math and electrical engineering help me in electrical engineering graduate school? Will I have any disadvantage if I just enter graduate school with a straight bachelor of electrical engineering? When it comes to graduate admission, does the graduate committee look more favorably to someone who has done a double degree in electrical engineering and math than someone with a straight electrical engineering degree? If you enter electrical graduate engineering school with just a straight electrical engineering degree, would then learning the required math be doable?
**Edit:** I am thinking of control theory and/or signal processing in graduate school.<issue_comment>username_1: I think it's a pretty common situation, during my applications I have noticed one of the two alternatives with regards to salary when looking for postdoc positions:
1. it's clearly specified in the job advert. This typically happens if the salaries are somehow regulated at an institutional level, thus there is little room for negotiation (if any at all).
2. it's never mentioned, in the advert or during interviews. I have noticed that many hiring academics have the tendency to think that salary is not an important matter in the decision of an academic position. For the sake of the argument I'll not go into why that's a frustrating assumption, but the fact of the matter is that many group leaders assume that if you are applying for an academic position you have sorted out your priorities and the salary isn't on top of that list.
Let's come back to your case at hand; I don't think it's inappropriate to want to have an idea about your salary before accepting a position. After all it is a professional affair and you are entitled to know every little detail of the rights and responsibilities that come with the position you are considering.
I would however rather wait to see if they will offer the job to you, before taking up any negotiations. So in terms of priorities:
1. make sure it's you who they pick
2. try to see what kind of an offer they would be willing to make.
And finally regarding postdoc salaries in Australia; according to [this link](https://www.glassdoor.com/Salaries/sydney-postdoctoral-researcher-salary-SRCH_IL.0,6_IM962_KO7,30.htm) they are around $75-$85K/year (that is aussie dollars btw). I have no idea how reliable this source is, but that was literally on the first page of a google search, so I am sure you can dig into it if you put in a bit of time on it.
Best of luck! :)
Upvotes: 3 <issue_comment>username_2: In the specific case of postdocs at Australian universities, it would be inappropriate to ask about salary in an interview. The reason is that you can find the salary in the [publicly available enterprise agreement](http://www.hr.uwa.edu.au/policies/Collective_Workplace_Agreements/Academic_Staff_Agreement/part-l-schedules/a) for that university. A postdoc will typically be appointed at the lowest salary allowed for a person with a PhD. You can request a higher salary. Usually the agreement requires that postdocs be paid at one of the salaries in the salary table.
Upvotes: 2
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2016/12/19
| 2,244
| 9,084
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<issue_start>username_0: Lately I have been thinking about what is the right way to cite other papers (i.e., what to put in the bibliography entries, in the section which is typically called "References"). As many papers are available online nowadays, it seems to me that bibliographic references should include, whenever possible, a link to the paper being cited: this is supported by the PDF format, and is easy to do (at least for works typeset in LaTeX: e.g., with `\href{}` or `\url{}`). Yet, strangely, I have never seen a paper whose bibliography entries consistently featured URLs or hyperlinks to the works being cited. **Is it good practice to include hyperlinks in bibliographies? If yes, why is essentially no one doing it?**
One possible explanation is laziness on the part of the authors, but, strangely, there are still many papers whose bibliography entries include information about volumes, series, and page numbers, even though in my field (computer science) I have never seen anyone look up a paper using this information: people just search for papers with Google using the title and authors every time (in other words, they work around the non-existence of a hyperlink which should be there). Maybe the explanation is that existing bibliography management tools make it easier to manage page information than URLs? But is this just inertia, or is there a good reason?
A side question is **assuming you want to have hyperlinks in your bibliography, which hyperlinks should you use?** I have a preference to link to open-access versions of the cited papers (i.e., which aren't paywalled, so everyone can follow the link), but this sometimes conflicts with other desiderata, such as having a stable URL (e.g., not a PDF on some author's personal web site), having a link which indicates the DOI of the paper, etc. Which criteria should one preferably follow?
Another side question in this case is **how should the links be formatted?** One possibility is to write out the URLs explicitly, but this ends up taking a lot of space, and may be illegible, especially for long URLs. The other option is to use `\href{}`, i.e., put a hyperlink on the paper title, but this is probably not very discoverable, and it means information is lost whenever someone prints the paper. Which one is preferable, or are there other formatting options?
**Edit:** For papers submitted to publishers, indeed, it probably suffices to follow the publisher style (although the question remains of why so little publishers seem to be doing it). My question was more about preprints and author-final versions, prepared by the authors to be published online (e.g., on arXiv) independently from any specific publisher.
Related questions (with URLs ;)):
* [Should I include a DOI/website URL for a publication in dissertation bibliography?](https://academia.stackexchange.com/questions/26132/should-i-include-a-doi-website-url-for-a-publication-in-dissertation-bibliograph)
* [Publishing DOIs instead of traditional references?](https://academia.stackexchange.com/questions/3097/publishing-dois-instead-of-traditional-references)
* [What are the downsides of using DOIs in reference sections of publications?](https://academia.stackexchange.com/questions/72227/what-are-the-downsides-of-using-dois-in-reference-sections-of-publications)<issue_comment>username_1: >
> Yet, strangely, I have never seen a paper whose bibliography entries consistently featured URLs or hyperlinks to the works being cited.
>
>
>
Actually, there are some publishers which consistently report URLs and hyperlinks in the bibliography entries. An example is [IOP](http://iopscience.iop.org/), and [here is an example paper](http://iopscience.iop.org/article/10.1088/0026-1394/52/3/S51/pdf) where hyperlinks are used consistently in the bibliography. Note that, in my experience with this publisher, it's the copy editor who provides most of the links (e.g., DOIs), not the author.
>
> One possible explanation is laziness on the part of the authors
>
>
>
Not necessarily, it can also depend on the publisher's style. For instance, IEEE usually doesn't put hyperlinks to journal papers (for the journals I know of), and I suspect that they would be probably removed if put by an author.
>
> I have never seen anyone look up a paper using this information
>
>
>
Many publishers have search bars where you can enter just journal, volume and first page of the article. I frequently lookup papers in this way, and I know other people who do it.
>
> assuming you want to have hyperlinks in your bibliography, which hyperlinks should you use?
>
>
>
Assuming you want to have hyperlinks in your bibliography, check first the publisher's guidelines: they might not be allowed or the required type might not coincide with your favourite choice. If I were to choose, I would use DOIs for journal papers to have a permanent address to the, possibly, most up to date version of the paper.
>
> how should the links be formatted?
>
>
>
This, again, is usually decided by the publisher. In the IOP example above, most of the links are formatted as coloured hyperreferences by publisher's choice: this is probably the least invasive way, but it might not be supported by other publishers.
Upvotes: 3 <issue_comment>username_2: >
> One possible explanation is laziness on the part of the authors
>
>
>
Another is **laziness on the part of the publishers**. I normally get my Bibtex entries from Mathscinet, and they include `url` and `doi` fields. Yet, in my experience, they rarely get displayed in the final version of my papers. Most journal styles simply ignore them.
Upvotes: 3 <issue_comment>username_3: Maybe I'm a bit late here, but I do think it is among the best practices there can be. I also can't understand why journals' names are abbreviated. IMO providing links is really important for many reasons:
1. It provides quick access to the cited material (either text or anything else).
2. If a link is available, checking that source is (normally literally) one click away.
3. If it isn't, it can be a challenge to get it. If the link is a DOI or other persistent link, it ensures access even if the final link changes. If the link is not persistent, it provides some transparency: the material was online at URL "x" at day "y", so if it's gone it's not your fault but you stated every information you had, and your reader now has some more info to work with when trying to reach that same source (looking for cached/archived versions, maybe looking for other people referencing the same URL who might quote some bigger part or even have an offline copy, who knows...).
4. A reason for deliberately using a not-DOI URL: ["People click on URLs that they understand and view as authoritative"](https://www.bepress.com/capturing-dois/), so depending on the domain or subdomain of your cited material's URL, it could be a (not so) subtle persuasive use of that information in one's favor (either a publisher's, a government's, an international body's or any other institution's domain).
And these are just the ones that immediately come to mind now. But I think all the reasons that justify all the efforts to create the idea of DOI as a persistent link and maintain a whole infrastructure around it apply here as reasons to **use** it.
Actually, the real question could be why not use them (DOIs first, but links in general), and there are as many reasons for not using it as there are for abbreviating journals' names these days.
As to formatting, reason 1 above suggests not using "doi:10.1234/abcd1234" as this is not clickable (unless you manually make each one clickable by formatting it as link etc.), but rather something (automatically) clickable like "<https://doi.org/10.1234/abcd1234>".
And providing the last date you had successful access to it is useful as well, for what I mentioned in reason 3 above. (Some styles suggest stating the date of your *first* access. I can't quite see why would this be more important.)
Upvotes: 3 <issue_comment>username_4: OP asks:
> **assuming you want to have hyperlinks in your bibliography, which hyperlinks should you use?** I have a preference to link to open-access versions of the cited papers (i.e., which aren't paywalled, so everyone can follow the link), but this sometimes conflicts with other desiderata, such as having a stable URL (e.g., not a PDF on some author's personal web site), having a link which indicates the DOI of the paper, etc. Which criteria should one preferably follow?
>
Regarding stable URLs: a PDF on some author's personal web site can be made into a stable URL. Save it to the [Wayback Machine](https://archive.org/web/) . Although it makes the URL part of the bibliography longer, I'd then cite both the original URL, and the Wayback version. The second provides stability; the first, when it still exists, is faster to load, isn't decorated with Wayback Machine headers, and may get updated. I do this with popular writing such as blog posts too: dead links are such a problem.
Upvotes: 2
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2016/12/19
| 1,585
| 6,903
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<issue_start>username_0: I have graduated with a PhD in pure mathematics about 18 months ago and right after my graduation, I started working for a private college, teaching some low level courses such as College Algebra and Calculus. I have not done any research since my graduation but I always feel that my life is incomplete without research level mathematics. My college has a good environment in many ways but not mathematically.
But I still want to pursue my dream of doing some research in mathematics. Here are some facts about my situation:
1. **Changing Job**: For personal reasons, I do not want to quit my job, at least for now. I may consider a new job after five or ten years. But I would not mind finding a part-time job.
2. **Funds**: My college provides a very small fund for my academic usage, including purchasing books, travelling to conferences, etc.
3. **Personnel**: There are only a few mathematics teachers here and none of them is doing any research level mathematics. So I can hardly find any mathematical support in my college.
4. **Motivation**: I will not get promoted or receive any salary raise, whether I publish any paper or not. So my motivation will be from love of mathematics and (possibly) another job in the far future.
5. **Resources 1**: I do not have access to good data bases such as [MathSciNet](http://www.ams.org/mathscinet/). My school library carries very limited books in my area but I can go to a good library in another university if needed.
6. **Resources 2**: There is a good university within a reasonable driving distance and there are a few mathematicians there in my field.
7. **Time issue**: During the semesters my spare time is very limited. I have more free time during the winter and summer break that I am willing to devote to mathematical research.
Any suggestions for me to do my research in this environment will be greatly appreciated.<issue_comment>username_1: The proximity of a large university can be a big plus. Here are some things you might find helpful:
* Get in touch with the people in your field there, telling them you are in the area and are interested in keeping up with mathematical activities in their department. Ask to be added to their mailing list for seminar announcements, etc.
* Try to arrange your teaching schedule so as to be able to attend seminars at the big university at least occasionally; regularly, if possible. If there is dinner after the seminar, try to go. Talk with the faculty (and the visiting speaker) and look for shared interests, that might lead to things you could collaborate on.
* See what kind of access you can get to their library. At minimum, you should be able to walk into their library and use MathSciNet, read books, download papers from their journal subscriptions, etc. You can probably also arrange borrowing privileges, and possibly remote access, either as a member of the general public (maybe for a fee) or as a professional courtesy based on your affiliation with your own institution. The university's faculty in your area might be able to help if you run into bureaucratic hurdles with this.
Also, don't discount your own institution's library. Even if they don't have much in the way of books and subscriptions, it is very likely that you can get almost anything you want via inter-library loan, albeit with some delay. Get to know your professional librarians.
And a note regarding funding: it's not unusual for conferences to have some travel funding available for participants. (This is more common for smaller specialized conferences than for big general events like the Joint Math Meetings.) Fresh PhDs like you usually get first priority for this, so try to take advantage while you can.
Upvotes: 5 <issue_comment>username_2: Regarding your point #5 (database access), there are alternate online resources which are superior to what is likely available through university subscriptions: I am at an ivy league university with its attendant resources, and when I'm off campus I get my papers and online book pdf's via Ukraine, rather than navigate my library website.
Regarding points #3 and #6, having someone to bounce your ideas off is extremely important. Cultivate that contact, as alternate perspectives are vital for robust ideas. If you have no personal or professional relationship with these people, and your work is outside their direct research interests, be aware of the magnitude of what you're asking. It's quite a significant ask to drop what they're doing to focus on your project, especially as you may not be well situated to notice its flaws.
Good luck and keep going.
Upvotes: 0 <issue_comment>username_3: >
> Any suggestions for me to do my research in this environment will be greatly appreciated.
>
>
>
I don't have primary experience in the field of mathematics, but you describe issues similar to those faced by those in other fields. @DanRomik and @NateEldgredge gave excellent advice. I'd add these (relatively minor) issues you might want to consider:
* If possible, you may wish to gain the support of the head of your department. This has several advantages, not the least of which is having a senior member of staff on your side. Of course, you need to be careful because the current research direction (or lack of it) may be due to his or her vision. Weigh the benefits against the risks.
* If you meet resistance to the pursuit of your independent research agenda (institutional or otherwise), make sure that you document that your work was done outside of your official responsibilities. Most universities have policies on outside work and intellectual property. Review these so that you can be clear where you stand in case there's a dispute.
* Given your recent minting as a PhD, you might want to consider re-establishing linkages with your former group and university, perhaps seeking an honourary appointment with your former supervisor's lab. An honourary appointment with the math department of the nearby university would be good to explore, too. An honourary appointment may carry specific perks that you can leverage. In mine, the appointment comes with little expectation but with an email address, library privileges (document delivery and interlibrary loans excepted), internet access and a hot desk.
* You might harness the interest of students and faculty in your college towards your field. There might be a group of students or colleagues in your college that might agree to meet fortnightly, say, over wine and cheese to review the latest development in the field, discuss a journal article or work on a problem. Think of the early days of the Royal Society when there were no formal scientists (the term hadn't been invented), just a group of gentlemen (they were all males) with an interest in natural philosophy meeting regularly to talk about their interests.
Good luck to you.
Upvotes: 1
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2016/12/19
| 351
| 1,635
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<issue_start>username_0: For submitting papers to Elsevier journals, they instruct you to prepare Latex files using the Elsarticle class. This class has huge margins (as other questions have also touched upon), to give space for reviewer comments, etc.
I have large, landscape figures which fill whole pages. Do I need to reduce the size of these figures, so that they fit within the margins, or am I ok to keep them a sensible size and assume that this will be sorted by the publisher if it is accepted at a later date?<issue_comment>username_1: The elsarticle class actually has options that let you lay it out as things might look on a journal page. You shouldn't submit it this way, but it allows to you check that things fit (especially equations).
So make sure that the size looks sensible in this view, but also accept that it will probably be resized during typesetting, and make sure that raster images have enough resolution to cope with this.
Upvotes: 0 <issue_comment>username_2: I strongly advise complying with the formatting guidelines that you are provided.
Organizations like Elsevier give you a template an submission instructions for a reason, and in many cases the final formatted version will look nearly identical to a submission that follows their template. You can push your luck by violating the formatting guidelines, but this will make you look unprofessional and may annoy the editor and reviewers. Do you really want to take that risk?
More to the point: most visual material can be readily organized into a number of formats. Are you certain that you *must* have massive landscape images?
Upvotes: 1
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2016/12/19
| 373
| 1,679
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<issue_start>username_0: Can an editor make substantial edits to an author's book or paper and publish them without the author's permission?<issue_comment>username_1: No.
Editorial review is an iterative process in which an editor, reviews and the author(s) have open (although usually blind) exchanges about the details of a manuscript. The process relies wholly on a full exchange of information between all parties.
A helpful and detailed account of a standard editorial process may be found at the National Institutes for Health website.
Upvotes: 3 [selected_answer]<issue_comment>username_2: If you have to ask the question, then it is not your original work. As you said, you are "editing". Editors are not the original writers.
When you change the structure of the sentence, you are paraphrasing the original passage and therefore, the original author gets credit for that!
In lieu of direct permission, a citation is an absolute must before you publish.
Upvotes: -1 <issue_comment>username_3: As Cape Code remarks in a comment, things are probably different for books and papers.
For what concerns papers, it would be probably very difficult, if not impossible, for an editor to make substantial edits without author's approval for the following reasons:
* The editor might not have access to the paper source files, which are frequently managed by another office.
* The author usually has to approve the galley proofs before publication, and the editor changes would be easily detected. And if the editor makes a number of unapproved last minute changes, the author would be able to use the approved galley proof to put up a case against the editor.
Upvotes: 1
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2016/12/20
| 1,889
| 8,161
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<issue_start>username_0: We are in a physics department. My supervisor, upon reading a Physical Review Letters (PRL) paper, concludes (and claims that the paper also concludes) that the classical central limit theorem (CLT) is false under the (usual) assumptions stated. He insists on this result and wants me to say/imply that in my manuscript because he finds fault with me making use of the classical CLT in a few statistical tests that I have utilized in the paper.
Question:
(1) Would you say that my supervisor is scientifically incompetent?
(2) How should I handle such a situation?
The paper is single-authored by me but he says that the university requires him to vet journal submissions (for quality) even though he is not a co-author which I accept.
(EDIT) More info regarding the context:
Just to clarify further, copied from my comment below: In my paper, I was simply stating the assumptions of classical CLT so that I could make use of the resulting normal distributions for some statistical tests. It was not a particular usage/application of classical CLT but simply a statement of the assumptions that would need to be held to recover normal distributions for the application of statistical tests I was using.<issue_comment>username_1: >
> (1) Would you say that my supervisor is scientifically incompetent?
>
>
>
If he says the CLT as stated and proved in textbooks is false, he is obviously wrong. "Scientifically incompetent" sounds like a very sweeping statement that I would avoid endorsing given the information currently available. He could simply be misunderstanding something in the language of the paper, or his knowledge of rigorous math could have an embarrassing gap (wouldn't be the first time), or it could be a failure of communication between you where you have a subtle misunderstanding of his position.
In any case, textbook CLT is correct, no question about it.
>
> (2) How should I handle such a situation?
>
>
>
An honest intellectual dialogue with him to clarify the issue would be ideal, if he is the kind of person who can have such a dialogue when he is in the wrong and not back himself into an emotional corner and become upset and unable to reason. If you think that's risky, try to find another professor you trust and can consult about the issue, and if they agree with you, ask them to participate in a discussion with the advisor to make him understand your point. And try approaching any discussions with an open mind, in case it's you who are in error about what his position is exactly.
Finally, it's possible that your advisor really is scientifically incompetent, so if you are unable to make him come around to your view and conclude that he is intellectually unsuited to be your advisor, you should probably switch advisors. In any case, under no circumstance should you concede to his demand to deny the truth of a standard formulation of CLT in your paper. Good luck!
Upvotes: 6 [selected_answer]<issue_comment>username_2: I think that some supervisors may try to "teach" you something, which they perceive as passing on some sort of "knowledge" of theirs.
However, it may turn out (as it probably did in your case) that this "knowledge" was simply a hunch, a misunderstanding, or simply an uncompleted thought. Maybe they (half-heartedly) intended for this to start a discussion that would result in a new, revolutionary way of thinking about the CLT. I say half-heartedly, because they didn't even explain their idea.
I think there are many more and better ways to assess the scientific competence of your supervisor, like scientific output, quality/impact of lectures, etc. If he is indeed not suited to be advising students on how to do science, it should be apparent elsewhere (or even everywhere else).
Upvotes: 3 <issue_comment>username_3: Be **absolutely** certain about what you both mean here. CLT has a very well established proof. It is almost inconceivable to think that a *disproof* of such a fundamental mathematical theorem would ever be published in PRL over a pure mathematics journal.
This leads us to infer, quite justifiably, I think, that the PRL paper *must* be addressing a popular *application* of CLT in some field of Physics. The conclusion here would then be that CLT is an inappropriate tool to analyze the system under study - *not* that CLT itself is invalid. It's not uncommon at all for Physics to change its mathematical tools from time to time as more is learned about the systems those tools are meant to model.
I would suggest that you take the time to sit down and discuss this with your supervisor until you both have a clear understanding of each others' ideas. Confrontation is not going to be productive here. If you can't clearly express your ideas to each other then the likelihood of producing a quality paper is likewise quite low. Sorting out this misunderstanding will likely do both of you some good.
Upvotes: 5 <issue_comment>username_4: Another approach to the one given by other excellent answers is to avoid the problem altogether! Do you really need to use the central limit theorem? Maybe not, maybe you could do away with approximations altogether, or switch to some other approximation tool, like some simulations (maybe the bootstrap).
If you want advice about alternative methods, you could ask that as a new question at <https://stats.stackexchange.com/>
Upvotes: 1 <issue_comment>username_5: As other commentators have pointed out, it is important to establish exactly what your supervisor is asserting. It would be somewhat unusual to claim that a well-known and well-vetted mathematical theorem is wrong, without some specific argument constituting a counter-proof. Before you make any big decisions, make **absolutely sure** that your supervisor is objecting to the actual theorem (when correctly stated) and does not have an objection merely to a misstatement or misapplication of the theorem.
Now, supposing that he really is objecting to the CLT, as correctly stated, I think the next step is this. If he is of the view that a well-known mathematical theorem is false, then *the onus is on him* to clearly and rigorously show his reasoning and establish the correctness of his own view with the mathematical community. If he is right (he is not) and he can prove it (he can't) then his discovery would be one of the most impressive discoveries in the history of probability theory, and it would win him permanent acclaim in the field. It is up to him to publish his argument if he has one. In the meantime, there is a wide literature asserting proofs of the theorem that have been accepted by the mathematical community, with thousands of trained eyes scrutinising it for centuries. He has no legitimate standing to block your work on the basis that he does not accept the theorem.
I would suggest that you firstly bring the matter up with him in a polite but forceful manner, and insist that you regard the classical CLT to be correct, and you will not say anything to the contrary in your work. If he is going to use his vetting prerogative to seek to pressure you to say something that you (along with the rest of the mathematical community) regard as untrue, then you should bypass him completely and publish your work without his input. If necessary you could ask another academic to take over the vetting role, or simply bypass it altogether.
Lastly, I disagree a bit with some other commentators regarding the issue of competence. Even if your supervisor is wrong on this issue, I wouldn't assume he is incompetent in any broader sense (at least not on this evidence alone). Mathematical theorems can be hard, and the proof of the CLT is not trivial. It is entirely possible that your supervisor is a competent physicist in other respects and just has a "blind spot" in this aspect of probability theory (which is not even within his direct field). If it is remains feasible to work effectively with this supervisor despite your disagreement on this issue, and if that is the only thing you notice where he is in error, there is probably scope to learn plenty of other things from him.
Upvotes: 1
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<issue_start>username_0: I have two articles published in a conference proceeding which are not accessible on the Internet. The publisher published three selected articles in SCI journals, but the rest of the articles are not available online on any kind of platform except for the list of titles, which was published at the time of the conference.
I want to self-archive the article in a public library (Arxiv etc.) but the conference publisher refused and said that the copyrights belong to the publisher and I cannot make it available on any other platform.
In the given situation, how can I make my work available to the research community?<issue_comment>username_1: This is a challenging situation to be in. If you have signed over the copyright to the publisher, then you cannot legally redistribute the work without the publisher's authorization. I assume you did not realize the publisher's policy was so restrictive when you first submitted the paper; you might want to make a note to self to take a closer look at author rights before submitting, in the future! (And warn friends and colleagues away from that publisher.)
Copyright protects expression of ideas (e.g. the text and images), not the ideas themselves. Even if you have signed away the copyright to your paper, you are free\* to write a new paper on the same ideas, using new text and images. So, I suggest:
* Write a new version of your paper, *without* directly copying large parts of the conference paper verbatim. It can be a much shorter version. Include in it a note saying that the version from the conference proceedings is available on request; give your email address so that people can contact you for a copy.
* You own the copyright to this new work. Post it on your website, on arXiv, anywhere else you like.
This way, people can still learn about the contents of the conference paper, and can contact you if they want you to [email the full version](https://academia.stackexchange.com/a/56500/11365), which you can't redistribute online.
---
\* Free, in the sense that no copyright restrictions apply. However, in terms of ethical standards on duplicate publication, if you want to publish a new paper based on the same ideas in another conference or journal, make sure the new venue permits it.
Upvotes: 6 <issue_comment>username_2: If you are still working on the topic, I would suggest to wait a little until you have an improved version of your results (if this is possible -- probably easier in applied than in pure sciences). Then it is easier to write a new paper in which you essentially repeat the results of the old paper (not verbatim, but in a different, maybe also improved presentation), cite the old paper and show your new results.
In this way you avoid to have a "double publication", but can show your results to the world.
Upvotes: 4 <issue_comment>username_3: What you do right now, is to write a blog post about the article. You may quote the title and give the full bibliographic data of the conference submission to help search engines to find it and you should not copy the article verbatim but rewrite the story in new words. The latter is a good idea anyway since people expect different texts on a blog than in a scientific article.
Upvotes: 3 <issue_comment>username_4: In computer science it is common to make preprints of papers available online. This is essentially the same paper, but in the version before reviewers' comments were incorporated (if any) and without the publishers styling.
I have also seen this in cognitive science. Sometimes a paragraph in legalese is added to the effect that the current version is a preprint, that it may differ from the published version and that only the published version should be cited.
See for example: <http://eprints.qut.edu.au/7021/1/7021_2.pdf>
See also the wikipedia entry for 'Preprint'.
Upvotes: 3 <issue_comment>username_5: Technically, it sounds like you can't because it is not your work anymore.
I would suggest you go back and read what ever it was you signed very, very carefully, and then bring it to the legal department of the institution who funded your work. They usually retain an ownership interest in work they fund and if you are very lucky, it might well turn out that it was never your work in the first place and that you did not have the right to sign away all publishing rights. That might render the publishers contract void (or parts of it anyway) allowing the work to be republished elsewhere.
Failing that, walk away fingers burnt and lessons learnt.
Upvotes: 1
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<issue_start>username_0: For an assignment, I was supposed to do some tedious calculations and essentially compute a certain number of *things* and then just list them as answers, one after another, without the calculations. There were about 15 of these things that I had to list.
I did this, and then misplaced the paper on which I had written them. I was sitting in class getting ready to hand in my paper when I realized this. It was the last paper in the stack and I guess it just got lost somewhere.
So what I did was that I found the solution online, and then just listed those things down again and turned it in. The problem is made worse by the fact that I listed the 15 things down **in the same order** as the solution found online. There wasn't a "natural" order to the things, apart from maybe the first and last thing, and therefore, there were 13! = 6227020800 different ways of listing them, and so of course it will look very suspicious if somebody noticed that I just happened to have the same order as this other solution.
Is this plagiarism? What should I do if this is caught? I am considering writing a mail to my instructor right now, but I could also leave it be and hope it is not caught.
---
EDIT:
One of the answers below raised another question. What if my original solution was wrong? In this case, I definitely cheated by copying from the correct solution, but, since I did not know whether my original solution was wrong, I did not cheat intentionally, so .... ?
---<issue_comment>username_1: By definition, turning in work you did not complete yourself is considered plagiarism. You can explain what happened after the fact if the professor does happen to discover the act, in which case it might be harder to convince him of the innocence of your actions. Or, you can email him and explain what happened and offer to show him your scratch notes. For the record, I think the assignment itself was designed poorly and invited students to find ways to answer the questions without actually doing the work. My opinion, of course.
Upvotes: 2 <issue_comment>username_2: >
> Is it plagiarism if I copy somebody else's answer...
>
>
>
Yes. Without even reading anything else you wrote. This is *exactly* what the word "plagiarism" means.
Upvotes: 3 <issue_comment>username_3: >
> Is this plagiarism? What should I do if this is caught? I am considering writing a mail to my instructor right now, but I could also leave it be and hope it is not caught.
>
>
>
Yes, this is obviously plagiarism, and moreover, plagiarism that by your account would be very easy to detect.
At the same time, your story makes it fairly clear (assuming everything you wrote is true of course) that you committed the plagiarism not because you are a dishonest or conniving person, but out of panic, and, I'm sorry to say it, a certain lack of maturity.
As for what to do, here is how to address the situation like a grown-up, in the way that I think will be best for your peace of mind, your conscience, your present and future relationship with your instructor, and the personal growth you can derive from this incident.
What you need to do is:
1. Write an email to the instructor where you explain, in an honest and accurate way, precisely what happened, in as many details as necessary (and possibly including even additional details that may sound irrelevant, like mentioning other things that happened to you that day and may have contributed to your misplacing the papers, since such details will add credibility to your story).
2. In the email, acknowledge clearly and unambiguously that you committed plagiarism, say that you are sorry for this and promise that you will never even think of doing anything like that again. Avoid using weasel words like "but" or "unintentionally." Naturally, you need to mean all of that, otherwise you are just committing another act of dishonesty.
3. In the email, provide the instructor with scanned copies of the work you actually did but did not submit, including both the scratch work and the final answers that you were planning on submitting. Say that you recognize that the instructor cannot know for sure that you did the work before the submission deadline and that it might seem like you are trying to dishonestly claim you did the work only after the fact, but offer your word of honor that your story is in fact true. In view of the awkward situation you are putting the instructor in, it might be a good idea to offer to do an extra assignment that they will assign you, which you can say you would be happy to do for the extra learning you will derive from it and as a sign of your honesty and good faith.
4. Finally -- **and I think this is a really important part of my advice** -- you should also mention in your email that you sought advice about what to do on Academia Stack Exchange, and provide a link to this question. I know it sounds tempting not to do it, since it may seem like if the instructor knows that you are following my (and/or other people's) advice they will think that your confession is insincere. But once again, I think your situation is all about honesty and confronting tricky situations like a grown-up. By exposing yourself to a maximal level of disclosure and accountability, you will be sending an important signal both to the instructor and to yourself that you take honesty seriously and are willing to be honest even when doing so might not be to your benefit. Conversely, by not owning up to this part of the story you will again be committing a small act of dishonesty (admittedly a more minor one that does not count as academic misconduct), which would undermine many of the goals that I think you can hope to achieve by following the advice in the first place -- the personal growth, peace of mind etc. (not to mention that there is a chance that your instructor is a regular reader of this site...). So, regardless of what the instructor might choose to do with that information, I think doing as I am proposing will provide you with a valuable learning experience that will be very helpful to you in the future when invariably, like the rest of us, you will be faced with similarly tricky situations that everyone encounters over the course of their lives.
Hope this helps, and good luck.
Upvotes: 1
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<issue_start>username_0: I just graduated college in May, and I spent my entire college career convinced that I would never study again. I had a plan for my future, and it involved working- no more school. I had considered grad school, but never very seriously.
Now, however, I am very much considering a grad or PhD program. Unfortunately, because of my intentions before, I hadn't done much research in college, opting instead for leadership and work experience. I also didn't foster any significant relationships with my professors. I talked to them enough to learn the material and pass the class, but, in my opinion, not enough for a glowing recommendation.
Now, I feel like I wasted something. How can I get into grad school when I am unable to procure stellar recommendation or show that I took classes in pure, theoretical mathematics? (I took more classes that concerned mathematics applied, like statistics and practical life models and such)
Would it be necessary for me to take more classes? Go back to school? That seems unnecessary, since I already have a bachelor's degree in Math, but I don't know what I can do.<issue_comment>username_1: Massive edit: Structure of the question changed.
Old Answer:
>
> Yes definitely, you can conceivably go to graduate school. However, if your application isn't competitive for the programs you wish, you might want to spend some time (perhaps a year or two) in an internship, job, or program that helps you build research experience and relationships with people in a position to write you informed letters of recommendation.
>
>
>
To make the most of that time, I would recommend you first reflect on *why* you've changed your mind and what you really want. Then, try to find job(s) that (1) give you first-hand experience working on the characteristics drawing you to graduate school, to see if that's actually what you want, and/or (2) help you build skills in the specific areas you're interested in, and/or broaden your skills in areas that are widely useful (e.g. computer science).
Some suggestions for *how* to do this, but these are vague because I'm in STEM but not math:
**Check with your undergraduate school/program for career opportunities.**
Many (US) schools have networks with alumni or corporate partners. Sometimes you can find a contact to talk to, sometimes you can post a resume. Your school may have resources to get you a job relevant to your degree, that could help you build your application to graduate schools. For many schools, career counselors will meet with you even after your graduate, and might be able to talk to you in person to discuss your situation and your options.
**Check with the mathematical societies and associations**
Such as the American Mathematical Society, Society of Industrial and Applied Mathematics, etc. Societies like these will often maintain a list of internship/program opportunities that you could apply to, and/or job listings.
**Internet search big companies or universities that might be hiring**
If the type of math you're interested in lends itself to application in data science, actuarial science, business management, information science, etc, there may be lots of job opportunities where you could apply directly with a Bachelors.
**Cold-email professors who might be able to use your skills**
Many professors at research-intensive universities will hire lab techs or researchers who are not students. Market yourself as a post-bach looking to build your research experience. (For some professors, this is an easier sell that graduate students, because you're cheaper--or maybe even free--than graduate students and postdocs.) For example, if you're willing to work with a social scientist or biologist, many research groups have lots of data they can't use to its potential, because they lack the mathematical skills to analyze it. (Pro-tip to increase the likelihood of a professor response, attach a CV, and very BRIEFLY state your skills and interest applying your skills to their research; show that you've read and (at least partially) understood the research discussed on their website and any recent publications if you can get ahold of them. Try to keep it as short as possible.)
**Or: Apply now and see what happens**
If you can afford it, you could apply to a couple schools and see if you get in, go on visits, etc. If you don't get in and choose to take some time and then reapply, keep in mind that some schools will take into consideration if you did apply before. Hence, if you go that route, I would address your background about undergrad, change of heart, applications, and intentional decision to spend time building your skills to make you more qualified for selective programs. This can show a dedication and initiative that many graduate schools in STEM look favorably upon.
Upvotes: 2 <issue_comment>username_2: >
> How can I get into grad school when I am unable to procure stellar recommendation or show that I took classes in pure, theoretical mathematics? (I took more classes that concerned mathematics applied, like statistics and practical life models and such)
>
>
>
I think you need to take courses in pure, theoretical mathematics. You can do so:
* As a non-degree seeking student at a reputable university, probably self-funded.
* As a master's student at a reputable university, possibly self-funded.
By a "reputable university," I really mean one with a solid math PhD program or a very strong master's program.
Presumably you want to do this while still keeping gainful employment, so I would start slowly: maybe take one solid course, really try your best, and then reevaluate whether this is what you want to do. If that goes well, repeat and intensify. I would plan to spend at least two years doing so.
Once you start doing well in courses, make a point of talking to the instructors and getting advice from them. Maybe they will encourage you to apply to the PhD program there, or maybe they will have other good suggestions for what to do next.
Upvotes: 2
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<issue_start>username_0: Thanks all for your kindly replies. This is my first time to post something on this website and I also read some other posts. I realized that I didn't get the purpose of this website. So I revised my post.
I am a 3rd year PhD student with Mechanical Engineering background. I have two advisors. One of them is a researcher in our department and another is a professor. Both of them had good papers published before. But maybe recently they are not that into research. The citations are going down. I feel like they think about my research only during the meetings. Their typical mentoring style is:
1. Let the student find research gaps. The student should justify why this problem is important and why people care about it. They never tell you that "you should work on this problem"
2. The student should be able to seek sources to solve the problem himself/herself, either doing literature search, or talking to other students. They never work side by side with you to figure something out
3. They meet students every week. During the meeting, they will throw a bunch of questions, such as "why did you use this example to validate your theory?" and "why did you propose this solution?".
4. When the student ask them questions, like "which system do you think is better for our situation?" and "Should I add this feature to our system?". Their answer would be "You need to find out yourself", "talk to xx", "what do other people do?".
5. They give suggestions. But they usually say "I am not telling you that you should do this and you need to decide"
6. When I follow their suggestion but things don't work out as expected, they would say "we didn't say you should do this and you need to think"
7. They never check your math. If your math goes against their instinct, they want you to explain in pure English instead of going through math.
I admit that my advisors' questions are good. The questions are usually the ones we will encounter during presentation. I also agree that my advisors give me lots of freedom to do research. But sometimes I feel like I don't know how to swim, they just throw me in the water and let myself figure it out. No doubt that my research is going super slow because I had lots of trial-and-error and I did lots of repetitive things. But they are still pushing me to publish paper, which makes me very upset. ***So how to make my research productive when they don't give me constructive feedback?***
I have thought a lot about what I want from my advisors. Here is a list and I am not sure whether or not I am expecting too much:
1. When finding a research problem, because I didn't have a big picture of this domain yet, I was expecting my advisors could tell me what people care and why.
2. After deciding a research problem, I would like them to give me suggestions on what kind of skills that I should get or what courses I should take in order to be able to solve the problem.
3. During the research, when I need to decide something, like what assumptions I should make, I am hoping my advisors can help me decide. They have done research so many years and they should know what assumptions are realistic and what are not.
4. I hope my advisors are on the same page with me, not only the big picture but also the details. I can find solution or work on math/simulation by myself. But I hope they could understand my solution and my math. I may not always right on math. I hope someone could point out my mistake if there was. I don't want the reviewers to tell me that my math is wrong and to reject my paper.<issue_comment>username_1: I'm afraid you may not be perceiving the value your advisors offer in the form of these questions. They are prompting you to resolve ambiguities and to put your project on a solid footing. Rather than telling you what to do, they are providing a more abstract kind of help: identifying matters that you should address. This is no less important to your project.
If they think you are making a poor use of time, then share with them the questions you are actually trying to answer. You just need a consensus on what to work on.
Upvotes: 3 <issue_comment>username_2: @<NAME> From my experience, you are not a lone. I agree with <NAME> above. This method of training is very common and very constructive for some Ph.D candidates, preferably for those with some experience prior to grad. school. If you don't find this method work for you, I would suggest to articulate this issue with your PI. Remember to be positive about what you think is working for you and what is not working. Then suggestion a solution that you think will work both for both of you. Imagine this training as a marriage of 5-7 years, and you want it to work smoothly as long as it lasts. If you find that kind of conversation doesn't go well with your PI. Discuss the issue with your favorite committee member(s), professor(s), Dean etc. Also, don't forget that your committee members are not there for you to "torture" you only once or twice a year, but they should be there for you all year round. They signed up to constructively help with your project and training. After all you are in a training environment, you will find someone to be the mentor of your dream. Remember sometimes your advisor may not be the mentor of your need, as in your friend's case. Find one for yourself if you don't think your current PI is. Best of luck!
Upvotes: 1
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<issue_start>username_0: I'm in junior high, and earlier this year, we had a science fair. My science project was mostly experimental pure math, and came in first overall in our grade.
Today, I was doing some research on a related topic, and came upon a published paper in a moderately respected journal. This paper had the same title as my science fair project, the layout was the same, the method was the same (down to the variable names), and the results were the same. The only thing that had changed was the wording, and the addition of an abstract. I have no idea how the author of this paper even came upon my project, presumably it was published on my school's website for some period of time or one of my teachers sent it out, but I really don't know what to do.
So, I really have two questions. Firstly, what can I do about this, and secondly, it had never occurred to me that my work may be of the quality to publish, so once I do get this situation sorted out, could I possibly think of publishing my results myself?
**EDIT:** Glad to finally be able to provide an update. Thank you all for the immense response this question received. I took Dr. Clark's advice and started at the level of my school. Apparently, my paper was shared with the local university's algebraic number theory professor, who shared it with his students. From there, even with that professor's help, I've been unable to trace it, but I'm almost sure that's how it got out.
A very long time ago I emailed the journal, simply making them aware of the situation and stating I have proof if it's needed, and got no reply. About two months ago, the paper mysteriously disappeared from the journal. And around that time, too, I got an opportunity to submit my paper to a state-wide high school competition. I just found out this Saturday that I won, and will be having my paper published in the state STEM journal. Again, thank you all for all the incredibly helpful advice. I would be lost without it.<issue_comment>username_1: Your story describes an example of plagiarism — someone is passing your work as their own. This is serious academic dishonesty. I recommend you contact the editors of the journal and explain the situation. You should provide as much evidence as you can — this may include photos from the fair, confirmations from the organisers, contact information of someone who visited the fair and who is able to confirm that they witnessed you presenting the material.
The presentation at a science fair is a recognised way to disseminate your work. Plagiarising someone's work from a fair is not different from stealing work published in another journal. It may be a bit more difficult to prove the case (that's why you may need witnesses), but the rest is the same.
Upvotes: 7 <issue_comment>username_2: It may be plagarism, it may be parallel work. What gave YOU the idea for the project? Was that source available to others? Was your project title an obvious descriptive one, were your variable names similarly obvious? It's easy to focus on the similarities, gloss over the differences.
No-one's going to prison over this. But why not contact the other author and, in a completely non-accusatory way (and I MEAN completely :-) point out the coincidence?
Upvotes: 3 <issue_comment>username_3: The other answers don't seem to be taking into account that the OP is a 13-year-old junior high school student whose work was presented in a school science fair. I think that treating the OP as a "very junior researcher" is a bit unrealistic and also may place too large a burden on him. Every week on this site we see adult researchers placed in great distress and turmoil by issues of plagiarism and academic priority. These are not easy matters to resolve, and they place a high level of burden on the individual academics because academia is essentially self-policing. A junior high school student is not a professional academic, almost certainly has none of the procedural training and academic contacts that a professional academic would, and therefore does not have an ethical obligation to respond as a professional academic would.
The first thing I want to say is that I don't think the OP is **obligated** in any way to respond to this incident, as other answers seem to imply that he is. He can do so if he wants to, but if so I would recommend getting help from someone else.
Another important issue here is that the OP doesn't even understand the mechanism by which his work was made public. To me this seems to suggest that if he wants to pursue it, he should begin at the level of his own school. Presumably there is some teacher / faculty advisor involved in the science fair. I would contact them or have a parent contact them. This really is (or could be) an issue in itself: a school should not be releasing a student's work
on the internet without the student's permission or awareness.
If the OP doesn't have a clear understanding of how his work got made public in the first place, then unfortunately it seems to me that he is in an unusually poor position to press a case of academic priority. He could contact the editors of the journal, submit all the evidence of his work along with the chronology, and the authors could respond simply by saying "We don't know anything about this. Actually our work was done [at some earlier date]. As far as we can tell, some kid stole our work for a junior high school science fair. What should we do about this?" and I don't see what the editors of the journal could plausibly do to resolve the situation.
This sounds bad, but let me make a few more comments:
* In my experience, outright theft of work by serious academic mathematicians is extremely rare. One of the reasons for this is that the worldwide mathematical research community is relatively close-knit. If you're working in area X, then you probably trained at a certain set of universities and have affiliation, direct or indirect, with very serious senior reputable workers in area X. Having a senior worker in area X think you've stolen someone else's work is a penalty far beyond the reward of publishing the work, in most cases (contrary to what popular culture may lead one to believe, the vast majority of contemporary mathematicians build their reputation on a steadily accumulating body of work, not one miraculous theorem). Most areas of modern mathematics are so technically intensive that there are very few to no real outsiders contributing. However, a real outsider -- e.g. someone who has had no face-to-face interaction with any university faculty member -- who does do significant mathematical work is unfortunately in a much worse position.
* As a consequence of the above, when a brilliant 13-year-old's work gets stolen, it's very likely that it gets stolen by people who are *not* serious academic mathematicians, and it gets published in a journal which is *not* really serious and reputable. If this is the case, then the stakes may be too low to justify the time and effort of trying to resolve the situation. I am a professional mathematician, and if someone republished my work as their own (this has never happened to me) I would probably be upset and try something to fix it, but there are some journals where I would give up rather quickly.
So as a summary answer to the first question:
>
> Firstly, what can I do about this,
>
>
>
Take it slow, starting in your own home and at your school. See if you can get some help with pursuing your claim. If the claim turns out to be more trouble than it's worth to press: you can choose not to press it. Try to gain a clear understanding of how this happened, so that it will not happen again.
As to your second question:
>
> secondly, it had never occurred to me that my work may be of the quality to publish, so once I do get this situation sorted out, could I possibly think of publishing my results myself?
>
>
>
As I said in a comment, I would advise almost any junior high school student not to think about publishing their mathematical work. Note that I did not say to stop or slow down in the learning and doing of mathematics in any way. In fact, the point is that the publication process is something that is done by professionals *largely for reasons of professional exigency* and not because it is pleasant or educational in its own right. When I work with PhD students to try to get their first paper published, there comes a point where they realize that the amount of effort to do so (even after all the theorems are proven) is something like 2-10 times as much as they expected. It used to be that math PhD students could mostly just concentrate on the math and not worry about publishing anything until after they got their PhD, but unfortunately those days are largely gone. (In my department, one of the required features of the postdoctoral application is the publication list. An empty list is surmountable, but it certainly does not augur well.) Moreover, undergraduates who do summer math research are now being much more pressured to write up their results -- even when they are not really significant, and even when they were largely put up to the results by their faculty mentors -- and this is very worrisome. **The OP is 13 years old.** It is widely recognized that children of this age should not be working: the Fair Labor Standards Act says that in the US one must be 14 to legally work at all. This does not apply to mathematical research, and it is certainly *legal* for the OP to pursue publication, but it is almost as worryingly too-soon for the OP to try to pursue this as if he had a serious, difficult job.
Let me say finally that I looked at the OP's internet profile, and it is clear that he is remarkably talented and precocious. I highly encourage him to continue his study of mathematics, so long as his motivations for doing so are his own. Based on what I've seen of the OP, I do not discount the possibility that he has already done work that could get published in a reputable journal (although that is *highly unusual* for someone of his age). What I would say to him instead is: keep doing what you're doing. Think about where you are now compared to where you were a few years ago and try to imagine where you'll be a few years in the future (while still in high school!). If you're still doing math 3,5,10 years from now, what would your future self advise your 13-year-old self to do? Is the work that you're doing now going to be a shadow of your later work?
Look e.g. at [Terence Tao](https://en.wikipedia.org/wiki/Terence_Tao), who is arguably the world's leading mathematical-prodigy-grown up. According to wikipedia, he published "his first assistant paper" at the age of 15. But I don't know what that means, and I can't find the paper. His first that is catalogued in the standard places was published in 1996, the same year he got his PhD, at the "advanced age" of 21.
Note also that you should not hesitate to interact with the mathematical community, as you have been. I see that you have a blog. This gives you a great place to post your work, talk about it there, and get feedback from others.
The very last thing I'll say on the matter is that you said the project in question is on elliptic curves over finite fields. In fact elliptic curves are
my leading research interest at the moment. So I would be happy to see your work and give you some feedback on it. Of course you should not send the work to me if (i) you are not ready or (ii) have any concerns about it being stolen by me! For the latter, I might recommend putting it on your blog first and then sending me a link to the blog. But I am aware of some contemporary research on this topic and would be happy to steer you in a good direction if I can.
Upvotes: 9 [selected_answer]<issue_comment>username_4: Math is a "publish or perish" discipline in academia. I can see someone who is desperate to keep their job using another person's work to do so. I can easily see this happening if they think the person who produced the work is a child and feel that they have a very low probability of being found out and even less of a chance of it being pursued by a child. Whole cloth plagiarism in anathema in academia. Get caught and not only are you out of this job, but likely won't get another one anywhere else either. It's a surprisingly small world and word gets around.
I would strongly suggest that you find out how your paper was leaked. If it was published on a web site, via a teacher who saw it, etc. It may not be as innocent as some of these folks think. Allow me to acquaint you with my own story. I had some of my work (poetry) published by a former teacher under a pen name. They had all been homework assignments. I recognized not only my own work but that of several of my classmates in this fairly acclaimed volume of poetry.
I knew where it had come from and when confronted privately, she admitted it but continued to deny it publically. I finally contacted the publisher, provided copies of my working drafts that were decades older than anything she had and they pulled book from publication after I threatened to get my former classmates and sue them. The last time I saw her she was angry and bitter because they made her pay back the advance and also pay for the all the unsold copies of the book that they had already printed.
Upvotes: 3 <issue_comment>username_5: Have you fully determined if any *assignment of rights* were made when you applied to present at the fair?
For example, if you participate in the Google science fair you agree:
**Ownership of the Entry/Grant of Rights**:
You will retain ownership to your Entry. However, by entering the Competition, and to the extent allowed by law, you personally, and through your parent or legal guardian, grant the Competition Entities and their respective affiliates, licensees, promotional partners, developers, legal representatives, assigns, agents and licensees (collectively, the “Licensed Parties”), a perpetual (or for the maximum extent permitted by law), worldwide, royalty-free, non-exclusive, sub licensable, unconditional and transferable license to edit, modify, cut, rearrange, add to, delete from, reproduce, encode, store, modify, copy, transmit, publish, post, broadcast, display, adapt, exhibit and/or otherwise use or reuse (without limitation as to when or to the number of times used), your (or your Team’s) Entry, name, address, image, voice, likeness, statements, background and biographical material ***including, but not limited to, all materials submitted in connection with the Competition***, as well as any additional photographic images, video images, portraits, documents, interviews or other materials arising out of your participation in this Competition (with or without using your name) in any and all media, in any language, throughout the world, and in any manner,
for trade, advertising, promotional, commercial, or any other purposes without further review, notice, approval, consideration, or compensation to Entrant or any third party.
So it's quite possible they have the rights to publish your work now.
Upvotes: -1 <issue_comment>username_6: I assume that TreFox is really a math genius (or stumbled by chance over something relevant) and somebody has stolen an published his ideas. Copyright does only protect the very "expression", but not the "idea", so this does not really apply. However, stealing the "idea" is the serious scientific fraud.
I really want to emphasize this point: it does not matter whether TreFox would himself have been able to write a formally proper manuscript, if he had the "idea". Even the actual importance of the 'idea' is if minor importance, if the wrongdoer considered it important enough for stealing. Scientists live from their ideas: they get their job because they had ideas, and they will loose them, if they stop to do so. All scientists dream of immortal fame because of their ideas. A scientist most certainly looses his job and never finds another if they are found out to have stolen 'ideas'. The scientific community will not need lawers for this. Personally, I would refuse any professional contact to a person I believe has done so. Therefore, the accusation waived cannot be more serious. Thus, reconsider whether your accusations are really true.
Probably a parent or teacher may not be aware of the seriousness of plagiarism in science. An adult is needed as backing, but he should come from the scientific community. Maybe you should contact the math faculty at he nearest university with compiled evidence, they might be quite eager to unmask the perpetrator (but check whether the wrongdoer is not affiliated at that university).
If TreFox' claims can be verified, the editors will certainly publish a correction, with TreFox as the main author. Age does not matter, if the math is correct.
Upvotes: 2
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2016/12/21
| 1,454
| 5,740
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<issue_start>username_0: I'm in the field of engineering, electrical engineering specifically. I find myself with several technical reports and notes I've written over the years, and some colleagues have asked me for these. I think these may be beneficial to others, too and I'd like to make these publicly available somehow.
I've refrained from using the word "publishing", because I don't ever intend to submit it to a conference or a journal - the type of material just isn't right. See here <http://www.mers.byu.edu/docs/reports/MERS9401.pdf> for an example (I'm not the author of this particular note). arXiv doesn't cover electrical engineering topics; also, I doubt my reports would qualify "preprints", because preprints, as I understand, is something the author intends to publish eventually.
I know some folks who post these on their websites, but the danger is that self-maintained websites may eventually disappear, and with the websites, the reports themselves. Is there a good solution we have about this today? Perhaps a public repository?<issue_comment>username_1: If you are affiliated with an academic institution, many have some sort of mechanism for publishing tech reports, e.g. via [DSpace](http://www.dspace.org/). This is the ideal solution, since it is designed for exactly the sort of publication that you are looking for.
Failing that, I would suggest looking a little bit closer into arXiv. Many of the topics are quite vague, and depending on the topic, your work might well fit into something like cs.IT (Information Theory) or cs.SY (Systems and Control), or a number of other areas.
Finally, a possible fallback is to simply publish via a fairly stable repository like GitHub, which means it is at least not dependent on your own server, but an institution that is intended to be maintained over many years.
Upvotes: 2 <issue_comment>username_2: An easy and reliable solution is to post your reports on [Figshare](https://figshare.com). While Figshare is primarily aimed at archiving data and figures, it happily accepts a wide variety of inputs, including written reports. I have used Figshare as a place to put things that may be useful to others but are not appropriate for arXiv.org, such as [User manuals for software packages](https://figshare.com/articles/RK_Opt_0_2_User_Manual/691021), [grant proposals](https://figshare.com/articles/Positive_Numerical_Solution_of_Differential_Equations/639184), and [supercomputer time proposals](https://figshare.com/articles/Wave_Propagation_for_Next_Generation_Supercomputers/639182). Lots of other people are doing this; just take a look at [the 'proposal' tag on Figshare](https://figshare.com/search?q=tag%3A+proposal).
I think Figshare is also a more reliable place than, e.g. Github in terms of long-term persistent availability of your work. See [this explanation](https://support.figshare.com/support/solutions/articles/6000079089-how-persistent-is-my-research-), which includes the following:
>
> Items will be retained for the lifetime of the repository. figshare has been working hard to establish a business model that supports sustainability of the research outputs hosted on figshare. Our publisher model requires an SLA statement guaranteeing 10 years of persistent availability.
>
>
>
Upvotes: 1 <issue_comment>username_3: To start with, a good news: [engrXiv is a novel eprint server for engineering](http://blog.engrxiv.org/2016/07/announcement).
Then, congratulations for willing to share your notes. Many interesting insights dwell in so-called *personal communications* or grey literature, and it is a pity of the cumulative advancement of science and technology. You should *not refrain from using the word "publishing"*, because you what to make it **public**, which is the original meaning.
So, in order:
* do not hesitate to put your notes in a usable form (author, institution, date, version especially in case you make updates), with a long lasting format (maybe not word, and postscript is a bit outdated...)
* check with your institution first (for the rights) and if they have repositories
* as institutions change, architecture varies, the link to your notes can get broken, so do not hesitate to duplicate:
+ open archives are nice as say in other answers: [arXiv](https://arxiv.org/) of course, and the offsprings: [engrXiv](http://blog.engrxiv.org/2016/07/announcement), [SocArXiv](https://osf.io/preprints/socarxiv/) (social science) [bioRXiv](http://biorxiv.org/) (biology), etc. but also [CiteSeerX](http://citeseerx.ist.psu.edu/), github (some proposed by other answers)
+ on a personal website, greedy search engines will swallow it to keep it "forever"
+ other for-now free services (Academia, ResearchGate)
Apart from the document itself, it is quite important to be able to know that it exists, so a good abstract and keywords shall not be forgotten.
Upvotes: 2 <issue_comment>username_4: [Zenodo](https://zenodo.org/) seems like an excellent option. Salient points from their brief self-description on their front page:
>
> * All research outputs from across all fields of research are welcome!
> * Uploads gets a Digital Object Identifier (DOI) to make them easily and uniquely citeable.
> * Flexible licensing — because not everything is under Creative Commons.
> * Your research output is stored safely for the future in the same cloud infrastructure as CERN's own LHC research data.
>
>
>
As far as I can tell, there is no fee for authors. Furthermore, they support DOI versioning, so you can upload updated versions of your reports without overwriting the original. The combination of DOI support and CERN backing mean that it should be a reliable choice for long-term archiving.
Upvotes: 0
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2016/12/21
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<issue_start>username_0: My question is very similar to [this one](https://academia.stackexchange.com/questions/41803/is-copying-equations-plagiarism), but I'm curious about algorithms. The accepted answer states that:
>
> Mathematical equations are not normally considered subject to plagiarism ...
>
>
>
I am wondering if the same would apply to algorithms. I think they are very similar to equations, except for the use of sentences (in the case of pseudo code). If it is made clear where the algorithm came from, would it be ok to copy?<issue_comment>username_1: Plagiarism is passing someone else's work as your own. If the source is referenced, then there is no plagiarism.
Quoting the whole algorithm verbatim may be considered as bad writing style, may be against a particular journal's rules, or may simply demonstrate a certain lack of creativity. However, this is not a plagiarism, as long as the source is cited.
Upvotes: 5 [selected_answer]<issue_comment>username_2: @DmitrySavostyanov is right in that what matters is that you *reference* where you got the algorithm from. If you do so, then copying it verbatim is in essence a quote, not plagiarism.
I disagree with him, though, on whether it is good or bad style to copy algorithms verbatim. Algorithms -- especially when giving in short "pseudo-algorithm" form, are concise, technical statements in much the same way as formulas are. There is typically no literary component to it. As such, there is little leeway in rephrasing something to make it your own, other than the gratuitous use of different variable or function names. The latter, however, is not helpful, but rather only serves to confuse readers trying to compare papers. Consequently, I'm all for copying verbatim, as long as it is clear where it comes from.
So, say something like "The problem above is easily solvers by the algorithm of Miller and Smith [13], which is reproduced in the following: [...]".
Upvotes: 3 <issue_comment>username_3: First, we should discuss the issue concerning mathematical equations. It is general accepted that mathematical equations must be treated as a dense text. Hence, it should be very clear that these equations, definitions, theorems, come from a source, and the source have to be cited before using the text.
For algorithms, the situation is almost the same. A sufficiently small algorithm may be treated similar to a large equation. You may include it if you make it clear that the algorithm text is not yours, by using the quotes or the italic style, depending on citation style. However, for large algorithms, there is a difference because of copyright of the journal. Hence, a large algorithm should be treated like a figure. You need to get permission from the author and from the publisher. Furthermore, because an algorithm is so large, it will look like you are padding your paper and reviewers don’t like this. You should think twice about including a large algorithm from someone else.
Upvotes: 1 <issue_comment>username_4: It may not be plagiarism, but you would be called to task to justify why you are doing it in most cases. My experience has been that you don't need to show an documented algorithm so much as say why you are using it and where someone can find more information on it. So if I'm working on a paper I may say something like,
>
> In order to explore the transmission of memes through the social network, we first assumed that they arrived at highly influential (i.e. well connected) nodes using the shortest path from the source. These paths were identified using Dijkstra's algorithm for finding shortest paths between nodes in a graph (Dijkstra, 1959).
>
>
>
At which point nothing more really needs to be said on the algorithm itself. In fact, depending on the audience, I may have said too much.
Generally writing out the algorithm in full usually means that it's being explained in depth (i.e. a textbook approach), there isn't an expectation that your audience would be familiar with it in any way, or you are doing so to demonstrate a fundamental that needs to be deconstructed as part of a proof. Even then, about the only time you are really going to want to write the algorithm out in full is if you are developing a textbook or teaching materials on it.
Upvotes: 2
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2016/12/21
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<issue_start>username_0: I am thinking about applying to graduate studies in physics related Phd or master degree in the US, but my GPA is very low, 2.4/4.0 to be specific.
I wonder if there are respectable universities in the US that can accept such low average?
Notes:
-I have some experience in research from my undergrad.
-I had my Undergraduate degree in physics from a respectable Canadian university.
Thanks in advance!<issue_comment>username_1: Of course there is luck involved, but there are always professors that ignore GPA provided you have other experience that makes you stand out as a candidate. It is generally less about the school and more about connecting with a particular group. Reach out to different groups and see who bites - if a group offers you funding acceptance to the school will follow.
Upvotes: 0 <issue_comment>username_2: (In the US) in Physics, some programs will weight things like the physics subject GRE and research experience, especially publications, ahead of the GPA. However, some schools do have a GPA cut-off around 3.0, so it's possible some schools wouldn't get far enough into your application to read it.
If you want to apply to prestigious or highly-selective programs right now, I think you would need:
1. To have scored very well on the general and physics-subject GREs.
2. Very good letters of recommendation that speak directly to your ability to succeed in a graduate program.
3. An "explanation" for your GPA in your application. Was it because you worked a lot? Was it because you spent a lot of time doing research? Do your last couple semesters show a better GPA than your overall GPA? If so, you could make an argument that you addressed the issues that led to your lower GPA during the course of your undergraduate career, and these issues will not continue to impact your graduate performance.
If you don't fee you have documented supplementary support like that, you still have options:
**Take a year off and gain experience**
You can also take a year or two off and work a research/physics-related job or internship, and/or take a couple extra classes. Taking one class at a time while working a job or internship can push up your overall GPA that they will consider (and can go a long way to making your graduate career easier), and if you spend a year or so doing something else, there will be more focus on what else you were doing. If you can get a publication during that time, that's an excellent way to display that you *do* have the skills to succeed in a graduate program.
**Apply to "Bridge" programs**
Several universities have Bridge programs, meant to help students build a competitive background for graduate study. Often, these Bridge programs also grant your access to that institution's graduate program, if you finish 1-2 years of the bridge program in good standing. One example is [The University of Chicago's Physics Bridge program](https://physics.uchicago.edu/page/bridge-program). This is *not* a masters.
**Apply to Masters programs**
Many universities have Masters programs, which may include the opportunity of transferring into the university's graduate program, or to another university's graduate program.
Upvotes: 1
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2016/12/21
| 655
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<issue_start>username_0: I want to get access to a paper which hasn't been published by the scholar and I decide to write an email to him. What is a proper way to ask ?
My intention is to help myself formulate the scope of my next paper in the same field.<issue_comment>username_1: Just ask politely, and with the expectation that you may be reasonably refused.
Researchers vary greatly in their relationship to unpublished manuscripts. The spectrum ranges broadly, from some who are very happy to share anything they consider "not embarrassing," to others are extremely protective. Then there are many who will be just plain unresponsive for any number of reasons.
I would thus suggest that in your email, you say something along the lines of the following:
* Where you heard about the unpublished work, and why you think it will be useful to know specifically about this unpublished work and not other recently published material.
* That you would be very grateful if they are willing to share, but understand that they may not wish do to so.
* That you would also be happy to receive pointers to published work that can provide approximately the same benefits.
Importantly, remember that *no researcher has a moral obligation to share work that is not ready for publication.* The scientific community generally holds that work should be shared in a timely fashion only once it is reasonably ready for publication. You can argue about how to draw that line, but if a researcher really thinks their work isn't yet solid enough to disseminate or submit, then they're usually right. In that case, you probably wouldn't really want to build off of it yet anyway, since it is likely to change in the near future.
Upvotes: 4 [selected_answer]<issue_comment>username_2: If your hope is to help yourself formulate your scope of your next paper in the field, you might not need to read their unpublished manuscript for this. I will assume that you've already read the other recent papers in the field, and the relevant review papers in the field, and this information you need really doesn't exist in published work.
That said, I'd reflect on if you really need to see their paper, of if a conversation with them could help you instead. Some scientists will find suddenly asking to read a manuscript off-putting and think you might be trying to scoop them of their follow-up paper, especially if you don't already have a relationship with them. Sending them an email (or even making a phone-call) asking if they might be interested in discussing their work with you over the phone or on Skype, might give you the opportunity to ask questions about the scope of the field, and help you build a professional relationship with that person.
Additionally, you can always suggest that as your first-choice, and follow up with "I understand that your time is very valuable..." and politely suggest that perhaps you could read their manuscript instead if they would prefer.
Upvotes: 2
|
2016/12/21
| 812
| 3,616
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<issue_start>username_0: I was recently talking to a professor at a top university seeking advice for graduate school applications. The professor happened to mention that departments in the US have funding concerns when it comes to international students because they aren't eligible for government funding from agencies such as NIH or NSF. Moreover, admissions decisions are made based on whether there is funding available to support the student for atleast 5 years. I had a couple of questions on how exactly this works.
1. Can international students be paid through NIH/NSF grants (as research assistants) that are awarded to the PI or does a lab use funding from industrial sponsors or other endowments to fund them?
2. I was under the impression that theses government grants are usually good for a shorter duration (2-3 years). How can the department be certain of further funds at the time of admitting a candidate?
PS: The title of the question might be similar to some other questions but I am interested in understanding the broader mechanism of how this works instead of specific agencies that fund international students.<issue_comment>username_1: >
> Can international students be paid through NIH/NSF grants that are awarded to the PI
>
>
>
Yes. International students are generally not eligible for *personal* federal fellowships, such as the [NSF Graduate Research Fellowship Program](https://www.nsfgrfp.org/), but they can still be paid through regular research grants awarded to the PI.
>
> I was under the impression that theses government grants are usually good for a shorter duration (2-3 years). How can the department be certain of further funds at the time of admitting a candidate?
>
>
>
They can't. This is a major source of pressure for PIs in some fields; they have to secure funding for already enrolled students, as well as future students. If the PI is not able to secure funding through research grants, there may be institutional fellowships, industry funding, teaching assistantships, or other sources of funding that can be used in a pinch.
But, this is not really any different for international students vs any other students.
Upvotes: 5 [selected_answer]<issue_comment>username_2: Projecting graduate student funding is always tricky, because most grants are not well-aligned with the coming and going of students. A faculty member with a healthy research program, however, can often make reasonable projections about how many students they will be able to sustain funding for, and there are alternative mechanisms like TAships that can help fill in the gaps.
As for how this applies to international students: one can generally think of graduate student funding as falling into five general buckets:
1. Fellowship funding, which is given directly to the graduate student and is typically restricted to US citizens (and maybe permanent residents too; I'm not sure about that)
2. Project funding from "pure science" agencies like NSF, which can generally be spent on any student that the faculty member desires. Most university funding is of this type.
3. Project funding on projects considered sensitive in some way (e.g., certain Department of Defense or Department of Energy projects) and which comes with a restriction to US citizens and/or permanent residents.
4. Internal funding, like TAships, which can usually be applied to any graduate student that the faculty decides to support with them.
5. Private funding, from corporations or foundations, which comes with whatever restrictions the funder might feel are consistent with its mission.
Upvotes: 2
|
2016/12/22
| 2,201
| 8,207
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<issue_start>username_0: I am a college student in Rajasthan. I had a chance to address a large group at a college function, and in my address I said unfavorable things about professors in the college. Since then, I believe their behavior towards me has changed, and that they are personally targeting me.
I want to know what steps we can take against:
* teachers scoring us according to some personal vendetta,
* extremely rude language/behavior,
* unnecessary targeting.
What laws exist in India to protect students from harassment by teachers/professors?<issue_comment>username_1: **Disclaimer**
I am not a lawyer, and this is not a legal advice.
--
Although student-teacher relationship is viewed as some superior relationship by many communities, it is only daily life human relationship.
That being said, I think to seek your right into university itself is pointless. If the organization were to punish these kind of disturbing behaviors, the mentioned academic staff would not be teaching there at the first place, or maybe their contract would have ended sooner.
So, it is true that you should go to law. But agian, not as a **student**, but as a **person**. Because these type of behaviors are **[mobbing](https://en.wikipedia.org/wiki/Mobbing)** or **[bullying](https://en.wikipedia.org/wiki/Bullying)**.
As far as I have found, there are several laws [like these](https://www.indianbarassociation.org/wp-content/uploads/2015/11/Anti-bullying-laws-in-India.pdf) and [these](http://www.chakreview.com/Social-issues/Harassment-by-employer-what-actions-can-you-take) against bullying in India.
There are actually two important things you have to do before taking action:
1. Be ready for the consequences. The professors will probably be mad at you because you troubled one of their colleagues. They will not just leave where it is. There will be some disturbing process.
2. Document everything. Whatever you can do. Find witnesses, record voice, record video. But first take advice from a lawyer what methods to document evidence is accepted as a proof. In some countries, voice recording without consent is not accepted for instance.
My personal advice would be **not to step back**. For some strange reason, when it comes to student-teacher conflict, people always advise to step back because *he is your professor*. I am working in academia since five years, and I have seen many similar cases. Not stepping up is equal to promoting the behavior.
This is not "he is not teaching well" or "he is making irrelevant jokes." If the claim is true, the person should be punished.
Upvotes: 3 <issue_comment>username_2: Definition of "bullying" in India: causing of mental agony as a civil injury;It is further defined as unwanted and repeated
written, verbal, or physical behaviour, including any threatening, insulting, or dehumanizing
gesture, by a student or adult, that is severe or pervasive enough to create an intimidating,
hostile, or offensive educational environment; cause discomfort or humiliation; or
unreasonably interfere with the individual’s school performance or participation; and may
involve but is not limited to: teasing, social exclusion, threat, intimidation, stalking, physical
violence, theft, sexual, religious, or racial harassment, public humiliation, or destruction of
property.
There is no such Legislature for Bullying in School but as we considered about the Legal
System of India the law should make it a legal duty for schools to have such policies
and frame guidelines and mandate that bullying and cyber bullying be punishable by schools.
It shall then be the responsibility of the Principal to ensure that the policy is framed and
implemented. The Raghavan Committee Report has already recommended that teachers and
the principal be held liable for acts of bullying of students. So has the Supreme Court in
University of Kerala vs. Council, Principal’s colleges, Kerala & Ors
>
> Supreme Court in Re Civil Appeal 887 OF 2009 on 8 Dec., 2011.
>
>
>
. It is now a matter
of implementation. Both the Raghavan Committee Report and the Supreme Court decision
would squarely take within their folds cyber-bullying, though not explicitly mentioned.
Upvotes: 2 <issue_comment>username_3: From the discussion above, it seems like you are an engineering/technical student. Technical education in India falls under the [concurrent list](https://en.wikipedia.org/wiki/Concurrent_List) -- i.e. both state and union laws apply.
The relevant national body is the [AICTE](https://en.wikipedia.org/wiki/All_India_Council_for_Technical_Education), which does have a mechanism for grievance redressal, this is often used as the primary source of complaints against [ragging](https://en.wikipedia.org/wiki/Ragging).
You can submit a grievance [here](http://www.aicte-india.org/grievanceform.php). The [2004 Guidelines for Grievance Processes](http://www.aicte-india.org/downloads/Public_Grievances.pdf) require a sub-30-day resolution of complaints. In fact, all accredited technical institutions in India are required to have a local Grievance Redressal Cell and Ombudsman as per this [2012 notification](http://gtu.ac.in/Grievance%20Redressal%20Cell/AICTE_Notification_for_Grievance_Redressal_Mechanism_Cell.pdf). Finally, you could [contact AICTE directly](http://www.aicte-india.org/contact.php)
Students may also [file grievances](http://ugc.ac.in/grievance/) at the [UGC](https://en.wikipedia.org/wiki/University_Grants_Commission_(India)) (University Grants Commission). The UGC is a statutory body in charge of "coordination, determination and maintenance of standards of higher education". In 1987, they released "[Guidelines for Student Entitlement](http://www.amu.ac.in/newstudents/9987.pdf)". See sections 2.5, 2.6 regarding fairness in evaluation and section 5 which deals with discriminatory treatment.
At a state-level, you could try [Rajasthan Sampark](http://sampark.rajasthan.gov.in/), which only applies to government institutions.
As others have stated, you need to ensure that you have documented and clear proof to support your accusation, and that you should not back down in fear of reprisal. The process of collecting evidence may help you determine if you truly have a valid complaint, or are perceiving bias that does not exist.
To the best of my knowledge, in answer to your second question, no, Indian jurisprudence does not have a similar concept of [student rights](https://en.wikipedia.org/wiki/Student_rights_in_higher_education) as the United States and some of Europe.
While reading the links for the other answers and searching for policies for this post, the one thing that becomes clear is a worrying lack of depth in policies and transparently available policies and data. If you choose to take this forward, I hope that you will document and publish your efforts.
Upvotes: 5 [selected_answer]<issue_comment>username_4: The guidelines issued by the National Commission for Protection of Child Rights (NCPCR) on eliminating corporal punishment in schools, elaborating the RTE's classification, defines corporal punishment not only as physical punishment but also mental harassment (defined as 'non-physical treatment that is detrimental to the academic and psychological well-being of a child' such as sarcasm, ridicule, calling names, derogatory remarks and so on) and discrimination (defined as prejudiced views and behaviour towards any child because of gender/caste/class).
Juvenile Justice Act, 2000
Section 23 of new Juvenile Justice Act, 2000 provides punishment for cruelty to juvenile or child. Whoever, having the actual charge of or control over, a juvenile or the child, assaults, abandons, exposes or willfully neglects the juvenile or causes or procures him to be assaulted, abandoned, exposed or neglected in a manner likely to cause such juvenile or the child unnecessarily mental or physical suffering shall be punishable with imprisonment for a term which may extend to six months, or fine, or with both.
Lodge a complain to nearest police station.
Yes,punishment in schools is strictly prohibited and one can directly lodge a FIR against the teacher and rest police will work out.
Upvotes: -1
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2016/12/22
| 1,932
| 8,485
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<issue_start>username_0: A colleague of mine identified a research gap / problem and reviewed a manuscript of mine addressing said problem. Otherwise, he/she had no other contribution to the conceptualization and execution of the solution and to the writing of the paper.
Does he/she deserve authorship? I don't believe so but I have acknowledged his/her contributions in the acknowledgements section. If this is not standard practice in science, I am more than happy to include his/her name in the list of authors.<issue_comment>username_1: Identifying a research gap and reviewing a manuscript does not seem to warrant authorship to me.
Things would be different if your colleague had also worked with you in designing the study, experiment or research project to address the gap she or he identified. Or if your colleague had written part of the manuscript, say the summary of the existing state of the art.
[Different disciplines have wildly different conventions on what constitutes enough contribution to warrant authorship.](https://www.nap.edu/read/12192/chapter/11#37) For instance, the American Psychological Association offers [resources](http://www.apa.org/research/responsible/publication/index.aspx) and a [helpful scorecard](http://www.apa.org/science/leadership/students/authorship-determination-scorecard.pdf). At the first link, we find:
>
> An author is considered anyone involved with initial research design, data collection and analysis, manuscript drafting, and final approval. However, the following do not necessarily qualify for authorship: providing funding or resources, mentorship, or contributing research but not helping with the publication itself.
>
>
>
This does not seem to cover your colleague's contribution under the specific conventions in psychology.
I suggest you look over the websites of associations in your field, and/or of relevant journals/conferences, perhaps the venue where you are considering submitting your work. There may be similar resources specific to your field.
Upvotes: 5 [selected_answer]<issue_comment>username_2: username_1's answer is sound general advice.
However, let me add two more points:
* For papers with multiple authors I like a **contributions section** where each author lists their contributions to the paper. If the contribution sounds embarrassingly small, that's an answer to the authorship question. On the other hand, you may be astonished how much other people did contribute.
Having the contributions spelled out makes me personally more lenient in the question of co-authorship, because editor and readers then have direct information on the contributions. (In one of our papers, an editor actually reordered the author list because of how important they judged the contributions.)
* For the specific question, both "identified a research gap" and "did a review of the manuscript" can range anywhere from clearly not deserving authorship to major contribution:
+ identify research gap may be "I have a problem. Could anyone please solve it for me?" or it may be "I know this-and-that method from field A and have been looking into how field B uses that other method to do ... Taken together, those two approaches should work for solving our problem C, because ..." which may already be an outline of *the* idea behind the solution.
+ Internal review can also range from reading and spotting the 3 leftover typos over critically reading and not finding points to improve because the paper is already very good to major work in spotting scientifically weak points and making the paper understandable to the intended audience (I've been internally reviewing a manuscript and in the end became coauthor after spending in total an amount of time on that manuscript comparable to what I need for writing a paper of my own).
Also, personally I would consider it a similar contribution if someone "just" asks the 5 right critical questions right to the point within a couple of minutes compared to someone spending weeks and tons of emails in groping around the same issues but unable to express themselves clearly.
Upvotes: 3 <issue_comment>username_3: Science is clearly a collaborative effort, and it is often difficult to claim with absolute certainty the contribution of everyone for a project involving several people.
Furthermore, academic stinginess (even if well meant) in my opinion never moves you and your research field of interest far away, by limiting constructive interactions.
Accordingly, if the identification of the research gap proved momentous and if the manuscript revision consisted in a genuine effort to contribute to the work, then I would definitely think this colleague qualifies as an author.
Whilst journals today have explicit and somewhat crude criteria for authorship, scholarly endeavors should ideally be based on ongoing efforts to maximize participation and inclusion.
Upvotes: 3 <issue_comment>username_4: I find the subject very arbitrary, so here is my opinion based on my experience while working in different labs and cultures.
Although there are guidelines about who should be an author, like the ones mentioned in other answers, I find the practises by different labs/PIs to vary very much. Besides, these guides are just recommendations that researchers tend to follow or not.
Take this [example](http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html).
>
> The ICMJE recommends that authorship be based on the following 4
> criteria:
>
>
> Substantial contributions to the conception or design of the work; or
> the acquisition, analysis, or interpretation of data for the work;
> AND Drafting the work or revising it critically for important intellectual
> content;
> AND Final approval of the version to be published;
> AND Agreement to be accountable for all aspects of the work in ensuring
> that questions related to the accuracy or integrity of any part of the
> work are appropriately investigated and resolved.
>
>
>
So, if we follow these guidelines, any co-author should have substantial contribution to the conception or design of the work or analyse the data or interpret the data.
Then it is required to participate in the draft. Either by writing and/or by reviewing it substantially.
Then to approve the manuscript and finally to be responsible for all its contents.
The first two are the actual contribution, the last two is the acceptance of the responsibilities that derive from having your name (or your signature) on a document: Do you approve the publication as ready? Can you stand for it and defend it?
Now, approving it might be a big deal in a way. To what extend should you agree with all the findings? (that can be an opinion based question to pose one day in SE). I can be almost certain that I know of people that are co-authors because they did contribute, although they don't necessarily know what is the paper about or they can't defend all of its aspects (e.g. in a interdisciplinary study, how can you defend a method that a colleague performed and you are not an expert on it or how can you defend a whole paper when your contribution was on a specific part of it).
But back to the first two: these are the questions you have to answer. It is about the contribution to the results and contribution to the draft. The question for you would be, the identified gap, was it significant enough to justify a change in the concept or the design of the project? If yes, then your colleague could deserve a co-authorship.
Next, did the reviewing of the manuscript require and offer significant intellectual input? If yes, you can cross this requirement also.
And the other two is questions your colleague has to answer if the first two are fulfilled.
In summary, the requirements recommended by the journals or other associations are a little arbitrary and ambiguous, I believe on purpose, because every study is special, every collaboration unique and every contribution, honestly, quite subjective. If you feel the contribution changed the way you saw your data and the input improved substantially the quality of your manuscript, then a co-authorship should be offered.
PS. I can't find it now, but I remember colleagues gossiping about paper(s) where the contribution of some of the co-authors was to be present in the project meeting and it was supposed to be written in the "contributions" field.
Upvotes: 2
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2016/12/22
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<issue_start>username_0: I have a beginning PhD student who wants to enroll in a more prestigious PhD program elsewhere. He has done good research work here, both with my group and with a group at the university he wants to join. He is currently supported from my grant. He also wants to switch fields to something he always wanted to do.
In his recommendation letter, I want to write the things above and motivate why he wants to switch fields.
1. Will switching fields be seen as a negative by a graduate admission committee? He's done it already twice, mostly because funding and availability of diploma and master's advisers.
2. Will the graduate committee feel it is better to give the PhD position to a candidate who is not currently financially supported?
3. Will leaving a PhD program before completion be seen as a negative? We simply do not have specialists in the field of his choice at my institution.
I might be overthinking this, but given the quality of his work, so far, I think it would be a shame for him to miss out on a much better opportunity to (re)start a career. I also think he will perform well in that PhD program.<issue_comment>username_1: I think you probably are overthinking this somewhat. I have written a number of letters for students in similar situations--wanting to leave my department's doctoral program (sometimes after earning a masters, sometimes not) for a better one (sometimes in a different area)--and they have generally been successful in getting into excellent programs. (These students, naturally, tend to be among the best who are enrolled in our program. On the one hand, I hate to lose them, but for the students themselves, moving is probably the best choice for their careers.) In my letters, I try to give a modest amount of context for why the students are leaving, but mostly I just try to write them a conventional very strong letter.
I don't have any firsthand knowledge of what the admissions committee at a top institution would think of a student who has switched areas multiple times, but if you explain that the student wants to switch fields and that the new field has always been his real passion (and explain why he has been unable to pursue that area previously), I imagine that would go a long way. The people reading the application might still look a bit askance of somebody who has changed subject areas repeatedly, but I don't think there's much more you can do to address that point specifically. Just make the overall letter strong.
I seriously doubt that the admissions committee is going to refuse admission to somebody who already has a funded position elsewhere. They want to get the best people for their program, and if the student has a valid reason to want to move, I think that ought to be enough. Even my own (middle-ranked) department gets some applications from people who are already funded in graduate programs at other institutions, and this has never been an issue in our decision making process.
In the long term, I don't think anybody is going to look back over a student's record and be concerned that he jumped around a few times before completing a strong Ph.D. at a good institution. People transfer between programs fairly frequently. (Most people don't move, obviously, but movers are not rare either.) And again, moving should not hurt his admission chances right now, provided he (and you) give a good explanation of why he wants to move.
So I think the most important thing you can do is to write a strong letter. Emphasize that the student already had demonstrated skill in research working with you and that you believe he has excellent potential in the new area he wants to work in. Explain why the student wants to move and that you support the decision, but don't let that be the main focus of your letter. That's just there to assure the admissions committee that the student doesn't have some problem. The core should be your strong evaluation of the student, just like in any strong recommendation letter.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Credit to you for helping your student get to where he wants to be.
Toward questions 1 and 3, without knowing more specifics (which I'm not asking you to provide, by the way), the student will need to quash some red flags in his application package. Switching fields, in and of itself, is not a red flag. Switching fields and looking indecisive is. Switching 3 times is. The appearance of a preponderance to not finish what you started is. If I were serving on an admissions committee, those would be my concerns for a student with that package.
There seem to be many factors that alleviate these concerns -- the most important to me would be that he has already been working with the group he would like to join. Obviously, your letter should work toward alleviating the committee's concerns.
Negatives are harder to discern, but if the student is right on the edge of earning the Ph.D where he is now, switching would look like odd behavior. If he has low grades on his transcript that you don't know about, that would probably torpedo his application.
if he's just at the end of his first year, he hasn't really switched twice already -- he's just had some false starts at being placed in a group, which is fairly common. You should entirely ignore this since, if you write a letter with the idea that he's repeatedly switched in your mind, it will come through between the lines.
Upvotes: 2
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