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<issue_start>username_0: Some journals invite well-known academics to write editorials about the "best" articles featured in that issue. I just had an editorial published alongside a paper I just put out. Should I highlight this somewhere in my CV? I didn't write the editorial and it's not exactly media coverage, but I'm a young academic, so I'll take anything I can get!<issue_comment>username_1: You'll likely include a list of publications sorted by publication type (e.g., book, book chapter, edited book, journal article, ...), you can add a list headed "Media coverage", "Press coverage", or similar.
Upvotes: 2 <issue_comment>username_2: It's better than media coverage, since it's a published endorsement by a subject-matter expert. I would say that this falls under the category of a "measure of esteem" and so it is perfectly reasonable to add it to your CV. If this happened to me, I would certainly feature it!
Upvotes: 1
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2018/07/20
| 1,062
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<issue_start>username_0: I am an Indian undergraduate engineering student in electronics and communication engineering. I recently had a conversation (via email) with a professor at the Royal Holloway, University of London. The professor works in my subject of interest, and so I had mailed him asking whether internship opportunities are available for the next summer. I also mentioned that I'm willing to self-fund as far as travel and living expenses are concerned. He said that it *might* be possible to arrange for an internship, however, he's not sure if he's allowed to *not* pay me. Naturally, he is a very busy person and told me that it might take him some time to gather more information about my situation. Meanwhile, he asked me to look out for scholarships/bursaries which might be available to me (during the internship period).
Now, being an Indian, I'm not very sure how these things work in the UK, nor am I particularly certain about what he meant by *bursaries/scholarships*. I did search the net for "funding+internship+UK", but couldn't find anything relevant to my situation. Most of the scholarship schemes I found are meant for undergraduate or graduate students who are going to study there for a period of 3 or 4 years, or for postgraduate researchers. I already mailed the Royal Holloway's international student support and the [British Council](https://www.britishcouncil.in/) and am waiting for a response from them. Is there anything else which I can possibly do from my end?
To summarize, basically my question is two-fold:
1. Are scholarships/bursaries (whatever that means) for *research internships* (in the UK), at the undergraduate level, available for non-UK students?
2. If yes, how should I go about looking for them? What are the places I should search first? Whom should I contact first?
P.S: I must clearly mention that I already thoroughly searched my [own university's website](http://www.jaduniv.edu.in/) but it seems that they don't have any funding schemes to support abroad internships. So, probably I'll need to find an external source for funding.
---
Update: The British Council replied that they do not have anything specific for my situation at the moment, however, I should keep an eye on the "scholarships tab" on their website, for future opportunities.<issue_comment>username_1: >
> I also mentioned that I'm willing to self-fund as far as travel and
> living expenses are concerned.
>
> ...
>
>
> I already thoroughly searched my own university's website but it seems that they don't have any funding schemes to support abroad internships.So, probably I'll need to find an external source for funding.
>
>
>
It's not clear to me you want to self-fund or to find a scholarship.
Tax-free scholarships are only for enrolled students. And you can't just enroll in an undergraduate program in the UK, as they require A-level etc.
I think what the professor meant was to "hire" you as research assistant without salary. But he was not sure if it was legal to do.
Your best chance is to look for some exchange programs, e.g. funding from Indian government etc.
You should also look at other countries. But I would say your chance are very small. Internship positions are often for people with intention to pursue PhD at the same lab. And in the Europe, it is requires Master's degree for a PhD
Upvotes: 0 <issue_comment>username_2: In the UK, there is not much funding for non-UK/EU students. There is not much funding for undergrads. And there is not much funding for internships. On top of this, as a non-EU/UK student, you will need a visa to work/study in the UK and unpaid "internship" is not a category for which you can easily get a visa. [Tier 5](https://www.gov.uk/tier-5-government-authorised-exchange) visa is perhaps most appropriate, but it requires serious commitment from the sponsor (UK university), which they may hesitate to provide.
To summarise, my advice is to look for a more standard route, e.g. an undergraduate course for which you can probably get a bursary from your own country. You can also apply for a paid work employment (e.g. postdoc) if you qualify.
Upvotes: 3 [selected_answer]
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2018/07/20
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<issue_start>username_0: So I have been trying to get an article accepted since 2016. It is an article dedicated to a machine learning based prediction of a biological dataset. It was rejected 4 times. Today, on searching, I found that another paper has been published in Bioinformatics journal (Oxford) on 2018 April. This articles aim is exactly the same as mine. The feature set used is a superset of mine, only the classifier used is different than my current work. My work was rejected several times, so I have changed many things for every new submission. I also noticed that the issues that my previous reviewers had with my work, those same issues are still there in the Bioinformatics manuscript. This work in Bioinformatics has been done by 12 people while I am doing this work alone, with my advisor. Had it been accepted, it would have been the first paper with that aim. Now I feel terrible and I do not know how to deal with this professionally as well as emotionally. I suspect plagiarism by one of these many reviewers that this paper went through. I have been toiling for the last 2 years to get that work accepted. My advisor does not want to go for challenging plagiarism. What should I do?
On reading the manuscript I have found several flaws in it. The major flaw is its execution time is way more than my work. Now even if I try to get my work published, would anybody accept it since their work is already in a good journal like Bioinformatics?
---
I have tried to explain to myself that I have more work to publish, but it seems that I cannot. I am going through a lot of emotional turmoil. I have been crying incessantly for the past 24 hours... I am unable to understand how to get my positive attitude back. Please help...<issue_comment>username_1: I'm going to suggest that it may not be plagiarism at all, but just parallel work. I don't have evidence one way or the other of course, but please consider the following points.
First, I hope that your advisor is satisfied with your work and that your advancement toward a degree is not at risk here.
Second, a charge of plagiarism is very serious. It is career ending in many cases and can be career ending for an accuser if it is judged to be a false charge.
Third, parallel work is very common - especially in popular research areas. If two researchers start out at the same time they have access to all of the same tools, datasets, publications, etc. In particular, if they are connected to the "grapevine" they have access to the general feeling in the community about what is important and which lines of inquiry are "ripe" for exploration. In fields that have seen a lot of activity over a long time (mathematics, say), this is less likely as the questions get increasingly esoteric and the field becomes a web of narrow concerns. But working in esoteric fields has its own difficulties, of course.
Fourth, your failure to publish could be due to a lot of things. It may just be that the reviewers of the other work had lower standards than those who reviewed yours. You can't control that, of course. But it may be flaws in your paper as, I hope, would be detailed in reviewer reports you received over time. It may just be that the reviewers found the other work more comprehensible. It may even be just timing. The paper landed at a time when some of the reviewers were actually looking for a paper like that.
You may never be able to publish this work as you suggest, but you can move beyond it and publish future work based on it and the knowledge and skill you developed in exploring it.
The only way that I can see it as potential plagiarism is if one of your early reviewers unethically took your idea and specifically set a student to exploit it while rejecting your work. I don't think that is impossible, but shouldn't be a concern with reputable journals. If it is, then the whole structure of review falls apart.
But two people having the same, even detailed, idea at the same time isn't plagiarism. It isn't even uncommon. Similarity of result isn't plagiarism. Ideas are free for everyone. Direction of approach to solving problems is commonly known within a larger research community.
You might be able to salvage some of your work for a new paper, even without extending it. Focus on what is different from and better than the now published paper. You indicate that there is some of that in your work. You can still make important contributions here, though not the ones you originally hoped for.
I suspect that your advisor understands all of this and so is reluctant to make a charge that, if proved wrong, will destroy your career.
For an exploration about how bad it can be see [The Double Helix](https://en.wikipedia.org/wiki/The_Double_Helix).
Bad things happen to good researchers. Sad. True. You had a bad experience. Don't let it damage your career.
---
Let me note in closing, that getting beaten to the punch if it is really just that, leaves you emotionally in about the same place. Mad, sad, devastated. All natural.
Upvotes: 6 [selected_answer]<issue_comment>username_2: It is *possible* that one of your reviewers stole your idea. This happens in academia, and reviewer anonymity can hide the person's tracks. This could even be a reviewer with good intentions but who acted unethically by letting a review paper give them some ideas. *If you have good evidence* to believe plagiarism, you should contact the editor(s) of the journals or conferences to which you have submitted your paper for review and explain the situation.
If you contact the editors, do not assume plagiarism. Simply explain that although this other work was hopefully and probably done in parallel, you have some evidence that it may not have been and you would like to inform them of the potential issue. Then, it is out of your hands, and you should follow all of username_1's good advice: assume from that point that the other authors were not your reviewers, and were publishing in good faith.
This leaves the question: how can you prevent this in the future? One way that is effective in some fields (I am not sure whether it is common in your field) is to **publish drafts and preprints on your website.** This allows you to have documented proof that you had an idea first. If it is only a draft, then maybe they do not have to cite it, and their work still may prevent yours from being published. However, if you have a draft online, then at least everyone will know that *you* are not guilty of plagiarism.
Upvotes: 3
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2018/07/20
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<issue_start>username_0: I recently submitted a paper to a conference. Within days all of my co-authors and I received an email asking us all to select (bid for) papers in the same submission stream from the conference to review. The conference has purposely invited some authors to be reviewers. Our paper has not been reviewed yet.
Is this normal behavior? Will it look strange to have an accepted paper and be a reviewer for the same conference?<issue_comment>username_1: In my field (CS) it is common to have accepted papers and act as reviewer (otherwise all well known authors would not be able to publish at such conferences), but it is uncommon to decide after submission who will be reviewers.
Sometimes it is necessary to recruit additional reviewers because you are not having enough experts for certain sub-disciplines or reviews are cancelled / not in time.
Upvotes: 2 <issue_comment>username_2: In my personal experience in engineering related conferences, this is quite common. I would even say that high-quality conferences might do this more often.
This may emerge from the following reasons: Initially, some people submit high-quality papers, perhaps over several years, thus, they get known to be specialists in their field.
As the conference grows or loses some of its reviewers, a need for new reviewers is created. So, who do you ask? Some random guy you do not know well, or a specialist that has published for years on this conference?
So the specialist becomes a reviewer but, of course, will not stop researching and is still allowed to submit papers.
Thereby, reviewers often have own submissions to a conference. There might be a little conflict of interest as always, if you review work of potential competitors, but: There are several reviewers, so an unqualified "strong reject, I do not like this paper" will hopefully not succeed. Furthermore, rejecting a few out of dozens up to hundreds of submitted papers will not increase your chances significantly. You could even hurt yourself: If you reject all papers in your field of research, the conference might not be able to assign your paper to an adequate session and it might be regarded as off-topic.
I would not see the request for review *after* submission as something bad, it is quite the opposite: The organizers have really thought about who can review those papers with the necessary background knowledge. Personally, I hate it if someone without a basic understanding of my research tries to review my paper - and I also hate it if I am assigned papers that are clearly out of my field of research.
Thus, YES it looks ok, but be careful as always.
Upvotes: 2
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2018/07/20
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<issue_start>username_0: My supervisor asked me to do a survey from -omics journals. I am however unsure as to what he means by -omics journals because a google search only gives me information about the predatory publishing group "omics journals". He said that one of the two I provided, Genome Research and Nature Genetics is a omics journal. I am wondering if he meant a journal ending in -ome is an -omics journal. I did not ask him because I did not want to appear ignorant.<issue_comment>username_1: Yes, you last guess seems to be correct! See <https://en.wikipedia.org/wiki/Omics>
Upvotes: 2 <issue_comment>username_2: *Nature Genetics* is a reputable journal that might publish papers in the category of "genomics," which itself is a subset of "omics." Broadly, omics encompasses the quantification and analysis of various biological components – for example, *metabolomics* uses LC-MS systems to quantify different *metabolites* (e.g. tacrolimus degradation products for therapeutic drug monitoring in kidney transplant patients). [Genomics](https://www.genome.gov/18016863/a-brief-guide-to-genomics/) analyzes the genome, which includes all the genes we have.
[OMICS Publishing Group](https://en.wikipedia.org/wiki/OMICS_Publishing_Group) is considered a predatory publisher due to an apparent lack of legitimacy in their peer-review process, excessive publishing fees, and fraudulent behaviors as described in [Predatory Publishing – Experience
with OMICS International](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5723186/pdf/MA-71-304.pdf) (Masic, *MED ARCH.* 2017). However, *Genome Research* is published by Cold Spring Harbor Lab Press, which is from a legitimate institution.
Searching for [`"genome research" "omics international"`](https://www.google.com/search?q=%22genome+research%22+%22omics+international%22) brings up OMICS' *Journal of Genome*, Human Genome Research Articles page, and Genome Research review page, so I don't think they have a journal called *Genome Research*.
Your mentor is asking you to review articles from genomics journals like *Genomics*, *Cytogenetic and Genome Research*, *Genome*, *Nature Reviews Genetics*, *BMC Genomics*, *Journal of Human Genetics* and others that you can [easily find](https://www.google.com/search?q=genomics+journals).
A final aside: [Last November](https://www.the-scientist.com/the-nutshell/us-court-issues-injunction-against-open-access-publisher-omics-30581), the FTC won an initial court ruling against OMICS International for their deceptive practices. Do your due diligence as you complete your literature survey and stay vigilant against unethical and irresponsible publishers.
These topics are relevant to my home institution (University of Colorado): [<NAME>](https://en.wikipedia.org/wiki/Jeffrey_Beall) was sued by OMICS for raising these allegations several years ago, and I just watched [<NAME>](https://www.genome.gov/27527308/about-the-director/) (director of the NIH Human Genome Research Initiative) speak at my program's national conference last Sunday.
Upvotes: 3 [selected_answer]
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2018/07/20
| 1,582
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<issue_start>username_0: Health sciences researcher out of my area of expertise. I have an assistant calling businesses at random, using a publicly available registry, to ask about their automated external defibrillator (AED). We are sampling without replacement.
My question is, what happens methodologically if we call one of the registered AEDs (selected by random) and the person/informant can give us info on multiple AEDs on the registry that **have not** been selected as part of our random sample? We're in this position with a large business who has 10+ AEDs, all of which are registered, but our randomization only selected one of the 10+ devices. It seems crazy not to get info on all the devices to me.
Can/should we include these devices that were not randomly selected? I'm having trouble understanding the implications of sampling these and including them in our analysis. Including these other devices seems like snowball sampling instead of just simple randomized sampling.
Any help would be extremely appreciated. Thank you!!!<issue_comment>username_1: This isn't my field, but statistically speaking, you will possibly invalidate your study if you change the parameters mid stream.
However, you can gather the extraneous data, since it is cheap to do so. But isolate it and use it only as a guide to future work and, perhaps, to give yourself confidence (not statistical confidence) in the outcomes.
If this is dissertation work, then knowing what you could have done differently is worth exploring and maybe including. But let the experiment you designed be carried out faithfully. Otherwise, at best, you will just confuse yourself with the results.
Upvotes: 1 <issue_comment>username_2: Good news. The approach you are describing is a named sampling technique: cluster sampling (technically, cluster sampling with probability proportional to size). The bad (?) news is you will likely need to consult with a statistician to see if your study exactly conforms to cluster sampling.
Upvotes: 0 <issue_comment>username_3: I agree with @username_1 that the best option is to remain faithful to the sampling plan you made initially. For your own benefit, you can record that data and see how it might change the analysis, but it probably should not be part of the formal results.
The reason this is not snowball sampling is that it sounds like one of the companies volunteered information you weren't expecting. Something like snowball sampling requires you to attempt to get that extra information out of every company you call. Even if you were executing pre-planned snowball sampling, there can be serious bias in the data which you would avoid by using the simple random sampling.
Edit: The above answer is based on the assumption that these extra devices belonged to other companies that you could have contacted using other phone numbers on your list (i.e. you called company A and they offered information about company B). If the issue is that one company had many different devices (i.e. there are not other phone numbers on the list which correspond to those devices), then @username_4 is correct to aggregate the devices for each phone number/company.
Upvotes: 0 <issue_comment>username_4: You can keep the data, you just need to change your analysis a bit. I imagine you have something like a large spreadsheet, where you enter your results per device. But I assume that the results you want out could be something "per location", that is, how much is the device used in different types of places, wear and tear etc. If you now include additional devices form one location, the randomness in your selection goes out the window, as you, in your survey, have a larger representation of locations with many devices.
But you would be crazy not to use the extra data now that it is there. Therefore, change your spreadsheet to be per location, and count everything as an average with an associated error instead of just a number. When you then do fitting etc. you just use the error as an associated weight.
Upvotes: 0 <issue_comment>username_5: Snowball sampling involves the potential for arbitrarily long reference chains (I contact Alice, who gets me in touch with Bob, who gets me in touch with Chris...) so this isn't that.
If you've already started sampling, changing methodology mid-sample is probably a bad idea. File this under things to think about next time you design a sample, and please remember to talk to a statistician *before* running a sample.
If you haven't started sampling, then yes, you absolutely should collect this extra info, but you need to factor selection probabilities into how you analyse the data. Full discussion is beyond what can reasonably fit in a SE post, but the basic idea is that you need to know the selection probability for each unit (e.g. AED) and then weight accordingly to these selection probabilities.
For example, let's say my sampling frame encompasses 1000 small businesses which each own one AED, and 100 large businesses which each own 10 AEDs. (Total: 2000 AEDs, 1000 owned by small businesses and 1000 by large businesses.)
Let's assume that you're trying to estimate what proportion of AEDs have been used in the last year, and let's suppose that there's a systematic difference between small and large businesses: all of the large-business AEDs are used every year, and none of the small-business ones.
(Obviously this is unrealistic, but an exaggerated example makes the issues easier to see.)
Now suppose I run my survey by randomly selecting an AED from my list of 2000, ringing up the business that owns it, and asking about *all* their AEDs. Since 50% of the AEDs are owned by small businesses and 50% by large businesses, every random selection has a 50% chance of getting me info about *one* small-business AED, and a 50% chance of getting me info about *ten* large-business AEDs.
If I do this 100 times, I can expect to end up getting data on about 50 small-business AEDs and 500 large-business AEDs. Even though only 50% of the AEDs out there have been used in the last year, 500/550 in my sample have been used, so a naïve analysis will grossly overestimate usage of AEDs.
The solution to this is to weight by selection probability. In this case, each small-business AED has a 1/2000 chance of showing up on each 'draw', and each large-business AED has a 1/200 chance of showing up. Hence, when I'm analysing my data, I should weight the small-business AEDs 10x as heavily as the large-business AEDs.
If you're trying to estimate things like standard errors from your data, then it gets a bit more complex, and you really ought to talk to your friendly neighbourhood statistician.
Upvotes: 0
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2018/07/21
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<issue_start>username_0: I 'm planning to apply for Masters in Computer Science (Non-thesis). I 'm wondering if both, pregnancy and school, can be managed at the same time. Or is better to wait until I get my baby and then apply for the school. I 'm trying to learn from others experiences.<issue_comment>username_1: I think that anyone is capable of going to school even while having a kid. All the more power to you and pride you would have! It could be hard but any person knows what they're capable of and if you think you are, why wait on having a kid or getting the degree/why choose between school and parenthood?
Upvotes: 0 <issue_comment>username_2: It can absolutely be done but you should be realistic up front with yourself regarding the challenges. You know yourself best.
Anecdotally, in my graduate school there was a PhD student who ended up pregnant and gave birth at the end of her second year. She had to make some adjustments such as working from home more, video and voice conferencing with her advisors, but she made it work. One of the strongest students in the program.
I think this is a question that you decide the answer to.
Upvotes: 0 <issue_comment>username_3: Since I'm not female, I can't give direct evidence. However, there are a couple of things you might think about.
The first is your general health. If it is good, then the stress of pregnancy will most likely be manageable. Then your studies will also be manageable. Note that the stress can be both physical and mental.
The second, is stress itself. Both a pregnancy and a graduate education can add to your stress. If you have other stresses in your life (financial, ...) it can get pretty high. That isn't a recommendation against it, however, but a recommendation that you will need ways to manage stress. If you do this well already, then there is likely no problem, otherwise, find active stress reducing activities.
In fact, having something to think about other than your studies can actually be a help because of the way the mind works. If you do nothing but try to force your mind to action it can stall.
Also, it is probably a mistake to delay your dreams *unnecessarily*, either for a child or an education.
Upvotes: 1 <issue_comment>username_4: You should / could check in advance how open your university actually is. We are very supportive and try to help wherever possible, since many of our professors are young(er) parents as well, and sometimes we are stretching rules a bit which makes it much easier and reduces stress.
In general, having a kid during grad school might be wise, because when it comes o employment questions afterwards, you can always declare that you already have a kid ;-). (yes, I know that you should not be asked about it, but I know of several companies which are not employing younger women because of the risk of them becoming pregnant).
So in short: Do whatever feels good to you!
Upvotes: 0
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2018/07/21
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<issue_start>username_0: A somewhat distant relative has passed away and he had 2 papers he wanted to publish. He was a complete recluse in his later life, but not crackpot or anything (that I'm aware of). His field of study was physics. It's completely out of my expertise but it seems legitimate (if not necessarily relevant to current literature). I believe a good course of action would be making them public on the arXiv: the papers both seem essentially ready to publish and it seems such a waste to not make it public somewhere.
Is it possible to publish with him as an author on the arXiv? (I'd prefer not to have my name on it)
Any alternative publishing suggestions are also welcome.<issue_comment>username_1: Assuming the next of kin that own the work agree about his desire to publish, I believe his would be fine. You may want to note where the corresponding author would be listed that it was uploaded to arXiv posthumously.
Upvotes: 3 <issue_comment>username_2: Condolences anyway.
Your relative may have already started the review process - with a journal - they may already have the paper under revision. If so, then it could be worth checking with that editor who may consider helping out somehow.
Best wishes.
Edit based on comments : an example of a postumously published paper can be found here: <https://m.phys.org/news/2018-07-scientist-paper-earth-future-climate.html>
Upvotes: 3 <issue_comment>username_3: It is possible for you to submit things to arXiv, even without your name on them, but do note that you need to be "endorsed" to submit to the site. That basically means that someone with a good submission history in the same subject category has to vouch for you by filling out a short form on the site.
Any professor or (probably) senior postdoc in the field that includes your relative's research should be able to serve as your endorser, *if* they are willing to put in the time to verify that the research is legit. Usually these people don't have spare time to spend on reviewing research from unknown sources, but maybe if you have a personal connection with one of them, you could ask. Or I guess you could try emailing someone at a local university, but honestly you're unlikely to get a response.
If you can't get an endorsement for arXiv, you can still submit the work to a journal that covers the appropriate research area. There's no endorsement requirement, affiliation requirement, or such to submit something to a journal. Figuring out which journal to submit to can be a little tricky, though, especially if you're not in the field. Again, in this case, it would be really useful to have a bit of help from someone who is.
Finally, if you find it too troublesome to submit to either arXiv or a journal, posting the work online in any form (on your personal website, in a document repository, etc.) is a perfectly decent way to expose it to anyone who wants to read it. Of course if you care about getting people to read it, that's again going to be quite difficult without having someone to vouch for you.
---
Something you could do is pop into the [Physics SE chat room](https://chat.stackexchange.com/rooms/71/the-h-bar) and see if anyone is willing to look over the paper. There's no guarantee that anyone will, and I certainly wouldn't expect that anyone there would be willing to endorse you to submit to arXiv, but you might get some initial pointers in the right direction, e.g. people could probably tell you what subfield of physics it's in. (Full disclosure: I'm a moderator on Physics SE, not that I think it really matters here.)
Upvotes: 5 [selected_answer]
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2018/07/21
| 940
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<issue_start>username_0: I graduated and got an M.Sc. degree from a German university.
I got a grade of 1.0 after my master-thesis defense.
In this case, can I use "summa cum laude" on my CV?<issue_comment>username_1: I would think that would be a dangerous move. List what you have the way it was formally granted. If you think it necessary provide a reference to an official definition so that those who don't understand its significance can learn to do so.
But it isn't really the same thing. Summa Cum Laude is usually (often at least) in the US based on grades for coursework.
If you are suspected of trying to mislead, it will be bad for you. Tell it like it is.
Upvotes: 5 <issue_comment>username_2: When I applied to jobs outside of Germany, I listed all grades as given and included a footnote explaining the German grading system:
>
> Grades in Germany are usually awarded on a scale from 1 (best) to 6 (worst).
>
>
>
with a link to the Wikipedia article [*Academic Grading in Germany*](https://en.wikipedia.org/wiki/Academic_grading_in_Germany). Any implicit conversion could be considered dishonest or would at least be confusing to those familiar with the respective grading system.
A particular problem with listing *summa cum laude* or similar is this: Some degrees in Germany can be awarded with an additional honours attribute. For example, for one of my degrees, when you got a grade of 1.0 for all modules (coursework and thesis), your thesis would be graded by an external examiner. If this examiner also awarded a grade of 1.0, your degree was equipped with the attribute *mit Auszeichnung* (with honours). Otherwise, it would usually still be a 1.0. Thus stating your degree as *summa cum laude* or similar could be understood that you got this kind of a degree – even if your department does not have the corresponding process.
Upvotes: 4 <issue_comment>username_3: **No. (Unless your Prüfungsordnung says that so explicitly.)**
The longer answer: The grading scheme in a German Masters Program is usually handled by the Prüfungsordnungen (could be more than one - an general one and a specific one...). Of course, there is a scheme that is used by most universities in Germany (1 - very good, 2 - good ... and so on) but actually, every Prüfungsordnung handles this issue. It may be that your Prüfungsordnung has a paragraph where it says that there a "mit Auszeichnung" (which should be translated as "with distinction") but if there is no such thing, than you should not list anything. The term "summa cum laude" is, as far as I know, only used for the doctoral thesis in Germany. Where I am, the Masterurkunde comes with a Diploma Supplement in English which explains the grading system (and, for that matter, also the German system of education), so if you have a similar thing, you could also look there for a proper translation of your grade.
Upvotes: 5 <issue_comment>username_4: No. Schools award honors. One does not give honors to oneself. If the school has not informed you of honors, you can't claim them. You can include your good score on your CV if you want.
Upvotes: 3 <issue_comment>username_5: If you did not receive *mit Auszeichnung* recognition for your thesis and general coursework then there is absolutely no validity to a claim of *summa cum laude*. A 1,0 grade is necessary but not sufficient.
Moreover, you’d need to have some guidance from the university about how the degree can be described. Most likely, the regulations will say that if you did receive such recognition, you would declare it in English as being “with honors,” which is a legitimate translation.
Upvotes: 3
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2018/07/21
| 1,064
| 4,525
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<issue_start>username_0: I am applying to American universities. And just like many others, I intend to apply to many of them.
Anyway, I read a lot on the internet about this application thing and I notice that I should contact a relevant professor, read some of his articles and form an opinion (like in the answer of [How does the admissions process work for Ph.D. programs in the US, particularly for weak or borderline students?](https://academia.stackexchange.com/questions/38237/how-does-the-admissions-process-work-for-ph-d-programs-in-the-us-particularly) ), maybe for the professor to acknowledge who this applicant (me) is.
I think there would be a big obstacle. Let's say I am applying to 10 universities, then I have to contact 10 professors. Their work may belong to the same big branch, but definitely to small branches. What I want to say here is, 10 articles in technically 10 different areas, and they are totally not easy to understand. Then it would be literally impossible to do such a task.
I really hope I took it the wrong way somewhere. Do I understand this "contacting professors" part? Hope you could answer me<issue_comment>username_1: The most likely outcome is that you will be ignored with a "blind" contact and won't get a reply to any email. I've gotten a lot of mail from "students" wanting to "join my research group" when they obviously have no knowledge of what it is and no relevant background. It will be difficult to be heard through this noise. They normally attach a CV, but it never gets read.
The suggestion of first learning about what the professor is interested in is a good one if you can possibly do it, but, just as you suggest, that will be difficult.
You mention that the article you read is about doctoral admissions but don't say if that is what you want. For undergraduate admissions, however, I think that the normal admissions process through the university is all you can achieve.
But if it really is doctoral education, then, I hope you have a suitable undergraduate education and maybe a Master's Degree, so that you already show some level of specialization.
If this is the case, you might be able to find a few professors who do things of interest to you just by reading the titles and abstracts of a few articles. Narrow them down by searching in specialist journals or conference proceedings. If you can understand the abstracts and if your background is applicable then you might have the basis for a contact.
If you can find a suitable professor or two, and also find the "introductory" courses they teach (at the desired level), you could express your interest and ask if they would send you a reading list for such a course. This would give you a way to explore the topic more deeply without going into state of the art research articles. But you have to be able to get a reply.
But if your degree is in Pneumatic Hydrology and you are applying to someone in Mathematics or Computer Science, you won't get a reply.
I'm assuming here that you are not currently in the US so it wouldn't be possible for you to attend a US conference in the field you want to study. Many conferences have "student volunteers" who do low level tasks at the conference but allow you to attend sessions and meet people. This might be better if it is feasible. You would probably need a sponsor for travel, of course.
You also indicate that you may be a weak or borderline student. This makes it much harder unless you have done some especially good piece of work in the common field that will be of interest to the professor.
Finally, if you have access to some professor locally who really believes in your potential and who has contacts, perhaps he or she will be willing to introduce you to someone who is willing to consider you. A letter from someone the professor met at a conference previously is going to be read, and curtesy will require a reply.
Upvotes: 2 <issue_comment>username_2: Only contact professors if you are *genuinely* interested in working with them and can demonstrate that you might be a good fit. Profs get a lot of generic cold emails so it isn't worth it if you aren't excited about them specifically.
But if you see someone's work that really does interest you, then definitely reach out! In a short email, use a few sentences to demonstrate that you are interested, know what they actually do (take a look at a few of their papers), and why you are a good fit (relate your experiences to their work).
Upvotes: 3 [selected_answer]
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2018/07/22
| 2,471
| 9,755
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<issue_start>username_0: As part of the PhD programme I am enrolled in, we're encouraged to publish a review paper within our first two years. After talking to my advisors, a suitable topic related to the area was agreed and I set about writing.
From the beginning, we had a particular journal in mind, but toward the end of the writing process my supervisor was invited to contribute a review to a different journal for a special edition, and suggested that my paper could be submitted there as the topic was in-keeping with the topic of the special edition.
The journal in question is an Israeli journal, though has contributions from researchers worldwide.
Personally, while not entirely supporting an academic boycott of Israel (I don't see this as being productive), I don't wish to publish there – I have significant concerns over Israeli policy and their handling of the Palestine conflict and don't want my name associated with the journal.
Clearly this is a very sensitive topic, and I don't wish to bring up politics with my supervisor - he hasn't ever expressed any political opinions and isn't Jewish, so I'm not concerned about offending him (we're in the UK, so generally the mood here is far less pro-Israel than in the USA).
I have tried to suggest that I would generally just prefer the paper to go into the original journal given that we've already formatted it for that journal etc, but without much luck.
How would I best go about dealing with the situation?<issue_comment>username_1: This is not a direct answer, but I feel that this is the kind of question where the premise needs to be challenged.
Your assumption that mentioning the true reason for not wanting to publish in that journal is safe might be overly "optimistic". I am a UK academic, neither Jewish nor with personal ties to Israel, very much not a fan of the current Israeli government and overall rather leftwing. If a PhD student of mine would bring up the desire from the question, I would be mortified, and would need to reevaluate whether I could work with that student.
Boycotting a journal with "Israeli" in the name due to disagreement with Israeli politics makes little sense to me. Such journals are published by professional societies, not by the government. This only really makes sense if the goal is to protest the existence of Israel as a whole, and I believe that this is a stance outside of the acceptable political viewpoints.
Let me briefly bring up some other boycotts, and explain the difference:
Some people refuse to buy produce from Israel. The reason given is that food produced in Israeli settlements in the Westbank is labeled the same as food produced inside the recognized Israeli borders, and that buying food produced in the settlements supports the settlement policies. Unlike in the boycott above, there is a link between the boycotted stuff and the policies critized.
In the context of the "bathroom bills" passed in North Carolina, some scientific conferences boycotted the state. Boycotting conferences held in Saudi Arabia is a common thing. In these cases, there are colleagues (trans, female, gay, etc) who could not safely attend the conference, and the boycott is an act of solidarity.
Upvotes: 5 <issue_comment>username_2: I don't know if this will help you, but not all Israeli academics are united behind the policies of the current government. Most of those that I know are not, actually, and some *actively* oppose those policies.
However, if you truly don't wish to publish in an Israeli sponsored journal you should actually discuss it with your advisor, as uncomfortable as that might seem. I wouldn't present it to him as a stark refusal, just an feeling of unease about associating yourself in any way with the Israeli government or being perceived as such. If you get strong push back you will have a serious decision to make, but perhaps your fears are unfounded.
Also, the US government (mine) is, at the current moment, engaged in some terrible behavior with the concurrence of many Americans. But we don't all agree and many of us actively oppose the current regime. The same is true in Israel.
It is up to you to say whether anything similar can be said about the UK, of course.
I will also say that it is useful for anyone to make contact with academics in other places to see what common ground can be found and, more importantly, how we can work together to overcome the evil policies that we find in many places.
Upvotes: 6 <issue_comment>username_3: The other answers are focusing on OP's particular ethical stance, but I think this question deserves a somewhat general answer, so here goes:
You are essentially asking how to take a political stand without involving politics. This is impossible unless you hide your motivations for wanting to avoid this journal--as you've already tried without success.
You just have to decide whether you feel strongly enough to state your beliefs out loud, at least to your advisor. If you don't want to publish in this journal under any circumstances, even if it means taking your name off the paper, so be it, but be prepared to face the consequences of that. If your priority is not rocking the boat with your advisor, so be it, but be prepared to have your name associated (at least a little bit) with the journal. It's up to you how much that matters. A middle ground would be raising your objections with your advisor but leaving the decision up to him. This is about your personal ethics, so no one can tell you what the right choice is.
Upvotes: 6 <issue_comment>username_4: I side with the other answerers about challenging the premise of the question, but I'll nevertheless try to answer the question that was asked.
It may depend about the country, field, and advising style, but to me, whoever is the main driving force on a paper gets the final word about where and when the paper gets submitted -- even if they are my student. Of course your advisor's duty is to guide you, and probably to encourage you to submit to the most appropriate venue, but to me this is just advice, and they shouldn't be able to force you to follow it. In other words, to me it would be clear that the choice about where to publish your review work is yours. It may make sense for you to try to understand whether this is actually the case for you -- you don't approach a negotiation the same way depending on who gets to make the decision in the end.
If you are indeed the one who will be making the decision, and you wish to raise your concerns, I would do so while insisting that this is a *personal* belief. I wouldn't use the term "boycott" because it often gives the impression that the boycotter is also trying to influence others to join the boycott. It may help if you can share a bit with your advisor about why you feel the way you do -- do you know people from Palestine or neighboring countries, have you been politically involved with the issue, do you have family/friends whom you feel would disapprove if your name was associated to Israel? This may help your advisor understand how you feel even if they do not themselves feel the same way. In particular, if you don't care so strongly about the issue yourself but you worry about how it might look to other people, then this can also be a good manner to present things -- your advisor may not feel it's a cause of concern to them but it may make the underlying disagreement less political. In any case, make it very clear to your advisor that you're not trying to convince them. (The way you state things in your original question looks OK to me, for instance.)
As an advisor, if my student points out that for ethical reasons they want to submit their work to venue A rather than venue B, I may argue against it if A is a worse fit, but I'd go with it. Of course, my personal relationship to the student might suffer a lot if I disagree strongly with the underlying motive (let's imagine a student who wouldn't want to submit to a journal depending on the editor's gender, or religion, nationality, sexual orientation...); but it's still the student's choice to decide what they do with their work, and it probably doesn't imply I can stop being their advisor professionally. Personal ties are crucial in academia however, so you have to decide for yourself whether it's worth taking the risk. For the specific case of not wanting to publish in an Israeli journal, I would not personally agree with it but I think I would not think especially badly about a student who asked me this -- but of course your advisor may think differently.
Upvotes: 3 <issue_comment>username_5: Assuming the other answers didn't change your mind: just find another characteristic you don't like in that journal (and possibly all other Israeli journals) and use *that* as reason to not publish there. Ideally, of course, it should be a reason you actually believe in.
For instance, declare that you will **only publish in a fully open access journal** which uses Creative Commons Attribution and has the DOAJ seal.
According to a [DOAJ search](https://doaj.org/search?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22term%22%3A%7B%22_type%22%3A%22journal%22%7D%7D%2C%7B%22term%22%3A%7B%22index.country.exact%22%3A%22Israel%22%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22from%22%3A0%2C%22size%22%3A10%7D), there are only 3 OA journals in Israel, of which 3 have an unfree license and 0 have the DOAJ seal.
There are certainly other characteristics you can find, like connections to the military or some industry or some specific policy which can be condemned without supporting a specific foreign policy.
Upvotes: 3
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2018/07/23
| 2,431
| 10,494
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<issue_start>username_0: I have got assignments related to programming. They are tough and my friends could not get results. I wanted to ask my professor to run them to see whether I did them right or not. (the deadline is rapidly coming.)
I am a graduate student. It is my first term.<issue_comment>username_1: Most instructors will refuse to check your homework for you before you turn it in. You get it graded once and only once. There are no do-overs where you get to turn it in the first time, they point out your mistakes, then you get to turn it in again after you've corrected it.
If you're confused, you can ask clarifying questions about what the homework asks (e.g., desired behavior in corner cases, output formatting, error handling, other constraints and anything else that seems ambiguous) and about the underlying material (e.g., an algorithm discussed in lecture that you need to apply) but not about the correct answer or whether your answer is okay. Some instructors (e.g., me) will help a student with debug, but usually only to help you learn the skills involved. They usually will not debug your program for you.
Upvotes: 6 [selected_answer]<issue_comment>username_2: There are two cases to consider:
1. You do not understand what the program is supposed to do. In this case it is appropriate to ask the professor questions of the form "What should happen in this case?" or similar.
2. You do understand what the program is supposed to do. The way you make sure you are doing it right is a combination of desk checking and testing. Remember to unit-test non-trivial modules, as well as testing the whole program.
Testing is part of the work of programming. It is not reasonable to expect your professor to do it for you.
Upvotes: 4 <issue_comment>username_3: The only way to be sure would be to send your professor an email asking. My guess would support what other answers have been telling you.
Making sure you fully understand the assignment is also a good idea (meaning, what does this assignment look like/run like when it's done properly?), but also ask your professor about where to get help. He or she is probably aware that this isn't easy stuff. The prof will probably explain how much he or she is willing to help, and maybe have a list of tutors or resources where you actually *can* get specific help.
Just another note, be super careful about getting coding assistance (which is why it's a good idea to ask the prof where to get help). Be extremely clear on what your prof considers plagiarism. Asking friends about their code that worked and copying it could get you in big trouble.
Upvotes: 2 <issue_comment>username_4: As Nicole correctly points out, **most** instructors won't be able or willing to "pre-grade" homework, but some may. So if you feel strongly about it, you can certainly ask.
That said, it's probably more fruitful to ask one or more targeted question(s) about the things that you are unsure about. Note that "please run my program and tell me if it works" *isn't* a targeted question, nor is "here is my code, will I get all points for this". A targeted question may include a succinct summary of your approach and the parts that you are unsure about, and asking if you are on the right track. I imagine that most instructors will be more than willing to give you feedback on that.
As a rule of thumb: if a question would be closed on Stack Exchange (particularly, if it would be closed as lacking prior research or being too localized), there is a good chance that an instructor would also not be happy about it. Incidentally, this is one of the core reasons why I strongly support my students being active on Stack Exchange - it trains them how to productively ask for feedback better than any other way that I know of.
Upvotes: 5 <issue_comment>username_5: You don't say here, and it makes things difficult, but elsewhere on the site you indicate that your field is AI and in particular Machine Learning. If this course is, indeed, about Machine Learning, I can understand the state you are in.
Any student who has an undergraduate CS degree should be able to write just about any program *in a language that they already know*. Every such student should also be familiar with common methodologies such as unit testing. However, perhaps your background is somewhat different, making it difficult to assume that knowledge.
Since you say that your classmates are in a similar state, I have to guess that there is something fundamentally *new* about this to everyone.
If your "program" is in a new language and the subject is machine learning, in which the "evidence" of success of the learning is something fundamentally different from, say, implementing a standard algorithm with well defined initial and final state, then I can also understand the difficulty.
If this is the case, then it might be useful for the professor to know that everyone is having difficulty with it and to seek a bit more guidance about what to expect. You don't need to ask for a pre-grading analysis to do this, however. In a big enough class, perhaps the professor has an assistant who can provide appropriate help (with the knowledge of the prof, of course). Or he/she may just be willing to say a bit in class, if asked, that will give you assurance that you are on the right track or have gone astray.
If I've misinterpreted, I apologize, but it would be good if, either in your questions or in your profile, that you give a bit more background about your actual situation.
And a note to everyone here. If I've made the correct assumptions, note that AI/MachineLearning is a bit different than other CS topics in that, while the input state can be specified precisely, the final state may not be in many cases. In fact, [DARPA](https://www.engadget.com/2018/07/23/darpa-third-wave-ai-support/) just started a program to build AIs that could actually explain their output. This is a new thing, in fact and one of the traditional difficulties in AI. They can come to "conclusion" but can't say why.
---
Let me add a bit about languages. If you are a Java programmer, say, you should be able to write a competent program in Python with only a bit of prodding and practice. However, if the new language is Scheme or Haskell, or a specially tailored language, then the learning curve is quite a bit steeper, since they come from quite different paradigms. Different paradigms require different thought processes, not just different syntax.
Upvotes: 2 <issue_comment>username_6: Depends on the professor. My policy was always something like this:
* You want me to read your paper, comment on it, point out all the places it could be strengthened, and essentially grade it—BEFORE I actually grade it?
* (Generally, when students get such a paper back, they then expect they will get an A on said paper. Generally, they will not, because there are probably still flaw or such with the paper. My job in grading is not to rewrite the paper but to assess what's in front of me and point out the largest issues. Those issues rarely are merely technical fixes, although students treat them as such.)
My answer was "no." Grading once is bad enough. Grading twice is more torturous and not fair to the other students in the class who didn't get a double grading.
Upvotes: 3 <issue_comment>username_7: I generally take a contrary approach to most answers here. When I set up assignments (usually in Blackboard), I set the number of allowed submissions (usually to three). I also give the students an undertaking that I will try to mark any early submissions as soon as I can, subject to my other work constraints.
My take is that:
* From the students' viewpoint:
+ They get time-bound specific feedback on their work.
+ If they really screwed up, they don't get penalized from a one-off mistake. Several of my students do not have English as their first language, so miscommunications do happen.
+ They have a good chance at getting 100% on all such submitted work.
* From my viewpoint:
+ I get a larger time period to mark the assignments, because students don't wait until the last minute to submit.
+ I get to identify problems a little earlier and address them with the whole class before the due date.
+ Marking updates to assignments takes way less time than the initial marking, so the extra time is not of huge significance.
+ I see re-doing the assignment as a form of repetition on the material, which I believe is good for their learning outcomes.
My overall aim is to have the students learn the material. Forcing "one shot" submissions can be counter-productive to this aim.
Note that this is aimed specifically at in-term assignments and quizzes. Midterms and finals don't get early submissions or retakes.
Upvotes: 2 <issue_comment>username_8: I was in your situation in the Fall. I found that if I went to my professor early on in the assignment with very specific questions, they were generally more than happy to offer some guidance. They wouldn't "pre-grade" but they would try to point me in the right direction. Questions like "why isn't this working" are not appropriate, but a more pointed question such as "I have done x, y, and z. I am struggling with this part. I have tried these methods and these are the results I've gotten. I know this isn't correct because... Do you have suggestions or any places to look for some guidance? I have reviewed the class materials but still haven't been able to find any successful solutions." This demonstrates to the professor that you have made several valid attempts while also showing that you are able to understand why your problem-solving attempts have been unsuccessful. If you phrase it in a way that makes it clear that you have exhausted all resources, have not procrastinated to the last minute, and are not asking them to give you the answer, you are much more likely to get some form of assistance.
If you and your classmates have all discussed the assignment and still cannot come with any solutions, having multiple people reach out to the professor is always helpful. The professor can then see that either they need to offer clearer instructions or spend more time on certain areas.
Upvotes: 3 <issue_comment>username_9: Does your professor (or any of their TAs) have open office hours? I imagine if you go in, show them the program, and tell them you're confused about whether it's working as intended, they'd be more than happy to help.
Upvotes: 2
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2018/07/23
| 1,607
| 6,906
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<issue_start>username_0: Recently I had an acceptance from a very good conference in our field. Three out of four reviewers gave excellent comments, while one gave a poor comment.
I was telling my friend that if I had had one more good/excellent review, I could be considered for the best-paper award.
He told me that usually best-paper awards are already fixed and given to the person of the organizer's choice i.e. if the organizers want to invite a distinguished professor, they award their paper etc. etc. So even if I had had an excellent review from the 4th reviewer, there was no chance of getting the award.
What is the backdoor working of best-paper awards - how are they selected?<issue_comment>username_1: I would find it very unusual and very disturbing if that happened.
In my experience (Computer Science and related fields), conference committees work hard with submissions to select the best paper. And they debate it, as different committee members will typically "champion" a paper that they think is worthy. Often this happens because the committee member is a specialist and recognizes that some paper makes a really significant contribution to some aspect within their speciality.
But I've never seen anything such as you suggest, nor any personal favoritism.
If this sort of thing really exists within a field, I think that it would be a good idea to raise the idea as an ethical issue with that community generally.
Upvotes: 5 <issue_comment>username_2: As someone who has organized award sessions and served on technical programming committee work across multiple disciplines, I would suggest that any conference that might consider such behavior as you describe would be one to avoid. If the organizers repeatedly use awards to entice speakers to the conference, that should be pretty clear from comparing speaker lists and prize lists, which are usually announced. So any sort of systematic bias should be a tip-off.
Upvotes: 4 <issue_comment>username_3: **No. Conference best papers awards are not rigged.** Often, associate or track chairs will make decisions based largely (but not entirely) on ratings from peer review. Sometimes, there are awards committees who may take recommendations from reviewers or chairs and make their own decisions. In conferences I've been involved in, awards have always gone to
papers among those with the highest average scores.
Because paper quality can never been measured objectively, these decisions are subjective. The reflect the opinions of the award committee or chairs/organizers, and peer reviewers as to what the "best" work is. The process is no more rigged (and no less, I suppose) than the peer review process itself which is also inherently subjective.
There might be some very low status conferences where things are truly rigged but I'm sure these are rare and unlikely to be places you should be submitting anyway.
Upvotes: 5 <issue_comment>username_4: It depends. I received best paper and other awards and have been (slightly) involved also in such a selection process.
In each case, I have been to the conference for my first time, was not invited, and I am not very well known. However, it was possible to achieve awards.
In one conference, the organizers had two or three papers on their short-list. The final decision fell depending on the quality of paper presentation. That is absolutely OK in my opinion, I even prefer such an approach as I have seen good papers with really bad presentations getting awards.
At some other conference, I got some special award. At the end of the day, one of the committee members told me he had suggested me because he liked my paper. I did not know him before, thus, this was also not rigged.
When I was a session chair on my own, I was allowed to suggest papers for the best paper award. I had a look at the papers and afterwards at their presentations. I dropped some of them due to their bad presentation and finally recommended one or two (however, they were not awarded, I was just allowed to give my/one opinion).
However, I have seen quite the opposite, unfortunately. In one (not very well known) conference, a guy I met there told me that Ms. X will get some award AGAIN. This happens every year because an award makes it easier for her to get funding for next year. Obviously, she was well known there. And to my surprise, she indeed got awarded. Not a best-paper award, but still some nice certificate.
As far as I have seen, there are huge differences between conferences. I have never seen such bad behavior in highly-reputed ones. If something like that becomes public, they would lose a lot of reputation. Especially since this could mean, that also their peer-review is rigged.
Upvotes: 6 [selected_answer]<issue_comment>username_5: It is in the own interest of a good conference to select the best papers (according to some suitable, but ultimately subjective, criteria) for the best paper awards. The name of the awards is tied to the conference and if consistently good - in the sense of interesting, original, technically competent, or durable results - papers are selected, this improves the reputation of the conference. If the record is "iffy" or clearly rigged, the conference itself loses aplomb.
<NAME> in his book about Feynman makes this point that the Nobel Prize came to its reputation in particular because in its early phase it had the luck to be awarded to exceedingly important work. This, in turn, improved its own reputation.
Awards are always a two-way road and where not treated as such, there's not much point hoping for them, anyway.
Upvotes: 3 <issue_comment>username_6: None of the times I've seen a best paper awarded (in a different area to yours) have I considered the selection *rigged*, nor have I ever heard of a case where it was.
[I have, however, wondered in two cases about *competence* -- where the supposed 'best' paper had obvious errors - and in one case quite egregious ones - they'd have been shocking even if the paper had been hastily written just the previous evening by an undergraduate. I could say nothing, of course because my own papers had been in the running both times, and it would look like little more than sour grapes to bring them up after that selection. I'd have been quite happy if any number of other papers had won the prize, though. Even many years later I am left to wonder if anyone on the respective committees ever came to realize just how *terrible* the papers they thought 'best' actually were. It didn't say much for their standards!]
Even in the best circumstances, there can be the common sorts of cognitive biases, of course. Getting a well-known name added to your paper as a co-author can improve the selection committees view of it (especially if a few of them don't really understand it), but that's a different thing from being rigged or pre-decided.
Upvotes: 1
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2018/07/23
| 1,692
| 7,297
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<issue_start>username_0: I am a PhD in CS student in USA. I will be submitting 2 manuscripts in September to a computer science conference (ACM CHI). I have been working on one of the papers with my advisor and the other paper completely independently. The other paper is a passion project of mine which is close to my advisor's research interests but I do not want anyone else to get involved in it because it is a deeply personal subject. I wanted to ask if it is ok for me to submit a manuscript for this paper without consulting or notifying my advisor since I am not asking for his input nor am I using the resources at my school to submit this (I have been working on this paper on my own time i.e. summer vacation + other holidays, weekends etc.). I know there is a very slim chance that this submission will be successful but in the off chance that it is, will there be any awkwardness that I have to face with my advisor? I should reiterate that him and his works are in no way related to what I am submitting. We share the same research interests but my work is independent.<issue_comment>username_1: I would find it very unusual and very disturbing if that happened.
In my experience (Computer Science and related fields), conference committees work hard with submissions to select the best paper. And they debate it, as different committee members will typically "champion" a paper that they think is worthy. Often this happens because the committee member is a specialist and recognizes that some paper makes a really significant contribution to some aspect within their speciality.
But I've never seen anything such as you suggest, nor any personal favoritism.
If this sort of thing really exists within a field, I think that it would be a good idea to raise the idea as an ethical issue with that community generally.
Upvotes: 5 <issue_comment>username_2: As someone who has organized award sessions and served on technical programming committee work across multiple disciplines, I would suggest that any conference that might consider such behavior as you describe would be one to avoid. If the organizers repeatedly use awards to entice speakers to the conference, that should be pretty clear from comparing speaker lists and prize lists, which are usually announced. So any sort of systematic bias should be a tip-off.
Upvotes: 4 <issue_comment>username_3: **No. Conference best papers awards are not rigged.** Often, associate or track chairs will make decisions based largely (but not entirely) on ratings from peer review. Sometimes, there are awards committees who may take recommendations from reviewers or chairs and make their own decisions. In conferences I've been involved in, awards have always gone to
papers among those with the highest average scores.
Because paper quality can never been measured objectively, these decisions are subjective. The reflect the opinions of the award committee or chairs/organizers, and peer reviewers as to what the "best" work is. The process is no more rigged (and no less, I suppose) than the peer review process itself which is also inherently subjective.
There might be some very low status conferences where things are truly rigged but I'm sure these are rare and unlikely to be places you should be submitting anyway.
Upvotes: 5 <issue_comment>username_4: It depends. I received best paper and other awards and have been (slightly) involved also in such a selection process.
In each case, I have been to the conference for my first time, was not invited, and I am not very well known. However, it was possible to achieve awards.
In one conference, the organizers had two or three papers on their short-list. The final decision fell depending on the quality of paper presentation. That is absolutely OK in my opinion, I even prefer such an approach as I have seen good papers with really bad presentations getting awards.
At some other conference, I got some special award. At the end of the day, one of the committee members told me he had suggested me because he liked my paper. I did not know him before, thus, this was also not rigged.
When I was a session chair on my own, I was allowed to suggest papers for the best paper award. I had a look at the papers and afterwards at their presentations. I dropped some of them due to their bad presentation and finally recommended one or two (however, they were not awarded, I was just allowed to give my/one opinion).
However, I have seen quite the opposite, unfortunately. In one (not very well known) conference, a guy I met there told me that Ms. X will get some award AGAIN. This happens every year because an award makes it easier for her to get funding for next year. Obviously, she was well known there. And to my surprise, she indeed got awarded. Not a best-paper award, but still some nice certificate.
As far as I have seen, there are huge differences between conferences. I have never seen such bad behavior in highly-reputed ones. If something like that becomes public, they would lose a lot of reputation. Especially since this could mean, that also their peer-review is rigged.
Upvotes: 6 [selected_answer]<issue_comment>username_5: It is in the own interest of a good conference to select the best papers (according to some suitable, but ultimately subjective, criteria) for the best paper awards. The name of the awards is tied to the conference and if consistently good - in the sense of interesting, original, technically competent, or durable results - papers are selected, this improves the reputation of the conference. If the record is "iffy" or clearly rigged, the conference itself loses aplomb.
<NAME> in his book about Feynman makes this point that the Nobel Prize came to its reputation in particular because in its early phase it had the luck to be awarded to exceedingly important work. This, in turn, improved its own reputation.
Awards are always a two-way road and where not treated as such, there's not much point hoping for them, anyway.
Upvotes: 3 <issue_comment>username_6: None of the times I've seen a best paper awarded (in a different area to yours) have I considered the selection *rigged*, nor have I ever heard of a case where it was.
[I have, however, wondered in two cases about *competence* -- where the supposed 'best' paper had obvious errors - and in one case quite egregious ones - they'd have been shocking even if the paper had been hastily written just the previous evening by an undergraduate. I could say nothing, of course because my own papers had been in the running both times, and it would look like little more than sour grapes to bring them up after that selection. I'd have been quite happy if any number of other papers had won the prize, though. Even many years later I am left to wonder if anyone on the respective committees ever came to realize just how *terrible* the papers they thought 'best' actually were. It didn't say much for their standards!]
Even in the best circumstances, there can be the common sorts of cognitive biases, of course. Getting a well-known name added to your paper as a co-author can improve the selection committees view of it (especially if a few of them don't really understand it), but that's a different thing from being rigged or pre-decided.
Upvotes: 1
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2018/07/23
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<issue_start>username_0: Is there a consensus that direct quotes should never be used in such papers?<issue_comment>username_1: I guess I disagree, but you have to think about what you are doing. Anytime you use another's words directly you should quote them and indicate explicitly that it is a quote. This can be done with "quote" marks or otherwise, such as indentation. You also need to provide a reference to the source, say, in a footnote.
However, perhaps your professor is saying that, rather than quoting people's words directly, you *paraphrase* their arguments, etc. instead. Then you don't quote them. You still need the reference, of course and need to be sure that your paraphrase is accurate. Your formatting, etc. needs to make it clear that the words are yours, not theirs.
But I would suggest you explore it further with your professor. Perhaps he or she has another idea in mind.
Upvotes: 2 <issue_comment>username_2: As suggested by @username_1, I also think your professor wants you not to quote exactly "the Quote", but consider paraphrasing them.
You see Plagiarism software are not intelligent enough to understand what is in your mind. Software like Turnitin will take your "copied quote" as a plagiarised text, which might hamper the quality of your paper.
Upvotes: 0
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2018/07/23
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<issue_start>username_0: Our university is looking for a substitute teacher in **Computer Science** and I have an interview for the job this week.
My academic profile is making me a little bit nervous and makes me think that I might not be suitable for the job: I have a License degree in Mathematics and a Master Degree in **Computer Security**. Now, I'm a 2nd year Phd student in Computer Security and AI.
Keep in mind, I am really really used to reading and learning new domains, and diving in the details of each subject, and I am planning to defend my profile using this argument.
So my question is: What are the skills that a Phd student should have to work as a substitute teacher? Knowing that this Phd Student's skill set is a little bit narrow and the potential SA will teach in more general areas.
PS: I am pretty aware that Computer Security is present pretty much in every field of Computer Science (Networking, Web, Programming, etc.). And I am planning to use that to as an argument to nail the interview :).
Bests,<issue_comment>username_1: The fact that they knew your degree is in computer security and still scheduled an interview with you for a position teaching computer science is a pretty clear sign that they believe you know about computer science in a more general way. I don't think you need to spend too much effort to prove that.
Yet, knowing stuff does not imply we can teach. So, I think you should spend some time to prepare for the pedagogical side of your profile. Start thinking about:
1. A [teaching philosophy](http://www.celt.iastate.edu/teaching/document-your-teaching/writing-a-teaching-philosophy-statement). What do you see a good learning process should be? How would you achieve it?
2. Be familiar with the school's academic program and the syllabus of the course you'll be teaching.
3. Have a general understanding on how to revise a syllabus, setting learning objectives, stating the aspects that you'll be examining, and how you'd examine them.
4. Recall some previous experience of you working as an instructor, TA, or tutor.
5. The feature that you can read and learn new domain and dive into details is very helpful, do prepare a short answer on talking how you'd teach something you're not a specialist of. And more importantly, be able to tweak them into "how you can make students learn things that you're not a specialist of."
I feel that you've already established the school personnel as someone who's going to challenge your legitimacy, so that you'll have to "defend" and "nail with an argument." Try to stay calm, go in as a potential academic colleague, and have a discussion rather than a debate.
Upvotes: 1 <issue_comment>username_2: A good question! I would hope that more teachers would care so much as you do.
I understand you will teach undergraduates, I hope my interpretation is correct.
You should first find out what the officially requirements are to teach. This will vary from university to university (the universities I know, for example, didn't care at all - they take every (math) PhD student for every (math) course as long as they speak the local language). No proof of educational or subject-related background was required (just like for the teachers in Harry Potter). Since you are substituting someone, maybe you could ask them? If not, ask at the interview.
Some tips from me:
- think about comparable courses you liked. What did your instructors do?
* are there teaching superstars in your field? Maybe with lecture videos online? Watch them and learn!
* ask friends which were avarage (academically speaking) about good courses. Many professors/teachers were always great in university and cannot efficiently teach average students. On this very website, I often have the impression that the only thing which matters is to make good courses for the best students. In my opinion, educating the average well is at least as important.
* Treat every (reasonable) question seriously (especially from freshwomen and freshmen). At least in math, you have to acquire a certain way of thinking which most fresh-students don't have and all instructors have. This often leads to questions from students where it's hard for instructors to understand what the problem is. (For example, to prove that a statement A doesn't hold for a set S, one gives a counterexample - an element s from S which doesn't satisfy A. While this is the most logical thing for instructors, many students do not understand why giving a counterexample is enough.) Some instructors then say things like "This is trivial" which does not help.
* maybe there is a book about teaching in your subject? If possible, read it.
* read about your subjects and its connection to the real world. if you follow a boring-written book which has a no motivations and does not explain why things are important (many recensions of such books unfortunately say that they are didactiacclly well written), provide these. Even of you don't find real-world-life examples important, many students will. Provide them.
Upvotes: 3 [selected_answer]
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2018/07/23
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<issue_start>username_0: Let's say you are recruiting two groups of people, English monolinguals and bilinguals. If you're having a hard time recruiting enough bilinguals, the natural, free-market thing to do would be to offer to increase how much they are compensated to attract more.
Assuming that both groups complete similar activities in the same time frame, is it unethical to pay one group more than another?
Would the answer be the same if the quality wasn't the part of the design? For example, if your monolingual group is older on average, is it unethical to post an advertisement for an increased rate for young monolinguals to bring your group averages back to comparable?
I have never seen a research group do this, presumably because of how time-consuming it would be to do, but I haven't found anything to suggest that it is *wrong* to do.
I'm asking here because I briefly discussed this idea with someone, and she seemed to think the IRB would take an issue with it but we didn't got much further.<issue_comment>username_1: I don’t think that this is unethical. You’re trying to hire people to do a task for you, and paying rarer skills/more difficult tasks more makes sense. You might have to justify why you’re doing it to an IRB, but I don’t see this as unethical of as compromising the study.
In fact, there are experiments that run all the time where participants are paid unequally: prisoner’s dilemma-type ones, where performance influences payment.
**EDIT:** To clarify, I agree that in many cases it is poor design to do this. The questioner is specifically interested in two things however: is it ethical and would an IRB care. Yes, the example of prisoner's dilemmas for $5 or given children gumdrops for playing a game well or something like that is pragmatically very different. However, it is not *ethically* different in my mind, and the fact that those studies are wide-spread and uncontroversial AFAIK is strong evidence that the practice isn't inherently immoral.
Upvotes: 3 <issue_comment>username_2: I don’t see on what grounds anyone could regard this as unethical, but one might legitimately wonder whether paying the two groups of participants unequally might inadvertently create a bias that would compromise the integrity of your conclusions. After all, your research is presumably premised on the assumption that the participants from the two groups are both fairly typical representatives of those groups. But if you pay participants from one group $10 and those from the other (for argument’s sake) $5000, the participants you’re likely to get in both groups might differ in some ways that you didn’t expect - for example, the lower-paid participants might be people who are more motivated by an altruistic desire to help scientific research than the higher-paid participants
Whether this is a genuine concern or not depends on the difference in the pay and on the precise nature of your study, but it’s something to think about.
Upvotes: 5 <issue_comment>username_3: ### This is a general social/economic/polticial question.
I would say this question is way out of scope. I mean, fair enough, you come up against it in an academic setting, but really:
* Is it ethical to pay people more, or less, because of pre-existing conditions which are not under their control?
* Is it ethichal to pay people more, or less, because of conditions which are due to a mistake they have made, which in hindsight they would not have?
* Is it ethical to pay people according to their performance on the job, rather than according to their needs? One person does twice the work than his/her colleague, but is single and healty; the other supports a spouse and children, and has some ongoing medical condition.
* Is it ethical to pay young people less because they are less experienced and knowledgeable, and are in junior positions, even though young adults typically have less or no savings to rely on and their expenses are typically much higher than those of people at age 40 or 50?
These are all deep, serious issues to contend with - regardless of whether you're in academia. I could write a book about it (if I had the time and perseverance); and I'm sure prominent social thinkers and philosophers have.
Upvotes: -1 <issue_comment>username_4: Clearly you are not obligated to pay everyone the same. You are not even obligated to have an objective reason for the differing pay: There are plenty of papers in economics and psychology where some subjects are given more money than others because that is the experiment (for example, basic income studies).
However, if your compensation scheme is perceived as unfair, this may be a barrier to getting approval or being published.
Also, you are ultimately employing people for a task, and many countries have legislation regulating employment. You want to make sure you do not run afoul of these laws and get punished by the state. Your example sounds like one could argue that it discriminates on national origin, which in the US for instance can be a crime. But to be sure, discriminating on the basis of being a native speaker for scientific studies is definitely allowed in the US.
But generally, I don't think it is unethical. If, for instance, native speakers are much harder to find in your area, it makes sense to pay them more just to make sure you have enough of them. If you are comparing native and non-native speakers in your study, and presumably your funds are not infinite, attempting to pay everyone the same may result in having so few native speakers in your sample so as to invalidate your results, or not being able to afford the study with your funding. Likewise, if there are certain statistical tendencies in your groups that would introduce confounds, of course there is nothing wrong with attempting to eliminate these.
If anything, the line separating the unethical (and illegal) would rest with your motive: If you have a sound scientific reason for adopting this compensation scheme ("we can't afford to pay everyone more" counts), it's probably ok.
Upvotes: 0
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2018/07/24
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<issue_start>username_0: **EDIT:**
Let me clarify things and specify my concerns:
* I wrote a program for my thesis that solved a problem for the target establishment.
* The establishment now uses the program with my consent but nothing was signed and everything was verbal.
* I applied for a job and that company now wants to see my program source code because it's relevant to the job I'm applying for.
* My advisor is directly tied to the establishment using my program. I have notified him and we have scheduled to meet up and talk about it in a few days.
*My concerns:* ( just want to get more info before my talk with my advisor )
* Is my program source code still my own? Have I accidentally given up my right to share it? Can my advisor and the establishment prevent me from sharing my source code to the company I'm applying for?
* The source code is also included in the published thesis I submitted, doesn't that make it open source in a sense? Does that mean neither me or my advisor/establishment can claim ownership or anything of the code?
* Are things different because my thesis is applied to an actual situation as opposed to a theoretical situation? Like there is a period the thesis isn't made public (open source) like a grace period before it's open to the public?<issue_comment>username_1: This can be broken down into two issues:
(1) Can you show the new company your source code/can they ask to see it?
They have only asked to see it, not to use it. Maybe as a way to assess your skill, see if you fit their requirements etc. No problem in sharing this. You could even share a copy of your thesis. If they want to use the code, and say so, you can look into licensing options.
(2) Have you given away your right to share it?
No, because the absence of any written contract works both ways. It is part of your thesis, so it is still formally yours. Until and unless the target establishment tries to copyright it in some form, you have the right to share it.
---
An exception has been pointed out by <NAME> - there is a possibility that your advisor's 'tie-up' with the target establishment could constitute a work-for-hire agreement, and this may restrict your freedom to share. If such a case exists, either you or your advisor must be aware of the details and can find suitable redressal. If you were *not* made aware of this, ignore all concerns and share.
---
Do get your adviser's consent and guidance anyway, and also check your university policy on IP.
Upvotes: 2 <issue_comment>username_2: >
> The source code is also included in the published thesis I submitted, doesn't that make it open source in a sense?
>
>
>
The term "open source" has a broader meaning and a more specific meaning. The broader meaning is simply that the source code is available for the public to look at. The more restrictive meaning is that it's been released under an open-source license such as the GPL or a BSD-style license, which gives people the legal ability to do things like modifying it and selling the modified version, or combining it with other code and selling it. Publishing the code as part of your thesis makes it open source in the broader sense, but not in the more restrictive sense.
Since the source code is included in the thesis, I don't understand what the issue would be with showing this prospective employer the code. The issue would be if they want to do things that copyright law wouldn't normally allow them to do: copy it, modify and sell it, or incorporate it into their own code.
>
> Does that mean neither me or my advisor/establishment can claim ownership or anything of the code?
>
>
>
Most likely you own the copyright of the code automatically because you wrote it. That's the way copyright works in most countries these days. Publication has no effect on copyright under most countries' laws these days.
However, even if you think of the code as entirely your creation, your advisor may very well have co-ownership of the code. Even if he never put in a single keystroke, his contributions may qualify him as one of its authors.
There is also a set of complicated legal issues about whether or not this was a work for hire (the term used in the US), in which case your school could be the copyright owner. In the US, this is based mainly on whether creating the work was a "requirement or duty" of the job, and on the level of supervision that that school exercised over the work. Contracts do not necessarily have the power to override these factors, but may still be relevant -- the law is complicated. Likewise the school may assert some policy saying that they own certain types of IP, but that policy probably has little legal effect.
Upvotes: 2
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2018/07/24
| 5,190
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<issue_start>username_0: From what I've seen in the media, [almost all British scientists think Brexit is bad for British science](https://www.nature.com/polopoly_fs/7.35380!/file/Brexit%20survey_full%20results.pdf). However I don't understand why. Some of the most common reasons I've seen are:
**Loss of funding** - UK researchers receive lots of funds from EU grants, and these would not last once the UK leaves. But since [the UK pays the EU more than it receives in benefits](https://fullfact.org/europe/our-eu-membership-fee-55-million/), the UK could simply redirect some of that money into science. It could be that the UK does not actually redirect the money, but that would be because the UK as a whole decided that science isn't worth it, in which case it would be democracy in action and one can't really complain.
**Isolation** - this seems to be based on the idea that Brexit makes the UK a less attractive place to work in. However the US didn't seem to suffer a similar brain drain after the 2016 elections, so it's not obvious to me that the UK will. Individuals might leave, but there's apparently no shortage of people wanting to move to the UK anyway (e.g. there were [record numbers of international applicants to British universities in spite of Brexit](https://qz.com/1198203/despite-brexit-a-record-number-of-foreign-students-want-to-study-at-uk-universities/)).
**Loss of collaborations** - it's not clear to me why this would happen. The EU presumably doesn't have a "you may only collaborate with other EU researchers" rule, since there're lots of countries that are not part of the EU. But if they don't have such a rule then presumably collaborations can persist whether or not the UK is within the EU. Further, the EU would be incentivized to keep such collaborations because they're presumably win-win. Finally, even if EU collaborations are jeopardized, there's still the rest of the world. There are scientific powerhouses like the US that aren't part of the EU either.
Other reasons I've seen, like "there's no clarity on what we can or cannot do", should be temporary. They might be causing problems now, but five years in the future they should be resolved also.
Is there anything about Brexit that is fundamentally injurious to British science? If not, why do UK scientists so universally regard Brexit as grim?<issue_comment>username_1: "But since the UK pays the EU more than it receives in benefits, the UK could simply redirect some of that money into science. It could be that the UK does not actually redirect the money, but that would be because the UK as a whole decided that science isn't worth it, in which case it would be democracy in action and one can't really complain."
That's the answer. Democracy in action is not necessarily what's best for science. The UK receives a disproportionate amount of EU research funding. There is no reason to think that the UK will maintain this level of funding after Brexit. The EU (and other systems that I know of) does not apportion research funding democratically, but rather based on perceived scientific merit. This gives an advantage to some UK universities or researchers.
Upvotes: 5 <issue_comment>username_2: >
> Loss of funding - UK researchers receive lots of funds from EU grants, and these would not last once the UK leaves. But since the UK pays the EU more than it receives in benefits, the UK could simply redirect some of that money into science. It could be that the UK does not actually redirect the money, but that would be because the UK as a whole decided that science isn't worth it, in which case it would be democracy in action and one can't really complain.
>
>
>
The Brexiter's solution to everything. I thought this extra money was supposed to be used for the NHS? Or that it was supposed to be used to help British farmers/workers to help with the new tariffs with the EU? Even the proponents of Brexit had to admit that this was a lie, and that you cannot evaluate the repercussions of such a huge decision with a pocket calculator and two numbers. The fact is, nobody knows how research funding will be affected by Brexit, which has real consequences *now*: who will want to make a life commitment to go work in the UK when they don't know what their situation will be in 5 years?
The UK gets a lot of money for research through the ERC. Nobody knows how that will work out after Brexit. Only two non-EU countries participate in it – Switzerland and Israel, and two years ago it was not even clear if Switzerland would be allowed to stay in due to concerns regarding free movement of people. Compare this with the preoccupations of scientists, who are concerned whether they will be able to continue their research projects over the next ten years, hire new students, postdocs... Why should all this hinge on politics when you can play it safe and go work in an EU country?
>
> Isolation - this seems to be based on the idea that Brexit makes the UK a less attractive place to work in. However the US didn't seem to suffer a similar brain drain after the 2016 elections, so it's not obvious to me that the UK will. Besides, there were record numbers of applicants to British universities in spite of Brexit.
>
>
>
I think I covered this extensively above. Let me add that issues regarding visas are also problematic. Applying for academic positions is already an ordeal, if one needs to apply for a visa afterwards with no certainty of getting it, it becomes hell. You may argue that, maybe, there will be deals to make sure that people from the EU can continue to work in the UK and get easy visas, but that's the thing – we don't know. Can you tell me that you would be willing to uproot your life, move to a new country, all the while not being sure whether you will be allowed to remain in the country based on the whims of ten DUP members of parliament?
The situation is also not at all comparable with the US elections. The elections are reversible; at the end of the year part of their congress is replaced, and in two years maybe this whole thing will be over. Brexit is a priori irreversible. Moreover, the general sentiment I feel when talking to people is that incompetence at the top prevents too drastic changes. Here, incompetence would mean the opposite – maximum change.
>
> Loss of collaborations - it's not clear to me why this would happen. The EU presumably doesn't have a "you may only collaborate with other EU researchers" rule, since there're lots of countries that are not part of the EU. But if they don't have such a rule then presumably collaborations can persist whether or not the UK is within the EU. Further, the EU would be incentivized to keep such collaborations because they're presumably win-win. Finally, even if EU collaborations are jeopardized, there's still the rest of the world. There are scientific powerhouses like the US that aren't part of the EU either.
>
>
>
You have to understand how research is funded. The most attractive grants are *collaborative*. You apply for grants together with people from other institutions/countries, and then you get money to run experiments, organize workshops together, visit the other institutions part of the grant to learn from your collaborators and actually work in the same room...
Once again, it is unclear how Brexit will affect all this. Given a funding source and British partners, will it still be possible after Brexit to either keep it, or apply again for it? Nobody knows. Since applying for these grants is so time-consuming and the success rate so low, why would you risk it all on the bet that politicians will come to an agreement that suits you?
As for "the rest of the world", well, it's certainly easier to work with people who are a two-hour train ride away than a transatlantic flight away. And yes, the US is a powerhouse, which may not be as good for UK as you seem to think: why would US scientists bother to apply for grants with British scientists (from which funding source?!), when there are perfectly good collaborators already on the same continent working with the same funding sources (NSF etc)?
---
There is also the question of the timeline. You say that the situation is "temporary" and that "five years in the future [issues] should be resolved". One problem, as outlined above, is that we don't know if the situation will be resolved, or how. Perhaps the UK government will manage a complete upheaval of their research funding systems to not rely on external sources after 45 years of integration with the EU. Maybe not.
But you're forgetting about the irreversible effects that happen now. Students want to enter PhD programs. New PhDs want to find a postdoc. Postdocs want to find faculty jobs. Less funding and less certainty about the future means that these people either will not find a job in the UK and leave academia (if they are bent on staying in the UK) or apply for jobs elsewhere. And once you start working in some place, you're more likely to stay there, simply because you start to know the "system" better and you meet more people from that place.
---
Of course, I paint a pretty bad picture of the situation above. British academia will not collapse overnight on March 29th, 2019. But it will certainly be in a worse shape than today. And given the very competitive world we work in, everyone needs any edge they can get.
Finally, let me mention that [two Nobel prize laureates have claimed that research will take a blow](https://www.theguardian.com/science/2016/oct/06/brexit-not-good-news-for-british-science-warn-new-nobel-laureates).
Upvotes: 7 <issue_comment>username_3: Just responding to the isolation part...
I am a non-EU postdoc working in UK. Postdocs have short contracts and visas are tied to contracts. I have recently got to 5 years and therefore residency after 4 short term visas. Total visa costs (just for me) over 5500 GBP and no funding provided. Add in my partner's visas to get the full cost.
Also, without residency, a postdoc can't really apply for research funding to the various research councils. This is because you have to make sure your new contract is in place before the current one expires (thrown out of the country at the end of a contract) and therefore the long funding decision cycles mean there's insufficient time to get a decision before moving to the next contract even if the next contract is at the same research group.
This makes UK very unattractive for non-EU postdocs. If postdocs aren't coming to the UK then the next generation of researchers is not going to be based in the UK.
UPDATE: It seems that some commentators were not sure why I was talking about non-EU postdocs. I am expecting that EU citizens in the future will be in a similar position as non-EU citizens now. That is the perspective I was bringing to this question. Barriers are high, so future UK based researchers won't have as broad a professional network because EU citizens are much less likely to do a postdoc in UK and that will lead to separation of the UK from the rest of the research community.
Upvotes: 5 <issue_comment>username_4: In addition to the practical, and very important answers that others have already given I will make this point about the emotional impact.
I'm a UK citizen in academia, but a lot of my colleagues, collaborators and students (both UG and PG) are from the EU. Before the Brexit vote they had almost exactly the same rights as me to live and work in UK academia. After the vote many *feel* that they don't, and after the exit they definitely won't (even if the precise nature of that is unclear).
They feel rejected and insulted. Their efforts, working within the UK to teach, and research, and improve our universities, have been deemed less important than the potential benefits of Brexit. I also think that the Brexit vote is an insult and a rejection not just of the EU as an institution but also of its citizens.
I've heard a lot of stories of xenophobic abuse increasing, particularly aimed at students, since the Brexit vote. But that's the nastiest end of the spectrum: most of the hurt that I hear expressed is about the steady normalisation within the UK in general of the idea that EU citizens are a problem.
**TL;DR**: Brexit supporters intentions and claims notwithstanding, the result is that EU students and academics feel insulted and rejected by Brexit, and this causes emotional damage at least as bad as the practical problems outlined.
Upvotes: 6 <issue_comment>username_5: **tl;dr: Although it is possible to have Brexit without British science suffering, this would require meaningful political support, and there is little to suggest that this will be forthcoming in the near future.**
A [recent report](https://royalsociety.org/topics-policy/projects/uk-research-and-european-union/) by the Royal Society provides some context. This report is focussed on the British research sector as a whole, rather than on science specifically, but not too much turns on that. Some key figues include:
* Britain receives [a significant amount](https://royalsociety.org/topics-policy/projects/uk-research-and-european-union/role-of-EU-in-funding-UK-research/how-much-funding-does-uk-get-in-comparison-with-other-countries/) of funding from European bodies (e.g. ERC)
* A [sizeable fraction](https://royalsociety.org/topics-policy/projects/uk-research-and-european-union/role-of-eu-researcher-collaboration-and-mobility/snapshot-of-the-uk-research-workforce/) of the UK science workforce originates from other EU countries (16% of academic staff; 14% of PhD students)
* 70% of British researchers [held a non-UK affiliation](https://royalsociety.org/topics-policy/projects/uk-research-and-european-union/role-of-eu-researcher-collaboration-and-mobility/snapshot-of-the-uk-research-workforce/) at some point in the period 1996-2011, although there is no EU-specific figure.
The overall picture is that British research benefits from EU membership, through direct financial input and through mobility of individuals. British universities are disproportionately well-regarded on the international stage (e.g. the [Times Higher Education](https://www.timeshighereducation.com/world-university-rankings/2018/world-ranking#!/page/0/length/50/sort_by/rank/sort_order/asc/cols/stats) ranking has 7 British universities in the top 50, compared to 7 from the rest of the EU combined), and so historically Britain has been able to attract excellent researchers from around the world, especially EU neighbours.
It is right to say that Brexit does not *need* to change any of this. However, maintaining the status quo would require political and financial investment from the government, and there has been little evidence that this will be forthcoming in the short term - especially given [the difficulties the government has had](https://www.washingtonpost.com/business/what-no-deal-brexitmeans-and-how-it-may-be-averted/2018/07/24/7e77c86a-8f12-11e8-ae59-01880eac5f1d_story.html) in agreeing the basic framework for Brexit. Domestic investment in research [has fallen significantly](https://www.theguardian.com/science/occams-corner/2015/jul/30/science-funding-cuts-november-spending-review) in real terms in recent years, and it is [not clear that any more cash will be available](https://www.theguardian.com/business/2016/sep/22/uk-economy-faces-challenging-period-after-brexit-vote-says-bank) in the immediate aftermath of Brexit.
It is also currently unclear how EU citizens currently living in the UK, and British citizens living in other EU countries will be affected. [Some progress has been made](https://www.bbc.com/news/uk-politics-44553225) on this, but (anecdotally) not enough to allay individuals' concerns. This is compounded by (real or perceived) xenophobic attitudes that precipitated the Brexit vote. Numerous UK-based, non-British researchers of my acquaintance are concerned over what the future holds for them, and have started to consider what other options are open to them.
Finally, it is perhaps worth noting that the Brexit vote [was correlated with socioeconomic status](https://www.newstatesman.com/politics/staggers/2016/06/how-did-different-demographic-groups-vote-eu-referendum), and the ideology of Brexit has never enjoyed much support in any of the academic circles I have been familiar with.
Upvotes: 8 [selected_answer]<issue_comment>username_6: The EU organises and funds programmes such as [Horizon 2020](https://ec.europa.eu/programmes/horizon2020/), the [Erasmus programme](https://en.wikipedia.org/wiki/Erasmus_Programme), and [Erasmus Mundus](http://ec.europa.eu/programmes/erasmus-plus/opportunities/individuals/students/erasmus-mundus-joint-master-degrees_en). None of those can be replaced by the UK government in isolation.
On a personal note. Why do I feel so strongly? I am a Dutch citizen and presently a postdoc in England. I have personally benefitted tremendously from freedom of movement and from all three EU programmes mentioned above:
* I thoroughly enjoyed an Erasmus exchange in Sweden (incidentally, among 200 exchange students, there were only 2 from the UK, both Scottish; I believe this anomaly may originate from the same island mentality which contributed to the Brexit vote in England, whereas Scotland voted by large majority for Remain; or it may simply be an anomaly/coincidence).
* I obtained my Master through the Erasmus Mundus programme where I met my wife.
* I am currently funded by Horizon 2020 within the UK.
So I thank my education, my wife, and my job to the European Union. I was living in the UK at the time of the Brexit vote, which has upset me more than any other vote in my life.
Fortunately, postdocs are [exempt from the £35000/year income requirement](http://workpermit.com/news/uk-tier-2-visa-immigrants-must-earn-ps35000-settle-april-2016-20150707), or EU postdocs might find themselves shut out of indefinite leave to remain completely (as most earn less than this). I hope we won't need to apply for a new visa every time a 1-year contract gets renewed by another year, like in the US.
Upvotes: 6 <issue_comment>username_7: Because scientists have political beliefs, and most of them are left of average voter so in general they opposed Brexit.
So they are more likely to pick on the negative sides of Brexit and ignore the good ones. Similar problem is with the news they read: news media read by leftists is strongly anti Brexit, so this exacerbates the problem.
This is not to say that Brexit changes will not cause problems for scientists based in the UK, but there is no reason for that to happen beside UK/EU being incompetent and/or trying to cause problems intentionally(so they can blame Brexit for those problems) or because they are using people as bargaining chips in their petty negotiations.
Again this may sound like conspiracy theory, but consider the example of China/US trade war where China is [targeting](https://www.theguardian.com/business/2018/jun/24/tariffs-trump-china-red-states-retaliation) certain swing states.
And if you want to make Brexit look bad messing up with science is a good way to do that.
Upvotes: -1 <issue_comment>username_8: From my perspective it is mainly about ***freedom of movement***. Within the Union all citizens can move freely between countries without need for visas and other permits (for example work or residency). From a country in the Union to one outside, in general you will need visa and a plethora of permits to be able to start an employment (for example a research position).
If a person needs to pay more and go through more paperwork and wait longer for a position, it is reasonable to believe there is an increased chance that person will rather take some easier, faster and cheaper route in one of the countries within the Union.
Upvotes: 3
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<issue_start>username_0: I regularly receive emails from Open Access predatory journals or conferences asking me to publish an article or attend some kind of conference somewhere. Usually, those emails are easy to identify.
Recently, I received an email from a Journal called [*Research Features*](https://researchfeatures.com/), inviting me to publish an article in their journal which focuses more on outreach if I understand them correctly.
Does anybody have any experience with this (or a similar) journal, is this a serious thing?<issue_comment>username_1: *Research Features* is a UK-based magazine intended for a broad audience (outreach), it is not a peer-reviewed academic journal.
So in one sense it is legitimate: it's a real magazine with real contributors that some people genuinely read. You can contribute a piece if you so wish to.
I do not think it claims to be a *journal*.
>
> "We are not a scholarly publisher. We sit somewhere in the middle and
> feel very comfortable in our unique space. We will never engage in
> ‘click-bait’ or ‘tabloid’ pop-science; but we do not offer complex
> peer-reviewed content. Our publication offers detailed insight using
> clear language and a visual format which translates complex science,
> whilst remaining respectful."
>
>
>
Source: <https://researchfeatures.com/about/>
Upvotes: 6 [selected_answer]<issue_comment>username_2: I have some experience with writing to outreach magazines (which I would label this). It can be quite rewarding to present research to a broader audience, but also demanding. Two pieces of advise:
1) Ask if you will have an editorial assistant associated. They can do wonders for your writing, and offer good journalistic insight.
2) Require appropriate monetary compensation.
Upvotes: 4 <issue_comment>username_3: They share the same street address and web styling as another similar magazine, Research Outreach:
<https://researchoutreach.org/our-company/>
Same people, same idea, similar content (though I have not checked for overlaps).
I might give this one a miss.
Upvotes: 3 <issue_comment>username_4: It's predatory for me. You can browse their latest issues, for example this [one](http://cdn.researchfeatures.com/3d_issues/RF132/index.html), all are from Asian academics. I am Asian and the article they mentioned and invited me for was published years ago and they said
>
> we understand your work is still going..
>
>
>
Upvotes: 3 <issue_comment>username_5: Looks like one has to pay; at least invitiation mail says "the cost for taking part" so: rather scammy
Upvotes: 2 <issue_comment>username_6: I got contacted by Research Features twice. Yes it's true they want you to pay for using your research. If that's enough to call them "predatory", they are. However, this is not about just publishing your work. It's not an academic journal. This is about making more visible work that you have already published, something that you probably can't easily do yourself just sending to another journal. They do some service, i.e., rewriting with a broad audience in mind, advertising, etc. They are upfront about payments, and for the money they promise to do some proper work. They also asked me for a personal discussion. I have instead asked them to tell me in written form what they offer. They ask for between 1500 and 2000 GBP and have sent a detailed list of their services.
I have not taken up their offer, however I don't have an issue with it. If they indeed do what they promise to do (which I haven't checked), I have seen worse things to spend my money on. Offering a service of this kind and asking to be paid for it is legitimate in my view. Whether the service is good and will be worthwhile for you is another question of course.
Upvotes: 3 <issue_comment>username_7: Okay, so adding an updated answer based on their recent contact with me.
They sent me multiple emails (5-6) at different times, after reading the answers I thought about giving it a try and replying to them ("my initial assumption was if it's free, then why not just give my less academic style articles to them [the contact person tried to convince me initially it would be free and will take very low amount of time]")
After I replied, he insisted on a call, but eventually, I tried to get the catch. It turns out, they will charge you £1950 per article, which was not mentioned initially.
They also include "The content of this email is confidential and intended for the recipient specified in message only. It is strictly forbidden to share any part of this message with any third party, without the written consent of the sender. If you received this message by mistake, please reply to this message and follow with its deletion, so that we can ensure such a mistake does not occur in the future.
To ensure we do not email you again, please reply to this email with the word ‘remove’ in the subject title and we shall erase all your details from our system. Thank you." in their emails so that no one can share the email content I guess. They sound kind of professional.
But, yeah, it's a full-on scam to me. With that fee, you can probably submit to a good-quality peer-reviewed journal.
Don't reply to avoid wasting your time.
Their service page with pricing: <https://researchfeatures.com/services/>
Upvotes: 3
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<issue_start>username_0: I'm a junior faculty in academia and I was asked to take a PhD student several months ago.
I was not involved in the hiring process, hence I did not have a chance to evaluate his abilities before joining the program. Indeed, this was the student of someone senior (full professor), but he was transferred to me because the senior person was too busy.
The student is in his first year, and I know he has a lot to learn. However, in these few months the student has not been able to make any progress. I am always the one who needs to keep emailing him and asking him what is happening with X or Y. I have to ask him to come for meetings and sometimes he doesn't show up.
During data collection, he was not even able to put together two columns in Excel. Since then I realized that he does not have the abilities, curiosity, and self-learning capabilities for a PhD. I talked about this with the senior person and told him that I was very concerned that the student will not be able to make it as he is not even capable of managing two columns of data. The senior person suggested me to lightly advice and see if the student could perform. Meanwhile, I hired someone to help with the data (with my own grant), which can be used for other projects if this one doesn't come to fruition.
I asked the student to do a literature review and after literally following him for two months, he submitted something and it is the worst literature review that I have ever seen (I have also worked with undergrads as RAs and they have done far better jobs for data management and literature reviews). I have sent the student several examples, commented on his review, revised it, but still the outcome is horrible.
I asked him to write the theory and he just copied verbatim from other papers. At this point, I don't know what to do. The senior person is pissed off that the student is not making progress, but the student is just not capable and I had discussed that with the senior person before.
Now the question is what to do? I don't want to write the paper for him and take him for a free ride. I don't believe on gifting papers, specially to someone incapable. What I am afraid of are the "political" consequences. There are not many PhD students around here and just because of that they may want to keep him. I am a junior and have several other projects to work on and this student is just draining my time with terrible outputs. How should I deal with the issue?
**Update**
I appreciate the kind advice of everyone. I had a lengthy talk with the student, he admitted that his work is not up to the standard and that he is not putting in enough effort. He is literally taking this time as vacation by enjoying his days beside the pool (we do have a nice pool in campus btw). He just graduated from an undergraduate degree and doesn't know how to function in the adult world, or so to say. His parents always did everything for him and he has never had the need to make any effort to "earn" anything (the student said this himself; I am not making any assumptions, putting my bias, etc. just giving some background information.).
I implemented several actions to make him report his progress daily and we are meeting twice a week. We are getting connected in an online working platform and he can let me know about any issues immediately. I gave him all the materials I used myself during my PhD, which I had to self-learn and I expect him to do the same. He had taken all the basic courses (including how to write theory and do literature reviews) that our school offers, so it is not like he was "left" alone.
I also told him that he needs to fulfill our work plan with the deadlines that we established together. If he is not willing to put the hours to make it happen he has either to look for a new advisor or drop the program. I was just very honest with him.
As a side note, the student and I do not have any issues or wrong perceptions and I am not denying my responsibility. Some have also assumed that I am not willing to put in the time, which is not true. I am putting more time in than other faculty does with other students. As I mentioned in my original post, I am constantly reviewing his work, meeting with him, giving him feedback and materials.
This is just the most I could do for him. Unfortunately, I am not in a good position to devote my entire time to him. I also have to fulfill my own tenure requirements, maybe if I had tenure and more stable job conditions, I could sit with him and teach him how to use the most basic, even Word and Excel (which he is not proficient with).
I hope this works. If you have any other suggestions on how to improve the situation, feel free to post them.<issue_comment>username_1: First, I think you were abused if you were forced to take on a student other than by mutual agreement. I feel bad for your situation. But you gave some level of buy in to it, even if under duress. This gives you responsibilities to the student that are no different than if your relationship had been more traditionally arranged. He is a person, not an artifact.
I think your responsibilities are clear. You must teach him what he needs to know. No professor can ever expect that a student is so well trained/educated in the past that nothing is expected of themselves and that all will be well. If that were true there would be no need for you in the first place.
Teach him how to do data collection. Teach him how to do a lit review. Don't complain about him or compare him to others. He isn't them. His background is different. If it is deficient that isn't your fault, of course, but someone has failed him and *you* have taken on the responsibility to mentor him.
If you are incapable of that then you need to find a way to sever the relationship in an equitable way. I don't know if that is possible here.
Note that this isn't a rant. I've been in similar situations with unprepared and (seemingly) unmotivated students. It was a royal pain but through a lot of work and coaching, the students I have in mind ended up at the very top of their class. But my office hours were always occupied by these students. At first they don't understand anything and require constant repetition. By the end, they are explaining things to me - correctly, it turns out. Easy? NO. Required. Well, that is the job description of a professor, really.
I'm sorry for your situation, but you need to either fulfill the responsibilities or find a way out. Letting the student naturally fail shouldn't be one of the options.
---
I include this addendum due to new information from the OP. While I still believe that the solution I stated above is the correct one (teach the student what he needs to know), there are ethical issues for the University itself as well as for its faculty. In fact, my view is that "the University" **IS** "the faculty".
It is not unethical for a university to accept unprepared students. It may be commendable, in fact. However if it also puts its head in the sand and refuses to see what it is doing and *account for it* then it is acting unethically. However, if it also wants to organize itself so that such unprepared students are given the specific help they need to be successful, then I congratulate them. Otherwise, however, they are acting unethically.
In the particular case, it seems that the student was admitted with no compensating help. Everything was simply thrown on the student. Sink or Swim, not my problem. Of course, such a student can't do a literature search effectively the first time. Neither can they swim two laps the first time they are pushed into the pool.
However, it isn't completely the responsibility (or shouldn't be) of the OP, here. I think it is equally unethical for a university (and especially a full professor) to push problematic/marginal students off on junior (read inexperienced) faculty. Such faculty typically don't know how to effectively handle such cases since they are, themselves in the pool for the first time.
So, either the university need to uphold stated standards or must find a way to equitably compensate when they don't. And it needs to be equitable for all concerned, both students and (junior) faculty.
But, to be doubly clear, the university and its faculty *doesn't* owe the candidate a degree. But it does, IMO, owe him all the support he needs. And that doesn't include lowering standards of performance or writing their papers for them. Support and encouragement.
As to advice to the OP, if at all possible, I hope you are looking for a better situation, in which you can more fairly do your own job and work more gradually into the advising game.
Upvotes: 5 <issue_comment>username_2: I will share my perspective. To give a little background, I went from being the doctoral student you described above to being a postdoc with a strong publication rate at a prestigious university. I suppose my major professor was feeling very much the way you are. I know this because I was put on probation after my first year in my phd program. Suffice to say, though, I was completely unprepared to conduct research at a PhD level, even for a first year.
I was put under a junior faculty member to RA by my major professor during my first year and its interesting that what you refer to are the same problems I had. I even produced a terrible literature review as well! I imagine I was more of a hindrance than a help. My second semester was spent doing clerical/inventory work out of the way of the rest of the lab. My major professor and the junior faculty member told me that I was unfit for PhD.
So what changed for me?
I had a senior faculty member take interest in me and take me under his wing. He was closer to retirement and I imagine had more time for mentoring. He was patient with me, took time to talk with me, and took an active interest in me. Slowly and surely I started to turn things around and ended up graduating with a strong publication record that included multiple first authored journal articles and numerous conference proceedings.
In my reflection on my phd career I realize that my core issue was facing the reality of my unpreparedness and then emotionally retreating. This created a spiral of negativity that only kept making things worse and worse. I performed a task poorly, then was chastised, then my motivation declined, then I performed a task even more poorly, then was further chastised, then my motivation declined even further, etc, etc, etc.
For me, the best thing that happened was for my supervisor and the junior faculty member to let another faculty member mentor me. I realize that the relationship I had with the junior faculty member was likely poisoned as she perceived the issues relating to my work as character deficiencies and general inadequacy of abilities.
It seems that you are in this place with your graduate student. You view their performance due to character deficiencies (laziness) and inadequate abilities. It is likely that this will color your perception of any positive progress that the student might make.
If you feel that you can not make a clean start with the student, then perhaps letting someone else mentor them might be best. It was for me.
I will strongly caution you though in making judgments about their character, potential, and abilities. The core issue might be the relationship between you and the student rather than some inherent problem with the student.
Upvotes: 7 <issue_comment>username_3: There is a rather fine line that divides what students are expected to know before entering a program and what they are expected to learn. That is relevant at any educational level really, not only exclusive to grad school.
@username_1's answer focuses on your own competence / willingness to shape your student into a PhD candidate. There is another line there. Sure, you could drop this student and wait for another, then, if he doesn't perform either, drop him too. At some point you will run out of students, and/or the job, as there simply aren't enough high level people out there. On the other hand, you could also invest a tremendous amount of time in a student's career until they realize that that isn't their career of choice and quit. You have again lost a student, admittedly through no fault of your own, but at a cost of your career. As a professor, you are expected to be able to assess whether a student is cut out for the challenge or not.
This is not something that can be initially done at an interview, as it seems you are worried about the student being "forced on you". It is bad practice, but for other reasons. Most of the time, it takes time to get to know the student, their work dynamic, capabilities, strengths and weaknesses. Some students take a longer time to start producing results.
On the other hand you need to pay your part of the bill. As the question reads, I'm getting the feeling that you are not willing to put in the time to actually see whether the student makes any progress. It is their first year, a few months in, yet you are complaining that they produced the worst literature review (I'm assuming their first also) and that they are unable to handle two columns of data. The first occurrence is on you. It is your job to teach them how to write a paper, literature review, thesis, etc. Sure, grad students are expected to show a degree of independence, but the mentor is still critical primarily in those "academic" crafts. The second is in my opinion rather irrelevant. I've met distinguished professors (computer scientists at that) who were unable to restart a PowerPoint presentation. The good thing is, these skills are much easier to learn and be taught than the ones above. If you don't want to invest a few minutes to show how the columns are formatted, at least instruct them to google it and let them figure it out themselves.
The bottom line is, it is easy to dismiss students as incompetent and a waste of time / resources, but doing so reflects badly on you as a person and as a mentor. First and foremost you should ask yourself and perhaps someone senior what you can do to improve the student's performance. Then, if that proves insufficient, you can talk with the student in an effort to identify problems. If all fails, you should consider dropping the student, with the understanding that that is as much your fault as theirs and that you will strive to do better with future students.
Upvotes: 3 <issue_comment>username_4: Either you (1) help or (2) sever ties. Your two options have the same characteristic: you have to fully commit to the situation. You have a moral and professional responsibility to fully commit to this decision. From your question, it seems like (1) is not readily available.
The failure here was taking the student before realizing that (1) was not an option.
oh, and this students future is far more important than anything else you are going to produce as a scientist (from an integrity, 'sleep at night' point of view). how many people are going to read your paper? vs. how many people are going to judge your new protege?
Upvotes: 3 <issue_comment>username_5: I'm just an undergrad myself, but I felt compelled to give my two cents. It seems to me that this student is severely lacking in some foundational skills and courses. Can you not recommend remedial classes? Tell him what your expectations are for deadlines and quality on his work, and that if they aren't met, you expect him to enroll in undergraduate courses to get up to speed. While looking at grad schools I often saw programs that stated students with insufficient background in the subject matter would be required to make up undergraduate courses. It seems reasonable for you to expect the same. Also make it clear that it is incredibly unprofessional for him to make you chase after him for updates-- that's ridiculous. That's unacceptable for a 17-year-old where I come from, much less an adult. Set up a schedule for his progress and checking-in, and if he fails to keep it, have consequences ready. As someone who often struggles with executive functioning-related tasks like these, I sympathize with him. But, if the quality of his work is so low, I don't see how he will be an asset to the department longterm unless it improves.
Upvotes: 3 <issue_comment>username_6: Let's go with the assumption that this student is genuinely unsuited for a PhD. Such people do exist, they do get into graduate programs, and it is not doing them, their advisor, or the field any favors to string them along and waste their time. What should the advisor do with them?
There are two critical things: Communicate, and document.
Communicate with the department chair, with the dean, with the head of the graduate program, and anyone else who is involved with administration. Explain that you are concerned about this student's progress and potential, assure them that you are going to treat the student fairly, and ask them to help you set up a program to monitor the student's progress. Keep communicating with these people during this program. Prepare and send regular updates (at least quarterly, probably more).
Document the student's progress. To do this, you'll need to communicate with the student. **Set clear, objective, unambiguous targets.** These targets should be achievable by a PhD student without stress or difficulty; they are not stretch goals, they are the *minimum* that a PhD student should be able to perform. Set multiple goals, a realistic time apart, so that over a period of say a year a *minimally competent* student would be able to hit each goal on schedule.
Communicate these goals with your chair, grad student advisor, etc, and make sure everyone is on board. Communicate with the student. Explain to the student (ideally in the presence of the grad student coordinator, the departmental chair, the dean, etc) that he or she must hit each of these goals or they will be removed from the PhD program. This goes in writing, signed by you and the student and probably some or all administrators, and you store the document where you can refer to it repeatedly.
Each goal has a target date. Document whether the student did or did not achieve that goal. It will be a temptation to say that the student *almost* made it, or to decide that the goal was too hard and move the goalposts down. Don't do this. You set these goals so they're the minimum a PhD student should do; if the student doesn't completely achieve each goal, they are not a minimally acceptable PhD student.
If they don't reach every one of the goals, then it's up to the administration. The traditional solution at this point is to offer the student the choice of "Mastering out" (taking a MSc instead of a PhD and moving on), dropping out, or finding another advisor; the latter usually comes with warnings that they are on thin ice if they do.
Is this a lot of work? It sure is, and it should be; this is a major life decision for everyone concerned, and it shouldn't be the easy way out. But there are times when the best way forward for a student is to get out of a program, and there are ways to help them to that conclusion.
Upvotes: 7 [selected_answer]<issue_comment>username_7: Other answers here have already discussed the role of the adviser in the scientific and personal growth of a PhD student and advised you against being too eager in negatively judging your student. On the basis of my experience, I totally agree with them. Here, I want to suggest a possible last resort, as implemented in some PhD programmes at my university. Indeed, its applicability depends on your university rules, but let me stress that it's an extreme solution and that the final decision should be that of a whole committee, not just yours.
When a student is really not able to make any progress after the first or second year (e.g. out of laziness), the PhD committee can give a six-months probation period after which either the student has shown some progress (at least in the commitment) or they are expelled from the programme. After six months, the committee reexamines the situation and takes the decision.
Upvotes: 2 <issue_comment>username_8: If you want to continue helping the student (or are going to help students in the future), I would stress the importance of **communication with the student**. Being merely a student myself, I always appreciate it if teachers (at any level) take the time to explain or discuss what they expect.
In your case, you mention that the literature study took 2 months and didn't meet your expectations. I don't know how regularly you were in contact with the student, but I believe that if you maintained proper communication this wouldn't have gone on for so long. The reason for that is that you and your student need to know what you want from each other.
At the start of the literature review, you should have a meeting with the student in which you make clear your expectations (try being as specific as possible) and tell them that you are open to communication (this should take no more than 30 minutes, I think). That means that if the student thinks they have a problem or are unsure about something then they contact you. You can even tell them that you rather have a request you have to reject ('you have to figure that out yourself') than to have no communication for (a) week(s) and then finding out the work isn't good enough. This also makes the student feel at ease, they know they aren't in it alone.
Then, in the same meeting, you discuss with the student if they think they can meet those expectations. Ask them how they are going to approach this. Ask them what they think might be problems they will come across and discuss those to give the student some ideas (and boost their confidence).
At the end of the meeting you stress that they can contact you if they have questions or if they think they are going to (have to) diverge from the approach discussed in that meeting. Tell them that you have time (I'm assuming you have) to meet in person to discuss new problems or if approaches don't work.
If you really want to push them to do work (*'following him'* as you say), tell them to send (by email or in person) a weekly progress update. Tell them to be brief (this should take them at most 15 minutes per week), but informative. You expect to be kept in the loop, make sure the student knows that and that it's their task to do so. That way, reaching out becomes their task, not yours.
By implementing this, you don't give the student any unfair advantage, however, you encourage them to make the most of the project. Now, as one mentor said to his pupil: [*now, the ball is in your court*](https://www.nytimes.com/2018/07/16/world/europe/putin-trump-soccer-ball.html). ;)
Upvotes: 3 <issue_comment>username_9: Just a partial answer addressing the question how to end the advisor–advisee relationship in a way that reduces political repercussions: Is there any chance that the student quits the PhD on their own account, so you would not have to be the one that fires him? They must be somehow aware that they are doing badly and are probably not happy, so it may only need a nudge to dissolve some gridlocked thought patterns.
For example, you could ask him (honestly) why he is still clinging to the PhD programme despite all his troubles. (Such a question may also help to uncover some underlying problems such as psychiatric issues, family troubles, mastering out, etc. that you may help to address.)
Note:
* I assume the case that the student has no realistic chance of finishing his PhD.
* I do not suggest to talk or even push the student into quitting – just bring up the option.
Upvotes: 2 <issue_comment>username_10: >
> Since then I realised that he does not have the abilities, curiosity,
> and self-learning capabilities for a PhD
>
>
>
* Lack of abilities: this can be improved with time
* Lack of self-learning capabilities: this can be improved with a lot a lot of time.
* Lack of curiosity: this will lead to lack of motivation and determination. Drop him.
No matter how slow one is, (s)he can still move forward if they have the determination. On the other hand, no matter how fast one is, he cannot move forward without determination. Doing a PhD requires a lot a lot of determination.
Upvotes: 2 <issue_comment>username_11: TLDR: GET YOUR STUDENT IN CONTACT WITH A MENTAL HEALTH PROFESSIONAL
The way you describe this student sounds like there is a reasonable possibility they are struggling with depression. Remember, grad school isn't the easy choice. It is much easier to just get a job out of undergrad and it pays way better than grad school. If the student didn't have a passion for the research, they most likely wouldn't have applied to grad school in the first place. Something happened that is causing this student to feel like their passion isn't worth it any more.
Many PhD students experience feelings of inadequacy while in grad school. Learning how to do good research, keeping up with classes and TA activities you might have, and getting used to the more adult lifestyle of a graduate student is hard. When you look around though, no one else *looks* like it they are struggling as much as you. At my university, we called this [Stanford Duck Syndrome](https://www.stanforddaily.com/2018/01/31/duck-syndrome-and-a-culture-of-misery/) because of the way when viewed from the surface ducks seem to be calmly gliding along, but under the water their feet are paddling like crazy. It is related to [Impostor Syndrome](https://en.wikipedia.org/wiki/Impostor_syndrome) where the individual feels like they got where they are based on luck and people will eventually realize they are a "fraud".
The situation you have described sounds like a prime candidate to cause Stanford Duck Syndrome. Being forced to change advisers can make a student feel like a failure and unwanted. Also, I am sure that some of your frustration is coming through as you are trying to encourage your student to improve their performance. It is important you investigate your student's mental well being because they could be in danger. I am good friends with the Vice Provost of Graduate Education at Stanford, and every single quarter he has to use an emergency entry into the grad student housing and hospitalize students who have not left their room in months or tried to harm themselves.
One of the ironies of this syndrome is that the best students are more likely to get it because they are used to standing out as the best. When they get to an environment like grad school where everyone is one of the top people from where ever they came from, even if they are still above average, they feel like they are doing worse than they should be. Once they start feeling bad, their performance drops and it becomes and ugly cycle.
Now it isn't your job to fix this, but as their adviser, you should try to get them to seek help. Many universities offer psychological counseling, so getting them in contact with those services is a good place to start. Talking with some of the more senior facility or your department head is another avenue as your department may have policies in place for dealing with students at risk for depression. The last thing you want is to ignore this or write the student off and then later discover that they came to self harm. Even if it turns out that this student is fine and grad school really just isn't a good fit for them, a counselor may be able to help them realize that and decide to move on.
Upvotes: 2 <issue_comment>username_12: In my academic department all faculty who advise graduate students meet once a year and discuss, in detail, each student in turn. It is a gruelling meeting, but it's incredibly useful. In your career you may only have a handful of graduate students, but the department as a whole has had many more, and has probably seen your problems before. They also may interact with your student (in classes, at talks, etc.) and may have information you do not. For example, a student who just isn't performing in your lab is a different situation than one who is also struggling in classes, unable to give talks, etc.
I don't know how to make a department do this if it has not been happening, as it's quite an uncomfortable process. Maybe you could start by asking for a meeting with senior people in your department, if they are any you trust. Be sure to respect your institutional rules on confidentiality.
I will close by saying that I was this grad student myself. My advisor said very pointedly to me late in my second year "You aren't getting anything done; are you in the wrong place?" I blurted out, "My project isn't working and I have no faith it will ever work, for technical reasons X and Y." She responded, "It's good that you know this; now, what are you going to do about it?"
By being pushy in this way, she got me to admit to myself that the project was a failure, and got me moving on finding a new project. I might have sat there for years doing nothing, otherwise.
I have also been the labmate of a struggling student whose advisor just let him skate along. He skated for ten years, doing nothing for the last four (we didn't even see him) and then was informed that the University would discharge him without a degree, at which point he rallied and finished it. I am fairly sure this was a mental health issue, and I have come to feel we did the student no favors by letting him skate for so long; a confrontation would have been better. Ten years is a big chunk of a person's life.
Upvotes: 3 <issue_comment>username_13: If I understand it correctly, he is just a Bachelor student and he is enrolled as a PhD student now? In my opinion this should only be offered to extremely gifted students and the norm should be to get the Master first, because of exactly the problems you describe. I would switch him to a Masters degree and tell him to apply again when he is finished with that.
Upvotes: 1
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<issue_start>username_0: I wrote source code for an assignment. After I was done and the program was functional, i uploaded a piece (a class) on the [Code Review SE](https://codereview.stackexchange.com/questions/199970/dsp-quantizer-class-in-c) and people gave me advice, which I then implemented. Should i credit them, and if so, how?
For pieces of code I took from Stackoverflow, for example, I would write it in a comment next to the code, and include a link.
Should this be done in the same way for improvement suggestions?
In my concrete example, implemented suggestions were mostly about programming language intricacies and object orientation. Another option would be to inform the professor in advance and/or ask about this being allowed.
EDIT: The assignment ist not about the programming languages or object-oriented design.<issue_comment>username_1: Yes, you should ask the professor in advance and make sure he/she understands what CodeReview actually is.
More generally, you should know (and the professor should effectively communicate) what the parameters are for seeking help. I have doubts that very many professors would permit it, but some would.
The reason for assignments isn't because the professor needs the result. It is to cause a change in *your brain* that won't happen if you take very many short cuts.
Seeking help from the professor or an assistant is different, since they know the actual purpose of the individual assignment (in your learning) and can give hints that won't impede your learning, but help you deepen it. The contributors to CodeReview don't have the context (or usually the background) to do that properly. So you may be sabotoging your learning in pursuit of a better grade. Long term that's a losing game.
Making it functional first was a good step, but there is a lot to good programming beyond functional.
And if you haven't done so, then yes, mark it and point to the source of help. If there weren't already rules around the behavior there should be no reason to punish you and you might get better advice about seeking help from the prof. In fact, you should make the note pretty visible so it just doesn't get lost. Program comments may not be read without some statement at the top pointing to them.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Other than taking a few seconds out of your life, the only reason to not mention it is if you think that your instructor would take points off for it. If you're withholding information that you think would affect your grade, that's dishonest. If you disclose it, the worst your instructor can do is mark off points. If you don't, and your instructor finds out about it, they could theoretically accuse you of plagiarism. Citing sources isn't, as many people seem to think, a protection against copyright claims, but it does immunize you against plagiarism claims. If your instructor hasn't given you instructions on citations, you don't need do to anything more than mention that you had your code reviewed on an online forum and that your instructor can ask you for more details if they wish.
Something labeled a take-home "exam" or "test" would be different from something merely labeled an "assignment"; an exam is designed to inform the instructor of your knowledge level, and there is much more of an implied honor system. If there is confusion as to what that honor system consists of, that should be clarified before working on the test. An assignment is an opportunity to practice and to expose to yourself any areas of not understanding before you're actually tested on it. Since the main beneficiary of it is intended to be you, not the instructor, there is less urgency in clarifying the rules prior to working on it.
Upvotes: 2
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<issue_start>username_0: This is a companion question to [Why is Brexit bad for British science?](https://academia.stackexchange.com/questions/114135/why-do-most-scientists-think-brexit-is-bad-for-british-science?noredirect=1#comment299172_114135) Judging from the responses to that question, a significant number of academics are unhappy with Brexit and are not intending to stay in the country for the long term. The implication is that it's become easier to get a British academic position, since there are fewer people interested. Is this borne out in actual data? I'm particularly interested in whether the number of applicants for faculty positions / postdocs dropped, and if so by how much.
The closest thing I've seen to this is Royal Society president <NAME> saying [they have anecdotal evidence](https://www.theguardian.com/science/2018/jul/15/venkatraman-ramakrishnan-interview-brexit-science-funding-innovation-collaboration-royal-society) of people not wanting to come / wanting to leave, but no statistical evidence. It seems to me it should be possible to get that statistical evidence, e.g. universities probably keep a record of applicants for each position, so if there's a change in number after 2016 it should be noticeable. There was no drop in [international student applications](https://qz.com/1198203/despite-brexit-a-record-number-of-foreign-students-want-to-study-at-uk-universities/), but it's not obvious if that also applies to faculty positions.<issue_comment>username_1: Fro the anecdotal evidence referred to by <NAME> it appears that there are people who do not want to come to the UK post-Brexit. In your question you are implying a conjecture that the number of applications will fall and there will be easier to get an academic job in the UK.
The conjecture seems wrong to me. You seem to ignore the fact that the number of jobs in academia is not constant. Many jobs are funded by research councils in the UK but also EU councils like ERC. If this funding is going to reduce, so will the pool of available jobs.
Teaching-focused academic staff are funded by the Universities directly and this funding depends on student recruitment numbers. There is a certain rise in the numbers currently following the [cap lifting in 2014](https://www.theguardian.com/higher-education-network/blog/2014/sep/18/removing-cap-student-numbers-six-questions-hepi-report) but it won't last forever and can't compensate for the expected reduction in EU student numbers.
Even if Universities disclose their records of application numbers for the academic posts (which is not likely), this information has to be compared also with the number of posts being advertised. Bear in mind also that with pound weakening, UK jobs are becoming less attractive for overseas applicants even on purely financial grounds.
To summarise, it is possible that the application numbers reduce **and** it becomes harder to secure an academic job post-Brexit.
Upvotes: 5 <issue_comment>username_2: This is purely anecdotal, so probably not what OP is looking for, but I think it's interesting... I've fairly frequently applied for academic jobs in the UK both before and after the Brexit referendum. I didn't notice a statistically significant change in my success rate, but I did notice a change in the typical eventual outcome of the recruitment processes where I was unsuccessful. Before the referendum, I was mostly being beaten by an empty chair, i.e. the recruiting university decided not to fill the position or to re-advertise it; after the referendum, the positions were mostly being filled by a candidate who already held a more senior position elsewhere, i.e. someone who was already a Reader or Senior Lecturer at one university applying for a Lecturer position at another university.
Upvotes: 2 <issue_comment>username_3: It looks like the answer is "no". There were shifts in demand, but academic jobs remain highly competitive.
* Interest from Europeans cratered
* Interest from the rest of the world held steady, even increased from some regions (countries named are India, Hong Kong, Nigeria, Pakistan and Ireland)
* The increase in interest from the rest of the world did not compensate for the decrease in EU interest for low-paid jobs
* But this doesn't apply for high-paid jobs
>
> Mathematics, which includes analyst and data scientist jobs, is in second place for attracting foreign workers. Engineering, architecture, scientific research, banking and finance, and media and communications roles also attract high levels of interest from overseas.
>
>
>
[Source](https://londonlovesbusiness.com/brexit-vote-five-years-on-europeans-interest-in-uk-jobs-has-collapsed/)
Upvotes: -1 <issue_comment>username_4: Kind of anacdata, but since brexit, at faculty level, we have had:
* Two staff members move to the EU saying they were fed up of the UK
* 4 staff members retire
* We've advertised for one new post - but didn't get anyone we thought good enough, so didn't appoint.
Sub faculty level, I've advertised for two postdocs. One of which was filled by a European, and the other of we decided to re-advertise (still not filled at time of writing).
While by no means good data to answer the question, it does demonstrate two things - that the UK academic workforce can, and probably is, reducing and that not getting good EU candidates does not mean hiring a british person, it can just mean not hiring.
Upvotes: 2
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<issue_start>username_0: A notable academic in my field has asked for a copy of one of my papers which he says he wants to assign to a class. For me this is a big compliment and a good opportunity to get my work out there. Now, I could share the post-print with him, which is allowed by the journal, however, this does not have the correct page numbers and wouldn't be much use for any citations.
My institution always photocopies articles from books and sends them around the class. It's probably quite naughty but they do it a lot. Should I send a scan/photocopy or should I just send a post-print, which would effectively just be a Word doc?<issue_comment>username_1: Of course send the post-print. Why does it matter that it doesn't have the right page numbers? Presumably, your colleague wants to assign it to his class because of its content, not because of its page numbers! Send a note with what the proper citation information would be, in case anyone wants to cite it, or better yet just write that on the top of the document ("Please cite this work as: ...").
Upvotes: 7 [selected_answer]<issue_comment>username_2: Why not send it in it's best form, since students are going to be using the information you wrote in it for academic purposes. I think the journal guys should not mind what and how any academic work is shared.
Upvotes: 2
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<issue_start>username_0: As a Ph.D graduated in mathematics (combinatorial algebra), I would like to apply for jobs in industry such as finance and/or Data science. I have some knowledge on programming but no real-world experience. Do I have any chance to get a job in industry? I looked for industry jobs, in most finance and data mining sector jobs, there exists
>
> mathematics
>
>
>
as one of the field of studies that students of them can apply for. My question is about my chance for these types of jobs.<issue_comment>username_1: If you don't apply, you won't get the job. So, apply!
Yes, it's possible to find a job in industry and many Ph.D. graduates in mathematics do this every year. There are lots of things that you could have been doing earlier in your graduate career to help you prepare for a career outside of academia, but there are also many things that you can do starting right now to help you develop a non-academic career.
One very recent resource that you might find helpful is the book:
[<NAME>, <NAME> and <NAME>, Big Jobs Guide: Business, Industry, and Government Careers for Mathematical Scientists, Statisticians, and Operations Researchers. SIAM, 2018.](http://bookstore.siam.org/ot158/)
Upvotes: 4 [selected_answer]<issue_comment>username_2: If you look at your local jobs portal for positions that require a PhD in mathematics, you'll find if there are opportunities for people like you. Here is [an example](https://job-openings.monster.com/Algorithm-Engineer-Torrance-CA-US-OSI-Systems-Inc/22/1aeac2c5-a383-46f4-92c2-feac5a604a91). Yes you have a chance - if they weren't looking for people with PhD in mathematics, they wouldn't list that as a requirement. Besides, there're more graduates than there are academic positions, so most of those graduates end up in industry.
Good luck, and be sure to visit your university's career center if they have one.
Upvotes: 2 <issue_comment>username_3: Another option you might want to look in to is Actuarial work. I haven't looked at it in decades so my information may be long out of date, but it used to be a very highly paid profession - and highly mathematical. To get a proper license you need(ed) to take a series of tests, but a doctorate in math would give you a pass on some of them.
The actuarial business may have changed this century of course, and also entry to the profession, but it can be a good fit for some mathematicians. See: <http://www.actuary.org>
Upvotes: 0
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<issue_start>username_0: I performed part of my PhD thesis in a lab outside my university. After deciding to publish the result, the head of the lab did not give me the permission to publish it. He wanted to be the coauthor, himself and one of his students. But they did not have substantial contribution to the project. They allowed me to use their lab and their materials. he blocked my work totally. I do not have permission to publish the results just because I do not want to give credit to them since they did not contribute to my work. [According to ICJME](http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html), technical help does not make eligibility to be the coauthor. Their lab knew these standards and accept them. However, the problem is that I cannot prove that their help was not that much to make them eligible to be coauthors. Even my supervisor believes that I should consider them as coauthors because he thinks that they helped me during my stay in their lab. Also, he thinks, like many other people, that it is a custom to consider the head of the lab as a coauthor. Does anyone have suggestions for me? How can I unblock my work?<issue_comment>username_1: Sorry, I don't think you can do much at this point. These things should be negotiated before any resources are shared. Nothing is free, and different people may expect different forms of gratification- reciprocation, acknowledgement, authorship. You are entitled to having your opinions about this, and the correct time to voice them is at the beginning of the labwork/collaboration.
It is possible that your advisor has a prior understanding with this lab that you are not aware of. If this is not so, share your misgivings with your advisor and seek to learn his/her reasons for conceding authorship. With that knowledge, you can avoid such a situation next time.
This time, 'unblock' by giving credit.
Upvotes: 4 <issue_comment>username_2: This is definitely something that should have been discussed, and agreed upon prior to entering their lab. However, the past can't be changed, so finding a way to move forward is prudent at this stage.
1. You want to publish your results
2. You will be first author.
3. You used the facilities of the lab you were visiting which are maintained by the head of the lab and potentially another of his/her students.
4. The head of the lab is customarily (but not always) last author.
5. Perhaps there is room for negotiation; add the head of the lab, but not his/her student.
6. Learn from this experience and be clear, IN WRITING, about publication intentions in situations when you are visiting another researcher's lab.
***At this stage it really does seem you have two options.***
1. add them as authors (or the compromise mentioned above) or;
2. don't publish.
Best wishes!
Upvotes: 2 <issue_comment>username_3: In general, **it is impossible to prove a negative.** However, the lab with which you worked may be able to show that what they did meets the requirements for co-authorship.
But I would consider the issue from the following perspective: everyone else—including your own supervisor—is saying that you should consider them as coauthors. Given that they are more experienced than you are when it comes to publishing, it would be reasonable to follow their advice.
The most important thing for you right now is that you are the first author on the paper. If you believe that there was no value added by working in that lab, as someone suggested in the comments, then you can demonstrate that by excising what you did with them from the paper and seeing if it's still viable. If you can do that, then you can just go ahead and submit the paper without their contribution or permission. If you can't, then perhaps you should reconsider what is possible and reasonable.
(One final thing to note: the ICMJE guidelines are *recommendations*, not rules.)
Upvotes: 1
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<issue_start>username_0: I was taking a look at [Scimago Journal & Country Rank](https://www.scimagojr.com/countryrank.php).
[](https://i.stack.imgur.com/GCVzd.png)
Is there any specific reason why UK produces way more research paper than that of Germany and Japan?
**Note.** kindly, don't bring up futile arguments like population doesn't really matter in case of research paper publication (e.g. India), etc.<issue_comment>username_1: It is very common for academics to not live and work in the country of their birth, and I would assume that this becomes the more common the more research active they are. Many of the publications from British universities will not have been written by British (born) scientists.
Instead, we see stable loops of the following type:
University X has a good reputation
-> Productive researchers move to X
-> a lot research gets done and published at X
-> the reputation of X is good
The UK is home to many very prestigious universities, is not subject to language barriers and has mostly avoided historical disruptions to its research activity.
Upvotes: 7 [selected_answer]<issue_comment>username_2: Many possible factors, but one that we can prove is that **the UK has a disproportionate number of the best universities.**
[The Times Higher Education World Universities list](https://www.timeshighereducation.com/world-university-rankings/2018/world-ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats) states that the US has 110 of the 200 best universities worldwide, while the UK has 31, Germany has 20, and China has 7. Of course, this definition of "best" will invite lots of controversy, and will not only be based on research metrics -- but it does not seem impossible that the UK has the second-highest number of excellent universities worldwide. With this many excellent universities, we would expect a correspondingly high number of papers.
*Why* the UK has so many excellent universities is a different question for which it is harder to come up with hard evidence, though the first-mover advantage that @username_1 suggests seems plausible. Excellent universities have an easier time attracting excellent researchers, so it's a vicious cycle.
One corollary: why does China rank so high with only 7 excellent universities? Well, in one sense they don't, China has ~20x more people than the UK. But beyond that, not all papers come from universities, and the Chinese government is investing very heavily in R&D.
Upvotes: 5 <issue_comment>username_3: I'd like to add a few points to username_1's answer. This is data from Scimago system, which has been largely run and maintained by the US, UK, and, well, Netherlands where it is based. Countries like India, China, former Soviet Union, etc. have their own systems where their researchers produce massive amount of publications. They are of substandard quality of course because they are hedged from global competition by local bureaucracies and/or language barriers. I'm not sure about India, but China has recently passed regulations that their researchers need to publish at least one paper in Scimago or Web of Science indexed journal to get a PhD and certain academic positions. So expect an uptick there soon, but not great. There are headwinds for non-English speaking countries obviously because of the network effect of English language in science and business. But both Scimago and Web of Science continuously add journals from non-English speaking countries to their rankings.
Upvotes: 2 <issue_comment>username_4: Transforming comments into an anaswer:
One large difference between the UK/US and say Germany and France is that"showing off" is very much accepted in the US or UK, while generally frowned upon in say France (or Germany for that matter).
Having fully embraced the "publish or perish" dogma in the UK (I will guess most applies to the US too, but I have lived in the UK) means that there is a desire to produce as much "output" as possible to create a recognised brand, which hopefully attracts more research funding and international, fee paying students.
This has become particularly clear in the UK in recent times, with an excessive focus on rankings for academic and their work, be it h-indices, "impact factors" and whatever they have come up with lately. (There is a new metric of some sort that one university uses.)
This of course ignores the fact that research often needs time to be appreciated and utilised.
In part, such visibility can be achieved by employing lots of PhD students - and even large "Russel Group" universities are not immune to effectively becoming diploma mills, at least on the level of individual research groups.
Where the system comes full circle, is in the way that research funding is awarded: Often applicants for grants can benefit from showing a large publication record which again promotes the publication of quantity over quality. The simplest visible effect of this 'world view' is the splitting of large bodies of work into individual research papers rather than publishing a single comprehensive piece of work. Since two papers will, to the administration, look better than one.
Another difference between the UK as well as US and say Germany as well as France is the "job description" of universities.
The primary task of a university in Germany of France is to teach - to educate teachers and to train/develop future researchers (or managers/leaders in the system of the French Grand Ecoles).
Research takes place at research institutes which can be private or public.
Examples of such research groups are for Germany the Max Planck Gesellschaft, Helmholtz Gesellschaft of Fraunhofer. In France we have CNRS but also the CEA.
In contrast, the UK universities, though registered as charities, very much operate like commercial entities.
(For those in search of some controversy, an article about the pay of vice chancellors in the UK: <https://www.theguardian.com/education/2018/mar/11/university-vice-chancellors-are-paid-far-more-than-public-sector-peers> )
In addition, there is a certain desire amongst politicians to reduce state support for universities - one of the reason for the rise in tuition feeds from 3000 pounds per annum to 9000 a few years ago (around 2011/2012 I think).
As a result, universities are required to provide as much income as possible through their own means. In the grand scheme of things universities have three main avenues to sustain funding: 1) tuition fees, overseas students pay especially well, 2) public research grants 3) industry research funding.
Some institutions also have access to 4) trusts set up by former students who became wealthy or funds collected through donations.
Points 1 to 3 require public visibility of the university, be it to attract students or to justify why they should be funded through work. The easiest way to obtain such visibility is through papers - which in turn encourages the publication of more papers.
Upvotes: 4 <issue_comment>username_5: **We speak English**
A very big factor, and one not mentioned in any answer, is that the British are native English speakers. Since English is, overwhelmingly, the language in which science is published in (thanks America!), native English speakers have a significant advantage in writing papers and getting them accepted.
It's also a big advantage in attracting good scientists from other countries because they already speak the native language. Whereas when I moved to Germany I needed to start learning German, a German PhD moving to the UK for their PostDoc would already speak the local language because they needed it to publish, read research, and present their findings. This makes both living in the country, and the teaching side of the job easier and more accessible. Learning languages is hard, and takes a lot of time, so already knowing the language is a big advantage. This helps the UK maintain long standing network advantages.
Upvotes: 4
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<issue_start>username_0: **What should do or consider to simultaneously succeed at my new professorship and my internet startup?**
I am starting a tenure track professorship in the fall. I am also on the team of an internet startup which has received an initial round of funding. I have expressly limited my availability to the startup to the amount my university allows faculty to consult. That said, this is not consulting, and no explicit rules regarding my situation are on the books beyond broad conflict of interest rules.
I am not alone in this decision to pursue academic and startup success together, and as I talk to others starting this path I see common questions as to what challenges we will face.
**What factors should a dual academic/startup founder consider, especially pre-tenure? I'm especially interested in advice from professors with a startup.**<issue_comment>username_1: Nothing is impossible, but how many hours a week do you want to work? Do you have any life beyond these two endeavors. I don't participate in a startup, but at various times have published books and software and built interesting tools for students and professionals.
But the warning here is that beginning a tenure track (especially) is a very time consuming proposition, especially if you want to actually attain tenure in a few years. You need to serve the students well at what ever level you find them. You need to establish an appropriate publication (research) history as well as a recognizable place in the profession through conferences and such. You need to have, or create, contacts with other researchers to help you in your own. This might come at your own University, given a large enough faculty with good synergy, but you may need to expand your contacts outside.
In the US, the typical "slog" to tenure is seven years and you don't get do-overs. Not every paper you submit for publication is necessarily going to be accepted.
You can read other questions on this site to learn some of the other problems that junior faculty have in adapting to the academic life. Not much of it is likely to come easily to you if you are really new at it. Good things happen in Academia, but they don't happen on auto-pilot.
Some institutions have a history of tenuring most candidates. Some, alternatively, have a history of tenuring nearly no one, though some of the "failed" candidates have a good chance of success in moving, due to the reputation of the university.
All that said, many (most) junior faculty do have outside interests of various sorts that take some amount of time and effort. It isn't impossible to succeed at both, but you may need to set parameters for yourself and decide early on what is the most important thing in your life. If you sort of stumble along at both, you aren't likely to be a success at either.
Finally, what you learn and what you do in the startup may be a plus when it comes to tenure, though you indicate it is a different field, lessening the possibility. But if entrepreneurship is valued in your field it may be a help.
Upvotes: 3 <issue_comment>username_2: I have done both, and let me tell you it boils down to how hard you want to fall into entrepreneurship.
I did research for my own sake and did teaching, to see students smile when their code compiled; but let me warn you with peace and love that both startups and doing research/teaching are both very stressful. So:
If you want to be serious about startup, you will eventually be very busy with it and not so much time doing research. However, if you want to use "I'm part of a startup" just to open a presentation or conversation then you can do both.
It might sound harsh, but you have no idea how hard a startup will be, both in terms of operations and people management.
**What is 'Impact' anyway?** Lets consider the word "impact" that you mentioned. What is it? Well:
**Researcher**: if you are a researcher it is very simple: the rank of the journal you are publishing shows the impact of your work. There is a difference if I publish my work as a poster in a conference, or publish it in a journal in THE Nature.
**Startup**: What is the impact here? Well, do you remember the "Green energy" back in 2005-2006; "social network" in 2007, "the cloud" in 2010, or "Big Data" in 2012; or "Crypto" in 2017? What all these things have in common? The fact that someone decided that they are the "next big thing" and the rest are following. Why the are following? Well they can get funded easier if they are "crypto-based" startup back in summer of 2017. The game is to get funding by *promising* an impact. Who and how they can deliver this, is totally different thing and in most cases, they are BS.
**Philosophical**: Lets think about this philosophically. You could create the better toilet paper, and have an impact everywhere, is this something you are looking for? You could write a research paper that most people or no one in your field cares. At the same time, you could get funded and create a successful or unsuccessful startup. What I'm trying to say here is that: you could succeed or fail at anything, at least choose something that you look forward to; so you don't switch as soon as you fail.
Upvotes: 3 [selected_answer]
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2018/07/25
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<issue_start>username_0: As a graduate student in a CS program, *"Who Owns the (rights to the) Code I Write"*?
I know that the answer is different depending upon:
(Case-1) I work for the University or am supported in some way (such as a TA, RA, and whether I receive financial assistance such as tuition).
(Case-2) Or I work for an employer who is paying my tuition (and thus may have some claim over the code I write while working on courses).
(Case-3) My specific case - I am paying for my tuition, so there is no party providing funds. Thus it would seem that I retain ownership in the code I write on my own time. Does it matter whether the code is written to solve a problem or assignment?
I have read my University Intellectual Property statement, (*which is written in legal terminology*), but seems to suggest that I would relinquish (*at least some*) rights in the first case. This would indicate that I would retain rights in my case (or the employer policies in Case-2).
There are similar questions (below), but they seem to answer different questions, related to (Case-1) and relationship between student, professor, and funding parties.
* [Ownership of the code](https://academia.stackexchange.com/questions/8834/ownership-of-the-code)
* [Sharing assignments with a potential employer](https://academia.stackexchange.com/questions/66566/sharing-assignments-with-a-potential-employer)
* [Thesis in use, potential employer wants to see source code](https://academia.stackexchange.com/questions/114133/thesis-in-use-potential-employer-wants-to-see-source-code)<issue_comment>username_1: As indicated, this is a legal question and not an academic one, however I do get asked this frequently by students.
Intellectual property questions are never simple. When you do work at a university, the idea that created the work may have come from a member of the academic staff. Ideas and techniques that are incorporated in the work come from classes created by other academic staff. Some of their ideas come from their education and books and papers they used. The university (their current employer) and perhaps some past employers may have contributed to that knowledge.
Then the student creates some artefact from that. Does the student wholly own everything intellectual in that artefact? Probably not, unless there is an agreement that says they do.
Without any agreement it would be for the courts to decide who owns what fraction of the intellectual property. Normally no one bothers, but when it is a valuable idea or artefact then the lawyers will follow.
There can be no simple answer to this question.
Upvotes: 2 <issue_comment>username_2: I don't think we will be able to answer you because, generally speaking, any law-related question depends on different laws and contracts which are usually dependent on your country/state, your school/employer/institution, and the contracts you may or may not have agreed to.
As an example in France the answer will be different depending on the contract you have with your school, if you worked alone or as a group, if it was during an internship and if your employer is a public or private company, which IP category the works belongs to (A : patent-able, B : original creation, C : cannot be protected by IP laws), if all the contracts you have passed are lawful, etc.
But as a student you should be able to find information by asking to the administration of your university or by checking its rules and regulations and if they are lawful.
Upvotes: 1
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2018/07/25
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<issue_start>username_0: Im interested in collaborating with a researcher and he is willing to collaborate and share his data with me for the joint paper but I need to send him a formal email and ask if I can look at the data and use it for the paper? Does someone have a sample email?
Many thanks<issue_comment>username_1: As you say that he is willing to collaborate, that means that you already talked to him about it and the formal email is just a prerequisite for his institute/university. Thus, it is most likely different from others and unique to this case, so it would be best to just ask him directly about the format he needs.
Upvotes: 1 <issue_comment>username_2: Oh my gosh. As mentioned above, they agreed already, thus the mail is a formality. Now, just be formal.
>
> Dear Prof. Tihiy,
>
>
> Would it be possible for me to access the raw data from your recent work "Sepulki and Sepulation"? I am planning research on the forms of sepulation in vaccum and your data would be of immense importance to me.
>
>
> Of course, should my research be fruitful, a would arise.
>
>
> Best regards,
>
>
> <NAME>
>
>
>
Upvotes: 0
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2018/07/25
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<issue_start>username_0: I've noticed that most papers do not say explicitly (or at all) how much time did the research take. This excludes certain types of studies, such as epidemiological studies that usually say that the study's cohort was followed for some-and-some months etc., but what I mean is that in most papers there is no actual indication of how much time the study\set of experiments took.
I believe this type of information could be useful for readers, especially for readers that would like to perform similar experiments for their own research.
So **why is this information not required from authors**?
(I realize that it's sometimes hard to pinpoint the date when a person begins and finishes a research project, but it could still be useful to give an approximation in months. This way a reader could get a better estimation if such a project is reasonable for their own research, at least from time investment considerations.)<issue_comment>username_1: Because it is simply impossible to give an estimate on that time in research.
Only when you have finished the theoretical research, the thinking, the experiments, you can start planning and measuring the time needed for experiments to verify your claim, the time needed to write everything down, etc.
But for theoretical research and discovering new things, that is impossible. You can think about a problem for years and never get a solution, or you can stumble over it one day while doing something totally different and get an idea for a solution in a few days only.
Another point to add is the background of the researcher. Say two people have the same idea how to tackle an unsolved problem. One is a professor and big expert in the field, having access to a lab full of PhD-students and post docs to run experiments, the other is a Master student having, maybe, a laptop. Can you really compare the time these two need? Furthermore, when measuring the time needed to solve a problem, how do you measure the years and years of learning all the skills necessary to actually do it, how do you count all the failed attempts, all the ideas that didn't work out until you finally find one that actually works?
So my point is: It is almost impossible to measure how long it takes to get a theoretical result. You can measure things like study times, times to replicate something in the lab, running times of algorithms, etc. - but in many cases, these are either easy to deduce from the experiment description or they are given in the paper.
Upvotes: 5 <issue_comment>username_2: In a paper I wrote 35 years ago, I remarked that there ought to be a strong connection between a certain pair of concepts. After doing nothing with that idea for a long time, I recently worked out the connection, in a few days. I'm about to start writing this up, but first I had to check the relevant literature in order to cite it properly. One item was available only by inter-library loan, and the time spent waiting for it was roughly similar to the time spent actually proving the theorem. If someone asked me how much time it took to do this research, I could truthfully answer "a few days" and I could truthfully answer "35 years".
Furthermore, neither of those answers would be useful for my readers, because confirming my result will not involve repeating experiments but rather just reading and checking the proof in my paper. How long will that take? Maybe an hour or so for an expert in the relevant area, but much longer for someone unfamiliar with the area who needs to read a lot of prerequisite material first.
So I'd say that, at least in mathematics, information about the time required for research is likely to be meaningless and useless.
Upvotes: 6 <issue_comment>username_3: The answers above do a great job of explaining why it is difficult to estimate time taken. I will add two points:
(1) Time taken would including ideation time, feasibility study time, vetting time, experiment design time (if applicable), experiment set up time (man, machine, material availability), experiment running time, data analysis time, compilation, writing and consent-acquiring time.
The majority of these are highly individual specific, and some (set up, consent) are organisation/institute/lab-dependent. These would not be useful if specified, since they are unlikely to be applicable in a different environment. The only (somewhat) universal factor is experiment running time- there is indeed a case for specifying this. In some fields, such as prediction of long-term material properties, this experiment time is crucial to mention.
(2) I don't have a citation on this, but it seems that payoff (academic or pecuniary)and material resources(man, machine, material again) dictate project choice more than time.
Upvotes: 2 <issue_comment>username_4: It would be difficult to pin this number down precisely. Most research projects contain an incredible number of false starts, changes in direction, and obvious-in-hindsight errors, so knowing that *these* authors took two years to produce a paper tells you fairly little, because
* You may have more (or less) experience,
* Your subjects/specimens might be different in some subtle but important way,
* You may not need to search around for parameters that work, since they already did—or you may have to optimize something that "just works" for them.
* and so on....
However, while this information doesn't go in the paper, you can often find it out. Researchers usually have a rough idea of what their close colleagues are working on and for how long, as in "eh, it took him about a year to get those experiments going."
**An even better solution is to ask!** This may get you context that would be difficult to put in a paper: no one is going to write "9 months, but the postdoc is an idiot" in a paper, but they may say "only two months, but she is *amazingly* good at training animals; it took the new folks more like 4-5 months and even then, the behavior hasn't totally stabilized" in conversation. You don't need to know the authors well--you could email them, ask on Twitter, or even just bump into them at a conference. People are generally happy to answer this because they either get to brag ("look how clever we are") or complain ("Yeesh, what a slog") both of which are popular conversation options. Asking may also produce an offer to collaborate, or share the actual protocols, which are probably more detailed than whatever went into the paper. So…ask!
Upvotes: 4 <issue_comment>username_5: To avoid cognitive bias.
Unfortunately, humans are just humans. The problem with human psychology is that we must compare, evaluate and decide "what's better". If there are no **meaningful** and measurable qualities to compare, we compare any qualities that we can get our hands on. There are many mundane examples, e.g. cameras being compared by useless property of megapixels, just because it's a solid, available and easy to compare number while the property we want (quality of pictures) is not easy to measure, quantify and compare. Many of us would not be able to help but to judge research by it's duration where judging its merit would prove too hard.
Length of research would enable superficial comparison of unrelated research and that could lead to bias. Possibly shorter research being treated as "not as serious" as longer ones.
Upvotes: 1 <issue_comment>username_6: Because efforts on most research projects are interspersed with other activities (e.g. other projects, grant-writing, reporting, teaching, grading, serving on committees, attending conferences, reviewing, organizing events, interviewing, advising [even other students, informally] etc.) the time between starting and finishing a research project often seems **embarrassingly long** when stated without all that other context.
Authors want to avoid readers' sensible reactions of "What? That took *how* long? I could've sat down and done it in a tenth of that time!"
None of the other context is relevant to the contribution that the work is making to advance the common state of knowledge, so it doesn't need to be included. Further, the amount of time invested in getting that advance in knowledge isn't necessarily correlated to the value the work has in advancing common knowledge, and the latter is what really counts.
Also, a researcher will spend a LOT of time reading a body of literature that informs more than one paper. This means the first paper takes longer start-to-finish than another paper which is the same amount of work beyond the literature review. How would one properly allocate that common background time to multiple papers, especially when they don't know how many there will be in the future at the time of writing any current one? How would you count all the time spent searching for, starting, or reading papers that turned out to be dead ends and not particularly informative?
The backstories sometimes come out in less formal settings, but even then the number of hours/weeks/months/years it took researcher X to do something doesn't necessarily help researcher Y (who has a different set of other tasks going on) determine how long it would take them to do something similar.
Upvotes: 1 <issue_comment>username_7: Not to contradict many of the good answers above, but I'll add one more consideration, at least in the case of mathematics. Even if it were possible to give an accurate count of the number of "brain-hours" it took you to solve a problem (not including ancillary research that had to be done beforehand), you might not want to offer that information, simply out of a sense of self-consciousness. Most "average" mathematicians (including myself) are keenly aware that a problem that might take them weeks or months to solve themselves, could perfectly well have been solved in an afternoon by a mathematician of greater ability. Conversely, if you are one of those mathematicians of greater ability, mentioning the short amount time it took you to solve the problem would probably be considered bragging.
One thing however that I think mathematical writing could benefit from is in including, not the time spent, but the motivation and overall trajectory that brought them to their conclusions. Most articles in mathematics give the impression that the author just took a nap one afternoon and woke up with a fully-formed proof. It is almost always the case that the author happened upon several intermediate results that led them to their eventual conclusion, and this indeed could help to give the reader a fuller understanding of the result. But, that's just the way we write these days, and journal editors by and large don't like it when you include that kind of meta-information.
But ultimately (in the case of mathematics), who cares how long it took you? The coin of the realm is proving quality theorems, not proving those theorems in the shortest possible time. Time spent has absolutely no bearing on the usefulness, or impressiveness, of a proven theorem. It may be useful information to know in some of the natural/social sciences, but in mathematics it is simply not relevant.
Upvotes: 2
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2018/07/25
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<issue_start>username_0: In my master thesis I included some definitions exactly (just translated in French) like they appear in a paper because they are particularly well written and easy to read for someone who has never dealt with the subject. Of course I do cite the paper, but should I explicitly tell that the definitions are from that paper ?<issue_comment>username_1: That is a great question for your advisor. :)
All I can give is my personal opinion on that, and your advisor might have a different opinion (and in the end, he grades your work, not me, so it might be good to find out what he is thinking):
There are two ways to quote a paper. One is to quote its general content, this is marked by something like
>
> The following section is based on multiple works by A and B [1,2,5,7].
>
>
>
If, as in your case, you want to directly quote something verbatim, I would make it clear, for example like this
>
> Definition 7 ([1, theorem 4.3])
>
>
>
Including the exact place where to find it in the original paper helps others to check that you really just quoted verbatim (don't get me started on people who change a quoted theorem to suit their claims...).
As a general rule, always try to make it as easy as possible for people to read and verify your work, without drowning them in unnecessary references. Quoting a famous 50 page research-novel might look good in your sources, but if you don't give the exact place in there, almost no one will have time to check what you are quoting.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Yes, you should indicate this explicitly. Make sure to clearly distinguish between ideas that you paraphrase from your sources, and text that you copy in identical form.
There are Latex environments that do this for you, for instance [quote](https://tex.stackexchange.com/questions/325695/how-to-style-blockquote). It will visually mark up text blocks that you have taken in verbatim from a source. Not doing so properly may raise issues of plagiarism.
Upvotes: 1
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2018/07/25
| 1,198
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<issue_start>username_0: I have recently developed an interest in a hot topic of computer science and I would like to pursue a master's degree in that topic.
Looking at the available grad school programs and their admissions process they all (very understandably) require recommendation letters.
The issue is that I graduated 6 years ago and not expecting to ever need a recommendation letter for further academic development I have not kept any connections with previous professors. I could try to contact some of them who I had a good relationship with back then, but I believe the most I would get now is either a rejection or a run of the mill "This student was punctual and had good grades" type of letter.
In the past 6 years I have served in the army for a year and worked in the industry for the next 5. I believe I have a good chance of getting a good recommendation letter from past and current managers.
My question is this. Do I absolutely need recommendation letters from professors in order to get a place at a grad school program or is anybody who I have worked under a good reference?
How do admissions committees look upon recommendation letters by non academics?
I am not looking for a career in academia. I want to apply the knowledge I will get in the industry. (And I intend to put this in my motivation letter)
If it makes any difference I am interested in European universities<issue_comment>username_1: This is the sort of question that can only be answered correctly by an individual university. Some will interpret such rules very strictly, others not so much. You can, of course, inquire directly with either the admissions office or an individual academic department, giving your situation. The feedback you get should guide you and help you avoid some of the frustration.
However, as you do that, you can also try to re-establish the relationships you once had, in person if possible. You may be surprised and some of the people may remember you and wish to help. This reestablishment of old relationships is a good thing in any case and people may be able to guide you further.
The comment of user <NAME> about industry letters is also correct and will help in most cases.
Another avenue that might be open to you, however, is to actually approach a faculty member at one of the universities you would like to attend. You can most likely learn their office hours from an administration office. Show up, perhaps having first sent a letter stating that you will, and talk about what you would like to do. If you can interest them in you, they might be able to ease your way.
Faculty members are busy of course, so make any such meeting at their convenience and be ready to state your goals and make your case succinctly. Again, you are likely to get further advice, rather than a brush-off.
In general, I think that unusual situations don't fare well unless unusual measures are taken. If you just meld into the crowd you won't get any "special" consideration.
There are likely a lot of others in similar situations. Find a way to stand out a bit from the crowd.
Upvotes: 2 <issue_comment>username_2: Compared to PhD programs, applying to a masters program is usually low stake, so that works in your favor. If you're applying to department that offers a PhD in the same area, the masters students in the program are basically low-effort piggy banks. In my experience, most masters programs do not offer funding and have a limited number of TA-ships. They want your money, so all you really have to do is show them that you have the basic qualifications to get in.
If you're worried, the best thing to do is take a class in your preferred area through a prestigious program - online or in person. Most universities offer extension courses that you can sign up for and pay for on a per unit basis. Then ask the instructor for the class to write a letter that says you are currently capable of conducting the sort of academic work required for a graduate program. That's all your readers really need to know. FYI - this is how I got into my PhD program. I took a one-off graduate course in my area at the program I was applying to and asked the prof to write a letter for me.
You can also do something similar by participating in a boot camp or certificate program. These could all add to your credibility in CS. Also, you might bypass the masters entirely by doing this (hint, hint).
Your undergraduate degree is stale, so you can only rely on your recent experiences for non-academic letter. Assuming they ask for a personal statement, you can explain why you need non-academic letters - these are the people who are familiar with your current skills. No need to say anything else about it. I'm not sure whether your current work involves any sort of programming or relevant computer work, but it would be ideal if your writers could write something about this in concrete ways. If not (or if so) - do you demonstrate a capacity for algorithmic thinking and problem solving (e.g. how are you at decomposition?)? How are you at procedural tasks? Basically - figure out what the basic skills of a CS masters student are and have them describe how you satisfy some of those condition, even if you're not spending your time programming.
Upvotes: 1
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2018/07/25
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<issue_start>username_0: So I sent a thank you email to a professor who wrote me a reference letter. I updated her on the results of my applications. She replied back in a really nice email congratulating me and giving me some suggestions for my future career. I feel kind of rude ending our conversation this way, but at the same time, I also think it might be annoying for her to see another thank you email from me. If I do reply, I will most likely just say thank you again, this time for your kind words, and so on, which sound a bit repetitive. What would be an appropriate thing to do in this situation?<issue_comment>username_1: Your analysis seems correct. If she didn't ask you any questions or imply the desire for more information, I think you can and should leave it at that, for now. Once a "sufficient" back and forth chain of thank you notes has occurred there is no reason to extend it.
However, if the need arises in future to communicate with her you can open with thanks for past help and encouragement. You could also, then, let her know of any success generated by yer suggestions.
As you note, some emails are just noise. Some are nice, but not essential. Some are essential. This sounds like it would be just noise and she is likely busy encouraging the next person.
However, if you do take her suggestions and things work out well for you as a consequence, you can then write with the appropriate thanks and update.
I seldom reply to emails such as the one you describe unless I have something to say that will benefit the receiver in some way. There are exceptions, of course.
Upvotes: 1 <issue_comment>username_2: As an instructor, when I write a nice personal note to a student, it means I spent some time thinking about them and how I could help them. I appreciate when someone says thank you. Here's how to do it without inviting another round.
>
> Thank you. I really appreciate your help and advice.
>
>
> Turtle
>
>
>
Upvotes: 4 <issue_comment>username_3: I would e-mail the professor back thanking her again for her kind words and telling her how you would use her career advice because it is a bit rude to get a reference letter and then cut off the conversation.
While it may be a bit repetitive, remember that you can always add how well the suggestions that she gave you worked out. Also, a thank-you letter does not always have to be long.
Upvotes: 2
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2018/07/25
| 906
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<issue_start>username_0: I am currently a senior finishing up my bachelor's degree in Psychology through online classes offered at Washington State University. I intend to apply to grad schools (2 PhD programs and 1 MS as a plan B) thereafter. I will be engaging in Independent Study during the Fall, 2018 and Spring 2019 semesters (a literature review project). I will then be eligible to graduate in May, 2019. However, I am wondering if an independent study literature review project is considered to be strong enough "research experience" for grad school apps. Recently, I have been considering staying-on for an extra semester to participate in more research. I have the opportunity to engage in a Hypothesis Testing option where I can run my own experiment (with mentoring, of course!).
I'm just wondering whether staying an extra semester to do research is worth it (the trade-off is I will have less time to study for GREs and write applications because I will start school again in August, versus totally being done and having a few extra months to prepare). Can anyone provide input on this? Basically, my choices are: 1) graduate in May, 2019 with 1 Independent Study project under my belt and have time to study/take GREs and write applications; or 2) graduate in December, 2019 with 2 research projects under my belt, but less time for GRE prep and applications.
I have also read on some of these posts that grad schools may not like applicants who took classes online, so any input here is welcome as well. How do grad schools view courses taken online through major universities? Although my junior and senior year classes have been solely online, I have been able to gain TA experience and I have a good relationship with our program director, so I will be able to get good letters of recommendation. I also have a 4.0 GPA, so I'm hoping that helps my case a bit.
Any input is much appreciated - I'm really torn on this decision. Thanks!<issue_comment>username_1: Your analysis seems correct. If she didn't ask you any questions or imply the desire for more information, I think you can and should leave it at that, for now. Once a "sufficient" back and forth chain of thank you notes has occurred there is no reason to extend it.
However, if the need arises in future to communicate with her you can open with thanks for past help and encouragement. You could also, then, let her know of any success generated by yer suggestions.
As you note, some emails are just noise. Some are nice, but not essential. Some are essential. This sounds like it would be just noise and she is likely busy encouraging the next person.
However, if you do take her suggestions and things work out well for you as a consequence, you can then write with the appropriate thanks and update.
I seldom reply to emails such as the one you describe unless I have something to say that will benefit the receiver in some way. There are exceptions, of course.
Upvotes: 1 <issue_comment>username_2: As an instructor, when I write a nice personal note to a student, it means I spent some time thinking about them and how I could help them. I appreciate when someone says thank you. Here's how to do it without inviting another round.
>
> Thank you. I really appreciate your help and advice.
>
>
> Turtle
>
>
>
Upvotes: 4 <issue_comment>username_3: I would e-mail the professor back thanking her again for her kind words and telling her how you would use her career advice because it is a bit rude to get a reference letter and then cut off the conversation.
While it may be a bit repetitive, remember that you can always add how well the suggestions that she gave you worked out. Also, a thank-you letter does not always have to be long.
Upvotes: 2
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2018/07/25
| 1,863
| 8,020
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<issue_start>username_0: When I was in my first year of M.Sc. a professor told me to work on a project for which the main data belonged to him. He had sent me an early draft and told me to translate it into English, so I did along with recalculations and adding some stuff to the paper. We sent the article to a journal and got published there. But a year later the journal contacted me because of a duplication based on a conference proceeding with the professor's name and another student which was from 3 years before this.
As of this moment the journal retracted the article, they didn't charge me guilty at all in my university but they fired the prof because he had multiple other misconducts before that.
Is this the end of my academic career? I am trying to apply for a PhD, does this mean no one will ever accept me?
What should I do when I was not even guilty but yet there has been a retraction based on this issue?
I might really be overthinking this, but I am really scared that nowhere accepts me for future studies.
**UPDATE:**
Thank you all for answering my question.
Unfortunately, I live in a dictatorial country in the middle east.
I have told the department head of our faculty but he doesn't AT ALL.
I have told my supervisor he said I am sorry but nothing we can do in this situation. I have talked to an attorney he said in a country such as ours that copyright is not a thing these cases don't matter.
I have applied for multiple PhD job positions in European countries but I got rejected from most of them.<issue_comment>username_1: I think you are in a tough place, but it also seems like nothing you did caused the problem. It is all on your prof. Hopefully you will be able to explain that and the only effect is that you will have an interesting story to tell to your grand-children.
But you should do what you can to get others in the university to write you letters of defense and to assure that the history of the event is retained in institutional memory. Find a mentor for yourself who knows the story and will champion you, not just defend you.
It is even possible, though unlikely, that editors of the journal can be convinced that you were a victim. After all it isn't your place, as a student, to know everything yet, so it is easy to be misled.
Basically, you need allies at this point. After a while, if you can get in the door, the memory of the event will fade and your reputation will be more properly based on your own work.
Upvotes: 5 <issue_comment>username_2: If I understand your description, **there is no finding of academic misconduct against you**. You have co-authorship of a retracted article, where the problem appears to have been caused by the misconduct of your co-author, and unbeknownst to you. The incident occurred when you were only a masters student acting under the direction of a professor. If this description is accurate, I do not see why this matter would affect your future research career. I cannot imagine this being held against you by a selection panel for PhD candidature, or later in your career.
To ensure you have evidence confirming your account of events, I would strongly recommend asking the university to give you a formal written finding describing the matter and confirming that you did not commit academic misconduct. You should also ask them for a letter of reference that gives an account of your abilities, with an apology to you for misconduct of this professor. Bear in mind that the university employed the professor that instructed you in this matter, so they bear some responsibility to you here, and you have some good leverage to get them to give you a formal exoneration. If you have trouble getting them to give you this, I would recommend speaking to a solicitor to look at your options. By taking you on as a student the university had a responsibility to you, and it is responsible if its employee harms your research work through his misconduct.
The academic journal has no corresponding obligation to you, so what I would recommend here is to get your formal exoneration letter from the university and then send it to the journal. Ask them to append a description to their retraction (the online version) noting that you were not responsible for any misconduct in this matter.
Upvotes: 7 <issue_comment>username_3: Your career as an academic is not over. It is likely that you will spend a considerable time "atoning" for this issue. It is also possible that you will become a better supervisor because of it. Regardless, you will need to manage this carefully and forcefully.
As Director of a Graduate School, this is all I can say: "What a mess."
This retraction is now in the public domain. Let us accept, for argument's sake, that you are being truthful in your description of the events. This means that you will spend precious effort, time and space in convincing potential PhD supervisors to take you on as a student and convincing admissions panels that your role in this is benign.
A few tips:
1. **Address this head on with strong evidence from third parties.** Your version of events is hardly convincing without supporting evidence to back you. I can imagine that your application packet will now include enclosures from the university about the case, statements from investigators attesting to your role in the case, etc. Do not try to hide this. My staff are trained to find just this sort of thing. Understand that if you are rejected, you will never truly know what role this information played in the decision-making process. This will be extremely frustrating.
2. You will need to **work harder** that most to make up for this issue on your record. Use this energy to prove to others that the issue does not define you.
3. You need to incorporate this into your future dealings with people. You must use this to **become a better supervisor** when you have students of your own.
Good luck to you.
Upvotes: 5 <issue_comment>username_4: I do not know about how other see this and which country you are in. But in some western countries research integrity is highly stressed on students. The student has responsibility on maintaining research integrity. I personally would not accept to add my name in an article which I do not know where the data, literature, how all the work done.
You say:
>
> and told me to translate it into English, so I did along with
> recalculations and adding some stuff to the paper.
>
>
>
And the work you did in my humble opinion does not qualify co-authorship. A co-author, specially first co-author has scientific contribution to the materials. I do not see where your scientific contribution is? translation and recalculation is not!
The most important thing is to take the lessons from this incident. As a Phd. student no one will listen to you if you said my supervisor said or told me to do this then I did it. You have to reason and do the research by yourself and know what you write and talk about.
Upvotes: 0 <issue_comment>username_5: You should be positive about what **you did**, rather than over-worry about the failings of others. It will be important to take half a step back so that you can extract the good parts (where you were competent) from the bad (where you were, essentially, duped).
In many areas of technical work, we study hard and do our best, but at the end the 'project' is canned (often funding dries up) and we have to move on, remembering and learning from the good parts, and putting the other bits behind ourselves, in a (fairly) open and honest way.
Remember it was the professor's paper. Your contribution was: *translation*, some additional calculations, and some *additional* paragraphs. The retraction was that the professor had multiply reported their previous work, hopefully not that your contribution was also a repeat (unknowingly) of some other co-authors previous work.
Work with your strengths, not the weaknesses of others. Be clear as to the separation of the two.
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<issue_start>username_0: I generally thought that these examples are rare and that I just had bad luck.
The first time I met with pseudoscience mumblings from academicians was by a statistic professor in my junior year (even though he is a reputable math modeling researcher). He was in a television talk show, debating spiral conscience (see picture).
[](https://i.stack.imgur.com/emBe0.jpg)
Not to mention a famous neurosurgeon doctor and distinguished professor who claim depleted uranium is the cause of environmental pollution that leads to a non-existent "epidemic" of cancer (which is factually and scientifically incorrect).
Plus fear-mongering and scare of foreign-produced vaccines.
In my graduate school, researchers from quantum chemistry division shared on social media some obscure alternative medicine stuff and remedies. I'm still shocked.
When I went to Australia for a joint workshop in Global Warming, GIS, and Environmental Science, I was surprised that an esteemed and senior professor tried hard to push discourse that there is not enough and sufficient evidence that climate change is man-made.
Usually, I focus more on publishing work and I cannot devote time and energy to debunk or write opposition letters. I also see many questionable research practices in the domain of chemistry, the so-called replication crisis. However, I am not so much concern with that as I am with the spreading of pseudoscience and misinformation.
In the part of the world where I live, academics have a public duty and role in the community. However, I see more and more people from academia take an anti-abortion stance, nationalism, conservatism, and against some scientific knowledge. Should I be passive toward an anti-intellectualism rise in my surrounding?<issue_comment>username_1: I will not address any of the particular topics you cite and I do not intend to wade through those topics to argue which are "anti-science". However, as a general observation, it is worth noting that academics tend to be very knowledgeable within their own specialty areas, but beyond this narrow scope, they may be no more well informed than other citizens. Outside their areas of specialist knowledge academics are roughly as prone to error and irrationality as other people.
This observation has been made many times by many eminent thinkers, and there is a mountain of historical evidence backing it up. The philosopher <NAME> has argued that academics have a long history of poor judgments and irresponsible anti-scientific behaviours on topics outside their specialty areas (see his chapter "The Betrayal of the Profs." in his book [*The Flight from Truth*](https://rads.stackoverflow.com/amzn/click/0394576438)). Similar observations have been made by economists <NAME> and <NAME> in their books. If you can find a hideously irrational doctrine or movement, there is a good chance that it was spearheaded by prominent academics.
Having said this, it is valuable to have a good degree of [heterodoxy in academia](https://heterodoxacademy.org/the-problem/), and to allow it to be a place where unpopular ideas may be investigated and promulgated. One reason for this is that it allows people to be exposed to arguments for opposing ideas, and acts as a countervailing effect to confirmation bias. It appears from your post that you would like to rule certain topics out of bounds in academia, such as arguments against abortion, arguments in favour of nationalism or conservatism, and so on. Labelling such views "anti-science" or "anti-intellectualism" is false and lazy, and it does not do justice to genuine arguments on these topics. The notion that there should be monolithic adherence to your preferred views in academia is ---um, how to put this delicately--- problematic.
---
**Update:** Unsurprisingly, there is quite a bit of negative commentary towards the views of the OP in the comments section of the original post, and also this answer. In regard to the OP's attitude towards contrary opinions, it is worth noting that the OP has now accepted this answer, which is one that contains some pretty blunt criticisms of his/her views. This demonstrates the ability of the OP to see merit/value in a viewpoint that is critical of him/her, and proceed with a reward to that viewpoint. (It is also a somewhat delicious irony that the OP has accepted an answer from an academic who has also been a fairly regular writer/speaker for 'right-wing' think-tanks.) That gives me a lot of hope that the OP is not far away from appreciating the value of having some heterodoxy in academia, and approaching questions by allowing adversarial viewpoints. I think it speaks pretty highly of the OP to have the fortitude for that.
Upvotes: 6 [selected_answer]<issue_comment>username_2: **Don't take action against them, because it may be illegal.**
While there's nothing wrong with promoting scientific literacy, your comments tend to suggest going well past that mark, with the goal of driving non-conformers out of the field.
While I'm not sure from this question where you are from, just about every first-world country has equal opportunity legislation that protects individuals from discrimination by employers on the grounds of their religious or political beliefs. These laws often cover things like targeted harassment or the creation of a hostile workplace, and can leave your employer open to legal action if they fail to police their employees to ensure that these sorts of things do not occur. As universities are employers, they will almost certainly be covered by such laws, and as such, attempts at "de-platforming" people because of their religious or political views are almost definitely illegal.
Once you get away from the views that they hold that are less explicitly religious or political, things might get a bit more of a grey area, but it would likely depend on the laws in your location and whether general New Age-style "spiritual" beliefs (e.g. the spiral conscience thing pictured in your question) count as being sufficiently religious or political to be protected.
Upvotes: 0 <issue_comment>username_3: First of all: Science is not a democracy. The majority/mainstream is not always right, the minority (or even an individual) not always wrong (case in point: <NAME>).
Now, having an "exotic" opinion does not make it right. Hence, one principle which I found useful to apply when considering an exotic opinion is whether it is a genuine opinion of whoever expresses it. I distinguish this from just parroting someone else's opinion - examples for the latter are conspiracy theories; furthermore, there are other expressions of opinions, such as conjuring of structure, or rhetorics.
**Genuine Opinion**
If the opinion is genuine, you can learn from it. You do not have to agree, but I found it fun to learn from this. In fact, I had some of my most enjoyable discussions with people like that and in several cases managed to turn their own thought complex around and convince them why the scientific method is actually the right thing to do - it worked because their thought complex was genuine, and expressed an - even if unorthodox - intellectual honesty. People like that can be brought to appreciate (even if not always agree) with "classical" science. On the other hand, they can be very inspiring discussion partners from which one can learn alternative (even if possibly incorrect) perceptions on the world. One needs patience - and only spend that time if you like that type of discussion, but it can be rewarding.
**Reproduced Opinions**
Then there are the others: the ones who reproduce scientific conspiracy theories. These people are not interested in science or an approximation of "truth". Rather, this is - in my experience - driven by contrarianism to the "scientific elite", distrust of scientists due to regular reports on scandals, the inherent doubt of science, or political agendas (about these more below). This cannot be addressed by purely scientific means, although you will need to know your facts extremely well. However, much more important is to address the agenda that these people have or inner contradictions. It can help to operate with their own thinking.
I'll invent a synthetic example: say, somebody believes the moon landing was faked. There are of course a lot of down-to-earth arguments trying to establish why this belief is wrong. However, a true believer may not be swayed by them. Rather, here one could address the question of whether they believed that humans built the pyramids. If they say yes, then the question would be why they believe that 4000 years ago people were able to build pyramids and in the time of rocket, atom and transistor they should not be able to send a human to the moon, when satellite communication is almost standard. If they say no, e.g., they were helped by aliens in building the pyramids, then one could play the ironic game and ask why they think those aliens couldn't have helped NASA, after all they can always consult them in Area 51 - make sure you wear a smirk to avoid being mistaken for taking this belief serious, of course. The point is not to convince them, but play a "Xanatos Gambit" where they have a choice of going for the boring down-to-earth explanation that conventional people accept, or pushing their own far-fetched belief to absurd conclusions. This method works surprisingly often when appropriately used. It corresponds to a proof by contradiction in math.
**Conjuration of Structure**
The example OP shows probably falls into this category - self-enamoured conjuration of structure; it is trying to bring order into a chaotic field. It recalls the way alchemists tried to structure the world, or, to name a more concrete example, Keplerian's Harmonices Mundi. While there is no real evidence to it, it is a mental exercise - sometimes to be taken more, sometimes less serious - to put things into their rightful place.
It fails to deliver scientifically because it has no predictive (and often no really postdictive or even descriptive) power. Sometimes, such as in Kepler's case, it was a serious attempt. Many mystical/kabbalistical practices have a significant element of conjuring symmetry or proto-mathematical structures, but in other cases, the structuring may well be purely verbal (as in OP's case).
The most ironic thing is that the theory modern elementary particle physics (think: the "Eight-Fold Way") ended up looking (superficially) quite similar to those mystical diagrams; of course, there is much more mathematical structure below the surface to make it work, but it seems that the need for patterns is very strong in humans.
If you have a conversation like that, one way to productively handle it can be to ask/discuss why the structure was chosen the particular way it is presented and not differently. If a serious attempt to explain is undertaken, the conversation can be productive. Otherwise, treat them like the guy that monopolises the piano at a party to tinkle some tunes: enjoy it or leave it. In that case, they may not have found truth, but perhaps a glimpse of beauty, at least for themselves.
**Rhetorics**
This group of people is interested in being right. Not making a scientific argument, not approaching the truth, not beauty, not even propagating a political agenda, but being right. Unless you like eristics, in which case, you should study the relevant methods and their defences (check e.g. Schopenhauer for this), this is not a good investment of one's time.
**Bonus point: Political Agendas**
Whenever science is not anymore about pure facts or operational successes (making a radio or airplane fly), but has an effect on society (point in case: "climate change"), science is prone to become a tool in the political argument. Here agendas are imposed on the facts one focuses on (a form of "consciousness forms the being"). Since in societal dynamics there are strong agendas, and since the feedback for outcomes of actions can be delayed by decades, it is not easy to link scientific claims about the future to current action. Furthermore, over such intervals, even scientifically honest predictions can be significantly wrong.
In this case, it is wise to understand one's own limitations in understanding and deciphering the world around us and try - in a Socratic manner - to discuss with one's peers the potential routes of what might actually be happening. In such complex systems, no-one is in possession of the full truth and getting the process right is here probably more valuable than trying to tell somebody that they are wrong. In this context, it is more productive and one gets better results if one can move the discussion away from the emotional dimension - this is sometimes hard, but it is the best way of making the conversation productive.
Note that this means also being less self-confident about what constitutes the politically appropriate process to shape the future. People, even people disagreeing with us, think a particular way for a reason - and that reason is what needs to be taken into account in a political argument and reconciled with the reality which is the same for all of us and does not depend on our particular opinion. One does not have to agree with the reason, but one must understand it if one wishes to communicate.
Upvotes: 3 <issue_comment>username_4: Successful scientists use <NAME>per's idea that a scientifically useful hypothesis must be falsifiable by observation or experiment.
For example: the statement *the concentration of CO2 in the atmosphere is rising over time* is falsifiable. If measurements are done correctly, the statement, or its opposite, is a fact. Skeptics must attempt to falsify the result by challenging the measurement methodology, or some other aspect of the result. Scientists doing science don't get away with saying "no, that's wrong" without observations to back them up. You know this.
The statement *the far side of the moon is populated by undetectable spirit beings* is not falsifiable. So it lies outside the realm of science.
A responsible scientist (such as yourself) sticks to Popper-style hypotheses and results in public discourse.
But everybody is human. All people have beliefs that aren't scientific (in the Popper way). It's wrong for a doctor in a white coat to tell a mother something like *the flu vaccine will kill your baby because it contains poison.* It's wrong because it is a misuse of authority in a profession that relies on science. The doctor may hold that opinion if he wishes. But it's irresponsible to wrap it in a scientific mantle and present it to the public.
Your training gives you the tools to evaluate such statements and ignore them if they're wrong. Your personal authority right now is low. If you were the director of medicine, you could intervene. You could tell that doctor to practice medicine responsibly, and sack him if he doesn't. But your only power right now is over yourself. (That mostly remains true for a lifetime.)
The best you can do is be a responsible scientist yourself. You can't change other peoples' behavior or goofy opinions. If the discourse is polite, you can point out the scientific flaws in their arguments.
If the discourse is not polite and the conversation lies outside science and annoys you, why waste your time?
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<issue_start>username_0: Tl; dr : Does a math professor get annoyed or think of it as a waste of time if he is emailed a difficult math question from an undergraduate student whom he is fairly acquianted with? Or is he ok with it?
I am currently an undergraduate at an U.S. university. I have taken two math courses with a pretty renowned (though not world-famous, though I might be wrong) and super-nice (i.e. very kind and skillful both in teaching and in math itself) professor in the past, got A's on both, and am also decently acquianted with the professor (I went to lots of office hours while taking the course). I am self-studying a math topic (set theory) he should be very familiar with (he is a tenured logic professor, and logic and set theory often go hand in hand). I recently came across a question on the math topic that's hard to answer, and wanted to email the professor about how to solve the problem. However, I am afriad that the professor might think of my question as a nuisance / waste of his time, especially since he might well be busy (he's tenured professor at a university that is ranked wihin top 5 in the world in mathematical logic, so he might have lots of conferences/research/meetings/etc). I don't want to be a bother for him in any way, but I think he can help me solve this rather difficult question. Should I email him or not? The last time I took a course with him was like February 2018...
In general, how do professors react to this? If you are a professor (who is not someone who doesn't care about students) please comment below. Are they annoyed, or are they ok with it/delighted? What if they are busy?
Please gear this toward summer! Lots of people may relax during summer so it might be different... Also I am not sure if this is relevant but he doesn't have a family (i.e. single) and is like age 42 or something...
I emailed a different professor once about a math question and his reaction seemed to be "I'm annoyed".. I actually wrote an email to another professor and he was like "I would be able to answer you if I am on campus but sorry I'm not and writing math via email is too much so I can't answer you"... Are these reactions generic or are they exceptional?<issue_comment>username_1: You should respect that professors may be:
1) on holiday relaxing after a busy semester
2) at a conference
3) catching up on research
4) writing a paper
Or other activities, so expecting them to be online 24 / 7 to provide you with a personal online tutorial is perhaps, a bit much. I respect your motivation to further yourself during the summer break but you should respect the professor’s break as well.
Best of luck with your studies.
I have, during the summer break, written reference letters due to special situations and provided questions with completed solutions (that students failed to download during the semester) so they could catch up.
Upvotes: 2 <issue_comment>username_2: Let me try to answer some of the questions in the body of your post:
>
> In general, how do professors react to this? If you are a professor (who is not someone who doesn't care about students) please comment below. Are they annoyed, or are they ok with it/delighted? What if they are busy?
>
>
>
Of course the answers are "it depends". What does it depend on? Here are a few factors:
1. The tone of your email: of course, people tend to respond better to polite requests than something that seems demanding or pushy. You say the professor "might well be busy". I can guarantee you that he *is* busy. He may or may not make the time to answer your question nevertheless, but you should make clear that you understand he is not under any obligation to do so.
2. The difficulty of the question: you say your question is "rather difficult", but what is rather difficult for you may not be for a professor who is expert in the subject. If your question really is something complicated that will take a long time to type an answer to, people will be less inclined to spend that time just to satisfy your curiosity.
3. The clarity of the question: if you choose to write and ask, you should be absolutely sure that your question makes sense and is clearly and unambiguously stated. Nothing is more vexing than putting in time to answer someone's question only to have them change what they are asking.
4. Personality: some people just enjoy answering questions more than others; some people guard their time more closely than others.
Speaking just for myself, if I received such a question over the summer that was clearly written, not overly complicated, and phrased in a polite way, I would be pleased (maybe not "delighted"), and if I had time, I would try to answer.
Upvotes: 4 <issue_comment>username_3: >
> Tl; dr : Does a math professor get annoyed or think of it as a waste of time if he is emailed a difficult math question from an undergraduate student whom he is fairly acquianted with? Or is he ok with it?
>
>
>
In the worst case, he doesn't have time to read it, will never answer, will not remember having ever seen the email if you ever ask him about it, which makes it a waste of *your* time, not his. If this happens, please don't blame him and don't take it personally.
One of the essential skills to become a professor is excellent time management. If he doesn't have time to prioritise your email, he won't.
Getting distracted in the middle of a working day answering Stack Exchange questions means that I may lack that skill. ;-)
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<issue_start>username_0: My colleague and I intend to prepare a paper on occasion of our advisor's birthday (he turns 65 in two years). As the preparation and publishing of a math paper takes some time, I commenced planning now. We both have defended our theses.
I would appreciate any tip on this issue. For instance, the quality of journal and the number of authors. In addition, should we share our idea about such paper with advisor?<issue_comment>username_1: As you are aware, timing the publication of a Mathematics paper is basically impossible as you don't have control over editors, reviewers, publication schedule, etc. But assuming that you want to proceed anyway, I'd suggest that you not make it more complex than it already is. If the two of you have the sufficient ideas and can write the paper, then stick to that. Bringing in others is likely to make the process slower, not quicker.
This is just opinion, but I'd suggest making it a surprise, and just noting the advisor in the acknowledgements. But make it a paper everyone will be proud of. If you tell him you might get an objection.
Upvotes: 1 [selected_answer]<issue_comment>username_2: If your advisor has had a large enough impact on his field or sub-field, it may be possible to organize a special issue in honor of his birthday. For example,
<NAME> had a special issue of *Ecological Modelling* dedicated to him. The first article was titled "Next-generation ecological modelling: A special issue dedicated to <NAME> on the occasion of his 70th birthday".
The entire issue may be found [here](http://www.sciencedirect.com/science/journal/03043800/326) and a non-paywall press released [here](https://www.usgs.gov/center-news/ecological-modelling-special-edition-dedicated-usgs-warc-researcher-donald-deangelis).
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<issue_start>username_0: I wrote a blog post for a magazine run by scholars. A few months later, I read the post again. I hate it! I can think of three-four different ways I could have written it differently. Granted, I was asked to comment on an ongoing political issue at the time and didn’t have enough information back then. However, I could have organized it differently, omitted paragraphs, and focused on different issues. Is this normal? Do you have similar experiences? If I don’t like what I wrote four months ago, what would have established scholars thought of my piece back then?<issue_comment>username_1: If it is out there, you are stuck with it. You might try to publish a better piece in the same venue, of course. But complaining about it or trying to hide it or deny it will bring you up against the [Barbara Streisand effect](https://en.wikipedia.org/wiki/Streisand_effect). This will just make the thing you "hate" more visible.
In such situations, if your piece was somehow inappropriate or offensive, apologies for your past behavior is usually the best bet and can be a part of the "better piece" suggested above. But it has to be a real apology, not a [nopology](http://www.slate.com/blogs/lexicon_valley/2014/11/20/sorry_not_sorry_non_apology_fauxpology_unpology_and_other_names_for_hollow.html) such as "I apologize if anyone was offended by remarks". Another classic is "I'm sorry that you were upset with me." I suspect that you understand that, of course, since you are asking this question.
Yes it is ok to hate it. It is called growth. What people think of it is up to them. You have no control over that.
I don't know what you wrote, of course, but if you write in an emotional state, such as anger, let it cool before hitting "send". Read it over. Ask about what the long term effect would be. Think. Revise as needed.
Upvotes: 0 <issue_comment>username_2: Short answer : Yes
Why - because hindsight is the equivalent of 20:20 vision and writing for tomorrow is like looking through fog...
So, let it go, if there is nothing to apologise for, go and concentrate on the next one - bringing in your experience of this one...
Upvotes: 4 [selected_answer]
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<issue_start>username_0: I emailed a potential supervisor at a US university recently. He replied promptly, cc'ing the graduate school dean in the email and saying I had a very good idea but then suggesting another research question that needs to be answered first.
I saw that no one has done it yet (nothing published, as far as I know), and I then asked if his lab is currently tackling the problem, and he simply responded:
>
> We are not working on it yet
>
>
>
I have asked the graduate school dean several questions after that, but I have not responded to the potential supervisor yet. How should I continue our correspondence? I'm really interested in the new research problem, but I don't know how to respond to him.<issue_comment>username_1: I think he is busy and just responded in the quickest way possible to your query. If you are interested in it, respond that you are and would like to take it up. More importantly, respond that you want to take it up under his supervision and will be following up with your formal application.
If you come up with any deep thoughts on the problem or partial solutions, you can (now or later) communicate that you have progress and maybe share some of that. Since you don't really know much about him, I wouldn't lay everything out early on, however. Wait until you can assess one another first.
If you read other questions on this site note that some of them are about unethical behavior by supervisors. I have no reason to even suspect this is the case here (and since it is rare, I doubt it). Others questions are about misunderstandings. If you are familiar with the game [Poker](https://en.wikipedia.org/wiki/Poker), don't show all your cards early.
Upvotes: 2 [selected_answer]<issue_comment>username_2: One thing is, be clear and specific. If you are looking for a place to do graduate study, be sure to ask for this. "I am looking for a place to do my PhD. Would it be possible for me to be a PhD student at your lab? Would you be available to be my supervisor to complete my PhD?" If the answer is hazy, or unclear, or non-committal, then consider that you will soon need to make clear commitments to apply to a university. You may need to pay out money to apply. You may have to forego other possibilities to apply, due to time and money.
His response might reasonably be to ask for your record so far, like transcripts or references etc. And if you have financial support of some kind. And all the mundane things.
If there is agreement to take you as a PhD candidate, but the specific research topic is not decided in advance, you need to decide if that is a deal-killer for you. Again, ask specific questions. "What possible research topics would you be willing to supervise me for?" Again, if the answers don't please you, or they are vague, you need to regroup and re-plan.
With luck your academic career isn't limited to one research question. So, if you don't do the first choice question now, you may be able to keep that "in your pocket" for future work. That's got some value. It is a rare PhD candidate who gets to do all the research stuff he wants without fitting in to some existing research program. And being able to "hit the ground running" with your own original ideas after you get the PhD is pretty good.
Any reasonable prof will understand that you need to make firm decisions so you can decide what school you are attending. And who is to be your supervisor. If he won't, or can't, be helpful on that, maybe he is not the right supervisor. Possibly it is not that he is a bad person. Maybe he is just busy and distracted. But "busy and distracted" now, while it is your only data, is still data.
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<issue_start>username_0: **I am considering seeking my first PhD student through a job site (indeed, etc).**
I am starting an assistant professorship,hope to attract a PhD student this fall, and lack the name recognition to have students banging on my door. I would, nonetheless, like to have a certain amount of choice.
*Edit: I should clarify here that I am an Engineer, but also have training in the social sciences. As such, my students will necessarily be interdisciplinary.*
I have seen postdocs advertised this way. Thoughts on doing it for a Ph.D. student? Tips from those that have done it?
I am also curious: if this idea bothers you, why? Practically, why is this not commonly done?<issue_comment>username_1: Sorry, but that thought makes me a bit itchy. Maybe I'm just old.
Building up your reputation and visibility is a good thing, though. You might be able to do it with a university sponsored web site on which you have at least some control. Showcase your work and interests there. Publish links to papers if appropriate.
It is also a place to say that you are "accepting PhD candidates". If you have funding available be sure to say that as well as what topics you would be interested in supervising.
Another way to potentially find students is to attend conferences at which you are likely to find a good number of undergraduate (or MS level) instructors. Use the social contacts there to spread the word. You might possibly even get to meet a student or two. If you can get on the program, you also spread your reputation. These may be educational focused conferences, such as the SIGCSE conference of ACM in Computer Science. Most of the attendees there are educators and many are also supervising graduate students.
But, maybe you are just a bit bored. If you have the possibility (and are at a large enough place) you can associate yourself with working groups of other professors on topics of mutual interest. It may be that the group itself attracts potential students and you might benefit from that as well as the synergy of joint work.
I'm still thinking about your question and may add more as it occurs to me. I'd warn you, however, that with an advertisement you will likely draw a lot of responses that you will find entirely inappropriate and yet have to deal with. I'm thinking mostly of the ill-prepared who have little idea about what is required.
Upvotes: 2 <issue_comment>username_2: I would not use a job board. Instead, I would use more targeted approaches. Here is the approach I would take (examples for from my own field, yours is likely different).
First, I would reach out to faculty and departments I know and ask them to pass the position announcement out to any students who might be interested.
Second, I would email your graduate student opportunity to professional societies' email lists. I have seen student position postings on email lists such as
* [The Wildlife Society Biometric work group](https://groups.google.com/forum/#!forum/twsbiometrics)
* [Eco-log](https://listserv.umd.edu/archives/ecolog-l.html) (The Ecological Society of America's unofficial email list).
Third, I would post on "job boards" that are specific to my field. I have seen this done regularly in the life sciences. Examples include
* Texas A&M University's [Job Board](https://wfscjobs.tamu.edu/job-board/) that posts "Wildlife and Fisheries" positions including graduate student positions (their use of Wildlife and Fisheries jobs broadly covers other types of ecological jobs).
* The Society of Environmental Toxicology and Chemistry has a [Career Center](https://jobs.setac.org/jobs/) where assistantships can be advertised.
As noted by username_1, have your own webpage updated so students can see what you're doing as the decide if they want to study with you.
Upvotes: 1 <issue_comment>username_3: People looking for opportunities on a job website are looking for pay typical of the jobs posted on that site, adjusted for experience level and location.
Only advertise a PhD position on a job site if you are willing to offer typical pay for that site, adjusted for experience level and location.
Advertising average PhD student pay on a site full of higher paying industry jobs just does not make sense to job seekers.
Upvotes: 1
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2018/07/26
| 1,047
| 4,352
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<issue_start>username_0: I am a first year CSE grad student. I have been working with a professor for more than half a year now. The topic looks like a deadend and I do not know how to tell him the same. Ironically, he is a nice guy and has supported me all the way through.
My prof meets with me twice a week and brainstorms with me about possible avenues of this research. The sad part, I think, my prof is not sure if a particular line of research of work may be successful or not. I am not looking for a foolproof way of doing research. At least, 5 out of 10 attempts should be successful, I guess. Correct me, if I am wrong. Currently, I just feel like a mule trying to implement his ideas. There seems to be no theoretical justification for why a particular avenue could lead to good results. I could as well implement my own ideas and probably could have a better success rate.
This is not how I expected my project to turn out. Around 90% of the time, I just keep working on Code (writing code and fixing bugs), without any learning I can take away for future. Only 10% of the time, I just read some conference papers related to this topic. It is just too much of study in a small highly specialized area.
I love to understand new concepts and teach them to others, hence the reason I started out for Ph.D. (so that I can settle down as a Prof). Now I am not sure if I am preparing myself for a career in academia as most of the time I just keep working on Code - There is nothing new to learn so that I can teach to my future students.
I expected research to be more theoretically enriching but it is turning out to be the exact opposite.
These long hours have already taken a toll on me. I am missing out on the 'enjoy your research part'. When I started out, I had this zeal for research and enjoyed the work. It has been one year. Now, I just want to publish whatever results I have already with us, in any 2-tier journal/conference, without further go down this route.
But, my professor expects me to keep trying.
Sometimes, I feel I am better off with any supervisor. At least, I can study stuff which I like to.<issue_comment>username_1: You are in a bad spot and it is difficult to diagnose the disease, much less the cure. It may be that your advisor is inexperienced - some things you say indicate that. But as commenters have implied, some problems worth solving are just hard - damn hard. I once worked on such a problem and had to abandon it, but the professor agreed and we found a better one.
However, it may be that your "best" solution is to find a different advisor. That can be difficult (or impossible) as there is department politics to consider. Some large departments even have factions. The radical solution is to change universities and thus find a different professor with different ideas.
But a student working on an extremely hard problem is itself a problem since it takes time and the student would like to actually graduate before the Sun goes nova. I also worked on problems that were too easy (mathematics) and hence had no real merit. The trick is to find the sweet spot of a sufficiently hard but do-able problem. Not all professors have the ability to to that regularly.
But you need to judge. If the problem is hard, but its solution would be a significant advance *and* you have the time and resources to pursue it, it can result in a big win. But the win isn't guaranteed.
However. It also sounds like your current advisor is truly invested in you. Two meetings a week shows commitment. You won't always find that in an advisor.
You might try two things. First is to have a conversation about the likelihood of actual success in a reasonable time frame. The other part of the conversation is to try to set a limit on attempts and explore alternative problems that don't completely ignore what you have done so far. If your advisor is, in fact, invested in you and not just in the problem itself, that conversation might be possible.
As a first year doctoral student it isn't yet time to panic, in fact. Significant things take time and focus.
Upvotes: 3 [selected_answer]<issue_comment>username_2: You sound like a perfectly normal PhD student.
Your supervisor sounds okay. At least he shows up for meetings!
Look out for your own interests, but don't worry so much.
Upvotes: 0
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2018/07/26
| 575
| 2,288
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<issue_start>username_0: Where to find the rankings of countries in research and scientific production?
For example, how can I find out the ranking of a particular country in the number of scholarly essays? What are the most credited websites for such data?
I need such data because I am doing a research on the rate of scientific production of a particular country.<issue_comment>username_1: It seems to me that you haven't made any effort to find information in question, which is easily available online. To illustrate, just a very brief Internet search resulted in the following arguably relevant sources: [SCImago Journal & Country Rank - International Science Ranking](https://www.scimagojr.com/countryrank.php) as well as [Nature Index - Country Outputs](https://www.natureindex.com/country-outputs). Note that *Nature Index* is a much less comprehensive resource, since it is based on "selected group of 82 high-quality science journals". Thus, it is likely less representative, though it might still be representative enough, depending on how representative those 82 journals are. On the other hand, *SCImago Ranking* is based on *Scopus* database and advertises the coverage of 5000+ publishers and citations across 239 countries.
Obviously, if you are serious about your research, you have to perform a comprehensive search for relevant sources (as well as relevant papers) and analyze their quality before using any of them to draw any conclusions.
Upvotes: 2 <issue_comment>username_2: You can go to Web of Science and then search by author country. It unfortunately doesn't look like you can cover the entire database like this, but something like this would at least give partial results:
1. Go to Web of Science.
2. Enter a generic search term, such as "Science". If you're looking after a specific field, even better, use terms appropriate for that field. You can also refine by publication year if you wish.
3. From the results page (I hit 1,596,792 results in the Web of Science Core Collection), select "view all options" at the bottom, followed by Countries/Region.
As of time of writing, the top five countries for the above search are:
* USA (460,271)
* England (125,914)
* Germany (116,557)
* Japan (116,384)
* People's Republic of China (94,438)
Upvotes: 2
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2018/07/26
| 969
| 4,132
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<issue_start>username_0: One of the PhD students in my department is writing a paper and has listed me as a coauthor. I'm not sure if I deserve to be a coauthor.
I have been loosely involved in the project. I attended meetings and made suggestions and I actively proof-read the manuscript. But I don't think I had any significant input beyond that.
The student is in a different subfield and it seems their community has different standards for coauthorship. (The paper combines both subfields.) In my community, I would definitely not deserve to be a coauthor. However, the other community is less strict. In fact, there are other coauthors listed (more senior people) who, as far as I can tell, contributed even less than me.
I said something vague along the lines of "I don't know if I deserve to be a coauthor" and the student and their supervisor brushed it off. So it seems to me that, from their perspective, there is no issue.
I'm wondering what I should do. Surely others have experience with this sort of cross-community coauthorship.
On one hand, I can just let them list me as a coauthor, as there does not appear to be any reason not to. On the other hand, if the situation were reversed, I as the lead author would not include so many coauthors.
Are there any potential downsides to being a coauthor? Do I have future obligations to reciprocate? Or am I overthinking this?<issue_comment>username_1: You say the work is done in their community, and two people in that community (including a professor) agree you meet their standards for authorship.
I see no reason to apply authorship criteria from your field to theirs.
Upvotes: 3 <issue_comment>username_2: I don't think there is *per se* an ethical problem with you being listed as a co-author, given that the lead authors think you have reached the level of contribution required in their community. I can see some practical problems, though:
* If you feel like you are "padding" your CV with a paper that you, following the norms of your own community, don't really deserve, you *may* want to explicitly denote in your CV that this paper is in a different field. I have seen some people (especially in theoretical CS, but I assume this should also be possible in other fields) add a separate subsection in their publication list "Contributions in other Fields", where they added their "non-standard" papers.
* If this is a longer collaboration, you *may* run into an expectation problem, when you write a paper that you are leading. Your collaborators may assume that they will also be on your paper when they make similarly small contributions, despite not meeting the standards required in your field. Really the only way to address this is through very open and honest communication. However, more realistically, if you plan to write such a paper, it may indeed be better to insist not to be part of their paper upfront, otherwise it may be difficult to avoid hard feelings on the side of your collaborators if they always write you on their papers but you don't add them to yours, for the same levels of contribution.
Upvotes: 3 <issue_comment>username_3: >
> Are there any potential downsides to being a coauthor? Do I have future obligations to reciprocate? Or am I overthinking this?
>
>
>
1) Perhaps decades ago there was a stigma against multiple coauthors. In my technical field, this seems to have degraded and multiple coauthors (even 8) is not looked down upon. As such, my advisor and National Academy of Engineering (NAE) member had a policy that any meaningful contribution to research was rewarded with coauthorship. If your idea provides the breakthrough for someone else, you were a coauthor. Not everyone will agree with this and different fields may have different standards.
2) Are you concerned with reciprocating? I agree with others here that open and honest communication (direct) will clear this up.
I think as a community, us academics can overthink this to the point of being very strict with coauthorships where it is detrimental to the human side of the work. I think the human side is worth considering.
Upvotes: 0
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2018/07/27
| 1,704
| 7,159
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<issue_start>username_0: My PI was guest-editing a (weak) special issue for a respectable Wiley journal. He asked me if I had "cool cover images" relevant to the subject matter. Indeed I did; I had had acquired them on my own initiative on another professor's microscope at my previous university. I provided my PI with a few options and he picked one.
The special issue was published a few months later, with a strange caption saying that the cover image was “captured” by my PI at their current university. I had done several journal covers before, and they were never attributed to a single person. I felt cheated out of my work a bit but I couldn’t bring it up because I didn’t want to get fired while while working abroad.
Six months later, when my work contract was up, I contacted Wiley and said that that cover image was captured by me at my previous university. A regular Wiley editor contacted me back and said they regretted the mistake but to correct it they would have to “issue a correction”. I asked them, in a professional way, to correct this.
Then I got an email in a displeased tone from my PI acting annoyed that I did not contact him first. After all the image was captured in **his** laboratory. I said, no, it was captured with another professor’s equipment and labspace. (The other professor and my PI are friends; so no issue here.) Now, my PI is annoyed that I brought this up with the editor and, instead of apologizing, simply claimed that a regular Wiley editor wrote the caption herself without his review or approval.
To finish up this story, the Wiley editor and PI begrudgingly added a correction to the image attribution, but did not correct the original text or remove the mis-attribution. They left the original text up next to the cover image and the only way to see the correction is to click an additional link.
Is this normal for a Wiley journal to mis-attribute data in a clumsy way, and not even fix the mistake when contacted? Any leverage or avenues to actually get the mistake fixed?<issue_comment>username_1: I agree that you were not treated well, but I'm not sure what additional redress you're looking for. I'm also not sure how any redress would materially affect your academic career, so, while I certainly don't know your situation, I would have to guess that your time and effort would be more profitably spent on other aspects of your academic work.
Let me say straight up that in my field (mathematics) most journal issues do not have cover images, and when such images exist the use of them is not something that an academic would get any career advancing credit for, so it is possible that I don't fully appreciate the situation. But -- you didn't do any additional work here, did you? As you describe it, you contributed an image that you already had.
>
> Then I get Displeased tone email from PI acting annoyed I did not contact him first. After all the image was captured in His laboratory. I said no it was captured in [other professor's] equipment and labspace. ([other professor] and PI are friends so no issue here)
>
>
>
After all your PI was the editor of the issue in which the image appeared *and your PI*. You went over his head without even talking to him first. That does sound mildly annoying.
>
> PI is annoyed I brought this up with editor and instead of apologizing simply claimed regular Wiley editor wrote in the caption herself without his review or approval.
>
>
>
Couldn't that be true? (On the other hand, if it is, then it should be less annoying that you went over his head, since it wasn't actually his doing.)
>
> To finish up this story, Wiley editor and PI begrudgingly add correction to image attribution but do not correct the original text or remove mis-attribution. They leave the original text up next to the cover image and the only way to see correction is to click an additional link.
>
>
>
That is a standard form of correction. Journals are often loathe to retroactively change their content, rather (often) preferring to issue errata / corrigenda. In this particular case I see no compelling moral reason not to change the original, but still...you can't say that they didn't "fix the mistake." They did fix the mistake -- just not in the way that you would (understandably) prefer.
It seems very likely that this is the end of the matter, and I think you should just move on. You ask whether this is "normal for a Wiley journal." I don't know, but I am a bit skeptical that such a practice would be uniform across all journals with a common publisher. Moreover, I'm not sure how knowing whether this is "normal" would help you, except perhaps that if it is you might try to seek to avoid having this type of problem recur by not dealing with this publisher in the future. But I think there are better ways of preventing this in the future: rather, in the future, when you are asked to contribute an image to an article that you didn't write, work out what kind of attribution you want *before* you contribute the image. That is certainly your right.
In summary: you weren't treated well, and I'm sympathetic. But probably you should reflect on how to be a bit more careful / less trusting next time and then move on.
Upvotes: 3 <issue_comment>username_2: **The time to bring up corrections is as soon as possible.** I can't stress this enough. Now that you've waited six months, there're a lot of things publishers can no longer do conveniently:
1. The files for the cover might've been archived, with "do not edit" policies.
2. The files for the cover might've been given to archivers who are not the publisher (see below).
3. Although electronic files can be easily amended, once they have been sent out, they cannot be easily recalled.
4. Although electronic files can be easily amended, print files cannot. [By law, a copy of every UK print publication must be given to the British Library by its publishers, and to five other major libraries that request it.](https://www.bl.uk/aboutus/legaldeposit/websites/faq/) What do you want the publisher to do, write to the British Library and request all the copies back? What about all the university libraries they've already sent the journal to? If they're subscribers, it's only fair that they receive something; if the publisher retracts the journal they need to make a replacement. That means printing another O(100) copies of them. Who's going to pay for it?
If you've waited six months you can't really expect Wiley to jump through the many hoops necessary to fix a minor error like this one, *especially* since it's not their fault (your PI probably mistakenly gave the wrong attribution and the journal simply followed instructions). You can hardly blame the journal for contacting your PI either - after all they have to confirm that you aren't someone else attempting to hijack your PI's honest work.
At this point I don't think there's much more you can do without doing things like sue Wiley (which will likely not work also). If something similar ever happens again, bring it up at once, before the issue is published, and discuss it with your PI first.
Upvotes: 3
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2018/07/27
| 341
| 1,431
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<issue_start>username_0: I have a deadline for handing in my assignments. One of them is tricky and I need to think more. I coded it but I am not 100 % sure that is right. Can I think more about it after deadline of submitting the assignment are passed I give it to my professor?
* What will be his reaction?
* Will he give me the mark of that question?
PS: I submitted my assignments I also did that part, now I want to think more about that part. You know, that part was difficult.<issue_comment>username_1: There's nothing stopping you from thinking about it after the deadline, but if you want any corrections to be graded, you need to tell the professor before the deadline. It's possible he'll give you an extension, especially if you have good reasons (e.g. personal issues).
Handing in assignments after the deadline, without warning, is likely to lead to it simply not being graded. The professor must be fair to other students who might not have had the extra time, and besides, if he accepted your submission everyone else might start doing the same and the deadline might as well not be a deadline.
Upvotes: 2 <issue_comment>username_2: You can always ask, I suppose. But it's very unlikely this will fly with your instructor. If the syllabus says you will get docked for a late submission, expect to be docked. If the syllabus says late submissions will not be accepted, expect it will not be accepted.
Upvotes: 1
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2018/07/27
| 412
| 1,776
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<issue_start>username_0: I recently completed my PhD and have started a position at a different institution. I am writing a paper which extends a model I introduced in my PhD. It wasn't a significant part of my PhD, more of an aside (about 2 pages). The idea of how to extend it came out of a discussion with the external examiner during my PhD defense (my supervisor was not present). I have a good relationship with my PhD supervisor and I know they would be interested in the project.
I would like to publish this as the sole author. Should my PhD supervisor be a co-author? They have not been involved in (or aware of) the work to extend the model. How do I let them know without potentially affecting our relationship?
Note, I have no reason to believe they would be upset about such things and may be overthinking this...<issue_comment>username_1: There's nothing stopping you from thinking about it after the deadline, but if you want any corrections to be graded, you need to tell the professor before the deadline. It's possible he'll give you an extension, especially if you have good reasons (e.g. personal issues).
Handing in assignments after the deadline, without warning, is likely to lead to it simply not being graded. The professor must be fair to other students who might not have had the extra time, and besides, if he accepted your submission everyone else might start doing the same and the deadline might as well not be a deadline.
Upvotes: 2 <issue_comment>username_2: You can always ask, I suppose. But it's very unlikely this will fly with your instructor. If the syllabus says you will get docked for a late submission, expect to be docked. If the syllabus says late submissions will not be accepted, expect it will not be accepted.
Upvotes: 1
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2018/07/27
| 681
| 2,643
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<issue_start>username_0: is it possible to reference a citation directly?
Example:
"the expected values considering the gain and the cost of each behavior as in [9]"
or should one instead explicitly mention the authors?
Example:
"the expected values considering the gain and the cost of each behavior as detailed by Gürcan et al.[9]"<issue_comment>username_1: As the comments have noted, it depends on the field and the referencing style. A journal will have a "style guide for authors" which will refer the appropriate referencing style as well as any idiosyncracies particular to that journal.
You will see such variety as authors being cited as `cost of each behavior as detailed by Gürcan et al.[9]` or `cost of each behavior as detailed by Gürcan et al. (2009)` or `cost of each behavior[9]`.
If the document is not for submission to a journal then you could check previous or example submissions/documents, and in the absence of any of that you could adopt the referencing style "normally" used in your field. Or ask a colleague/collaborator/supervisor for advice if you are still unsure.
Upvotes: 1 <issue_comment>username_2: As others has correctly noted, this is journal/publisher dependent (assuming it's for journal and not for thesis; there will typically be a set of very well defined rules at the university for thesis).
Having said that, if you are unable to find specific information, don't worry. The journal office will typically send it back telling you exactly what changes to make. This step would happen before it goes to the editor, so it is unlikely to negatively impact review.
Upvotes: 1 <issue_comment>username_3: First, it is indeed journal, style, or field dependent.
Papers that refer to works as [1](http://faculty.nps.edu/gbrown/docs/Brown-%20howtowriteaboutor3.pdf) or [4,7,12,13,20] are difficult to read and communicate very little sense of timeline. This may be appropriate but I personally believe this method should be avoided where possible.
To answer you directly, your citation attempt in the question is certainly feasible from some journals and fields. I would do what is best for your paper's voice as it communicates to your readers.
I believe my stated position is consistent with that of Dr. <NAME>, a National Academy of Engineering (NAE) member and professor at the Naval Postgraduate School. See below. I welcome differing perspectives and views from other disciplines.
Brown, <NAME>. 2004 "How To Write About Operations Research," *PHALANX*, Vol. 37, No. 3, p. 7. Accessed 27 July 2018.
<http://faculty.nps.edu/gbrown/docs/Brown-%20howtowriteaboutor3.pdf>
Upvotes: 0
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2018/07/27
| 914
| 3,844
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<issue_start>username_0: I am a first semester master's student. A professor has sent me an e-mail with an offer to tutor a bachelor class (this would be a paid job). I do not know him personally but he told me in his e-mail that I was recommended to him by a professor whose class I took this semester.
Now here is the conflict: I did my bachelor's at a different institution and in my country, it is normal for universities to require students who switched institutions to take 1-2 bachelor classes in the first semesters of their master. Among the classes I am required to take is the very same class the professor offered me to tutor. As a tutor, I would be teaching exercise classes and grading other student's solutions to the problem sets.
Can I decline this offer for the above reason or could it be seen as making excuses? I do want to pursue a career in academia so I am afraid that this could be misunderstood as me not being willing to tutor classes or do work for the deparment in general.<issue_comment>username_1: Tutoring such a class while taking it for credit seems like a conflict of interest that should be avoided. You might want to let him know that you are taking the class and want to avoid the conflict. You can and should thank him for the opportunity and ask if there is some other class you could tutor or another way you could be of service.
Tutoring in the strict sense (giving advice and feedback) is no conflict, but you shouldn't be involved in any grading activities for a class you are taking.
If there are several tutors for the class, the professor might also divide the work so that the conflict can be sidestepped. You only tutor. Others are involved with grading and such. That assumes you already have the knowledge and skill to do that, of course.
Upvotes: 4 <issue_comment>username_2: You should absolutely not tutor the class you are taking yourself, at the same time.
If you will be taking the class at another time and already have all the knowledge (but not the passing grade needed yet), then you might take the job, but make sure to discuss with the professor that you didn't pass this class yet.
You yourself should be sure that you have the knowledge needed for the job before taking it. If you don't, that is a perfectly well excuse, just make sure to point out that you are willing to tutor in general.
If, on the other hand, you take the job and it turns out mid-semester that you have no idea what you are doing, that is bad...
Upvotes: 0 <issue_comment>username_3: To more explicitly answer the question the OP asked: When I am hiring, and would accidentally put you in the position you described, I would appreciate if you told me, and would have absolutely no problem with you declining. I would consider putting you in that position a mistake by me, and it would not reflect badly on you.
If you indicate that in principle you are interested, I may look at other courses I teach and see if I can switch tutors between classes to make it fit, or keep you on the list of potential tutors for next semester.
Upvotes: 4 <issue_comment>username_4: You need to tell the professor. I would suggest that you tell them you want to tutor the class and believe you have the skills and knowledge, but that you are being required to take the class for credit. Then ask if it might be possible for the tutoring to satisfy the requirement.
Upvotes: 7 <issue_comment>username_5: I think it is not rare, especially for courses that are cross-listed as both undergrad and grad courses, that one of the grad students is the grader for the homework, and even has office hours. Typically, that grad student is the advisee of the professor and he's fulfilling his stipend responsibilities at the same time.
As long as you fully disclose, there's no problem. (I'm in the U.S.)
Upvotes: -1
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2018/07/27
| 3,026
| 13,220
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<issue_start>username_0: Let me say beforehand that this question does not refer to scientific correctness and treats it as undisputed, i.e. the paper is assumed correct in the sense that it clearly states a valid purpose, has an adequate literature review, the theory and methods are scientifically sound.
After a brief introspective, it came to me that I often take into the account under what circumstances a paper was written when assessing the scope / prestige of the venue it is to be published at. This usually includes funding, if any, seniority and number of the authors.
On the one hand, I find it unfair to expect the same scale of experimental devotion from a student-mentor author pair from a developing country with no or relatively little funding as from a research group with multiple grants from a developed country. Given the relevance of the contribution, the first group shouldn't be rejected on the grounds that they don't have a comparable abundance of resources. Also, they shouldn't be discouraged as they managed to make a difference without those resources. And, after all, we do this kind of expectation management in other aspects of life, e.g. one doesn't fail a student because they wrote the assignment in a free text editor, because they can't afford MS Word.
As a concrete example, I once saw another reviewer comment that they would like to see a more significant average deviation on the graphs. This requirement would've required the authors to run tens of multi-hour simulations on a cloud cluster consisting of ~50 high-end instances, each billed by the hour, and it is also rather irrelevant to the proof or the contribution itself. The two authors received a government grant which translated to roughly $1200 for this research at an university that doesn't have subsidies with the cloud provider.
On the other hand, this is clearly a bias. Augmented additionally by the fact that it is not possible to implement during a double-blind review. Also, somewhere in there is an argument how practices to include low-cost research would result in research funding being gradually cut in some way or the other.
So, my question is the dilemma whether it is unfair to let capabilities outside of a research group's direct influence contribute to the review of their paper (again, only once the contribution is established)?
My field is computer science, so, while not strictly pen-and-paper, few resources are needed, relative to other fields, e.g. experimental physics, bio-medicine, etc., to do meaningful research.<issue_comment>username_1: There is always some bias, but if you have an established set of criteria that you apply across the board then that seems to be fair, only my opinion though.
If all papers/submissions were double blind reviewed then, as you say, it would not be an issue.
Upvotes: -1 <issue_comment>username_2: Unfortunately you seem to be specifically asking for opinions which isn't especially valued here. However, I'll give my opinion on this.
A scientific paper (or any scholarly paper) should stand on its own. Either it properly makes a case or it does not. The resources involved in establishing truth should not be a factor, other than to say WOW in some cases. We should neither value nor devalue a work of scholarship based on who did it or how.
The case you mention is instructive. Asking for better significance of results is completely valid. With low significance the likelihood that the results are invalid is increased. Who knows what would happen if more resources were poured into it other than with more data (and a good design) the confidence in the results is increased.
However, in cases in which researchers from places with few resources achieve good results, it is the people themselves who should be especially honored, but not the paper itself. Again, you can say WOW, but the paper stands for itself. We seek truth in scholarship, nothing more or less.
Upvotes: 4 <issue_comment>username_3: Let's start with the premise that it is impossible to be perfectly unbiased as a peer-reviewer, though it is a worthy goal to work towards. Now, given other types of bias prevalent in publishing, this seems benevolent, because ultimately it is oriented towards equal opportunity. So in principle, I'd argue that this is actually a responsible thing to do.
In practice, there are two issues that come to mind:
(1) The reviewer's ability to assess how well funded a group is. A basic assessment could be based on the authors' country, but there are big variations across universities in any country. Not all groups publicly mention their funding status. It doesn't seem possible to make a correct assessment of spending ability based on the little information available.
(2) This type of bias should be like a valve; it should work one way. That is, you shouldn't hold a well funded group to higher standards just because of their funding. That can open doors to all sorts of discrimination which will rapidly spiral into unsavoury. The goal is to give less economically privileged groups a leg-up, not to use privilege against those who have earned it already.
EDIT:
On probing different angles of this issue further, I came across [this](https://academia.stackexchange.com/questions/17658/is-it-ethical-to-apply-different-criteria-for-graduate-admissions-based-on-count) question which is quite similar on the ethics, though it deals with admissions. Insofar as promoting equal opportunity is concerned, I think there are some very good answers, particularly the one by penelope.
Upvotes: -1 <issue_comment>username_4: Thank you for raising this issue. I have the same sort of questions.
Pondering over your question, there is another bias you don’t mention: overcalibation. When a reviewer asks for another experiment, the reviewer should ask him/herself first, whether this really contributes to the scope and purpose of the article.
Second, the review process is full of bias benefitting established research groups (the power holders). Reviewers from those groups will unconsciously favour their approach/culture/way of thinking. There is a lot of scientific literature and evidence about the bias in publishing. University, reputation, nationality, gender, and as you mention: seniority, funding, venue to be published: it all matters and we did’t even reach the scientific contribution yet.
Personally, I have one simple criterion when reviewing papers: does it propel the academic discussion forward? No paper is perfect, nor it has to be. If a paper is a stepping stone or invites to other relevant research, and it does not contain faults, I accept the work.
I see new publishers emerging in other continents. I my view this is a natural response to the bias of the established system. If we continue this way, science will be segregated, I fear.
The difficulty I have with the statement that we seek truth in scolarship is that ‘ truth’ is not defined and (in my view) has many faces.
Upvotes: 1 <issue_comment>username_5: No, your review should not change based on knowledge of the authors' circumstances. Your role is to give the editor an objective assessment of the strengths and weaknesses of the author's submitted manuscript. However, you can still help less advantaged authors. Write your review to focus on the strengths and weaknesses of their work, and leave the authors to choose how they wish to address these.
To take your example: suppose that the authors have developed a new algorithm for X, which you consider to be a worthwhile contribution to the field. However, they go on to claim that their algorithm outperforms the current standard, based on only one test-case.
An unhelpful reviewer might write:
"This paper has potential, but it cannot be accepted unless the authors run more test-cases". A more helpful review would be: "The algorithm in this paper appears to be a useful contribution, and it is deserving of publication. However, I do not feel the authors currently have sufficient evidence to support their unqualified claims regarding performance, and this should be addressed before acceptance."
By doing this, you leave the authors with a choice: they can either run more experiments, or they can put caveats around their discussion of performance. (Of course, you should only do this if you feel the paper is publishable in such a form.) A wealthy research group will likely choose the former option, a less well-off one might settle for the latter. However, both have been held to the same standard of scientific correctness.
Upvotes: 5 <issue_comment>username_6: Now you have mentioned computer science, I'd like to tell a loosely-related anecdote.
At earlier days I have seen a chess program for a programmable calculator. The calculator had, like, 12 registers and no larger RAM or swap ability. You'd think you need an array of 64 integers to represent a chess board. What they did, was to go for some *endspiel* problem (so, less distinct chess pieces) and sort of *bit packing*. They put each row of the board in a single register.
This way they even had enough spare registers to track other required things in a game.
---
Since this is computer science, hardware matters. But those, who do not have access to a more potent hardware, are not lost, standing in the rain. It is possible to word smarter, not harder and to circumvent the limitations of the hardware by more clever programming and better algorithms.
---
But actually, my personal opinion is stated in the comment above. Affiliation and names should play no role in the review process.
Upvotes: -1 <issue_comment>username_7: >
> So, my question is the dilemma whether it is unfair to let capabilities outside of a research group's direct influence contribute to the review of their paper (again, only once the contribution is established)?
>
>
>
Is it fair that there are people suffering from war, poverty, starvation and all kinds of other serious problems in various parts of the world as I sit in my comfortable chair typing this answer, free to think about academic matters? No, in all honesty it strikes me as deeply unfair. Perhaps I should drop everything else and dedicate my life to correcting all the injustices out there. But, recognizing that both my ability to fix the world’s problems and my willingness to do so are limited, instead I have taken it upon myself to write this answer in this small region of space-time that I currently occupy, and I will try to do the best job of it that I can.
The same principle applies to the situation you ask about. When I review a paper, I take on a responsibility to provide the most honest, competent and professional review I can. Thus, the standards of review I apply must be the same ones that I would want to see applied to my own work, and the review must be as unbiased and uninfluenced by irrelevant factors as I can humanly (and consciously) manage to make it. To do anything less would be to betray the trust of the people who chose to assign me the review and of the journal’s readers who expect papers of a certain quality. I can’t fix all the world’s problems, nor do I have a responsibility to do so, but the one thing I *do* have a responsibility for is to do the job that I have committed to doing as well and impartially as I can.
The conclusion is obvious. It is unfair that researchers from some parts of the world are constrained by a serious lack of resources that prevents them from doing good research as well as equally or less talented researchers in richer countries. But as a reviewer, it would be wrong for you to “grade on a curve” and set aside your usual standards for researchers who you feel are disadvantaged in some way. Your desire to give those researchers a little “help” is well-intentioned and even admirable, but you must resist that temptation; to make the world a better place, start by doing your job as professionally as you can. Of course, if you still have time and energy left over after that, there are plenty of things you can do try to help researchers from poor countries, so certainly that should be something to consider as well.
Upvotes: 2 <issue_comment>username_8: Let me answer this question by other questions:
Would you like to live in a world where pharmaceutic products which the population is administered is based on studies in which a reviewer accepts that given the resources the researchers had at hand it was unrealistic that they could make a clear line between "drug is working or not harmful" to "drug is not working or harmful" can not be drawn, and therefore we accept that we regularly take unproven results as proven?
Would you like to live in a world where simulation software contains simplifications which work "usually" and not "most of the time" when predicting if a structure is stable?
Would you like to live a world where it is ok to accept an algorithm for a self driving car even if it not proven up to the full level of required credibility because the authors could not afford to test it properly?
So, no, sometimes lives, health, well-being and economic progress depend on science being right. We should not just do it sloppy.
Upvotes: 3
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<issue_start>username_0: In the next two months, I am supposed to devise a Probation Professional Development Plan for a lectureship in the UK. People often declare probation to be a "paperwork exercise" but looking at the documents, I am to set my own goals for what I want to accomplish and I am supposed to make it challenging yet realistic. There are many questions I have for this exercise.
* What happens if I am unable to deliver on my research goals? I am ambitious on what I plan to accomplish (hopefully many papers and grants), but it seems like not the best location to demonstrate this ambition? The documents seem to support you being very ambitious, but if I make bigger goals will I be penalized if I don't achieve them? This whole part of designing my own goals and then being graded on it is very counterintuitive for me.
* In what ways should I expect clearing of probation to be decided?
* How do probation reviews actually work in practice?
Edit: changed tags due to comment's suggestion.<issue_comment>username_1: I'm going to describe how they work *in principle*, and *at my institution*. As the comments from @Yemon Choi note, you'll really want to talk to your mentor to get a better understanding of how things happen in your institution.
First, the idea of designing your own goals and then being graded on it is central to performance reviews at all levels in my institution. After the initial document, these would usually be discussed and revised in each (yearly) meeting, but it's still up to you to put your goals down in your own words. This is, after all, part of what you do in writing a grant proposal: set your own goals for where you're going to get to.
Second, as far as possible, you should focus the goals you, personally can achieve. For example, you can *apply* for 2 external grants in a year1: you can't control if they're accepted or not. By making sure you list as goals what's under your control, you minimize the chance of not achieving them.
Third, as noted in the comments, this is not (meant to be) a competitive process. This should be about helping you develop and fit in as a member of staff. It should be about identifying which of your goals you have the skills and knowledge to complete, and which you need more training for. Have you been on the required training courses to administer a research grant, or to supervise a graduate student? Have you got the experience and skills to manage a research group of the size you want (more training to find and take there)? By saying where you want to be in terms of your career, your mentor and your reviewer should be able to suggest what you (and the department, and university in your support) need to do to get there. There's clearly a distinction to be made here between short term plans (do before the next review), medium term (before the end of probation), and long term (before you apply for promotion).
Fourth, make sure that you have plans and goals for all aspects of your job. If you're on a balanced role (as I would expect as you've termed it a lectureship), I would expect a 40-40-20 split across research, teaching, and administration (or service). Whilst the latter two are predominantly duties that are given to you, you should still have medium and long term goals as to how you want to develop your skills and what direction(s) you'd like to go in2. If nothing else, I'd expect "completing the required teacher training course" to be one of these.
On how completing probation is decided, and on probation reviews. Typically there will be a one-to-one meeting with your line manager on a regular (6-12 month) basis. You discuss your progress, saying how it aligns with your goals, and how your goals have adjusted. If, by the end of your probation you're working at a level of a lecturer in your institution, the line manager will recommend you progress. They may consult with other colleagues, particularly your mentor, but I believe the decision is usually down to them alone.
So, you should know what the role descriptors are for the lecturer role at your institution: I would expect that to be on your HR department's website or similar. You should also ensure at each one-to-one meeting that you have an explicit idea of how you're matching up to your line manager's expectations.
I'm not going to cover how the probation process can go badly, or go wrong, as I've very little experience in that, and it seems to be very case dependant. I would just note: this department has already put a lot of time, effort and money into hiring you so they want you to succeed. If you keep communicating well with your mentor and line manager, then you'll usually find it straightforward to fit in and meet expectations: that's exactly the point where probation becomes a paper exercise.
1: You won't have full control over submitting a grant, as your finance department, and line manager, and... will have a say: but you get what I mean, I hope.
2: Even if you want to focus 100% on your research, you can use these goals to attempt to control what tasks and duties you're given in order to get the "least bad" solution for you. Being, or at least appearing, willing to take on your full share of these duties is an important part of fitting in within the department.
Upvotes: 2 <issue_comment>username_2: I think it is important to note that the process @username_1 above outlines is not how it works everywhere.
Where I am you do set probation goals in discussion with your head of department, but there are some base line goals you have no choice over. For us these notably included securing (not just applying for) a full RCUK project grant sufficient to employ research assistance for 3 years. Success or failure at probation is decided by a panel of all HoDs in the faculty, along with the head of faculty. People can and have failed probation, sometimes against the wishes of the head of department.
All this is to say that it very much varies from place to place, and even time to time (strict criteria for probation is a new thing here) and you very much need advice from someone local.
You might be interested to know that a group of new PIs in the UK is currently processing data from a survey of how new hires at UK universities are treated, and one area of focus was probationary requirements. Look out for the results soon!
Upvotes: 2
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<issue_start>username_0: I just got a permanent position. Hooray!
My question is the opposite of this one (that popped out as a suggestion from this site): [How to care less about teaching?](https://academia.stackexchange.com/questions/93199/how-to-care-less-about-teaching)
During my PhD studies I TAed a little but was essentially told by everyone not to worry too much about it. During my postdoc I did not teach at all.
Now I will have to teach half a load the first year and a full load starting from the second year. This is a bit scary. I want to spend more time on teaching, preparing the course, actually learning how to teach (something I never did, it's just assumed that since I spent so long in universities I'm now a teacher through osmosis). But whenever I start doing that, I remember that I will never be evaluated on teaching in my life, and if I want promotions later, only my research will count. Any second more than the bare legal minimum spent on teaching is time not spent on research. How do I stop feeling guilt about this?<issue_comment>username_1: I think you could do a few things to essentially work smarter not harder. My reading is that you want to do a good job on teaching in a time-efficient manner. You know that teaching can become a big time commitment, and you want to make sure you don't succumb to an unwise habit of too much teaching time.
First, consider getting a book or two on teaching and reading through them. I liked "What the Best College Teachers Do" by Bain. You might also check out some of the teaching columns in Chronicle of Higher Ed.
Second, build on the work of good teachers. Reflect on courses you have liked. Try to get syllabi from those courses to use when designing your own course. Or, get syllabi from colleagues at your new school. When you select your texts, try to choose those that come with extras like slides, exam questions, and cases. Try to use a common text so you can ask colleagues for their materials to customize.
Third, prioritize. For me, this has meant "working hard" on one class per semester and putting less effort into customizing and improving other classes. (Then rotating and improving a different class the next time.) I also prioritize what I will cover, as trying to squeeze a lot into a class takes more work than focusing on a more limited number of key takeaways. Lastly, put your efforts into things that are really value-added for your students. I'm not sure what this is in your field. In mine, it is arranging guest speakers and "real-world" assignments and discussion cases. For my students, grading is not as big of a value add, although feedback is useful. Strict grading can start to take up a lot of time if you let it.
Finally, check with your new chair to make sure you have a clear idea of teaching expectations. Each department has different expectations, so you need to get a handle on your particular expectations, not some vague idea you have from your previous institution or the internet. Good luck!
Upvotes: 3 <issue_comment>username_2: You are correct that, in the US, at least you are expected to just be able to teach at University. In Europe that isn't assumed and there are actually requirements for teachers.
But the osmosis thing, while true, is a terrible assumption. Most people coming out of a doctoral program have been associating for several years with people just like themselves. Idea driven, hard workers, readers, note takers, explorers, etc. Then they wind up in an undergraduate course, for which they understand the material well, but they don't understand that the students are not all the same. The students in particular are *not at all like you* or the people you've been working with.
Every student is different. They have different strengths and weaknesses. Many of their weaknesses were caused by poor teaching in the past and they never learned how to learn. Some found it easy early on if not many expectations were put on them and then come up against a wall at University. I've see 3rd year (out of 4) undergraduates who had no idea about how to learn anything from a lecture (in CS). They didn't come prepared to take notes. They didn't come prepared to ask questions. They didn't know how to analyze and compress the information they were given. So they struggled with assignments. I actually had to teach them *how* to take notes. It isn't hard, actually, and doesn't take a lot of time. Three or four minutes at each end of a lecture.
My students weren't lazy. They just had no clue about study. No one ever took the time to teach them *how* to do better. It wasn't supposed to be my job to do this, but they and I would fail if I didn't take on the task. Be aware. Don't cut them slack, but show them how they can excel.
But you, the new instructor, weren't likely like that. You think (know) that the students will learn just like you did and that emulating your best professor is just what they need. Nope. Ain't so. That professor worked for you, and people like you. You need to learn about responding to student needs and to look for cues that they are or aren't getting it. Watch their faces. Watch what they do with their hands. Find a way to get questions.
Neither is it true that (in most places in the US) that you will be judged only on research. Some places let a faculty member decide where they want their main focus to be. I worked at places that had three sets of criteria for advancement (teaching, research, service). You needed to be good in all and were expected to excel in at least one. You could define the parameters to some extent, but had to show (in a dossier) that you made contributions to each.
Certain academic positions, in which you advise only graduate students feel a bit different and there the work with students is closely tied to research. That is fine, but you also need to be aware that at the beginning, each student needs help on things other than the topics/skills of the field. But even there, your service to the students will be noted by your peers.
But if you are allowed to teach, then you are likely *expected* to teach well. It is sad that new faculty in the US, at least, don't get more support for that. But you can, perhaps, find a mentor in your department, known for his/her teaching who can give you hints about both teaching and managing the full range of expectations put on you.
Furthermore, at many (I hope most) places you get to input into the tenure process. My experience is that the candidate writes a dossier detailing all of the things they contribute. Depending on the institution that may be heavier on research or not. But part of the judgement of you will be base on that dossier: Is it appropriate? Did you fulfill your own goals?
Many places also give candidates a review at the half-way point to the tenure decision, giving them feedback on their progress and advice about what they should do differently if anything.
Upvotes: 2 <issue_comment>username_3: Teaching has many opportunities for researching. You can find different perspectives there, maybe even quite interesting ones. This will have a profound effect on your works, as well. At the same time, you will also start to question your foundations more vigorously and sincerely so it will replenish your academic knowledge.
More importantly, if you will be a good teacher/lecturer many undergraduate students try to learn/discuss the course materials and even course-related extra topics. Certainly, there are many funding associated boundaries for these plans, yet it can not be overlooked.
I am seeing it, even though not very accurate, that mentoring a student or teaching an undergrad is very similar to planting a tree. After starting to consider this assignment in this way, you will also begin to understand the practical outcomes of teaching in your case.
Upvotes: 0
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<issue_start>username_0: Assume while someone writing his/her master's thesis, he/she found that there was a very similar paper to his work (90% similarities) 3-5 years ago? Does that make a problem and how to tell your advisor about this?<issue_comment>username_1: There is no question about how to tell your advisor. Just do it. He or she will help you decide what to do. If the work is independent and the other paper is obscure enough you might have no problem with your degree, but might not be able to publish this work as is.
Not to tell your advisor would be a serious breach.
However, if it is work that you *should* have known about (literature search, etc), then you may be unable to use it at all and have to revise your research plan. An extension of the work might be one option.
At the doctoral level the answer would be a bit different, leaning more toward abandonment of the work, but, depending on your advisor and any committee involved, you may be ok.
I'll note here as I have other places, that parallel work (and overlapping work) is very common, especially in fields with a lot of research activity. Your advisor will know about this, I'm sure.
The age of the other work is a bit of a problem, of course, but it can reasonably happen this way in certain cases.
Upvotes: 3 <issue_comment>username_2: You have to tell your advisor and as soon as possible (like now), but the crucial point may be the age of the other paper and, if things have moved on sufficiently in the meantime then you may be able to continue with little or few changes.
This will be where your advisor will know what to do.
Upvotes: 3 <issue_comment>username_3: ### Breathe very, very deeply.
It's very easy to succumb to panic when something like this happens. However, panic is **not** a reaction that will help you respond appropriately to this situation. You need to be able to see the newly-found work from a calm and neutral stance to really evaluate which elements of your work are already present in the literature, which elements are untouched, and which elements are present in the newly-found work but can be improved upon with your work.
None of that is easy, but none of that is really doable from an anguished emotional standpoint, so: breathe, take it easy, put it to one side, and go to bed and sleep on it. After which, though:
### Take this to your advisor ASAP.
Your advisor is there to help you solve problems in your research. This most definitely rates as a problem, and you need someone with experience to help you deal with the response. (As others have pointed out, it would almost certainly be unethical to withhold this information from your supervisor, but more importantly: it would be stupid to deny yourself your greatest source of help in dealing with the problem.)
Depending on the circumstances, it can indeed be the case that you are at fault for negligence in carrying out your initial literature review. (And that assumes that the newly-found paper really is that close to your research; as above, though, a calmer examination will often show a much larger distance.) However, it can also be the case that it was simply a hard problem to find the right literature in the first place.
As an example, it's a reasonably general principle that it is often extremely hard to find the solutions to problem X in the literature until you've actually solved the problem yourself, because having the solution in hand, and being able to examine the key methods, ideas and structures that make it work, opens up a whole new field of keywords to search for, and this can lead to finding literature that uses those things to solve a minor variant X' of your problem that you didn't (couldn't?) think to search for. If this was the case, then it's a Standard Hard Thing About Academia, and you should count yourself lucky that you encountered it at a master's level where the consequences are not that catastrophic.
However, telling which of those cases your problem falls into is not something that any of us can tell you, and it is not something that you should attempt on your own without telling your advisor. When you meet him/her, you should explain in depth which aspects of your research you think are reported in the newly-found paper, as well as how you came to find it, and why you think you missed it on your initial searches.
As to how to tell your advisor, I would advise you to send them an email ASAP, saying that you need to meet with them in person as soon as possible because you found a previous publication that includes some aspects of your work, and include a copy or reference to the work. Your advisor will be able to offer much more helpful advise if they've had time to see and digest the new work before you meet with them in person.
Upvotes: 2
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<issue_start>username_0: I'll be defending my Ph.D. this October. I submitted my dissertation in English and prepared an English presentation, but my supervisor along with the jury members surprised me by saying the defense speech cannot be in English and must be in French (“since we are from a country that has the second language is French”). Actually, they don’t mind an English report. In fact, they are very proud of the report.
So my question is, what would be suitable in this situation, keep the presentation in English and talk in French, or, I will change the presentation to French since I talk in French?<issue_comment>username_1: There is no question about how to tell your advisor. Just do it. He or she will help you decide what to do. If the work is independent and the other paper is obscure enough you might have no problem with your degree, but might not be able to publish this work as is.
Not to tell your advisor would be a serious breach.
However, if it is work that you *should* have known about (literature search, etc), then you may be unable to use it at all and have to revise your research plan. An extension of the work might be one option.
At the doctoral level the answer would be a bit different, leaning more toward abandonment of the work, but, depending on your advisor and any committee involved, you may be ok.
I'll note here as I have other places, that parallel work (and overlapping work) is very common, especially in fields with a lot of research activity. Your advisor will know about this, I'm sure.
The age of the other work is a bit of a problem, of course, but it can reasonably happen this way in certain cases.
Upvotes: 3 <issue_comment>username_2: You have to tell your advisor and as soon as possible (like now), but the crucial point may be the age of the other paper and, if things have moved on sufficiently in the meantime then you may be able to continue with little or few changes.
This will be where your advisor will know what to do.
Upvotes: 3 <issue_comment>username_3: ### Breathe very, very deeply.
It's very easy to succumb to panic when something like this happens. However, panic is **not** a reaction that will help you respond appropriately to this situation. You need to be able to see the newly-found work from a calm and neutral stance to really evaluate which elements of your work are already present in the literature, which elements are untouched, and which elements are present in the newly-found work but can be improved upon with your work.
None of that is easy, but none of that is really doable from an anguished emotional standpoint, so: breathe, take it easy, put it to one side, and go to bed and sleep on it. After which, though:
### Take this to your advisor ASAP.
Your advisor is there to help you solve problems in your research. This most definitely rates as a problem, and you need someone with experience to help you deal with the response. (As others have pointed out, it would almost certainly be unethical to withhold this information from your supervisor, but more importantly: it would be stupid to deny yourself your greatest source of help in dealing with the problem.)
Depending on the circumstances, it can indeed be the case that you are at fault for negligence in carrying out your initial literature review. (And that assumes that the newly-found paper really is that close to your research; as above, though, a calmer examination will often show a much larger distance.) However, it can also be the case that it was simply a hard problem to find the right literature in the first place.
As an example, it's a reasonably general principle that it is often extremely hard to find the solutions to problem X in the literature until you've actually solved the problem yourself, because having the solution in hand, and being able to examine the key methods, ideas and structures that make it work, opens up a whole new field of keywords to search for, and this can lead to finding literature that uses those things to solve a minor variant X' of your problem that you didn't (couldn't?) think to search for. If this was the case, then it's a Standard Hard Thing About Academia, and you should count yourself lucky that you encountered it at a master's level where the consequences are not that catastrophic.
However, telling which of those cases your problem falls into is not something that any of us can tell you, and it is not something that you should attempt on your own without telling your advisor. When you meet him/her, you should explain in depth which aspects of your research you think are reported in the newly-found paper, as well as how you came to find it, and why you think you missed it on your initial searches.
As to how to tell your advisor, I would advise you to send them an email ASAP, saying that you need to meet with them in person as soon as possible because you found a previous publication that includes some aspects of your work, and include a copy or reference to the work. Your advisor will be able to offer much more helpful advise if they've had time to see and digest the new work before you meet with them in person.
Upvotes: 2
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<issue_start>username_0: I am in a Master's program which is graded 100% on my research thesis. I also have a first class Honours in mathematics with average grade somewhere between A- and A, where A+ is best. Also, my university's math department is ranked somewhere between 40th and 50th in the world.
In short, my grade point average is okay but not great, and so is my school. I would like to go to a First tier (Harvard, MIT, Oxbridge), or at least tier 2 (Chicago, Michigan, UPenn) graduate school. Do I have a realistic chance at any of these places? Also will age a disadvantage (I'm 28)?
Edit: My GPA on the US scale is around 3.6 plus/minus 0.1.<issue_comment>username_1: The numbers are fine, the schools are fine. What isn't fine is that the competition is all pretty much like yourself and there will be a lot of competition. Don't assume that every school you apply to will accept you so apply to more than one (several?).
However, at this level, the numbers don't tell the whole story. You need to say in your application materials what is "interesting" about you so that those evaluating will put you into the short pile (further consideration) rather than the big pile. Talk about not only your past math successes, but also your interests. Talk about any research that you have pending or under consideration. If you get an interview (used some places, not all) be prepared to shine but also be flexible.
Committees are looking for people who will work hard and who will most likely be a success. Nobody is perfect, but some candidates will appear to be perfect on paper.
Why do you want us? Why should we want you? Think about those questions.
---
My own comment here reminds me also that it is useful to remember that "ability" in mathematics is not, generally, independent of field. You can be the third wonder of the world in Analysis, say, but struggle a bit in Abstract Algebra. Much of this is a question of insight - do you correctly flag the things that "ought to be true" and are worth studying, or are you limited to following the proofs of others. If your lower grades in some courses is limited to that sort of effect, then (a) I suspect those aren't your favorite topics nor the ones you want to work in, and (b) you have a basis for explaining the lower grades.
Also, in this case, the makeup of the faculty at a particular school may be more important to you than the ranking of the school overall. Find a place that plays to your strengths and where you will find the best guidance. Lots of great schools out there with lots of great faculty.
Upvotes: 2 <issue_comment>username_2: (I am the Graduate Coordinator for the mathematics department at the University of Georgia, which is consistently ranked around the 50th best mathematics department in the US. I also received my PhD from Harvard, which is consistently ranked in the top three.)
Zeroth of all, if you think that University of Chicago is a "second tier program," then I think your tiers are too small to be meaningful. I am very familiar with both Chicago and MIT and think these departments are comparable in quality according to a broad range of metrics.
First:
>
> Also will age a disadvantage (I'm 28)?
>
>
>
Absolutely not. Age discrimination is illegal and also not truly not done in American graduate programs. Moreover I am not even sure that you have to disclose your age, but as someone who has been most directly involved in graduate admissions in my department for the last two years, I can assure you that the admissions faculty almost never notice the age, let alone take it into account.
Second:
>
> Edit: My GPA on the US scale is around 3.6 plus/minus 0.1.
>
>
>
That is indeed not a great GPA relative to your competition. The median GPA for applicants to UGA is, I believe, slightly higher than this, and I shudder to think where UGA would rate on your "narrow tier" system: eighth tier, maybe? The very top graduate programs have their pick of the litter: they could, if they wanted, enroll a class full of candidates with essentially maximal GPAs, GRE scores and recommendation letters. And this is what they largely do, while also looking for candidates who are *exceptional* in their research achievements and promise. So, for instance, a place like Harvard would take a candidate with a 3.6 GPA if they had written a truly significant research paper.
Third: the GPA is just one number, and as a number, 3.6 is not so bad. With that GPA, a more important question is: in which courses did you do well, and in which did you do less well? If the less good grades are confined to the early years of the program and your transcript shows a clear upward trajectory that is supported by the recommendation letters, then many programs will not view a 3.6 GPA as a negative.
Fourth: we all want to go to the best programs we can (as we should!), but when it comes to your admissions strategy, you should take a more conservative approach of applying to schools in multiple tiers. As a quantitatively minded person, I recommend that you tackle the "Fermi problem" yourself: how many students in the world do you think are interested in doing a math PhD at Harvard / Princeton / MIT / Stanford / Chicago / Berkeley / Oxbridge and have strong but not perfect backgrounds from internationally renowned institutions? How many spots do each of these schools have per year? I think you will find that the competition is fierce. You might get in -- and I heartily agree that you certainly won't if you don't apply, so I think you should apply -- but there are going to be a lot of other, similarly (well!) qualified candidates.
By the way, schools "as far down" as UGA still have very strong programs in certain areas, and a strong student can do very well at these places. At UGA some of our PhDs have gotten NSF postdocs, one of them is now a tenured faculty member at one of the elite schools you mentioned, and so forth. UGA is internationally renowned in algebra, geometry, number theory and topology. I could say similarly strong things about most other institutions at the same level on the rankings --e.g. Boston University, University of Virginia, Dartmouth, Emory, University of Massachusetts -- they have some tremendous strengths. In summary, the number of really strong graduate programs in the US is larger than you might think, especially as an international student. Please keep that in mind.
Upvotes: 5 [selected_answer]
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<issue_start>username_0: Recently, I read [the answer](https://academia.stackexchange.com/a/102016/37441) by Hexal to the following question here: [Not including student who contributed very little as coauthor of paper](https://academia.stackexchange.com/questions/102014/not-including-student-who-contributed-very-little-as-coauthor-of-paper/102021) and I was scared. Much more than scared, I could not sleep the following night. In the question, a project leader asks whether or not he should include a visiting student who showed "good motivation", but did not contribute anything to a certain project as a coauthor (to one of the project's papers).
There is a downvoted answer with -40, saying that if the student writes that she wants to be a coauthor, the project leader should write her an e-mail:
>
> [...] Therefore, we would appreciate it if you return the salary you received for the internship. Please transfer USD ... to the account ... until .... If we don't see a reverse payment, we feel necessitated to undertake legal steps. Thank you for your cooperation.
>
>
>
Now, this answer is downvoted. I am also not sure if the downvotes/comments are because this approach is not appropriate for the given situation or not appropriate in general.
This scared me a lot. I always thought that one would never have to pay back earned money (except for extreme reasons, like fraud probably?).
Now, I do not plan to not work. But I know some asshole professors who, when their students say that they do something else on their weekends than working, they tell the whole faculty that their student is not working. I've never heard of someone asking back for money, though. However, I am scared now that I will work for such a professor, we do not manage to write a paper together and then they make me to pay my salaries back after some time, which I cannot afford.
So, my questions:
1. Are such threats something that happens sometimes / often?
2. (I would probably be scared enough if I got such a letter since lawyers are expensive but) Did students ever go to court because of such a letter and do judges approve this?
3. Are things like this supported by universities or their legal departments?
I would be interested in answers about the situation all over the world – if this is not possible, I would be interested in Europe and Northern America.<issue_comment>username_1: No, that answer is ridiculous.
In North America, as long as you were working honestly\*, the only reason you would ever have to return money is if you were accidentally overpaid (i.e. they paid you more money than you earned).
\* I assume you aren't actually trying to commit fraud
Upvotes: 7 <issue_comment>username_2: I think that the answer suggesting asking for payback was actually intended as a joke. Or if not a joke, as such, then an outrageous response to an outrageous request. Tit for tat.
In the US and some other places there is a card game called [Poker](https://en.wikipedia.org/wiki/Poker) that is normally played in "rounds of betting". If a person bets X then the next person has to bet X or higher. If higher it is called "raising" ("raising the bet", "raising the ante"). Often you raise the bet quite a lot to force other players out. They aren't willing to equal the bet ("call the bet"). I think that the answer you pointed to took the request for authorship as a "bet" (or an "opening") and the response was just "raising the bet" to force the first person to retreat. The suggestion was so ridiculously high that the other person would "fold" (leave the game).
That should ease your fears, I hope. On the other hand, reacting by referring to "asshole professors" won't make you popular with your faculty. Rage seldom wins in Poker, either.
Upvotes: 4 <issue_comment>username_3: I am afraid demanding for payment return **is** a last-resort practice in some places.
I feel obliged to add my recent [bad experience as a postdoc in China](https://academia.stackexchange.com/questions/104541/persistent-issues-with-salary-pay-as-a-postdoc-in-china-what-can-i-do) here. Although this has not happened to me, I was informally warned by colleagues that if I displeased PIs badly enough they might find reasons to demand me to return all earned salary. The following passage is an excerpt from my contract (translated directly by Google Translate), where Party A is a university, Party B the responsible PI, and Party C was I.
>
> Party C must transfer all personnel, salary and file records to Party
> A within one month after pitching, and may not boast part-time
> after the servant. If the relationship between personnel files is not transferred to Party A within 3 months, the salary will be
> suspended. Those who can not be transferred within 6 months will be
> treated as returned stations and the post-doctoral funds used will be
> refunded in full to Party A." (...)
>
>
> If Party C submits his / her post due to personal reasons during the
> stop, he / she should apply to Party A three months in advance. After
> Party B and Party B agree, Party C can return his / her seat otherwise
> Party C will need to refund the used funds.
>
>
>
In reading the contract, a Chinese friend abroad wrote the following advice:
>
> Article 2.2) It is a bit shocking, cause they ask you to put how many
> publications you should produce during the 2 years. Keep in mind, if
> you do not meet this criteria, they can do anything they want
> according to the contract. I suggest you to ask how strict this
> article is.
>
>
>
I in fact did as advised by my friend, ask details about the contract and salary pay. They always smiled and said "don't worry" without giving out specific info. In fact, as detailed in the other thread and further unlinked discussions online, I had a number of issues with payment, research funds, authorship, data ownership. In short research funds were not explicated from salary pay anywhere. What I did was to produce the absolutely minimum required until the end, and finally left in the best terms circumstances possible. I thought to taking the "midnight run" several times, but my home country was also in a mess at the time.
Finally I I heard that in Argentina, Brazil, and some other countries, a failing PhD student may be requested to return all received scholarship funds. I think China has a similar rule, but also nobody would answer me directly.
Upvotes: 4 <issue_comment>username_4: I (partially) did an undergraduate research project which involved a summer course to be followed by a year of research, and which included a stipend (a couple of thousand dollars per quarter). And I failed out horribly, spectacularly--didn't even pass the five week course. Quit basically at the beginning. Not a high point for me.
When I asked the university if I should pay back the first stipend check, the answer was a definitive "no".
Upvotes: 2 <issue_comment>username_5: ***tl;dr*-** Repaying earned salary is called a [clawback](https://en.wikipedia.org/wiki/Clawback). Usually clawback provisions have to be specified in an employment contract, and they seem pretty uncommon in academia.
---
This would be a [clawback](https://en.wikipedia.org/wiki/Clawback):
>
> A **clawback** or **clawback provision** is a special contractual clause typically included in employment contracts by financial firms, by which money already paid must be paid back under certain conditions. The term also is in use in bankruptcy matters where insiders may have raided assets prior to a filing, and in Medicaid, when a state recovers costs of long-term care or covered medical expenses from the estates of deceased Medicaid patients. The aim of the clause is to secure an option for an employer or trustee to limit bonuses, compensation or other remuneration in case of catastrophic shifts in business, bankruptcy, and national crisis as the financial crisis of 2007–2008, and for states to recoup the cost of administering Medicaid services.
>
>
> The term **clawbacks** or **claw backs** can also be used to refer to any money or benefits that have been given out but need to be returned due to special circumstances or events, which are mentioned in a contract.
>
>
> –["Clawback"](https://en.wikipedia.org/wiki/Clawback), Wikipedia [links and references omitted]
>
>
>
As noted in the above, clawback provisions typically need to be specified in an employment contract and are generally associated with particular professions, e.g. financial firms. I can't recall having seen a clawback provision noted in an academic contract before, though [@username_3's answer](https://academia.stackexchange.com/a/114390/38709) describes one such case.
So, unless your contract specifies a clawback provision or your country has clawing back somewhere in the legal code, it seems unlikely that there'd be a legal basis for an employer to demand for legitimately received salary to be returned.
Upvotes: 3
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<issue_start>username_0: This is a companion question to [Why do most scientists think Brexit is bad for British science?](https://academia.stackexchange.com/questions/114135/why-do-most-scientists-think-brexit-is-bad-for-british-science). Based on this [meta discussion](https://academia.meta.stackexchange.com/questions/4254/should-i-ask-a-separate-question-instead-of-awarding-a-bounty-for-the-brexit-que), it was suggested that I ask a new question about potential upsides of Brexit...
From the answers to that question about Brexit, it sounds like there are no upsides to British science. However, there are still [roughly 12% of UK researchers](https://www.nature.com/polopoly_fs/7.35380!/file/Brexit%20survey_full%20results.pdf) who think the UK should exit the EU. It seems that these 12% must see something positive from Brexit, otherwise they would not be voting to leave.
What could these positives be? Or are there no positives, and they are just more optimistic that the UK government will provide the political support to let British science emerge unscathed and / or they think the gains elsewhere outweigh the losses?
Only thing I've seen about this is [Royal Society president <NAME> saying](https://www.theguardian.com/science/2018/jul/15/venkatraman-ramakrishnan-interview-brexit-science-funding-innovation-collaboration-royal-society):
>
> **Will Brexit open up any new opportunities for UK science? Are there burdensome EU regulations you’ll be glad to see go? Will collaboration with scientists in non-EU countries, like the US or China, become easier? Will tranches of non-EU funding become accessible?**
>
>
> The only thing I can say is that if you have new technologies and you need to make regulations where current regulations don’t exist, then it’s easier for a single country. Britain is very rational about balancing risks and benefits. Its easier for one country to move fast. This is a sort of theoretical, possibly marginal benefit. Whereas the actual risks and drawbacks of Brexit are much more real and immediate.
>
>
>
However this sounds extremely marginal. Unless these 12% of UK researchers know in advance that they're going to come up with groundbreaking new technologies for which current regulations don't exist, it's hard to believe that 12% of UK researchers would vote to leave for this reason.
I am interested in all positives, short-term or long-term.<issue_comment>username_1: Scientists are people too. They may vote for Brexit for non-academic reasons. For a list of (non-academic) reasons in favour of Brexit, see <http://www.voteleavetakecontrol.org/why_vote_leave.html>
Many academics may think that Brexit will have minimal impact on academia. [The UK government has given assurances that it will make up for any lost EU research funding.](https://www.gov.uk/government/news/chancellor-philip-hammond-guarantees-eu-funding-beyond-date-uk-leaves-the-eu) [And EU research funding is available to some non-EU countries.](https://ec.europa.eu/research/iscp/index.cfm?pg=israel) So perhaps they are won over by non-academic arguments about immigration, costs, trade, and regulation.
Of course, every individual has their own reasons for voting one way or another. Some may just view Brexit as an anti-establishment protest vote. I can only speculate!
Upvotes: 4 <issue_comment>username_2: There are no upsides for British science from Brexit.
This is a corollary of the almost certain fact that there are no upsides for British society from Brexit.
Science funding has never been a priority of the current government and I hardly expect that situation to change once we leave with no deal. In truth, we are cutting off access to collaborations (e.g. ESA) that we can never hope to compete with as a single, tiny nation with a floundering economy.
To understand, then, why in spite of this 12% of UK researchers still voted to Leave, you have to realise that when the referendum was held, a large number of people in the country used their vote as a protest-- against the establishment, against immigration and against the perceived power of the EU parliament over our own.
People were generally misled by self-serving politicians that societal benefits would occur once we left the EU-- more control over our laws for instance, forgetting that we elect MEPs to the European parliament so have just as much say in EU law as our own. They perhaps believed that there would be more money for the NHS, even though the reason the NHS is underfunded is not due to the EU but due to the same Conservative government that has been in power for the last eight years.
I am certain that not even the politicians gunning for Leave actually thought the benefits they claimed would ever happen-- they simply picked the side they thought would gain them votes, and for many Conservative MPs with very right wing, anti-immigration constituencies this was Leave.
For the reasons I have outlined above (and doubtless many more), a person may have decided to vote to leave. The vote was a very personal decision for a lot of people and as username_1 says, scientists are people too. The 12% that you quote likely voted to leave based on non--scientific issues, just as I voted to remain based on non--scientific issues, namely that I believe that a diverse and multicultural society is better and more productive for everyone, I am averse to hatred and xenophobia and I like going on holiday to other EU countries without needing a visa.
If our politicians were capable of thinking about something other than their own ratings in the polls, they might have been able to negotiate a sensible leaving deal, with every eventuality considered and taken care of. In that case, I would be less worried about the effects of leaving on British science.
However, we are now faced with the prospect of a no-deal Brexit. The government is trying to hide the fact that it is stockpiling food and mobilising the army to prepare for the worst (presumably they are afraid of rioting and looting).
People's wilful ignorance of the wholly negative effects of Brexit will be sorely tested when food rots in the fields with no EU workers to harvest it, when a black market begins for "luxuries" like cheese and chocolate, and when their relatives die in hospital because their medicine is on the other side of the border.
Society will suffer. Science will suffer.
I am aware that this is an emotive and partisan answer, but Brexit is a very emotional subject for most British people. I am still living in hope that one day soon we will have a general election, form a sensible government and call the whole thing off.
Upvotes: 5 <issue_comment>username_3: How someone votes is not purely based on their job, so trying to makexplain useful inferences about how an academic scientist thinks Brexit will affect science based on voting patterns is probably a worthless endeavor. Had the politicians promised massive increases in science funding as part of Brexit, it is not clear to me how many academic scientists would have changed their votes. The vast majority of academics object to Brexit for a number of reasons not directly related to their jobs.
As for the effect on academic science, the one major benefit will likely be an increase in the number of full fee paying international students as EU students will presumably not get discounted fees.
Upvotes: 4 [selected_answer]<issue_comment>username_4: As others have written (and as I wrote [here](https://academia.stackexchange.com/a/114142/15798)), the short-term prospects for science from Brexit look pretty bleak. However, this question asks for positives.
It seems inevitable that Brexit will necessitate re-evaluation of strategies, systems and infrastructure across the spectrum of science and academia. This will be painful in the short-term, but may stimulate new growth and developments that ultimately turn out to be beneficial.
In particular, it seems likely that any decrease in interaction with the EU will be replaced by stronger links with other scientific 'markets'. It is plausible that governments/funding agencies in non-EU countries will see the 'hole' created by Brexit as an opportunity that can be exploited to support the growth of domestic science, and new partnership opportunities may emerge. In this regard, the UK is fortunate to have a large number of scientists and institutions with world-class reputations.
Of course, none of this is guaranteed to follow from Brexit, and much will depend on future government decisions and policies.
Upvotes: 1 <issue_comment>username_5: As an American academic, I will note that there are significant upsides to Brexit for **non-UK** science. As denizens of a defensible 'center of the world' for science, British industry has generally looked inward for academic-industry collaboration. In the past year, I have seen a truly stunning number of outward-looking partnerships arise.
Upvotes: 1
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<issue_start>username_0: Where is the border line between a novel, creative work and work that is of scientific value? I have received reviewer comments like:
>
> the ideas are creative and interesting but work adds little scientific value.
>
>
>
What do reviewers look for when making such comments/judgements? They often do not clearly state what was missing in the paper. My field is computer science.<issue_comment>username_1: This question is rather hard to answer, as "little scientific value" is extremely subjective.
There are ways to figure this out, however. Have you discussed this with your scientific adviser? If you don't have one, you can seek feedback from your colleagues, as they will be most familiar with your field.
I think it will be of value for you to present work at a conference, or put it on pre-print server (Bio/Arxiv) and then ask community for feedback.
Also, keep in mind that reviewers are humans (even though it might seem counter-intuitive) so they might be wrong.
Upvotes: 1 <issue_comment>username_2: Let me describe two extremes, though they come from very different fields.
In mathematics, if you re-prove an old well-known theorem with a new technique that might be applied elsewhere it will be very interesting, whereas if you prove a new theorem with only old standard techniques it may have much less interest.
Similarly, in Computer Science, a boring and straightforward program might answer an interesting question. If the question isn't about CS itself, this might not be considered "scientifically interesting", whereas if it were a longstanding CS question it would be. On the other hand an interesting and creative program might answer a question of no significance. This might be judged either way.
In many of the sciences (chemistry, psychology, ...), you can, and many do, use very standard statistical techniques to answer questions. But to be interesting, the questions themselves have to be significant since the technique isn't. However, what is significant to you might seem trivial to others and vice versa. Even if you use a "creative" technique to answer an insignificant question it might not have much scientific merit unless someone can conceive of using that technique to answer other, more significant questions.
So, the variables are, at least, (a) the question attacked (b) the techniques used. I'm guessing (only) that the comments you got imply that you are strong on (b) but not so strong on (a) and the reader didn't extrapolate. But it depends on the field.
Upvotes: 3 [selected_answer]<issue_comment>username_3: In my experience this is a sign that you submitted to the wrong journal/conference. For every journal/conference there is a community of researchers that like to do research in a certain way. So if a reviewer likes your work but it does not match what he thinks valuable research should look like, that is the response you get.
For example, in my area of computer networks there are researchers who do more formal analysis and others who prefer a more practical approach. So some researchers think that if you can not provide a formal proof that your system works it has low value while for others the demonstration in a real-world scenario is essential.
Once I submitted a practical paper to a more theoretically oriented conference and it got rejected with very similar wording than what you wrote. It later got accepted at a reputable application-oriented journal. The same happened the other way around.
So try to find the community that is the best fit to your work. That can include - unfortunately - a lot of trial and error. The other option is to try to suit everybody, but that includes a lot of work and you will have a hard time sticking to page limits (been there...).
Upvotes: 4
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<issue_start>username_0: I am developing an algorithm for a type of classification problem that is a small-but-growing area of AI research. Until two years ago, there was no standard benchmark for this type of problem. In 2016, a benchmark dataset was made publically available to solve this issue and most subsequent papers in this area have used it to evaluate their algorithms.
However, the dataset is of poor quality. It is very small with <100 examples, many of which are slight variations on the same data. Also, the ground truth is dubious for several examples. This makes it hard to compare the performance of different published algorithms since they are nearly all within the margin of error.
I can think of four options:
1. Publish my algorithm using the flawed benchmark. Its apparent performance is comparable to other methods, and it has enough other advantages (fewer parameters, etc.) to be published this way, but probably not in a high-impact venue.
2. Publish my algorithm using a more robust benchmark that I create on my own. I could add legitimacy by implementing previously-published algorithms to compare on the new benchmark, but I feel like this would still give the impression of moving the goalposts.
3. Publish my algorithm using a more robust benchmark that I create on my own, in addition to the flawed benchmark. Many papers test their algorithms on additional custom datasets (though usually simulations) so this is not unusual. However, this would imply I consider the flawed benchmark valid and that would still be the results most people look at.
4. Separately publish a more robust benchmark dataset and validated criticism of the flawed benchmark. I could then cite this when I later publish my algorithm. However, this will delay publication of my algorithm and still depends on my new benchmark being well-received.
Because I am still a Ph.D. student and this would be my first work in this field, I am wary of bucking current practices too much. What should I do? Are there other factors I should consider?<issue_comment>username_1: You leave a lot unsaid here, such as how expensive (time, money) it is to run the algorithm on any given dataset and how much effort to create a new one.
Three pieces of advice, though. If it is more or less standard to use the published data, then using that should give you some basis for evaluating your algorithm compared to others. With a new dataset you lose that opportunity.
A new dataset also leaves you open to a charge that the "great" results you got were just an artifact of the dataset you created on your own. You should probably avoid that. At least as the first iteration.
There is no reason that you couldn't use the existing dataset, gather your results, but also, in the same paper, discuss the shortcomings of that dataset. This also gives you an opening to future work and you might even get some advice on how to avoid the second point above.
Ok. Four pieces of advice. If you are new at this (and not a doctoral candidate writing a dissertation) you don't need to push the boundaries too far to make a contribution. You can use the simplest case to set up your case 4. for the future. But if you buck current practice very much you need to justify it.
---
On the other hand, if you *are* a doctoral candidate, the significance of your work is normally considered more important than the time you need to put into it and the expectation is that it is novel. But you still need to avoid the charge of tailoring the data to fit the desired results.
Upvotes: 2 <issue_comment>username_2: So, you basically say that standard data batch has a flaw / does not take something into account. And you already have some kind of an implementation you would like to test. It does not work well with standard data *because of the flaw*. It would be possible for you to create a further data set where your code shines.
---
I would do the following in the paper:
* Highlight the initial broad problem you are trying to solve. (Things like real-time rendering, image registration, 3SAT, etc.) It would be best if you could already there indicate what does the standard data set not regard, but what is an inherent part of the problem. (Like, "the absorbed light is not immediately reflected back at the same spot", "the objects are deformed in-between", n=2.)
* Present your solution, implementation details, and special efforts to take care of the said issue.
* Test your implementation on the community-acknowledged standard data set (with a notice that it does not fully represent the said issue). Additionally, build and present a better data set that takes in the account the above issue. Ensure the data set is publicly available. You might want to use Zenodo or other public repositories in order to not relay on your university website.
Absolutely, do test your method on the new data set. This is the actual selling point: *"There was a flaw in old data set / way of thinking. Here is a new data set that does not have it. Here is a method that works well with it."*
The best way of comparison is to put an existing method (or methods) on par with your new method using both old and new data sets.
Actually, come up with the new data set and test your approach on it first. If it does not work, you do not need to write the paper.
Upvotes: 2 <issue_comment>username_3: In general, I would recommend this option, the third one:
>
> 3. Publish my algorithm using a more robust benchmark that I create on my own, in addition to the flawed benchmark. Many papers test their algorithms on additional custom datasets (though usually simulations) so this is not unusual. However, this would imply I consider the flawed benchmark valid and that would still be the results most people look at.
>
>
>
As also already suggested by the other answers, you can explain in the paper what flaws you have perceived in the dataset, but still test on it anyway. That way, you do not necessarily imply that you consider the flawed benchmark valid, but also avoid "accusations" that you only made up your own dataset in order to find something your algorithm performs well on.
Additionally, it may be interesting to note that pointing out flaws in existing benchmarks with widespread use can be a very useful contribution in and of itself, maybe even the focus of an entire paper, **provided that you do it well and thoroughly**. See some examples (also from the field of AI):
* [Revisiting the Arcade Learning Environment: Evaluation Protocols and Open Problems for General Agents](https://www.jair.org/index.php/jair/article/view/11182): this paper points out some flaws in how a lot of existing research has flawed evaluations in the "Arcade Learning Environment" (this is in Reinforcement Learning). **Importantly, it also proposes solutions**.
* [Deep Reinforcement Learning that Matters](https://arxiv.org/abs/1709.06560): another paper which points out flaws in evaluation methodology, again in (deep) Reinforcement Learning, this one is a bit more general than just about the "Arcade Learning Environment".
* [A Detailed Analysis of the KDD Cup 99 Data Set](https://www.ee.ryerson.ca/~bagheri/papers/cisda.pdf): a much older example, and perhaps more similar to your case in that it points out flaws in a particular dataset commonly used for evaluations, rather than flaws in evaluation methodology.
Upvotes: 4 [selected_answer]
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<issue_start>username_0: In a study where human subjects are given questionnaires, it may be interesting to analyze whether effects are gender-specific and/or more pronounced in one gender than in (the) other(s). How can this information be gathered in a way that respects every individual independent of gender? How many checkboxes does one need for the question, and how should these be labeled?<issue_comment>username_1: If you are in the US you should (must) ask this question of your [IRB](https://en.wikipedia.org/wiki/Institutional_review_board). The answer may depend on the overall nature of your study, not just this one question. They will probably want to know how you intend to use this information (and everything else).
Rather than Male, Female, blank. It might be Male, Female, Decline to Answer. Even that will, however, offend some people who are, for example, non-binary. But if you think you need to list all possibilities you have quite a number of self identified genders. And you would have to justify the question. Some will consider the question intrusive for some purposes.
If you are not in the US, then local laws may also apply to any study with human subjects and you need to know this. I don't know the law in Germany.
One option that may be acceptable is to not use a bulleted list, but a field in which people can characterize themselves. This makes for a more difficult research design, of course, since you don't know in advance what the responses will be. Moreover, depending on who fills out the questionnaire, the results might be more creative than you like, as mentioned in the comments here.
Of course you don't know that people will answer honestly in any case. This could occur if you are asking for sensitive information otherwise.
Yet another complication for such research, that needs to be considered in the design. If you get, say 90% "male" responses, how to you make a determination about whether the results differ by gender? It's not impossible to do, of course, but you have to have a plan.
---
Based on a comment I made to the excellent answer of [username_7](https://academia.stackexchange.com/a/114464/75368), an alternative to a bulleted list or an open-ended field and that is amenable to computer analysis is to create a binary tree of yes-no questions. Root is something like, for example: "Do you now identify as male?". Each answer, combined with all previous answers, is used to select the next question, say, for "no": "Have you ever self-identified as male?". It is complex as you suggest and implies a complete analysis that is tailored to your need and also sensitive to the understandings of others. Being complex, you need to justify your need for the information as you say (sociological, medical, vs curious).
The next answer, however, must be based on all previous answers, not just the recent one. It may be that "currently" identifying as male may not be enough, and that lots of combinations are possible. But this, at least gives you a way to analyze the results.
And I'll also note, based on my other comments there that: there are at least three independent factors in sex/gender. Your mind, your "plumbing", and your hormonal system. (I'm not a medical geek, but think that chromosomes have an influence on both plumbing and hormonal structure. All have an influence but none is absolutely determinative. In the past people discounted your mind - what you thought - and imposed a classification on you. Now, with modern medicine, surgery, and pharmacology, a person can bring the three to a self-desired balance. We now recognizes that people have choices as well as biology where this was denied in the past, and, by some, even now.
Finally (perhaps), none of those three factors is binary, not even chromosomes. All three have a range of values that combine into "who we are".
Upvotes: 3 <issue_comment>username_2: One option is not to have checkboxes at all. Just give people a single free-text field, let them write whatever describes their gender best, and then use manual or automated methods to code those responses into categories. Optionally include a prompt along the lines of "e.g. male, female, genderqueer" to clarify that non-binary answers are welcome.
Advantages
----------
This approach guarantees that everybody can give the answer that fits them best, and it's unlikely to offend anybody except those who resent being asked for their gender at all. You don't have to work through a long list of gender variations trying to anticipate every option that somebody might want, and it puts everybody on an even footing without the problem of "othering" (see below).
Disadvantages
-------------
It does require a bit more work on the experimenter's side since you need to set up a coding system. But this is less than it might seem, because again you don't need to decide in advance for every possible response that somebody might give; you only need to determine rules for the answers that people actually gave. Mostly likely you will end up with 90%+ that can unambiguously be classified as either "male" or "female", and a small percentage of non-binary responses.
Some people may use a free-text field to write nonsense answers, but this is a good thing; these people are likely to give bad answers to checkbox questions too, so filtering them out of the results is a Good Thing.
Analysing non-binary responses
------------------------------
In theory, you might then end up with some complicated decisions about which non-binary responses should be categorised together for data analysis. In practice, this question will probably be largely answered by issues of sample size. Unless you're running an exceptionally large survey or targeting populations with an unusually high percentage of non-binary people, you probably won't have enough non-binary responses to get meaningful findings for any categorisation finer than "non-binary", if even that.
This doesn't mean that you shouldn't try to make the design respectful of non-binary people; it just means that your main reason for doing so is "treating people with respect", rather than data collection *per se*.
Side points
-----------
Stealing some good points from other people's answers, it's worth considering the purpose for which this data will be used, and to check your institution's policies on human subjects research for guidance.
What is "othering"?
-------------------
For those not familiar with the concept of othering: many classification systems emphasise the characteristics of the people who designed them, or those considered more important, with "other" used as a catch-all for many different things whose only common characteristic might be that they're unfamiliar/unimportant to the designer of the classification. [This excellent series from Robot Hugs](http://www.robot-hugs.com/other-one/) discusses the issue in detail, giving a couple of examples from the Dewey Decimal System: its religion section has seven two-digit categories for various topics from Christianity, whereas all non-Christian religions are lumped together in a single "Other religions" group, and the same ratio for European vs. non-European languages.
This sort of framing can be disrespectful to "others", since it can be read as saying "the most important thing about you is that you're Not One Of Us". It also presents the possibility of bias; if researchers from different cultures make different decisions about what gets "othered" in their forms, it's hard to compare results. (Even if both forms have text fields that allow people to enter custom answers, respondents may be more willing to tick a box than to write it in.)
Upvotes: 6 <issue_comment>username_3: I know in today's climate this isn't a particularly popular approach but depending on the context of the study it may be most appropriate to ask about biological sex (aka whether or not they are in possession of a Y chromosome) rather than gender.
This way it is unambiguous, you either have a Y chromosome or you don't.
In biological/clinical studies this would probably be the most sensible approach but in the social sciences this may prove insufficient and one of the methods above may prove more useful.
---
In light of comments about this suggestion being transphobic (it isn't but people are sensitive in the US), the other answer is to ask whether or not you were born in possession of a penis, a vagina or both but that comes across as a little crass.
I would also add that unless it is absolutely necessary for your study to know the gender/sex of your participants, just don't ask.
Upvotes: 4 <issue_comment>username_4: I have previously seen this done in the following simple way:
* Female
* Male
* Other (fill in blank) \_\_\_\_\_\_\_\_
* Decline to Answer
This makes the common case (Male/Female) easy to code, allows unbounded expression for people who don't fall into that category, and also allows people to opt out of providing the information.
Your IRB, of course, will need to review this just as they do with all other parts of your survey.
Upvotes: 8 [selected_answer]<issue_comment>username_5: It does rather depend on whether you are interested in gender or sex. As has been pointed out, neither is easy, but can be relevant.
The best wording I've seen for the gender question is "What, if any, do you consider your gender to be?". You might get some silly answers to this, but as has been pointed out, if someone answers "Attack helicopter", this is probably a good reason to exclude all other answers from that person.
For sex you should make it clear in the question you mean sex and not gender. There is no hard an fast rule to tell someones sex, and as has been pointed out some individuals are intersex, but with a large enough sample, people answering this question "wrong" should even out.
Upvotes: 2 <issue_comment>username_6: I'm surprised to not see a format that I've been seeing with regularity over the last few years (UK Academia):
1. How do you describe your gender:
* Male
* Female
* Other \_\_\_\_\_\_
* Prefer not to say
2. Is your gender the same as that assigned at birth:
* Yes
* No
* Prefer not to say
It's totally unambiguous and you get definitive information but it gives respondents total control of how much information to give without boxing them in to options.
Upvotes: 4 <issue_comment>username_7: The honest, if slightly cop-out answer, is that it depends on what you need the data for.
I'll break it down further:
***Section One: Gender***
Let's say you're doing a sociological study in which you're looking for gendered trends. You have a few options here, which I'll outline some of the pros and cons of:
*Option One: Free Text*
>
> What is your gender? [Free text input field here]
>
>
>
However, this runs into a few issues.
1. People might answer in bad faith (e.g., "apache helicopter" from above). There's a valid argument to be made that this can be used to just disqualify their data, but depending on how much you're manually reviewing this data vs. automatically parsing it, it might result in artificial inflation of the nonbinary data if your data parser treats anything but "male" or "female" as nonbinary.
2. Typos happen. If you're manually reviewing the data, it's not a huge deal if someone screw up and enters "fmeale", but if your data will largely be handled algorithmically, you're going to have to get some extensive typo handling.
3. Even without typos, you're going to have to have some extensive 'synonym' consideration if you're algorithmically parsing your data. For example, "m" and "male" will definitely map to the same category. But what if someone enters "trans man"? Are you separating cis vs. trans binary identities in your analysis, or no? Either is fine, depending on what you're planning on doing with the data, but it's a decision you'll have to make. Also, if you do want to analyze them separately, you may want to break it down.
Generally, this is a good option if you're mostly going to be manually reviewing your data, but if you're planning to let a computer analyze most of it, this probably isn't your best option.
*Option Two: Radio Buttons*
Let's be honest. Unless you're specifically surveying nonbinary/LGBPTQIA+ audiences, you're probably not distinguishing between "genderqueer", "agender", "genderfuild", etc. If you're only looking for broader trends, you might consider the most basic possible situation, which is just a static select list of:
* Male
* Female
* Nonbinary
This avoids the "othering" of the literal "other", but allows you to avoid having to parse extra data/sanitize potential invalid responses. (That having been said, you're free to tack on a free text box next to "Nonbinary" to let people enter in their gender, which you can either save for the extra data or quietly discard.) This is also a lot less likely to see bad faith data entering, as people tend to answer more honestly if you don't let them do "apache helicopter" jokes.
Generally, this approach is good if you're going to be letting a computer process most of the data and you don't need to differentiate between cis vs. binary trans individuals in your results.
*Option Three: **More** Radio Buttons*
But what if you're going more in depth into trends based on cis vs. trans identities and you *do* need to distinguish in more detail than "male", "female" and "nonbinary"? Then my suggestion is just to add based on the categories you're tracking. For example:
What is your gender?
Terminology note: "cis" means that you identify as the same gender you were assigned at birth. E.g., if you were raised as a girl, and still feel like a girl, you are cis. Intersex individuals, please choose based on the category you feel best describes you.
* Cis Man
* Cis Woman
* Trans Man
* Trans Woman
* Nonbinary
(You can specify "Nonbinary, Assigned Male at Birth" and "Nonbinary, Assigned Female at Birth" if you need the data, but it can be considered a bit invasive, so I suggest not including it unless you really do need it.)
Generally, this approach is good if you're going to be letting a computer process most of the data and you DO need to differentiate between cis vs. binary trans individuals in your results.
***Section Two: Sex***
Let's say you're doing something medical, where physical sex is the relevant feature here. You might think that this would be easier. Unfortunately, you would be wrong, for two reasons:
1. Trans people may be on hormones which will skew the results for
their sex
2. Intersex people exist.
So with that in mind, let's consider a few scenarios here, and what their advantages/disadvantages are.
*Option One: Just the Y Chromosome, please!*
Some people have already linked the XKCD blog post on the matter in here. For those who haven't checked that link out yet, the basic idea is that XKCD was doing a survey based on how people see color. Since colorblindness rates are closely linked to someone's sex chromosomes (as the colorblindness gene is carried on the x chromosome and is recessive), the survey made a decision to ask if someone had a Y chromosome or not. I appreciate how Randall handled it. It was a sensible question for his usage.
I also think it was the wrong question to ask. Not because of any sensitivity concerns, but because I think it'll skew his data for XXY individuals. Granted, XXY people with colorblindness genes are... a very small subset of the population... but if it's data you're interested in, this will skew it. I'd say that unless it's something actually carried on the Y chromosome, don't ask it like this.
*Option Two: Just the Chromosomes, Please*
Say you're doing something like the case above, where you're tracking colorblindness based on chromosomes. I'd honestly suggest something like this:
Please select your sex chromosome configuration here. We need to know this because colorblindness is related to sex chromosomes. If you do not know your chromosomes for sure, please take your best guess based on your sex. Men will typically have XY chromosomes, and women will typically have XX chromosomes. Trans individuals, please answer based on the sex you were assigned at birth.
\* XX
\* XY
\* X
\* XXX
\* XYY
\* XXXX
\* XXXY
\* XXYY
\* XXXXY
\* XXXXX
(You may also go more in depth and just ask for all options listed under [Sex chromosome disorders](https://en.wikipedia.org/wiki/Sex_chromosome_disorders), as well as the most common XX/XY.)
This, obviously, is a very long list, but here's the thing: if you need chromosome information, you need chromosome information. Don't shortcut it just because it's rare. It might not be a lot of data, but it's still data.
***Section Three: It's More Complicated, Actually***
But what if you need more data? What if you're studying something correlated with hormone levels, or with socialization, etc.? This is above and beyond the hardest scenario here, because there's so many possible options. People can complain all they want about PC culture and having too many genders, but the fact is that you're looking for data on lived experiences, and you don't need to approve of their gender identity to acknowledge that it's going to affect your data. In this case, you might consider doing one giant kitchen sink list that includes all options. I really don't suggest this. I even tried doing a list of options just for that case, and this is as far as I got:
What is your gender?
Terminology note: "cis" means that you identify as the same gender you were assigned at birth. E.g., if you were raised as a girl, and still feel like a girl, you are cis. Because we are also considering the impacts of hormones, we need to know information such as intersex configurations and hormone therapy. Please choose the best fit of the following:
* Cis man, non-intersex
* Cis woman, non-intersex
* Trans man, non-intersex, no HRT
* Trans man, non-intersex, HRT
* Trans woman, non-intersex, no HRT
* Trans woman, non-intersex, HRT
* Nonbinary, assigned male at birth, non-intersex, no HRT
* Nonbinary, assigned male at birth, non-intersex, HRT
* Nonbinary, assigned male at birth, non-intersex, no HRT
* Nonbinary, assigned male at birth, non-intersex, HRT
And I didn't even finish! I got to the point where I had to try to break down intersex options and I gave up. This is a terrible list and no one wants to deal with it, on either end.
So instead, do it better: just ask multiple questions. My personal suggestion would be something like:
Question One: What is your gender? [Choose one of the questions from section one, as your data requires]
Question Two: What is your sex? [Choose one of the questions from section two, as your data requires]
Question Three: If you have a uterus, have you started or undergone menopause?
Question Four: If you are trans/nonbinary, have you undergone hormone replacement therapy?
[Continue to ask questions as you need]
***Section Four: The Conclusion***
Again, this is a complicated question, and you can get either fairly simple or fairly complicated implementations as your data requires. In general, however, you can keep the following guiding principles in mind:
1. What data do I need?
2. What are all of the possible cases for the data I need?
3. What is the best way to account for all of those cases in a way that my survey responders will understand?
4. Don't cheap out just because it will cover "most" of the cases you need. No one likes to be excluded, and excluding data, even outlier data, will impact your results.
5. Don't be a jerk. Just because it isn't your experience, doesn't mean it isn't someone's. Be respectful, and be open to feedback from participants.
Upvotes: 5 <issue_comment>username_8: This is really an experimental design question. The first question you probably want to answer is are you interested in sex (i.e., the biological construct) or gender (i.e., the social construct). The second question is how are you going to analyze the data. Unless your are actively recruiting individuals with particular genders, the odds of a random convenience sample having enough individuals that do not identify as a man or a woman means to do meaningful statistics, means you probably can get away with an other group.
Including a "decline to answer" option also depends on your experimental design. If you want to given them a decline option you can make the option other/decline if you are going to group them together. In a random convenience sample, you might get enough individuals that decline to answer that you can do stats on them as a third group.
As with all studies involving human subjects, make sure that you get IRB approval or that the study meets the requirements to be exempt.
Upvotes: 2 <issue_comment>username_9: As another idea, the [2017 Nerdfighteria Census](https://www.surveymonkey.com/r/NF2017YT) used a "check all that apply" strategy:
>
> 24. Gender (check all that apply)?
>
>
> ☐ Female
>
> ☐ Male
>
> ☐ Genderqueer
>
> ☐ Agender
>
> ☐ Transgender
>
> ☐ Gender fluid
>
> ☐ Questioning
>
> ☐ Non-Binary
>
>
> Other (please specify) \_\_\_\_\_\_\_\_
>
>
>
(See also the analysis of results for that survey [here](https://www.youtube.com/watch?v=b9fS7vUP-yw&feature=youtu.be&t=1144).)
Upvotes: 2
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2018/07/29
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<issue_start>username_0: Hi I am a Phd student (Phd thesis submitted). Recently, I have received a postdoc offer from a reputed university and accordingly accepted the offer by emailing them. Now this is just a offer letter, no salary is written there (the PI has told me unofficially the salary amount). In order to join the job, I have to defend my Phd thesis, then they will send a formal joining letter (where salary will be written). In other words, I have not signed any contract till now. Now, my Phd thesis reviews have not come yet (in my country thesis is sent to two reviewers: one within and one outside the country). Till I defend my Phd thesis what should I do if I get postdoc offer from other places.
Any help/suggestions will be useful. Thanks in advance.<issue_comment>username_1: Your honor is at stake here. The email should constitute an agreement, even if not legally binding yet. You can, of course, by mutual agreement with the PI, still change your acceptance, indicating that it is tentative because of the restriction. This should be easy and natural, if the condition was raised *after* your "acceptance."
Just don't get yourself in the position of the PI thinking he has "caught" you and you later "get away." The consequences will be on you.
Upvotes: 2 <issue_comment>username_2: If (and only if) you get another postdoc offer, you should inform the PI of this and ask if they can get you a contract, even if a conditional one.
No position is secure before a contract has been signed.
Upvotes: 1
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2018/07/29
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<issue_start>username_0: My friend would like to achieve a Doctorate in Engineering, however currently has only limited research experience (She has completed an undergraduate degree and helped a few professors with some of their side projects). While I know that research experience is rather important for many science PhD programs, does the same apply to Engineering?
My thought is that since most engineering undergraduate programs are more industry based, research experience is less common and therefore less demanded. Is this hunch true, or would it be best to get a Master's Degree with the associated research experience, and then apply for a doctoral program?<issue_comment>username_1: This may depend on the location - in the UK, it is possible to be enrolled on a MPhil / PhD program and part-way through officially transfer to the PhD.
Upvotes: 0 <issue_comment>username_2: I think that not having undergraduate research experience wouldn't be disqualifying in any field. The best place to learn, however, is from the admissions system of a university you are considering attending. The expectations can vary.
The doctorate, in fact, is where you normally get qualified as a researcher. Masters programs will often, but not necessarily, have a research component, depending on field of study. But even at that level, the usual goal is to produce practitioners of an art/craft/profession rather than researchers. If practitioners don't normally need to do research, the Master's degree may not have much of a research component.
Another issue is "What constitutes research?". If you help out, for pay or credit on someone else's research you may learn relatively little about conducting research, even though you are listed as a co-author on some publications. At the minimum it is hoped that you learn a bit about common processes and the tools and techniques, but *the research would then be driven by the ideas of others*. Perhaps in Chemical Engineering, having this basic knowledge of the tools would be expected but unlikely to be gained in an undergraduate education.
On the other hand, at many universities, the competition for enrollment in any given program can be fierce and some research background may be taken as a plus, separating the "obviously qualified" from the "rest of the best." The timing of application can also have an effect. If the country has a large need and few applicants you will have a better chance than in the opposite situation.
Whether to take a separate Master's level degree or not, depends on the university and possibly the country. Taking a Master's that doesn't have a research component won't necessarily help. Also, many doctoral programs will accept students with only an undergraduate degree and, perhaps, award a Master's along the way. In that case, expect the overall program to be a bit longer than if you start with an appropriate Master's, of course.
Finally, if you take a Master's at one university, you still need to contend with admission requirements at a second university if you switch. In those places in which programs are well coordinated this may be simple. In others, not so simple, so study the issue in advance wherever you are.
The best advice is to look at the requirements of a few interesting universities. If you seem to have the qualifications, explore further, perhaps by corresponding with the department you wish to join or the university itself. If you are encouraged to apply then you probably have the basic qualifications, though you still face the competition.
Upvotes: 1
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2018/07/29
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<issue_start>username_0: I am from China, currently a 4th year physics PhD student in Boston. This is a small department with ~10 professors. I am working for one assistant professor now. But I am thinking about leaving this group/school if I have a better choice.
I have a colleague who is also from China and we joined the lab about the same time. At this beginning, we have some advanced experiment instrument to build with the help from the instrument company engineer. My advisor asked us to take a video of the building process so that we can refer to it later if needed. The other guy took the job since he has a video recorder. When the instrument was ready to use, my advisor asked me to write an operation manual and so I needed the videos. The other guy said yes at first, but refused to let me copy any of these or just viewing from his recorder unless I take him to a restaurant!
I was completely shocked by his behavior. My advisor was also there and tried to figure out how to deal with this and asked me if I can do that. I agreed to give that guy a treat nearby but then that guy said it must be a fancy downtown one. That I cannot endure anymore and just said no. Then he attacked my personality and not being grateful to him. My advisor stopped him by saying sometimes you have to work with different people. This is the first time I am in a quarrel with that person. But I still trusted my advisor.
Then similar events like that happens again and again. My advisor failed me every time. When I mentioned this stuff, he just said he doesn't care and he wasn't there to see what really happened.
When I was working on my project and made some progress, my advisor promised that guy he can use my data to write another paper. My advisor mainly talked to the other guy about data analysis because I had a busy work schedule. One time I need to use the data analysis code they have used, and the other person sent me code with problems. I had to figure out how to write it by myself.
Stuff like that makes me decide to work independently. So I told my advisor I would like to have only me working on my project and wouldn't work on his at all. My advisor agreed, but started assigning all funded projects to that guy. For the entire past year, I have only two months project time working on some random samples.
My advisor rarely comments on my work compared to the other person's work. The rest of time, well, I was mostly following my advisor's guide, doing bunch of data fitting. While he only looked at my result for a minute and asked me to fit again. When finally it was finished, he decided it will not be used in my second paper.
During such time, I was almost driven mad and got into a bad relationship with my advisor. He will also be triggered by some small mistakes of mine and so am I at his. He promised me that I can graduate in 2yrs if I worked really hard but I just lost faith in him.
I had planned to be a pioneer in physics. But after this, I only want to get a decent job in industry and have a chance to stay in US in the future. But I only have limited experience in programming besides my experimental experience. What can I do at this point?<issue_comment>username_1: There are two issues. The first is that it sounds like your fellow student is trying to actively sabotage you. He is taking advantage of your work without helping you in return. This is wrong and should be stopped. Your advisor is primarily responsible for doing that, and I don't understand why he isn't being more active. There are faculty, sadly, who are more interested in research results, than in their students, though I hate to attribute that to the advisor without more information. But you need someone to listen to your complaint and act on it.
The second issue is that working for the wrong advisor, for whatever the reason is a terrible situation. If you have any options to change without a major setback you should explore those options. Do so quietly with other faculty if you need to. If your advisor is a junior person on the faculty it might explain, but not excuse, what is happening to you. He may just not have the experience to deal with it correctly, or he may be fearful of upsetting more powerful forces. In this case, a more senior person as advisor will probably do you well. He or she will have more power to do the right thing, but likely also more ideas.
The extreme solution is to change universities, though I realize that for someone on a student visa this may not be possible. It will also force you to abandon some of your work and add to the time of completion of your degree. But if you change universities, you automatically get a new advisor.
Upvotes: 0 <issue_comment>username_2: **We only have half the story.** What you describe seems outrageous (particularly the dinner part!), but I imagine if your professor had described the situation, he would characterize it quite differently (*I have one socially-awkward but useful student and one whiny, unproductive student*...just as an example, not saying you're actually whiny or unproductive). Given this, I'm going to avoid criticizing any of you.
In any case, **the current situation is clearly untenable**. A couple of options:
* **Talk to your advisor.** Send an e-mail asking for a formal meeting to discuss your status. In the meeting, you might start by saying something nice about finding his work interesting and regretting that things haven't gone as well as you would like. Then, ask him when he sees you graduating and whether he will give you interesting work going forward. If you can smooth things over and make a good plan going forward to work independently, maybe you can finish out your last two years. If not, better to find out now so you can cut your losses.
* **Get a new advisor.** In a small group of ~10 professors, this may be difficult. I would start by talking to the department chair or a trusted professor
* **Transfer to a new university**. I realize this may be difficult with your visa restrictions.
* **Leave with an MS**, if this is possible. If you are OK going into industry, an MS is not so bad (and you can always apply to PhD programs after leaving with an MS).
Upvotes: 2
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2018/07/29
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<issue_start>username_0: Around halfway through my spring semester (around April), I met up with my CS professor for research opportunities and he said he'd be happy to take me on for a project. He sent me papers to read over the course of the month, but also said he wasn't expecting me to finish them all since finals started in mid-May. He also said if I'm in town for the summer I can do research throughout this period.
I told him in May that I can stay for the summer by dorming here and would be happy to continue the research through this time, but my dorm wouldn't open until June 1st. My professor was fine with that and said we could meet starting then.
The first month or so was rather good; we would meet and discuss papers, he would give me more papers, etc. We even talked about me continuing this research in the Masters program if I applied and got in. However, around June 20th he just disappeared. I emailed the PhD Student under him and he told me the professor was out of the country, but he'd be happy to take questions. I went with him for questions for the rest of June, but he ended up leaving town prior to the start of July. I never heard anything back from the professor until July 16, who asked if we could meet at a certain date/time. I told him that due to my summer job I couldn't meet at that specific time , but I could definitely meet at another date/time.
I never got an email back, and with work and all I was too busy to follow up immediately. But I followed up the next week telling him my dorm stay would be coming to an end in a week and I was hoping we could meet before then or meet once classes resumed. He emailed me back saying he decided to cancel the research because his fall/summer semester is too busy and he doesn't think he can advise new students any more, and encouraged me to reach out to other professors for research.
I'm not sure if he cancelled research for another reason, or if he genuinely realized he doesn't have time for the research with new students. I feel for investing time and money for my summer to do research, for him to cancel without at least providing a reason or giving me some sort of advanced heads-up is really unfair. How should I proceed with this issue? There was another student doing research alongside me, I plan on emailing him to see if the same thing happened to him. I told my parents and they were pretty mad and said I should take this up with the school, but I want to at least clear this up on the ground before I do anything like this. I won't get reimbursed and I effectively wasted my summer (although I did make money through a summer job, so there's that), but should I just let this die or pursue it?<issue_comment>username_1: It doesn't really matter *why* he did this, and it doesn't really matter to you that it might be unethical for him to treat you this way. What you need is a *solution* that will advance your studies.
I think the best advice he gave you is to find someone else. Do that. He may not be suited to advise anyone, and he certainly isn't fitted to advise you.
You have, I suspect, made some progress on the tasks that he gave you. Talk to other professors explaining what you have done and asking whether they will take you on as a student. You can also explore whether any of the work you have done is useful if you work under their supervision. Don't press it, but it is possible you can leverage it. They know what they are interested in, and you want to become part of that, rather than necessarily continuing what you've been doing. But the work you have done can be used to show seriousness of purpose to a new professor.
What you want in a professor is someone senior enough that he or she will have plenty of ideas, but also someone who will have the time and desire to help you advance. Very junior professors are too often working too hard to get tenure to be of sufficient help to students. But someone who advises too many students will have little time for you.
Also, it would probably be a mistake to complain about your treatment by the other professor, except to someone of real authority. As a student, you are unlikely to know what sort of politics there is in the department and speaking out, even if valid, might do you more harm than good. All you need is a solution. Focus on that. If you need to yell and scream, yell and scream at the moon.
Upvotes: 4 <issue_comment>username_2: Even though you have provided a lot of details, it is hard to answer without knowing all the circumstances. However, for me it sounds strage that you think you can not continue research while he is not available for a meeting. Discussions are of course an important part of research but it is not the task of your supervisor to give you guidance with every single step. So it might be the case that your professor thinks you require too much of his own time and are not able to work alone for an extended period of time.
But this is only one option. The most probable one, though, is that he genuinely has too much to do currently due to a recent event (e.g. he just got aware of a new possibility to apply for a grant).
First, don't try to continue the research with this professor. The circumstances will not change and you will desperately try to schedule meetings with him for years. Also a formal complaint will give you nothing or is there any contract signed by the professor that you can continue your research after the summer?
Secondly, and most importantly, do not think that the summer was lost! I guess you learned a lot and you are now more experienced in reading and analyzing papers. This will help you a lot when you are going to continue a career in research. I suggest that use your gained experience and work through publications of potential supervisors first and show that you are genuinely interested in their work by sharing your ideas about their research. This should easily get you a new supervisor! Good luck with that!
Upvotes: 2
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2018/07/29
| 540
| 2,281
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<issue_start>username_0: I submitted my manuscript to a journal (Q4), according to SCIMAGO ranking and unfortunately it got published. I say "Unfortunately" because I think it should be submitted to a better journal. Now, is there any way to withdraw this publication? According to my googling, papers published in Q4 journals do not have any weight in CVs for academic positions such as postdocs.<issue_comment>username_1: No, you cannot withdraw a paper after it's been published to submit it elsewhere. In fact almost all journals will have a "submitting a paper here indicates that it has not been published elsewhere" policy. For example in [Springer's author ethics page](https://www.springer.com/gp/authors-editors/journal-author/journal-author-helpdesk/publishing-ethics/14214),
>
> The manuscript has not been published previously (partly or in full), unless the new work concerns an expansion of previous work (please provide transparency on the re-use of material to avoid the hint of text-recycling (‘self-plagiarism’)).
>
>
>
Further, since the journal you submitted to has committed time and resources to peer review + publishing it, withdrawing it now is very unfair to them.
That's not to say you can't pretend that you've discovered a critical error and need to withdraw the article, and submit it elsewhere afterwards. But if you are discovered, you can expect the new journal to retract your article, and to be blacklisted by both publishers.
Upvotes: 3 <issue_comment>username_2: I would not worry too much for serveral reasons.
It is probably early work because otherwise you would have known.
Second, many great authors started their academic career in low-rankend journals. Good publications maintain their value over the years.
Third: search engines do not differentiate between journals.
Fourth: I judge the quality of work on the work itself, not on the journal it was published in.
Fifth: I have recently reviewed a publication for a low-ranked journal and seen the other reviewers’ comments. This was just a professional review that would not be different for a higher ranked journal.
Finally, the ranking of a journal is not a constant and will rise if the journal succeeds in attracting good publications.
Upvotes: 3 [selected_answer]
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2018/07/30
| 396
| 1,805
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<issue_start>username_0: I am a young postdoc. I am considering submitting a single-authored paper in a journal. My former advisor is member of the editorial board. Would this be appropriate? Obviously she cannot be the handling editor, someone else would have to manage my submission and take the decision. But would it be appropriate at all for me to submit in this journal, or should I just find another?
I am afraid that this situation does not pass the "appearance of impartiality" test; even if my former advisor is never involved in the decision, if the paper is accepted in the end my situation will be "I have published a paper in a journal where my advisor is member of the editorial board", and no one will be able to verify that I did not receive unequal treatment.<issue_comment>username_1: I don't see any conflict of interest on your side preventing you from submitting to this journal. You can only assume that your former advisor has good ethics and will abstain from handling this manuscript.
Consider the consequences if someone you had a close working relationship with being on the editorial board would prevent you from submitting to a journal: many senior scientists could not submit to any journal in their field.
Upvotes: 6 [selected_answer]<issue_comment>username_2: You have no ethical conflict whatever. As you say, the advisor might need to not comment on your submission. However, it is the reviewers, not the editors who will be judging the quality of the submission, with the editors making only final selections.
If there are any conflicts they are for other people and for them to resolve.
I doubt that this is uncommon, especially for specialized journals. They likely have seen the situation many times and have appropriate procedures for handling it.
Upvotes: 5
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2018/07/30
| 2,749
| 11,836
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<issue_start>username_0: Some time ago I submitted a paper to a preeminent journal, and yesterday I received the review letter from the editor.
The email contained reviews from two reviewers.
Reviewer 1 has been very professional, and wrote a detailed, constructive, useful report of the main aspects of the paper to improve.
Reviewer 2, on the contrary, did the opposite: he/she just wrote five superficial sentences. **Some of his/her comments are just false, some of them don't make any sense, and some of them are even incorrect in English!**
In fact, this reviewer wrote: "The data of the manuscript are NOT available", when the truth is that our data file **is** publicly available online! It has always been available before submission, during the submission, and now; we the authors wrote this in the manuscript and in the cover letter. I wonder how it is possible that he/she wrote that!
Regarding the English grammar, I'm very surprised to see such poor usage of the language in this review.
This is one of his/her original comments, for example:
>
> How did you use the data to contruct and evaluate the models? I didn't see any mechnism for these purposes
>
>
>
Can you believe it? This sentence is very scarce and ambiguous, and even contains two English mistakes.
Reviewer 2 did not suggest a decision but just wrote:
>
> This research is interesting, but I have a few concerns
>
>
>
I cannot explain in detail the comments of Reviewer 2 right now, but I can tell you that most of them make no scientific sense.
I am very surprised and sorry to see that my paper, that my collaborator and I wrote in months of energy and effort, has been treated so unprofessionally, both by Reviewer 2 and by the editor who selected him/her.
The editor’s current decision is "major revision". The editor wrote that we should address the flaws of both the reviewers.
Question: **What should I do now?**
* How can I communicate politely the issues of Reviewer 2's report to the editor?
* Should I address these non-sense comments in the new version of the manuscript or not?
* I strongly believe this person does not have the skills and knowledge to judge my paper. Can I ask to remove him from the reviewer list?<issue_comment>username_1: It sounds as if the editor asked for a revise-and resubmit. In that case, your best move is to simply respond to Reviewer 2 as professionally as you can.
For outright false claims ("The data of the manuscript are NOT available"), reply something like "The data for the manuscript are available. We have revised p. X line Y to make this more clear." Don't be sarcastic or exasperated or angry, simply make the statement.
For sentences that don't make sense, try to find a nugget of sense in there and address that. It's generally safe (and often a good idea anyway) to response with something like "We have clarified the manuscript on this point" (and of course, try to clarify). If you simply can't understand the point no matter how you try, say something like "We are unclear on this reviewer's suggestion here. If the editor feels this is an important point, please clarify this and we will attempt to address this." (This is a last choice option and shouldn't be used more than once.) The message you are trying to give here is that you are trying to be cooperative, and again, the overall aim is to be professional even if a reviewer was not.
What if the editor rejected the manuscript on the basis of this bad review? (It doesn't sound like this happened, but it's worth discussing.) You have two choices: Accepting the decision and sending the manuscript elsewhere, or contacting the editor and asking for a re-consideration.
The first choice -- sending elsewhere -- is almost always the right one. It's rarely worth arguing with editors. Keep in mind that the editor has probably already recognized that the review is unprofessional and has taken that into account in their decision, so your argument is unlikely to change their mind.
But sometimes there are reasons to focus on the original journal -- the article might be a poor fit anywhere else, for example (perhaps a focused review written for a specific special issue). In that case, contacting the editor and *politely and professionally* explaining why the review is so bad is a possibility.
Will the editor agree? Maybe, maybe not. If they say the rejection stands, thank them and move on.
I've done this once, with a very unprofessional review, and the editor agreed with me that I could ignore Reviewer 2. I didn't completely ignore it, responding as best I could to the understandable points, and made an extra effort to be very cooperative with Reviewer 1. The paper was accepted after review. So it can work, but I would only do it under very specific conditions.
---
*Edit* to add one more point for the general case, not necessarily this particular situation: Before you talk to the editor, be very, very sure that the review in question really is that bad. It has to be utterly unprofessional, without a shred of redeeming value. We're not talking about someone who missed the point in a couple of comments, or who prefers a different model, or who has bad grammar. We're talking about a reviewer who doesn't believe in germ theory. They didn't even read past the title. They're critiquing a completely different paper. It's written in crayon.
And don't decide this immediately, because every review looks like it was written by an idiot when you first read it. Set it aside until you calm down and look at it again after a few days; you may be surprised how much more sense it makes when you aren't filled with adrenaline. Show it to someone not involved, to be sure you're judging it properly.
Upvotes: 5 <issue_comment>username_2: In my own experience with getting papers published, I've also had instances of referees being less than fully up to the task of providing a usable review. Naturally, "usable" doesn't imply "positive". A negative referee report can be very useful if it provides pointers for how the paper might be improved. What's exasperating (and, often, infuriating) is when a referee report doesn't say much about the paper at hand and instead conveys the referee's sloppiness and lack of diligence.
Given that you've received (in essence) a revise-and-resubmit decision, by all means address all *usable* comments by revising the paper in the ways suggested by the referees. As part of the resubmission process, you should provide a detailed companion document in which you (a) list each and every point made by the referees and (b) explain how you and your coathors (if any) decided to modify the paper in response. For points that clearly betray nothing but a referee's sloppiness and lack of understanding, just write a soothing sentence or two to explain that the point is, well, beside the point. E.g., if the claim is that the data weren't available, write something like "We have added passages in the introduction to stress that the data are, in fact, available. This piece of information was provided earlier in [state the passage, or passages], but apparently this wasn't flagged sufficiently forcefully. The new version strives to avoid creating such an incorrect impression."
Separately, if and when the paper is either accepted or rejected (hopefully the former...), you may choose to write a letter to the editor to note that while the comments by Referee A were both useful and written professionally, the same cannot be said about Referee B's comments. In such a letter, you should give specific examples of how Referee B basically didn't rise to the challenge. Editors are not omniscient; in my experience they are generally actually grateful for receiving feedback on which referees do a good job and, conversely, which persons should not be asked to provide referee reports going forward.
Upvotes: 3 <issue_comment>username_3: My personal experience estimates 1/3 of the review reports to be of low quality. They lack the specific competence, or are mean or aggressive. There are no general rules how to handle these situations. I just share my view.
I do not negotiate with substandard reviewers anymore. I did it in the past (“oke, if this point is important to you, I will move along”) because it was used against me in following rounds. I will refute wrong review directions from the start. Just recently me and my co-authors wrote the strongest rebuttal ever. Still professionally and responding to every word the reviewer put on paper, but it was directed to the editor. I don’t think the editor sent it out to that reviewer. Our work was accepted.
The problem with those reviewers is that the good reviewers who made their point are out of sight after the first revision. The really bad reviewers don’t reject but keep the process going. They will raise issue after issue. New issues, old issues. They cause smoke and confusion about your work while they are plain wrong. They show no intention to learn or understand. I can only guess for motives.
In my view bad quality review processes do have value and a potential to improve the author’s work but I also believe that these difficult review processes should be carefully managed by an editor. The role of the editor and reviewers is unclear. Some state reviewers are like God, other encourage you to see the review process as a dialogue between reviewer and author. Some say the editor decides, others say the editor just harvests ‘acceptances’.
I am sure editors also recognize this problem. I came to believe that the root cause is not the system but the publish or perish culture which blows the system up.
Unfortunately it is a downward spiral. I have to fight every fiber in my being not to respond in kind in the next paper I am asked to review. By now I have learned all one-liners to torpedo good and bad quality work.
Equally there are good authors and bad authors. If I hear reviewers proud themselves because having rejected the majority of the papers received by them, then I do not have to be a mathematician to understand that those rejected autors will be your next reviewers. If these rejected authors also felt falsely judged by a biased system (e.g. wrong country, university, gender, research group, etc.) then I can understand their feelings.
To finalize: I understand your frustration, anger, feeling of impotence. Scientific integrity is also professionally opposing false judgement of your work. For myself, these experiences teach me the kind of reviewer I not want to become. The biggest fight is not me against the system but me against myself and preserving my humanity.
Upvotes: 4 <issue_comment>username_4: There was once that I had "strange" revision. The manuscript has six reviewers (yes, six) and remarks from reviewers take almost 20 pages. One reviewer wrote very strange remarks and suggestions. Our first reaction was as yours - we were angry. But we took a deep breath, and after a few days decided (I and coauthors) to address *every* remark from every reviewer very carefully. But in no way we did not know what to do with this strange one. It looks that reviewer did understand nothing - because he/she wrote about something poles apart from our topic. We supposed that maybe happens that reviewer just make a mistake and post review for the other manuscript. (Personally I usually prepare review in txt file and after reading and improving it a few times - paste into reviewer form. So mistakes may happen). Finally we addressed precisely all we can, and just wrote to the editor why we did not address remarks from one of the reviewers, with explanation why we suppose that this certain review does not suite to our manuscript. Article after revision has been published. So, keep calm and do the best you can. Good luck!
Upvotes: 2
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2018/07/30
| 1,039
| 4,426
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<issue_start>username_0: I am posting this on behalf of my advisor.
A post-doc in my research group at US told that he'd be going home to meet his family who are in a different country, but after two months he emails that he is quitting. He has the laptop which my advisor paid for and important research data. He hasn't communicated in email that he will return the things he owes. Besides, he was playing tricks by procrastinating his return, even confirming his return tickets, only to finally resign.
What are the legal ways to get the resources as well as the monetary compensation made in his absence back, in case he doesn't respond?
(Note: The research data needs to be surrendered because it belongs to unpublished work from other groups, not because it wasn't backed up.)<issue_comment>username_1: It is difficult to apply the needed pressure at a distance. However, I assume that the data is more important to you than the laptop. You might try to make a deal with him that if he returns the data, complete, that you will let the matter drop. It might be just a bluff on your part or not, but it might be your best outcome.
Alternatively, if he becomes associated with another institution, you might be able to work through them (or threaten to) to apply the needed pressure for a resolution.
In the case that you don't actually need the data returned as you also have it, you should inform him, by some sort of registered (governmental) mail that any use of the data by him will be treated as improper and followed up on with "appropriate authority". What you want back is his assurance that he will make no use of it, so you might include an affidavit, to be signed and notarized, to that effect. Make everything as official as possible.
However, since he was a post-doc, presumably you have access to his former advisor and the institution he studied at. You can, carefully, contact them, avoiding anything that can be construed as slander. But you can also threaten to contact them. Unethical behavior in graduates, if known, is not welcomed.
And have a plan in the future for proper backups of important data that is "owned" by the project and not by individuals.
Upvotes: 3 <issue_comment>username_2: The issues you are describing of misappropriation of university equipment, research data and unearned salary, rise to a level of seriousness that a rank and file faculty member is not equipped to deal with and will not typically be expected to deal with. It is time to call in the cavalry — by which I mean, the matter should be referred (probably through your advisor’s department chair) to the university legal counsel or similar office. They will take appropriate steps, starting with sending the absconding postdoc a threatening letter, and ending with who knows what (in theory, a police report and/or civil lawsuit, although given the negligible economic value of the misappropriated items and the difficulty of proving outright theft, I’m guessing not much legal action will come of the whole business).
Of course, I’m hoping that the postdoc will listen to reason and return what he has wrongfully taken, but in any case, if your advisor hands the matter over to the university authorities, and cooperates with the resulting follow-up actions, then even if the items are not returned, your advisor will be in a good position to explain to their funding agency and collaborators that they tried in good faith to fix the problem, and the embarrassment and damage to their professional relationships will be kept to a (probably negligible) minimum.
Good luck!
Upvotes: 7 [selected_answer]<issue_comment>username_3: Your advisor needs to talk to your department's administration and they need to talk to a lawyer.
However, since the person you want to take action against is in another country, you have no realistic hope of gaining a legal resolution (unless perhaps you and he are both in the EU). The cost of conducting and enforcing a legal action in another country is massively, massively higher than the value of the laptop and any salary he was paid.
As for the research data, you'll just have to keep an eye out to see if he does anything with it. He probably won't but, if he publishes anything using the data, you'll need to be able to demonstrate to the journal editor that he stole the data from you, that you should be co-authors or whatever would be appropriate.
Upvotes: 3
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2018/07/30
| 1,675
| 6,721
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<issue_start>username_0: *If a similar question has been asked before, then I'm sorry; it's just that so far I haven't found much here or elsewhere related to the specifics of my situation. Maybe I'm not using the right key words. Also, I'm posting anonymously because I don't want my university to know (yet) that I'm considering these options.*
I'm a first year MPhD student at an English university and I'm considering either switching to the Master's degree or taking a Leave of Absence, all due to my mental health, if not dropping out entirely.
I've had First Episode Psychosis for a couple of years but it's under the control of risperidone, a drug that might be making me feel sleepy. It's either that or I've developed depression, since for the last six months I've felt fatigue, having lie-ins until midday and hours of naps in the afternoon most days, so I'm ridiculously behind on my studies. I've been referred to a psychiatrist (again) and I've been getting therapy via the university.
I absolutely adore Mathematics and I've wanted to do a PhD in it now for over a decade. Thus it's strange that it's gotten like this. I came in strong, having prepared for such a long time, but around January of 2018 my mental health started to decline.
I'm fully funded by a scholarship that was awarded competitively by dint of my academic background (but it's not ESPRC). This makes me feel extra guilty that I'm not doing enough.
My supervisor said recently that I should be doing *at least* five hours a day but I rarely do over an hour.
>
> What should I do?
>
>
>
*I know my health should be my number one concern.*
I don't know whether I'm able to take a Leave of Absence with my funding situation.
Switching to the Master's degree is an option that might take the pressure off, meaning I'd get an MRes and graduate in 2019 instead. To be honest I kind of want to do that, since then I could apply for a PhD elsewhere; it's not that I don't enjoy the research project - because I do - it's that the topic was a compromise to start with: I wanted to do algebraic X but ended up doing combinatorial X.
I've had better PhD offers in the past, really, like from The University of St. Andrews, but I missed out on them because I'd had a panic attack during my very last exam, meaning I had to resit it the next year and they were ESPRC funded - they couldn't defer. I might get a stronger offer the next time round.
Then again, I might not get any . . .
I'm scared for my future. If I switch course or drop out, it might result in a bad reference and, in turn, an inability to get onto another PhD programme.
>
> Could I reuse my 2016 MMath degree references in the event of a bad reference from my current university?
>
>
>
I don't think I can stick to the full PhD programme. I doubt I could make the confirmation from MPhD status to PhD status following my next supervisory panel meeting, even, especially if things continue with my sense of fatigue.
Please help.
---
My goal is to become an academic.
---
Update: I have taken a Leave of Absence.<issue_comment>username_1: It is difficult to apply the needed pressure at a distance. However, I assume that the data is more important to you than the laptop. You might try to make a deal with him that if he returns the data, complete, that you will let the matter drop. It might be just a bluff on your part or not, but it might be your best outcome.
Alternatively, if he becomes associated with another institution, you might be able to work through them (or threaten to) to apply the needed pressure for a resolution.
In the case that you don't actually need the data returned as you also have it, you should inform him, by some sort of registered (governmental) mail that any use of the data by him will be treated as improper and followed up on with "appropriate authority". What you want back is his assurance that he will make no use of it, so you might include an affidavit, to be signed and notarized, to that effect. Make everything as official as possible.
However, since he was a post-doc, presumably you have access to his former advisor and the institution he studied at. You can, carefully, contact them, avoiding anything that can be construed as slander. But you can also threaten to contact them. Unethical behavior in graduates, if known, is not welcomed.
And have a plan in the future for proper backups of important data that is "owned" by the project and not by individuals.
Upvotes: 3 <issue_comment>username_2: The issues you are describing of misappropriation of university equipment, research data and unearned salary, rise to a level of seriousness that a rank and file faculty member is not equipped to deal with and will not typically be expected to deal with. It is time to call in the cavalry — by which I mean, the matter should be referred (probably through your advisor’s department chair) to the university legal counsel or similar office. They will take appropriate steps, starting with sending the absconding postdoc a threatening letter, and ending with who knows what (in theory, a police report and/or civil lawsuit, although given the negligible economic value of the misappropriated items and the difficulty of proving outright theft, I’m guessing not much legal action will come of the whole business).
Of course, I’m hoping that the postdoc will listen to reason and return what he has wrongfully taken, but in any case, if your advisor hands the matter over to the university authorities, and cooperates with the resulting follow-up actions, then even if the items are not returned, your advisor will be in a good position to explain to their funding agency and collaborators that they tried in good faith to fix the problem, and the embarrassment and damage to their professional relationships will be kept to a (probably negligible) minimum.
Good luck!
Upvotes: 7 [selected_answer]<issue_comment>username_3: Your advisor needs to talk to your department's administration and they need to talk to a lawyer.
However, since the person you want to take action against is in another country, you have no realistic hope of gaining a legal resolution (unless perhaps you and he are both in the EU). The cost of conducting and enforcing a legal action in another country is massively, massively higher than the value of the laptop and any salary he was paid.
As for the research data, you'll just have to keep an eye out to see if he does anything with it. He probably won't but, if he publishes anything using the data, you'll need to be able to demonstrate to the journal editor that he stole the data from you, that you should be co-authors or whatever would be appropriate.
Upvotes: 3
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2018/07/30
| 6,094
| 25,600
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<issue_start>username_0: In Europe, we judge students based on their work and abilities. How are their grades? Do they have relevant work experience (TA/RA, maybe part-time industry work, etc)? What projects have they done? What courses have they taken? And of course the odd recommendation letter is always a nice bonus.
We expect students to write up a summary of all these things (it's called a *resumé*) upon which they are to be judged, and further detailed inquiry can then be made during a possible interview process.
However, as **I** understand it, it seems to be quite different in the USA. Reference letters is all that matters. Be a mediocre student, but have a good friendship with Professor Abstract Algebra? You're as good as made. Be a fantastic student, but be a bit shy or having done most of your work independently of the professors? Tough luck.
I am particularly bemused by so many of the questions on this very site where professors come to talk about awkward situations where they are being forced to write a recommendation letter for some student that they don't even know. *Who the heck is <NAME>? I lecture to hundreds of students, for Christ's sake!*
Or when you in turn get students here asking for questions about how to approach a professor they've spoken very little to all year and ask them to write a recommendation letter.
And yes, I get it. One day, one time, you'll get a fantastic reference letter from a professor who actually knows and has worked with a particular student, and that reference letter will give you a better understanding of the capabilities and experiences of this student. I get that. But that's only part of the whole process here in Europe: That's the bonus I mentioned in my first paragraph, but we don't make it our everything. We realize that some people might get luckier with recommendation letters than others.
So why do Americans put so much weight on recommendation letters?<issue_comment>username_1: Do you have any actual data to support your assertions like these?:
>
> it matters less who you are and what you can actually do, but more how many professors you are able to suck up to. Reference letters is all that matters
>
>
>
Recommendation letters are valued because it is difficult to objectively assess the other criteria you mentioned:
* Grades vary greatly by institution, and in many cases have become inflated to the point of meaning very little. Because so many students get "A" grades, a GPA only points out the occasions when someone does not receive an "A" which may be because they are a terrible student, because there was a course they chose not to prioritize, or because they had a professor who disagrees with grade inflation and attempted to give objective grades with reasonable variance at the top. Reading a GPA doesn't tell someone anything about which of these possibilities is true.
* Test scores are only very vague predictors of future success.
* Research projects are hard to evaluate. You could base it on publications, but for someone with a short career, like an undergraduate being evaluated for graduate school, minor setbacks that are normal in research can have a huge impact on publication productivity. You could base it on how many projects someone says they worked on in their personal statement or on their resume, but how do you know what their actual impact was? Maybe they are taking credit for everything that happened in a lab where they washed the dishes.
Reference letters are also flawed. There is often an expectation that references be incredibly glowing and praise-worthy, so a more honest letter might come across as critical when it is really just meant to be honest. Any admissions committee worth their salt knows about all these flaws, and therefore uses the combination of all the information they have to make decisions. Inconsistencies are just as important, and can let a committee identify possible weaknesses to address in an interview.
Upvotes: 6 <issue_comment>username_2: I think Bryan's answer gives a nice perspective on the issue. A perfect system does not exist, and different continents have developed different (imperfect) ways of dealing with the fundamental recruiting problem that it is hard to judge whether a specific student (or employee) will perform or not.
What I want to add is that, if you peek behind the covers, the European and American systems don't actually differ all that much. You assert that in Europe "your CV is all that counts". That is, unfortunately, quite naive. The CV of your average student is simply not expressive enough to be "all that counts" - good grades are at best a weak indicator of research potential, and (despite your counterexample from France), also in many places in Europe many students have very good grades, to the extent of being low-value as a discriminator in hiring. Grades also do little to measure the soft factors such as motivation or being a good team player, which ultimately matter more than whether a student had an A or a B for some largely unrelated undergrad course.
How professors in Europe largely have dealt with this uncertainty is by personally asking the professors that the student worked with before what their impression of the student was - so you still have your "recommendations", but not through written letters but through informal email or telephone exchanges. This was possible because traditionally, students in (at least central) Europe were not particularly mobile - most prospective PhD students did their undergrad in the same university, a close-by university, or a different university where the professors are already in close contact. Applicants from other places were often rejected outright. Now times are (slowly) changing and more and more PhD students come from abroad - and, lo and behold, suddenly formal recommendation letters are becoming important as well.
Another aspect that I am missing in your question that at least central and southern Europe has historically had a problem with *rampant* nepotism in academia. So I find it particularly curious that you draw Europe as a haven of objective hiring strategies.
Upvotes: 7 <issue_comment>username_3: >
> How are their grades?... What courses have they taken?
>
>
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Good questions! These are relevant *everywhere*. Of course, one institution's A is another institution's B-. Ask *any* professor, in *any* country, whether undergraduate grades are a reliable indicator of graduate performance. Graduate school admission is not a reward for getting good grades.
>
> Do they have relevant work experience (TA/RA, maybe part-time industry work, etc)? What projects have they done?
>
>
>
Also good questions, but you *can't take the applicant's word* on them. Okay, this applicant said he wrote an operating system from scratch as an independent study project. But if you haven't heard from the professor who oversaw it, how can you know whether that's as impressive as it sounds, or whether they wrote a buggy real-mode kernel and a buggy CLI and squeaked by with a "pass"? Or that applicant said she spent a summer helping revolutionize the efficiency of desalination plants, paving the way to turn the Sahara green. Awesome, but only her supervisor can tell you whether she was actually *involved in the process* and *effective as a researcher*, or whether she just made posters all summer because she wasn't competent enough to do anything else.
Academia, at its very core, is *collaborative*. You stand on the shoulders of giants, and do your best to help the next generation see a little further. Part of this is helping the right people advance in their field, both because they're promising in their own right, and because they can potentiate the contributions of others. A formal letter saying "Lisa has a real knack for experimental design, and you should ignore her organic chem grades because she was working through some stuff that semester" is a lot like an email saying "You should consider switching to acetone as a solvent, toluene never worked for us." It's one researcher collaborating with another.
As for the difference between the US and elsewhere: I've definitely noticed in some countries that grades are *extremely* important and evidence of relevant extracurricular work (such as on a CV or in a letter of reference) is much less so. I suspect that's correlated with how historically standardized university examinations have been in the country. I guarantee you, though, that in many/most European countries, references are just as important as they are in the US.
Upvotes: 5 <issue_comment>username_4: I think it's partly a historical thing. From what I remember reading in my history classes, recommendation letters were big during the industrial revolution. I seem to remember a passage where the historian talked about it literally being a case of job or no job for a laborer moving to a new city. Think about it: they weren't looking for real skills or talent, since anyone could work a machine. They probably cared more about your willingness to work stolidly and follow orders reliably, since you were easy to replace but having to do so could slow down production. They would want to know you were committed and wouldn't cause problems, and the best way to confirm that would be the word of a past employer. Nowdays, skills and experience are far more important since we do more specialized work, but employers still want to get a reading on your character before they spend the money to make you part of their team, as it's very costly to hire a new person and then have to terminate them and hire again when they can't adapt to the new workplace.
Upvotes: -1 <issue_comment>username_5: The original question is, indeed, snarky. Take, for example, these claims:
>
> Reference letters is all that matters. Be a mediocre student, but have a good friendship with Professor Abstract Algebra? You're as good as made.
>
>
>
Nope. Sure, you may have a great relationship with Prof A.A. But astute readers of reference letters can read between the lines of the recommendation letters--that's plural for a reason. One good letter and two tepid letters are not going to elevate a mediocre student to admission to a top graduate program.
Furthermore, the assumption that the letter is the only evidence of a student's ability is odd. Most programs will examine, among other things, grades (including the rigor of the courses that were taken), the GRE examination scores, and other evidence of motivation and potential. Few phenomena in the social world are monocausal, least of all graduate admissions.
>
> Be a fantastic student, but be a bit shy or having done most of your work independently of the professors? Tough luck.
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Some programs--at least, in the United States--seek to train potential scholars who will work in the lab or in the field, or with data, *and* in the classroom. Ultra shy students whose teaching potential seems limited may not get a strong letter. But my experience is that letters matter at the margin: two students with near identical records on paper are hard to differentiate without the reference letters. So, as a tie-breaker, letters can be very helpful indeed. And we do counsel students who want to go to grad school to work to make a good impression on their faculty, so that their referees can write *useful* letters for the application dossier.
>
> We expect students to write up a summary of all these things (it's called a resumé) upon which they are to be judged, and further detailed inquiry can then be made during a possible interview process.
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>
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I thought the Europeans called what we call a non-academic resumé a CV. Anyway, we ask for similar materials as part of our application packets.
>
> One day, one time, you'll get a fantastic reference letter from a professor who actually knows and has worked with a particular student, and that reference letter will give you a better understanding of the capabilities and experiences of this student. I get that. But that's only part of the whole process here in ~~Europe~~ the United States.
>
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Same thing here. We can tell the difference between a heartfelt and useful letter and a perfunctory one. And most of us won't even write these letters if the student is utterly unknown to us aside from a face in a lecture hall. I urge the OP to see the pile of paper we read when we serve on graduate admission committees. It's a bit taller than a stack of reference letters.
Upvotes: 4 <issue_comment>username_6: Speaking from an American industry perspective, as opposed to an academic one, I've been on several teams that hired regularly. I was given an copy of the resume (CV) several days before the interview, or sometimes an hour to before, but never ever saw a letter of recommendation. On some teams we'd meet the applicant as a team, on others we'd meet one on one.
We'd ask questions about activities we saw on the resume and attempt to gauge the applicant by how competently they answered the question, plus over all impression of the applicant.
As someone already said, there is no perfect system. And certainly trying to judge a person's character in a single interview is prone to failure. We certainly hired more than one who did not work out in the end.
But once again, we never ever saw letters of recommendation. Again, this might be different from industry to academia, but to me letters of recommendation are totally irrelevant.
username_6
Upvotes: -1 <issue_comment>username_7: Recommendation letters are indeed a double-edged sword, they're meant to cover a void that isn't shown in GPA or a regular CV. For example, a friend of mine who teaches in the chemistry department of my university has a very bright student, she is in a research group and they just won an award to do some research in Standford next year. Now, she wants to be a researcher, and this opportunity is great and all, but she has a GPA of 2.0 because she got pregnant, abandoned and had a lot of financial difficulties. There are many who face big difficulties that tarnish their grades, and legitimate recommendation letters are a way to express those kind of situations.
You have to notice that most of the time recommendation letters are sent directly to the university of the applicant with their template, this way they're usually more honest. Some abilities and aptitudes are better explained by teachers and coworkers, such as teamwork, leadership, confidentiality, soft skills in general.
I live in a very corrupt country, so I understand your concern, but most of the nepotism actually takes place either in person or by other means of communication. Letters of recommendations can be a part of nepotism it or a way to "legitimize" it but they're in any way the core of the problem.
Upvotes: 3 <issue_comment>username_8: As suggested by the OP, I've been on several hiring committees for postdocs and selection committees for graduate students at a US university and recommendation letters are always carefully considered (although they might be considered in Europe too). Recommendation letters matter because we are hiring people, not robots. When I am hiring a graduate student or postdoc, the recommendation letters carry a lot of weight for me because **I'm going to be working with this person almost every day for a few years**.
**Grades, previous research experiences and publications tell little about how the person is to work with and can be misleading about what their strengths and weaknesses are.** In my experience, there is not much correlation between grades and research productivity. Even if a person is first author on a paper, it's not clear how much of the work they did or how much was done by the advisor.
Recommendation letters tell you what a person's strengths are and (often implicitly) what their weaknesses are. Perhaps Candidate A is first author on a paper in a prestigious journal and Candidate B is first author on a paper in a less prestigious journal. With that information, you might consider the first candidate to be better. However, if the recommendation letter for Candidate B says something like "Candidate B came up with the idea for the paper independently, performed the experiments using method X, and wrote most of the paper themselves. I only offered a bit of counsel on the research plan and the organization the paper," then this would provide strong evidence of Candidate B's research skills.
On the other hand, let's say a person has worked in three labs previously. By itself, it may look like they have a lot of research experience. However, let's say they do not obtain letters of recommendation from any of their former supervisors and instead I get letters of recommendation from professors who barely knew them. Without some kind of explanation, I will assume that they have poor personal relationships with their former supervisors. Maybe this person is ambitious and productive, but is difficult to work with? It would make me think twice about hiring them.
I often see comments like, "Candidate C's spoken English may appear weak, but their written English has improved significantly over the last year and they have become excellent at organizing and writing scientific manuscripts" or "Candidate D is expert at experimental method Y, but needs to work on their scientific writing." This is invaluable information that can't be gleaned from a CV. If I hire them, I already have some idea what I need to work on with them.
Upvotes: 4 <issue_comment>username_9: Ignoring the tone of the question, addressing a couple points:
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> How are their grades?
>
>
>
This is extremely hard to normalize, and assumes that grades, which test being good in class, translate well to research potential. They don't, and I can think of several examples of students who were middling at best in classes, but excellent researchers. Additionally, letters may help put those grades into context in a way where the letter grade might not.
>
> Do they have relevant work experience (TA/RA, maybe part-time industry
> work, etc)? What projects have they done?
>
>
>
It's interesting that you assume these things are not associated with the same soft skills (getting along with a professor) that you assume drive recommendation letters. I would suggest this is not the case.
There's also some issues with bias in research experience - in the U.S., that's often students who don't have to hold things like summer jobs to pay for tuition who can afford to buff their CV instead. A letter lets a professor talk about someone's intellectual curiosity, keen insight or engagement in class, etc.
>
> Reference letters is all that matters.
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>
>
This is just patently false. We have GPA requirements. We have GRE requirements. I read people's cover letters critically.
>
> Be a mediocre student, but have a good friendship with Professor
> Abstract Algebra? You're as good as made. Be a fantastic student, but
> be a bit shy or having done most of your work independently of the
> professors? Tough luck.
>
>
>
Only if Professor AA can speak to your abilities as a researcher, and you have the evidence to back it up.
If you've done independent work that's interesting and stands up on its own? Talk about that, and I'll take a look at it. You know how I know? Because I've hired people who have done exactly that.
>
> And yes, I get it. One day, one time, you'll get a fantastic reference
> letter from a professor who actually knows and has worked with a
> particular student, and that reference letter will give you a better
> understanding of the capabilities and experiences of this student. I
> get that. But that's only part of the whole process here in Europe:
> That's the bonus I mentioned in my first paragraph, but we don't make
> it our everything. We realize that some people might get luckier with
> recommendation letters than others.
>
>
>
**Context is important**. I've had letters that explain circumstances that, looking at a CV, are odd or worrisome. I've had letters talk about someone's potential, how much of their research project is truly theirs, etc. I've had them speak to the shortcomings of a student, so I can evaluate how much that matters to me, or if that's a potential for growth in my lab. It lets them talk about passions that are hard to quantify (outreach, teaching, etc.).
It's part of a holistic process. I also weight grades, and research experience, and career opportunities. I'm keenly aware of the bias issues that sometimes arise in letter writing, and actively look for them to make sure I'm not weighing them heavily.
Upvotes: 3 <issue_comment>username_10: Many reasons have already been mentioned.
One reason might be that there other (demographic) criteria for the inclusion of students. To put it blantly, letters of recommendation give you some leeway for covert racism.
For example, much of the "well-roundedness" that was expected of candidates (personality beyond their grades) was originally a means to discriminate against Jews in academia, since they didn't attend church activities which were so important back then. Nowadays, it is used to discriminate against Asians.
I have had Asian students explicitly asking me to get their well-roundedness across in their letters. I have met admissions officers telling me that they limit their intake from Chinese students by a quota because otherwise they had too many Chinese.
Upvotes: 2 <issue_comment>username_11: I think the reliance on letters of recommendation for admission to graduate programs in the U.S. educational system (which is not at all homogeneous, and is not really organized in any way), is substantially due to the general breadth-but-shallowness of *all* (to my knowledge) undergrad degree program requirements, plus the wildly varying resources of all the various colleges and universities, plus the wildly varying opportunities (due to both the college/university and students' socio-economic situations).
The typical (maybe not most-elite) U.S. grad programs in math allow people 5 or 6 years, explicitly acknowledging that many students will need to learn a good bit more... since in most cases they simply did not have time/opportunity to do more math coursework as undergrads.
Yes, often, getting an M.S. in math in the U.S. compensates for this, *if* one can do the M.S. at a reasonable place. Oop, but most M.S. admissions (currently, in the U.S.) do not include funding. So, if money matters to a person (and, to some, it simply doesn't! a colleague of mine chronically expressed bafflement at faculty concerns about salary and benefit... which was eventually explained by discovery that he was an heir to a billionaire), a paid-for M.S. is probably infeasible.
So, one would/should want to be admitted from B.S. to PhD (and maybe, in effect, get an M.S. along the way), because most admissions to PhD programs pay tuition and a nearly-livable stipend.
Simultaneously, applicants from nearly every other country in the world have been operating under a different system, so that their B.S.'s are U.S. Masters', and their Masters' are a fraction of a PhD.
So, perhaps, by some formal rationale, essentially every U.S. student fails in comparison to non-U.S. students.
Perhaps so, *in\_the\_short\_term*. But the short term is not the criterion of most interest.
Yes, it would be reasonable to speculate that a head start gives a *permanent* advantage. But, very-interestingly, this seems not to be the case (in my observation). Sure, in some cases, but, *by* *far*, not reliably so.
So, how do we compare apples and oranges? I think that rhetorical question is a correct explanation/analogue of the issue of comparing students from different educational systems. (Which is a legitimate version of the original question. If, as in some comments, it's about "asian-americans" versus "anglo-americans", then I have nothing to say!?!)
So, how to gauge the probable successes of people with different starting points, and with most U.S. candidates having so little tangible experience that it is very difficult to assess their talent for mathematics based on coursework grades and GRE. Not to mention my "very-mixed" feelings about typical undergrad U.S. math curricula actually giving an idea what live math is about.
(I have to add that I'm glad I was able to "test out" of essentially all undergrad math... partly, indeed, by being a good test-taker, but also by having read lots of books. No internet then, and TV went off at 10:00 pm...
If I'd been required to sit through two years of calculus (as it is presented in The Tomes), and then any of the pedantic [sic] versions of undergrad math, I don't think I would have seriously imagined that I could be a mathematician. More importantly, I would not have *wanted* to be a party to such grim, oppressive stuff. A substantial part of my luck was to be a good test-taker... which, let's confess, is not really much related to real mathematics. :)
In other words, in the U.S., undergrad grades, GRE, and that kind of thing are not a sample that I find/have-found most useful for imagining U.S. students' future success. Comparisons to students from abroad are difficult.
(About bias: If the question is really about kids in the U.S. with various ethnic backgrounds, then, no, there's no excuse. So, does "Asian" mean "someone literally from Asia, who's gone to school in Asia", or does it mean "a U.S. kid of Asian ancestry"?)
Upvotes: 1
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2018/07/30
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<issue_start>username_0: I am currently collaborating with three researchers on three non-overlapping and independent research projects/papers (i.e. one with each). I have been asked to review a paper for a journal, for which the same three researchers are the authors.
I am tempted to take it and try to do an objective review, but I wonder if this would represent a conflict of interest. Of course, as they are constant collaborators, I am not sure if there would be any unconscious bias.<issue_comment>username_1: Disclose your possible conflict to the editor and let them decide. "I had no direct role in the submitted work but am currently collaborating with Drs. Moe, Curly, and Larry on separate projects on plumbing, eye protection, and suit integrity."
It may be that your field is narrow enough that the editor will prefer your mostly impartial review, or they may prefer to find another referee.
This suggestion of course assumes that you think you can offer a fair review whether or not you find the work suitable for publishing. If you think for any reason you would be unwilling to reject the work if it is poor because of your collaborations, you should not agree to review at all.
Upvotes: 7 [selected_answer]<issue_comment>username_2: If they're your *current* collaborators, you should not review. Not many journals list formal policies on conflict of interest, but here's [an example from PNAS](http://www.pnas.org/page/authors/conflict-of-interest) (emphasis mine):
>
> When asked to evaluate a manuscript, reviewers and editors must disclose any association that poses a conflict of interest in connection with the manuscript. **Recent collaborators, defined as people who have coauthored a paper or were a principal investigator on a grant with any of the authors within the past 48 months, must be excluded as editors and reviewers.** Referees and editors are asked to recuse themselves from handling a paper if the conflict makes them unable to make an impartial scientific judgment or evaluation. A referee or editor who has a conflict but believes that it does not preclude his or her making a proper judgment must disclose to the journal the nature of the conflict.
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>
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If you still want to review the article, I would contact the editor first, disclose the COI, and ask if they still want you to write a review. If they say no, then just let it go.
Upvotes: 4 <issue_comment>username_3: This is a conflict of interest. Basically, every policy I've found says that a referee has a conflict of interest if they've recently (for various definitions of "recent") co-authored a paper with one of the authors of the paper under review.
* [username_2's answer](https://academia.stackexchange.com/a/114490/10685) says that PNAS considers collaboration within the last four years as a COI.
* This [Elsevier policy](https://www.journals.elsevier.com/journal-of-systems-and-software/policies/conflict-of-interest-guidelines-for-reviewers) says that being a co-author of one of the authors within the last three years is a COI.
* The [IEEE Robotics and Automation Society](http://www.ieee-ras.org/conferences-workshops/fully-sponsored/icra/information-for-reviewers) says five years.
* This [ACM policy](https://tops.acm.org/conflict-of-interest.cfm) says four years.
You should either decline to review the manuscript (especially if you're busy or otherwise looking for a reason not to review another paper right now) or advise the editor of your conflict of interest and ask if they still want you to review the paper. In a small field, it may be that nearly all potential reviewers have a conflict, so the editor might still want you to review.
Upvotes: 3
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2018/07/31
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<issue_start>username_0: **Main Question:** To what degree is a competitive (as opposed to collaborative or mutually-supportive) academic environment endemic of famous/top-tier/high-powered institutions?
---
This question developed out of my recent experience doing a masters program at one of the top universities in the world. Perhaps in part due to my cozy experience at a small liberal arts college for my undergraduate degree, I was caught off-guard by the competitiveness — and what felt to me like toxicity — of the graduate school environment. I had a sense that unless I had *already* done amazing work, it was very difficult to feel respected by my peers or get the attention of the excellent academics lecturing my classes. And in classes there was so much discussion of who wrote the best paper, or who got the highest score.
This culture created a lot of anxiety for me and led me to a number of unhealthy and counterproductive behaviors. I wasted significant amounts of time seeking acceptance in a culture which, by its very nature, is not exactly accepting.
Research holds a lot of meaning for me, so I would like to return to school for a PhD. But I just need to make sure I can find an environment that feels successful and healthy but also challenges me as a thinker and a researcher. As such, I have a number of questions:
1. Is this culture inevitable in top-tier institutions? I wonder whether this pattern will always emerge due to graduate students' competition over the limited resource of these famous professors' time. That being said, alternative explanations of the above exist, including *a)* that my experience at a small liberal arts college was abnormally sheltering, and that my masters program was actually normal; and *b)* that masters programs are not good predictors of the PhD experience: a masters student occupies an awkward, liminal position in a department and likely must do more grasping for recognition than a PhD student.
2. If this culture is inevitable, what are some suggestions for combating the insecurities and inefficiencies that result from it? How can I maintain my health within these communities? I believe that some of the best research, some of the most creative ideas, requires relief (at least temporarily) from the pressure of constant judgement. I want to be able to find or create that shelter for myself.
3. One alternative to dealing with these communities is to attend a mid-tier program. Would I able to receive the same level of academic excellence, be challenged and enriched as deeply, at an institution which is not publicly understood to be top-tier? Are there examples of top-tier academics whose pedigree (in advisers and institutions) is relatively humble?
---
Further specifics:
* The degree was a taught masters in mathematics.
* Interactions with peers:
+ Attempts to do homework with others from my course were unsuccessful. I realized that compared to the students I attempted to collaborate with, I prefer to take a long time on homework, connecting the problems to other areas I know about, thinking about extensions, generating questions, and interrogating my understanding. When I tried to do homework with others in the course, I would frequently be seen as slow. It was the student who completed his assignment in 30 minutes who was lauded by other students. (And my attitude toward homework is not entirely by choice; I am not at the moment capable of that speed).
+ Discussions of ideas with peers outside of the classroom was also difficult. I learned that unless I had already done the work of formalizing, carefully defining my thoughts, I would be met with criticism. Sentences starting with "what about something like ..." were met with "I can't see how that would work" or "that doesn't make sense," rather than, "tell me more," or "hmm, what if we added this...". The whole point of discussions for me is to explore hazy ideas collaboratively, but it felt like the culture of discussion was more like a performance.
* Interactions with professors: I was lucky to receive support and attention from certain professors, but both my degree adviser and my thesis adviser appeared less-than-interested in me, sometimes missing scheduled meetings without notice. I got a sense that if my existing work were more interesting or important, this might have not been the case.<issue_comment>username_1: Some people thrive in an academic environment, others do not. It is surely competitive and sometimes it unfortunately looks as if objectives seem to justify the means.
*Questions 1 and 3*:
Top-tier universities have a strong interest in maintaining their reputation (market share) which means that pressure on publications and research funding is high.
You will have to think deeply about your motivation for doing a PhD. Is it an intrinsic motivation for personal growth or do you want to become a top player in research? In the first case any university will do. Academic excellence is not exclusive to top-tier universities.
In the second case you will probably need a top-tier university and give whatever it takes: work hard, play hard and make the personal sacrifices.
*Question 2:* how to preserve your health?
Research shows that you’re not alone and many (graduate) students suffer from anxiety. I have no answer for this question. Two suggestions: be careful in finding a good supervisor and build yourself solid grounds outside the university.
Upvotes: 2 <issue_comment>username_2: No, not all graduate programs at top tier universities are unhealthy. I can't say how many are, and it *could* be the majority in some fields, but it is definitely not all. I have personally been in several departments (One US ivy league, two UK golden triangle, genomics/systems biology) where the grad program was incredibly collegiate and friendly, but I know plenty of people that were places where this wasn't the case, even at the same institutions.
I think the best thing you can do is go to the open days/recruitment weekends and really make sure you question the current students there with this particular question in mind. And I wouldn't worry about seeming naive, or that such questioning might jeopardize your chances - it they think that, then you probably don't want to go there anyway.
Upvotes: 6 <issue_comment>username_3: I am from Europe, but I stayed a quarter year at a top-tier university. I felt somewhat left alone; everyone was focusing on their work / thesis / research. There did not feel a team spirit among the PhD students. When I returned, a guy who stayed at another top-tier university asked me, whether I had this experience, because he had the same feeling back then.
All my colleagues from universities a little further from Ivy League, a little bit more cozy, but still with an international reputation, did not report this.
I think only the best are accepted to top-tier universities. They have to work hard and focus on becoming and staying so good. You have to decide whether you want the reputation of such an university or whether you want to remember your time as a PhD student as one of the greatest of your life.
Upvotes: 2 <issue_comment>username_4: Short answer, no, it isn't an essential element of high level education at a top-tier university or anywhere else. But there are jerks everywhere who refuse to work cooperatively and some who aren't jerks, but just don't play well with others.
Top tier institutions are very competitive for admissions of course, but not necessarily thereafter. But the pace is fast, and eventually the research needed raises the pressure, since it is less deterministic. There is never a guarantee that a research project will actually produce anything. It is in the nature of the beast. People get focused - too focused in many cases. It isn't healthy.
Some top universities actually rely on student working/reading groups to enable students to keep up with the pace.
But the more serious issue is what does a student do who finds him/herself in a high pressure situation. It doesn't matter to that person whether the situation is common or not if it is *their* situation.
If you are in a high stress situation, I recommend that you find ways to specifically reduce the stress. For some, moving out of the environment may be required, but for most you can find ways to reduce it, not just "live with it."
Before you consider leaving for a lower stress environment, try to find ways to reduce the stress itself. That is the problem, not the environment, per se.
The key to reducing stress is to find some activity that will give your mind a rest from the normal activities of your work. You have to make a break, if even for a few minutes. You have to find ways to calm yourself both in body and mind. There are many ways to do this. Even reading a chapter of a book not related to your work (sci-fi, mystery, ...) may be enough for some. Meditation, yoga, taichi, riding a bike, racket ball...
There is evidence that pushing your brain constantly to try to force it to think-dammit is counterproductive and will both make it stall and raise your stress. The key is to let your brain muscle relax.
There is further evidence, noted by most scholars, that when you do take a break, the "answer" to your current work dilemma will pop into your head unbidden. This is because the brain itself is an active organ that will work, making connections, even when you aren't actively trying to make those connections.
My personal stress reducer is taichi and it works since it is a mind-body exercise. Even fifteen minutes makes a difference. I used to use bike riding and was part of a student-faculty riding club. For this, you need an hour or two several times a week.
You might be able to find some local resources on stress reduction. The counseling center at your university likely understand the problem and can give suggestions. You can form a club of some sort, like my old bike club to make it a community thing.
There is an advantage, actually, you can do stress reduction in a group of peers. It might, in fact, make them more willing/able to cooperate with you on the educational task you all face.
Upvotes: 3 <issue_comment>username_5: My impression, as a mathematician, is that "unhealthy" is subjective. For almost any graduate program, you are likely to find people who thrived in it. For example, you experienced the competitiveness at your masters program as "toxicity"; I imagine there are others who found it a positive motivator.
Ph.D. programs vary highly in mood and culture. Although you will probably find some of what you described at any Ph.D. program, whether top-tier or not, it will probably be less pronounced at some places rather than others. With hard work and good luck, hopefully you will be able to find Ph.D. programs that fit your personality.
I suggest that you pose your questions to professors at your undergraduate institution. (And, alumni who went on to Ph.D.s, if you can get in touch with any of them.) They have firsthand experience with the environment in which you thrived, and perhaps know where else you can find similar environments.
Another thing you might do: look at the websites of academic departments in your field at a variety of small liberal arts colleges, and see where recently hired faculty members have earned their Ph.D.s. Are there any institutions that show up often? Those might be good programs to pay particular attention to.
Good luck!
Upvotes: 4 <issue_comment>username_6: >
> Is this culture inevitable in top-tier institutions?
>
>
>
Definitely not. Frequent? Maybe (though hopefully not). Inevitable? No.
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> I wonder whether this pattern will always emerge due to graduate students' competition over the limited resource of these famous professors' time.
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I’ve never heard of “competition over professors’ time” being an important factor in competitive environments: Either a PI will take time for their students, or they won’t. Competition occurs over other things (mainly research topics and publications) but, in my experience, rarely between PhD students and more readily between postdocs.
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> what are some suggestions for combating the insecurities and inefficiencies that result from it?
>
>
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I think this is a bad idea: you’re attempting to fight the symptoms rather than the root cause. Practically, the best solution is to not let it come to this: if you interview for a PhD position at an institute that gives off a toxic vibe, avoid that place. You’ll find other places with a supportive, friendly environment.
Next step, *foster* such an environment. You don’t have to forego healthy competition but it has to happen within reasonable limits. Beyond that you will spend an inordinate amount of time surrounded by other grad students so it’s imperative to at least get along with them. I did my PhD (at a top institute and top-tier University) surrounded by an immensely supportive community, and I credit my graduate student friends with my success during that time — [*literally*](https://github.com/klmr/thesis/blob/master/acknowledgements.tex#L22-L54). In fact, my fellow graduate students weren’t the *cause* of my insecurities and inefficiencies, they were the *cure*.
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> How can I maintain my health within these [toxic] communities?
>
>
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**You can’t**. See above: avoid them at all cost. Such environments may be more frequent in academia than we’d like to admit but they are definitely not the norm, and not unavoidable. *If* you find yourself in such an environment and cannot leave, then my best advice is to find good friends, and support each other.
Upvotes: 3 <issue_comment>username_1: I obtained a PhD from not an upper tier university, and I can tell you that it was the worst decision of my life because of the toxic unhealthy environment. This environment is epidemic in academia and is routinely ignored or marginalized by academics that were successful for one reason or another.
Your focus on the institution and 'tier' is misplaced. Your focus needs to be on your adviser and mentor.
It is your PhD mentor that will make or break your health, education and career. The right and wrong choice for you are sitting in the same department, probably having lunch together right now.
Upvotes: 2 <issue_comment>username_7: >
> This question developed out of my recent experience doing a masters program at one of the top universities in the world. [...] The degree was a taught masters in mathematics.
>
>
>
I'm going to add yet another answer to this question, because I'm in the unusual position of doing two taught master's programs, and from the hints in your question I strongly suspect one of them is the one you went to.
The fact is that academia is a small place. Your experience is largely going to be determined by one advisor and a handful of colleagues. If you just go with the flow, you can have a great time or a terrible time just due to chance. A liberal arts college is probably more likely to have a good environment by default, but if you work proactively, you can create a good environment from scratch anywhere. All it takes is a few likeminded peers.
>
> Attempts to do homework with others from my course were unsuccessful. [...] I prefer to take a long time on homework, connecting the problems to other areas I know about, thinking about extensions, generating questions, and interrogating my understanding. When I tried to do homework with others in the course, I would frequently be seen as slow.
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Doing homework "with" a group, especially a large group of at least five people, usually leads to this. People get tunnel vision and just want to complete the work as soon as possible, without reflecting on it. This isn't really a property of top tier institutions; it happens whenever you get sufficiently many sufficiently busy people together.
These dynamics can be avoided, but you need to take initiative. Find one or two likeminded friends, who work at the same pace, and form a small group that encourages discussion. Or, do the homework on your own and organize separate meetings solely for deeper discussion. You don't need to get many to show up; I find the best discussion happens in groups of four or less. You can also have discussion groups meet immediately after lectures, for convenience.
>
> Sentences starting with "what about something like ..." were met with "I can't see how that would work" or "that doesn't make sense," [...] The whole point of discussions for me is to explore hazy ideas collaboratively, but it felt like the culture of discussion was more like a performance.
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>
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The same point applies here. In small communities (and all Master's programs are small, even Cambridge's Part III) the "culture" is not fixed, but rather something that emerges anew every year. As an individual in a small cohort, you have the power to change it, or at the very least the power to find a circle of likeminded peers. Your complaints are *not* new; I guarantee you at least a quarter of your cohort was feeling the exact same way.
>
> If this culture is inevitable, what are some suggestions for combating the insecurities and inefficiencies that result from it? How can I maintain my health within these communities?
>
>
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This has already been well addressed by other answers, but academically, again, you can have a great time if you find even one or two likeminded friends. You may have the sneaking suspicion that *somebody* in the cohort might be judging you, but that's a fact of all human interaction, and you're best off ignoring it.
>
> One alternative to dealing with these communities is to attend a mid-tier program. Would I able to receive the same level of academic excellence, be challenged and enriched as deeply, at an institutions which is not publicly understood to be top-tier?
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>
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In 2018, absolutely. For any topic you might want to learn, there are over ten sets of lecture notes available online at any level you could want. And don't forget that half of these lecture notes are cribbed from books! If you work through a graduate level book, you'll end up with a deeper understanding of a topic than you would from following any one lecture course in the world.
It's a little trickier for a research degree, but at least 80% of your interactions will be within your own research group. If you find one good group, it's not really important how the whole university is ranked. And there are many top groups outside of top-tier institutions.
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> Are there examples of top-tier academics whose pedigree (in advisers and institutions) is relatively humble?
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Yes, there are many examples. If you don't believe me, go through your department's website and browse through the CVs of your professors.
>
> I was lucky to receive support and attention from certain professors, but both my degree adviser and my thesis adviser appeared less-than-interested in me, sometimes missing scheduled meetings without notice. I got a sense that if my existing work were more interesting or important, this might have not been the case.
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Sorry, but professors are simply busy and forgetful people, and some really don't care about advising. This has nothing to do with you; just about *nobody* at the taught master's level is doing anything remotely interesting to a professor. Students who are trying to impress these professors with big words are probably coming off like a 15 year old would to you.
It's a well-kept secret that all professors at these institutions are great, but at least half are bad advisors. I've heard lots of tales of woe about how a bad advisor ruined a PhD, but it's really not up to chance. It's your responsibility to look them up, ask around, and find the best advisor for you *in advance*. It may be true that some top tier institutions have a larger share of bad advisors, but you only need to find one good one.
>
> Main Question: To what degree is a competitive (as opposed to collaborative or mutually-supportive) academic environment endemic of famous/top-tier/high-powered institutions?
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There are a few top-tier institutions I could name that are markedly more competitive on average, and a few that are markedly less. In the course of visiting graduate schools, I found many good, supportive groups within the competitive institutions and many toxic, competitive groups within the collaborative institutions. The variation is huge, and it's your job to figure it out, *before* you commit.
Upvotes: 5 <issue_comment>username_8: I did a taught masters course in mathematics at what is, at the very least, one of the top two or three schools in the world, and I do not remember the kind of environment you're describing. Attitudes such as
>
> It was the student who completed his assignment in 30 minutes who was
> lauded by other students.
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really have no place in a taught masters course, where the point is to *teach* you the mathematics you need to know in order to do well as a graduate student. <NAME> #5876 may find the homework so easy that (s)he can do it in 30 minutes, but there comes a point for everyone where it stops being so easy. If you find that you need more time to do the work, then you're getting a head start on learning what it's really like to do research.
Do try and use the competition as motivation to *work as hard as you can*, and don't try and do the impossible and catch up with the top of the class. If you're at a top-tier university, these will likely be some of the cleverest people in the world, but even they will need to do considerably more than 30 minutes of work if they want an academic career.
Don't worry about not having done any amazing work already - that's not what a taught masters course is for, and this attitude is not widespread among top tier universities.
I'm doing a PhD now in a computer science department in another top university (not quite as prestigious as where I did my masters/undergrad, but the research department is world class). The atmosphere is relaxed and not at all like what you've described.
Upvotes: 2 <issue_comment>username_9: Please be encouraged. You can do this in a way that benefits you and the world that you will contribute to, after finishing your studies. I find the timeline to be the most important element in the course of study. I took the maximum time allowed and did a grad certificate, not Master's, at a top-tier university. Some peers had two full-time jobs on top of a Master's program or doubled up on classes. I did half the work in double the time, but I have much outside responsibility that I could not delegate. I wasn't always eligible for financial aid because I wasn't taking enough classes to be considered part-time all semesters. It was expensive, which is again a reason why I went slowly. However, it was a positive experience. Homework took longer for me and I needed to acclimate to other's expectations, even if I couldn't change the speed. One-on-one's worked best and a lot of work was done solo.
I absorbed more and adapted well. Because I am a business owner, I had freedom in my daily schedule and studied in the morning. In your situation, look for a combination of educational financing/employer tuition reimbursement/free-lance or a flexible work in an area that you already know so that the only new element is doing the PhD. The fit with the University and the scheduling has to be something that keeps you on an even keel. Your being O.K. is important. You did graduate, you can do the work, you get to pick what's next. Be a spy at the campus cafeteria and measure your comfort level - when fellow students are not on task, do they do things like you would? Some part of the future experience needs to give you energy, so you can be a place of rest. Keep looking - even look at a higher level. The surprise for me was that it was at top-tier university. Absolutely you can do it.
Upvotes: -1 <issue_comment>username_10: >
> Is this culture inevitable in top-tier institutions?
>
>
>
No. While anecdotes aren't always useful, here they work as a proof-by-counter example. The institution where I got my PhD is, depending on who you ask, either the 2nd or 3rd best in the field, and at the level where the differences between those is pretty safely hand-waved.
Some of the schools in our tier are indeed vicious and cutthroat. Mine was not. The students supported each other. Funding was, while always tricky to get, not intended for there to be someone left at the end without the means to support themselves and subsequently leave. No one was intended to have their aspirations dashed upon the rocks.
>
> I wonder whether this pattern will always emerge due to graduate
> students' competition over the limited resource of these famous
> professors' time.
>
>
>
Not necessarily. There may be some competition for a particular professor, but if graduate students are having trouble finding advisors due to the advisors not having time, *then the program is admitting too many students* and has created an artificial scarcity problem.
>
> masters programs are not good predictors of the PhD experience: a
> masters student occupies an awkward, liminal position in a department
> and likely must do more grasping for recognition than a PhD student.
>
>
>
This is somewhat true - Masters students are weird, and can vary wildly based on department and field.
>
> If this culture is inevitable, what are some suggestions for combating
> the insecurities and inefficiencies that result from it? How can I
> maintain my health within these communities? I believe that some of
> the best research, some of the most creative ideas, requires relief
> (at least temporarily) from the pressure of constant judgement. I want
> to be able to find or create that shelter for myself.
>
>
>
It's not inevitable, but the answer is the same. *Find people*. Don't pick an advisor based on fame - do your homework. Are their students supported and happy? Does their preferred working style match your own? The same thing is true with your peers - build a cohort for yourself.
>
> Would I able to receive the same level of academic excellence, be
> challenged and enriched as deeply, at an institution which is not
> publicly understood to be top-tier? Are there examples of top-tier
> academics whose pedigree (in advisers and institutions) is relatively
> humble?
>
>
>
If you go to the right program, it's possible. One of my mentors, for example, has had an amazing career, and his PhD is *not* from anything close to a top tier school. It's a harder road, but it's possible.
Upvotes: 2 <issue_comment>username_11: As often happens here, the question in the title and the amplified form in the body of the question are significantly different... They would be the same only under several substantial further hypotheses, with which I'd mostly disagree.
First, yes, in my observation of hundreds (actually, a few thousand) of math grad students, many small liberal arts colleges apparently do deliberately cultivate a certain atmosphere... which, whatever else one might say, is different from upper-tier graduate programs. In particular, and I think this is reasonable, there *is* a professional standard of quality for PhD's, especially, so that "trying hard" (while having some virtues) does not guarantee reaching a professional, externally prescribed plateau.
Second, yes, in many scenarios Master's degree students are second-class citizens in some ways... In a PhD-oriented graduate program, the coursework that M.S. students do is of very secondary interest, akin to the "required" first-year courses for PhD students that appear in many U.S. programs. Yes, worse, some programs in the U.S. (and elsewhere, but I'm not as well acquainted...) treat M.S. admissions as provisional, and they're not well funded.
Third, indeed, especially in top-tier places (I went to such a place), coursework may often play no role whatsoever. My own alma mater may have been an extreme in that regard... Also, "worse", when current research of faculty and visitors was described, there was no "accommodation" for people who didn't know much yet. Real things were happening. The train was leaving. Yes, this is a little harsh... but it was, in fact, not malicious, I think. For me, the huge point that it was "not about me", but was about the math, and that things were happening whether or not I understood them, was very, very helpful.
At least in those days, people did solo PhD thesis projects, and it was unreasonable to imagine that other grad students would really understand each others' projects, if I recall correctly. So "cooperation" did not make sense. At the same time, of course, 20-somethings are inevitably pretty mean to each other about random, meaningless things, yes.
It is important, also, to appreciate that "being challenged" may occur in a way that one is not able to prescribe or require, but is set by the faculty. E.g., I myself thought that the challenges of grad school would be particular things... but they weren't those things at all, etc. Understanding what more-genuine challenges were was part of the benefit of a top-tier place.
Yes, once one sees what top-end activity and standards are, it is hard to "go back" to a sort of happy complacency... Seeing top-end stuff is undeniably psychologically stressful. No, in that context, no one is going to tell you that "whatever you choose to do is fine, because it's your own choice"...
Upvotes: 2 <issue_comment>username_12: I'm mostly answering this from my own experience (grad student at MIT in maths, 2011-2016):
I found the community of graduate students at MIT *highly collaborative*. It was easy to meet others interested in my subject (my thesis advisor even organized weekly unstructured meetings for everyone interested in combinatorics), and easy to discuss homework with other students (office hours are a good occasion to get to know your colleagues). Notes were also freely shared (or even posted online). Maybe this is specific to MIT or even to its maths department, but I have never felt any destructive competition or politics happening between the grad students (or between faculty either -- unlike other places I've seen).
Now there are caveats, of course:
* At least to me, collaboration isn't "working together for hours", but rather "working alone for hours, and talking to each other from time to time to catch up". If you are looking for the former, you'll have a much harder job finding someone interested.
* I was in the PhD program (and so was pretty much everyone else, even though some got masters in passing); it's possible that those are much more collaborative. If there is a choice between PhD and master's, probably the research nerds will filter into the PhD track while the master's students will be more focused on outside careers. This is likely to affect the communities. If you care about the subject, you probably want to be among the nerds.
* MIT is famous for a different source of stress: the "drinking from the fire hose" problem. No one will ever tell you to stop. If you ask a professor whether you should read any given book or not, they will always tell you that you should. Likewise for attending any given class, going to any given talk... basically, no one will ever assume you're a mere human; no one will prevent you from overworking; no one will draw you any boundaries. You need to find your limits yourself. I enjoyed this system much more than I'd have the opposite, but you seriously need to get used to it, particularly if you are more used to rigid environments (I was fortunate in that I was not). Do not expect your fellow students to help you with *this* -- many will be equally helpless about it!
* My impression with mid-tier places is that they burden their grad students with teaching much more than MIT does. Even if you like teaching, this will still drain you of time and energy. So be careful what you're getting into -- less competition doesn't mean better work-life balance. Ideally, visit the places and talk to grad students there (and not just 1st/2nd years, who usually don't get the full teaching burden).
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<issue_start>username_0: I am not an American citizen but wish to pursue my degree in America. I am currently enrolled in a bachelor's program and I am expected to graduate in 2020. Do I need do a master's program in America to pursue PhD ? Or there is direct enrollment ? (In my country the understanding is first you do a bachelors then a masters and then pursue PhD. My area of interest is Virology.<issue_comment>username_1: You want to be a researcher and not a physician? Yes, there may be direct enrollment for bachelor's degree recipients into Ph.D. programs. When you begin in your final year, check the web pages for Ph.D. programs of interest to you to see what the requirements are.
Upvotes: 0 <issue_comment>username_2: **For a student in the U.S. system**, the common academic route to PhD admission in biomedical sciences is to obtain a bachelors degree and then to apply directly for PhD programs. For competitive programs, research experience is very important for applications, and so many applicants do additional research in between their bachelors degree and PhD applications: working in academic labs, participating in post-baccalaureate programs, or sometimes participating in a program that offers a masters degree (particularly if you are taking a more interdisciplinary route), but the masters degree is not usually a strict requirement for a PhD program in biomedical sciences.
Masters degrees are uncommon as a goal in biomedical sciences, and many institutions do not even offer them as a program that accepts applicants. Instead, masters degrees are sometimes awarded to PhD candidates who choose to end their studies early, or they consist of add-on programs (almost like a more developed 'minor') meant to accompany a PhD and are applied for simultaneously. Of course this can vary with the exact institution, and varies in other fields.
**For a student outside the U.S. system, things can be more complicated.** As discussed in the comments by BrianBorchers, U.S. institutions vary in how they treat bachelors degrees completed in other countries. A 3 year program (an actual 3 year program, not a 4 year program completed early) may not qualify. In that case, your best option may be to get a masters degree in the educational system you got your bachelors degree in, but this is *something you should discuss with individual programs you may be interested in applying to* in order to find out their specific rules: there is no guideline that will apply to every school or every program. Alternatively, programs may instead have a course of study in mind that you will have to have completed before your application is considered: it will be more important that you can show you have completed those courses in your studies rather than the specific length of your degree.
Most major PhD programs in the U.S. are going to have a web presence with rules and admissions requirements posted, as well as support staff for the program. You should read these as thoroughly as you can, and then ask additional questions to the staff.
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<issue_start>username_0: I approached a supervisor about a PhD application. At this university, you must have two supervisors, so after a meeting, he invited the other "supervisor" to discuss the topic.
Honestly, this new supervisor doesn't suit my topic. In fact, he proposed some topic changes that I am not happy to do. However, for the rush of the moment and the nervous, I said yes. After, I checked the credentials of the new supervisor. He just graduated last year and I would be his first PhD student.
I received the offer letter and this last supervisor was appointed as the main supervisor. I received a scholarship from my government (not from the university), so no funding is attached to the supervisors or topic. I haven't "officially" started the PhD.
I will have a meeting soon and I was wondering how I could ask to change the main supervisor? I will argue that I want to focus on my original topic, but what to do if they say that I can change the topic, but with the same team? Is it wrong that I would like to have a more "experienced" supervisor as the primary supervisor?
Thank you.<issue_comment>username_1: Your wishes and concerns are valid, but your options are limited. You say you agreed, which was not your best choice. Of course you realize this, but maybe too late.
Unfortunately this is more of a personal relationship issue than one for rules. I know how bad it can be to have an inexperienced, ill-matched, advisor, especially if you aren't enthusiastic about the topic.
One option is to go elsewhere for your degree - an extreme solution that will cost you time and perhaps, money.
A possible solution, depending on personalities is to go back to the first professor, with whom you seem more comfortable, and lay out the situation, in essence begging to work under his/her direction instead. Don't open with the suggestion that you may need to withdraw if your request can't be granted and think about whether that is actually what you would want to do. But your possible withdrawal might be a last resort argument. It is a bit dangerous to use, however, if made in such a way that anyone, especially this professor, thinks less of you as a result.
One outcome of such a meeting might actually be that the professor can convince you of the correctness of the current situation (with the new advisor and problem), based on his/her reading of the state of the art. It is useful if you have a senior professor keeping a bit of a watch over you and a junior professor as the process unfolds, so maintaining a good working relationship is essential if you intend to continue.
Upvotes: 2 <issue_comment>username_2: One issue that you may not have considered is that this is an *administrative* and *faculty development* issue rather than one that directly affects your day-to-day research.
Remember that for faculty to secure a long-term position, one of the requirements is that they show an ability to mentor students through the PhD process. It is very difficult to do this if they are not officially assigned as the main advisor of PhD students. For a senior faculty member who is already in a permanent position, this is likely not as significant a concern.
Basically, I would just ask in this meeting what are the supervision duties they plan to have rather than what's "official."
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<issue_start>username_0: I am a research fellow at my current university. I have been working under a very difficult line manager and we could just not be on the same page. I would be asked to publish 1 paper a month, expected to work 25 hours a day to meet deadlines and run personal errands. Our every technical meeting would be him saying, "you are paid to publish, publish in high ranking journals" and any paper I would write would involve his name even though 100% of the every work was mine. But I accepted this as a given since he was my line manager and the funding was with him, I would add his name to my papers along with other names suggested by him, usually I would get 5 authors for my paper, whom I never met.
I have been working on a paper idea, which I believed to be good, but it was an idea for a conference, not a high ranking journal. I presented the idea to him and he told me not to chase it further as he needs journals not conferences. And even if does get accepted he would not pay for it.
So I have been working on it alone at home and on the weekends. It is now at a stage I am happy with and I am most probably going to publish it in a good conference.
I have given my notice for leaving, and given the above history I want to publish this as a sole author. After all, he would not be paying for it and he refused to be any part of it.
Ive discussed this with a colleague and he painted a very grim picture, he suggests that if I do go ahead with this, my line manager can even take me to court and state that he was working under me and on my funded project, he went ahead and published without me and basically stole project time and project ideas. And he suggested not to publish this paper and just abandon it.
Sorry for being so bitter, but I worked very hard on this paper and would like this to be published. Adding his name would also not benefit as he's not very happy with me leaving and he would not give consent to publish, this would make it more complicated.
Im new to such problems and wanted a more experienced approach on what to do.
Thank you<issue_comment>username_1: Actually, it sounds like you are well and truly stuck. But only for this one bit of work. If you can risk a lawsuit then maybe not, but it seems like you would have powerful adversaries and little support.
You can publish the work, including all the expected co-authors or simply abandon it as you are leaving. One of the things you will want in leaving, is a decent letter of recommendation unless you have already lined up a new position. It might be necessary to focus on that to the exclusion of other factors to protect your own reputation for the future.
However, since he has discouraged you from submitting to a conference, and you have already given notice of leaving, perhaps you can also give him notice that since he rejected it, you intend to pursue it. You may get pushback or not. But the notice, if properly stated, may free your hand. His refusal to endorse the work might be taken as a release, especially if you submit after employment ends.
In future, however, make sure that you build more realistic expectations into your contract.
Upvotes: 2 <issue_comment>username_2: As @<NAME> said in a comment, the answer is specific to your university and your contract. Here's the steps I would take if I were in your shoes:
Firstly, read your employment contract. What you're looking for is any language about intellectual property and the results of research. In the comments you mention patents and profits from patents, but that's irrelevant here. If it is specific to patents then it doesn't apply to anything that's not a patent, such as a conference paper. Assuming your contract doesn't unambiguously say that the university owns the IP...
Secondly, go talk to your university legal department. Do not cast this as a dispute. Simply tell them that you were reading your employment contract and wanted clarification about what the university's policy around IP is. **Inquire over email**, or get them to **send you an email confirming their position** if you wish to talk in person. If they tell you that their position is that you own the IP to your work, then you're golden. If they tell you that their position is that you don't and you think that your contract doesn't support that claim...
Thirdly, consider hiring a lawyer. This can be expensive and can be a massive waste of time if you're wrong about your contract (lay people generally are, compared to lawyers). Deciding if this is a worthwhile step is a personal decision based on a lot of factors I don't know.
---
If your university owns the IP, you're likely stuck. Your manager is most likely the person who the university has selected to approve you publishing things, and that seems like a non-starter. If he has a boss who reads your work and is "really in charge" then it might be the boss, but whether you're likely to get anywhere going around your manager depends a lot on the social dynamic.
It's also possible that you can get him to disavow the IP, but I don't really know enough about the details of contracts to comment much on that.
Upvotes: 3 [selected_answer]<issue_comment>username_3: Personally, I would go ahead and publish as a sole-authored paper.
If your line manager did not make a contribution commensurate with authorship, he/she should not be named a co-author. A line manager who insists otherwise is abusing his/her position. A university which takes you to court over it is unworthy of the name "university" (possible exception: if you are revealing confidential/privileged data or breaking ethics rules, that might be another matter), especially given that you did the research in **your** time, not the university's.
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<issue_start>username_0: I make mistakes too as a flawed human. Yet I always lose confidence in and doubt authors (whose native language is English) whose textbooks or journal articles contain glaring [typos](https://english.stackexchange.com/q/74145/50720) or [orthographical](https://english.stackexchange.com/a/24089/50720) errors. Is this expectation rational or warranted?
For instance, <NAME>'s [*Calculus*](http://www.mathpop.com/) contains many such typos. But I've spotted no typos in [David Benatar](https://www.amazon.com/David-Benatar/e/B001IU0QGY)'s books. Here are my assumptions:
1. The author or the publisher can hire or engage multiple proofreaders (who can be university students, friends, or family members) to proofread.
2. The publisher permits the author to read a draft of the book before it's printed, to spot any last-minute mistakes. So these typos aren't the publisher's fault.<issue_comment>username_1: The veracity of a work is independent of the author's English. Second, the writing of even native English speakers [can include many typos](https://academia.stackexchange.com/questions/15595/why-are-there-so-many-papers-written-in-bad-english). Have you ever seen exams for which the instructor awarded bonus marks because of a critical typo in a question? This can happen even though the exam has presumably been checked by many people. Therefore the short answer is **no, it is not rational**.
If there are lots of typos, then I would hold it against the publisher first before the authors. It's true that the authors get to read the final files of the book before it goes to press, but it's also true that the publisher will have staff whose job is to catch these errors before printing. No human can catch every error, but they should still catch most of them.
However, it must also be said that this is not necessarily fair, because there's no way to tell what happened during the production process from the outside. For example, if the authors signed a contract to provide a camera-ready copy (CRC), that's effectively an agreement that the publisher will save on publication costs (like performing copyediting) and, in return, they'll provide the authors a higher royalty. If the authors provide a typo-ridden CRC then the authors are more at fault than the publisher.
Upvotes: -1 <issue_comment>username_2: Your assumptions are faulty. Unless a book is self published, it is the publisher only who hires reviewers, and, more importantly, editors. They are too expensive for the author to engage. A text that sells for about $90 USD returns about $5 USD to the author and sells between 0 and a few thousand copies (with a few exceptions). The cost of the textbook prep is all up-front other than reprinting.
For many (most?) people, proofreading your own work is nearly impossible. If you made an error when you first wrote it, it was because of some slip of the mindset. Thinking one thing and writing another. When you go to re-read it you actually read what you thought you wrote, not what you actually wrote. It is the publisher, and more important, the reviewers who should catch these since they read it with a fresh mind. The author isn't perfect but he/she is innocent here.
Some authors and publishers will pay bounties for errors caught by readers so that they can be corrected in future printing (and editions). Donald Knuth famously did this for *The Art of Computer Programming*.
Many authors an/or publishers will also put errata lists online where readers should be able to find them.
Typos are annoying, of course, and the other qualities of any given work have to be sufficient to overcome that annoyance.
But it is the publisher of the book that pays the upfront costs of editing, review, typesetting, etc. They (publishers) earn a ton of money for this and are responsible when it goes badly. While reviewers often work for free, editors don't. They are employees of the publishers.
Upvotes: 2
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<issue_start>username_0: *I'm posting from an anonymous account, for reasons that will be obvious.*
I'm an associate professor in China at one of the top 10 universities in China, and have been working in China for a number of years. Most research in our lab is respectable and unproblematic. We get some papers in top journals and conferences.
As a native English speaker, I help on papers from graduate students.
Some of these papers are conference papers, and some are journal papers. The conference papers I work on are international.
However, probably between **30% to 50% of the Chinese graduate students I work with copy and paste from the Internet into their research papers** (from Wikipedia, from other papers, from software documentation, and so on). The amount ranges from a sentence here and there, to whole sections.
It's usually easy for me to notice copy/pasted material (it's where they suddenly write like a native English speaker with 10+ years of research experience). Yesterday, I encountered the worst instance of copy/paste I've ever seen, and I flatly refused to be listed as a co-author.
What's become clear:
* The students generally think it's acceptable to copy/paste; they're unconcerned even if it's published.
* Part of the motivation behind copy/pasting is that English is their second language.
* The Chinese professors (i.e., their supervisors) mostly do not read their students' papers; they might take a quick check before submission.
* The Chinese professors push the students into rushing to meet conference submission deadlines, and I feel this has a negative impact on both their research and paper-writing quality.
* The university doesn't outright condone plagiarism, but they don't seem to think of it as a negative. I get the impression that it's considered efficient use of time. The focus is on getting it published, while significance, errors, and plagiarism are less important.
* Many of the students do not intend to have careers in academia. The paper will not have much significance, but it's either required for their degree, or their supervisor is pushing them into writing it. They don't care much.
I've explained how serious a matter this is, over and over. And honestly, I'm fed up repeating myself – it makes me feel like the university (and research in China) is a joke. It makes me feel ashamed to work here.
I've tried repeatedly explaining this to everyone, but the seriousness is not getting through. They just think I'm overreacting.
***Q***: How can I convince graduate students in China to not copy/paste from the Internet into their research papers?
I'm looking for an answer along the lines of "the negative consequences of copy/pasting from the Internet in publications are *blah*". I have no intention to pack up and leave; I just want to get the message across and convince them that plagiarism matters. So I'm thinking about writing a document entitled e.g. "why we shouldn't plagiarize" and sending it around.<issue_comment>username_1: You could report to the senior management, however, academics cheating is common in China. There's a decent possibility that you will just land yourself into troubles. Unless you could expose the scandal to the media, the Chinese people don't care. Cheating is everywhere in the Chinese culture.
It's not something you can do about it. There're Chinese companies for writing the *entire* PhD thesis for money.
1. Join a higher tier university. The top Chinese researchers don't cheat and *very* good in research.
2. Keep quiet, but don't do it yourself.
3. Report to the senior management but you probably won't get anything in returns
Upvotes: 3 <issue_comment>username_2: OK, it's getting weird now. I thought this would be much less common in top 10s.
There's a simple path here: tell them plagiarized papers are not going to get published, or will be retracted in the future, and this will hinder their graduation & will create trouble for their advisor (+ advisor would lose face) if they insist on submitting such papers.
When your students (and everyone else) care only about the "pragmatic", give them "pragmatic" reasons! Chinese people generally do not like creating trouble/making others lose face, so that's a good path.
Convincing them that plagiarism is morally incorrect and not *right* would be harder, and students would likely not buy into that. But the pragmatic path gets the job done :-)
---
From the situation you described, I infer two things about your situation. Correct me if I am wrong:
1. The university you're at is likely not top-tier. I would be surprised if even the researchers at Tsinghua or Jiaoda (Shanghai Jiaotong University) engage in academically dishonest conduct frequently. I suppose you're likely at a local (provincial) university.
2. Your colleagues/students are mainly targeting domestic conferences/journals (and likely not the top ones). Otherwise they will surely know that academically dishonest practices will get their papers rejected.
If both are true, I'm afraid little could be done. You could try very hard to at least make your students not plagiarize, but this will probably have a very negative impact on future recruitment, and even your students are not going to 100% listen to you. The best option at hand is trying to move to another university (preferably in another country) if this bothers you (it would bother me for sure).
---
The ranty part: I decided to delete this, but just keep two key points.
1. Plagiarism is not dealt with seriously enough and people let it happen. Awareness of what constitutes plagiarism is low, but for reasonably experienced researchers this should be obvious. So, as you see, the problem is *not* that people don't know it is plagiarism; they likely do know, but they have no reason to care.
2. The quality of most domestic journals & conferences are questionable, so the problem is even more serious at this level (because not even the editors care).
Upvotes: 7 <issue_comment>username_3: You already ruled out the best answer, which I think you should reconsider: If the cheating and plagiarism bothers you as much as you say (and it would bother me, too!), you should find someplace better and go there. Those places exist.
A friend of mine who was a social worker once remarked to me that people don't make changes in their lives until the pain of staying where they are is worse than the pain of changing. If I was as unhappy as you are, I would make a change in my own life rather than expecting everyone around me to change theirs.
Upvotes: 5 <issue_comment>username_4: **tl;dr**
The majority of students simply will not understand the academic view of plagiarism. There is only so much you can do to help them. At some point you simply cannot help them any further. There's often nothing more you can do than taking care it does not influence your career.
**Long version**
My wife has graduated from a top-10 university in China (she's Chinese). I was very much involved in the writing of her master's thesis. I also supervised students in China during my time there and did so (and still do so) for Chinese students in Germany and Switzerland.
The issue is actually very simple but in most cases nigh to impossible to tackle. They see no wrong in doing so. When something is published they consider it common knowledge. Science, for them, is about knowledge, not about people. Names come and go, they vanish, many are dead already, so what do they matter? Of importance are the findings, not the finder.
You can (as I do) try to tell them that it will hamper their global career if they keep on doing so. That's a pragmatic reason many do understand. However, many students in China and Chinese abroad simply do not aim for this global career. They will go back, take care of their parents and have a good career there - among other people who think the same way as they do.
Upvotes: 6 <issue_comment>username_5: *To keep things simple, I will only talk about journal publications here. Everything should translate to conference publications. Also, note that I have no hands-on experience with Chinese academia.*
As already noted by [username_2](https://academia.stackexchange.com/a/114556/7734) and [username_3](https://academia.stackexchange.com/a/114561/7734), it seems that your colleagues only care for short-time practical consequences and are unwilling to change their conduct unless they see that the consequences are severe. However, right now, they do not feel any consequences – their approach is working for them. This could have multiple reasons, which all lead to different conclusions:
* Evaluation criteria and similar do not properly account for journal quality, giving value to journals that do not care about plagiarism, even if they know it.
→ You would have to effect a change of the evaluation criteria.
* The evaluation criteria and similar would favor publishing in quality journals, but your colleagues ignore this.
→ Educate your colleagues how they could get secure more resources by giving up plagiarism.
* The journals would care about plagiarism, but they do not notice.
→ Anonymously report some prominent case.
* You are removing all the plagiarism before it can backfire.
→ Let your colleagues hit the wall, e.g., by refusing to work on that particularly bad paper.
Some obvious disclaimers: Reality will likely be a complicated combination of these effects. Also, some of the suggestions may be impossible or risky for you, depending on what level things happen.
Upvotes: 4 <issue_comment>username_6: I'm sorry if this answer is a bit contrary. However, you are judging people on the basis of European cultural standards that they don't necessarily accept. Those standards are not part of their history or traditions, which are themselves long and deep. Europeans, and places strongly influenced by European culture have had a long held and deep belief in the concept of personal property. What's mine is mine. Perhaps the Magna Carta was an early expression of this.
China's history is very different. Before the revolution, China had a strong feudal system in which the peasant couldn't be said to own anything - not even their own bodies. Communism introduced its own beliefs and norms, but strong defense of personal property wasn't one of them. What's ours is ours.
Even in "the west", we don't believe in the ownership of "ideas". You can't copyright an idea. You can't patent it (though software patents are a strange case).
But we, in "the west" do believe in private ownership of "words." That is copyright. We also believe in the ownership (for a limited time) of the realization of ideas in inventions. That is patent.
However, words are little but the expression of ideas. We (Westerners) treat words and expression as very distinct. But it can be a hard sell to make that distinction in a culture that hasn't had the same history of private ownership at all. In a hundred years it will, perhaps, change, as China is changing.
That doesn't give you a solution, though I hope it tells you why you have a problem. If you can convince the students that it will be useful for them to adopt Western standards of behavior in order to more effectively communicate their own ideas to Western readers you might have an effect. "You don't need to believe this way, but it will be useful for you to act this way." Long term it may be beneficial. But, long term, it might also turn out that the concept of plagiarism just goes away.
The question of cheating on examinations and in student work generally is a different issue but it also has cultural roots. In authoritarian regimes, if a person with authority over you asks for something - anything - you give it to them. You don't ask or even consider why. It is their right to ask it. It is your duty to deliver it. No matter the motive. In medieval times in Europe, if the local lord wanted to sleep with your wife on your wedding night he did. You had no basis for refusal. It can be very strong.
Teachers have authority over students. If a teacher asks a student for a piece of work or an answer, the why and the how aren't part of the considerations of the student (assuming authoritarian principles). You just find a way to deliver it. In fact, in the US, not all students really understand, unless they are told, is that the reason you ask them fo complete a project isn't that you need the project itself, but the change in the brain that completing it will induce in themselves. I've never (well almost never) given students a task I couldn't do myself, usually better. But that wasn't the point.
But in an authoritarian structure, the subordinate just gets the job done - no matter how. It is a deeply felt duty. "Sir. YES Sir." quoting a Marine recruit.
If this is the problem (duty to authority), then you need to educate the students as to what it is you really want from them. Not the completed project, but the change in the brain that actually doing it the hard way will induce. But if you are countering their traditions, it still won't be an easy task.
Even if a regime isn't authoritarian generally, it may be that academic traditions in a given place put the teacher in such a "high" position that is at least locally authoritarian. And even in some academic cultures that are not generally highly authoritarian, an individual professor may be able to impose such a structure. It is counterproductive, but it exists. Don't be that professor.
Upvotes: 4 <issue_comment>username_7: Point out how it's in their favor to examine things, even if they end up making it less "proper English" in the process. Even if they don't care about the academics of it, they still want to learn, get a degree, and get a good job. I'd suggest attacking it from the angle of personal growth - Something like...
>
> "If you simply copy and paste, you aren't checking the veracity of the claim, and you aren't synthesizing the information into something new. When you find information for your paper, you'll improve yourself more by first making sure the claim is true, and then digesting and re-working the claim into your own words, so that you can be sure that you've internalized the claim that you're using. Once you've done this, doing the actual additional work of citing the source is not much of a time or effort investment."
>
>
>
Upvotes: 2 <issue_comment>username_8: **tl;dr** Move elsewhere. If not, *make sure* your immediate colleagues *feel* the consequences of academic misconduct.
I have worked as a postdoctoral fellow for two years in China. I was invited to stay as an assistant professor, and indeed had moved in with the intention of learning the culture and adapting for a longer stay. However after mere 4 months I completely gave it up because of a number of issues in Chinese academia, including what you describe and [other](https://academia.stackexchange.com/questions/111829/acknowledged-for-nonexistent-contribution) serious [issues](https://academia.stackexchange.com/questions/104541/persistent-issues-with-salary-pay-as-a-postdoc-in-china-what-can-i-do).
I only had direct experience with the Chinese Academy of Sciences and South China Agricultural University. However I interacted with a number of colleagues from other institutions, and took part in 4 local conferences. I refrained from living in an expat bubble, and dealt with locals all day. This gave me an overview of how Chinese Academia works, and why.
Mind the premises below:
1. Plagiarism is *not* perceived as a serious issue.
2. Cheating is perceived as being practical/*smart*.
3. Cheating is *not* considered akin to stealing.
4. Exposing others is *not* socially acceptable.
5. Punishing someone is reserved to either higher authorities or a local majority (e.g. a mob);
6. *none of which include foreigners*.
7. Because of fairly recent past events and opinion-shaping education, foreigners are taken as *arrogant* whenever intruding in Chinese culture and affairs.
This makes your stand quite delicate, and the simplest solution is that you move away. However you say that is not an option. Points (1-3) will neutralise any attempts at lecturing them on this point (or statistics, salami publication, etc). Believe me: *I have tried*. They will nod and agree, but that is merely point (7) echoing in their heads.
My colleagues in China would change posture, albeit momentarily, when they got exposed. But the problem is, exposing them yourself incurs in points (4 & 5) and reinforces (7), and you cannot rely on administration to do it because of (1-3). This is an endless circle which will drive you crazy and isolate you further. (That was I few months ago.)
However you will see some change if somebody gets exemplary punishment and exposure from perceived higher authorities. Since you're decided to stay and want them to change, I suggest you report a number of (the most obvious) local cases to responsible editors and expose them *anonymously* online. If you know how to blow a whistle well enough, at least a couple of retractions will ensue. If enough media exposure is given to such frauds & retractions, the local government will punish someone to save face. **Then** you should see your colleagues trying to avoid being caught on obvious plagiarism, though I highly doubt that mean they acquired a difference stance on cheating.
Be **extremely careful** with being a whistleblower in academia, anywhere, but especially in China. Don't do it openly, especially as a foreigner. Best of luck, and just reconsider moving elsewhere.
P.S. An important point: be mindful that most Chinese academics strive to publish with *paid publishers* (Frontiers, Nature SciRep) through **Chinese editors and reviewers**. This greatly increases the chances of manuscript acceptance (e.g. peer review agreed over phone/wechat calls), and also that whistleblowers are prone to take the bitter end. **Do not approach editors in such cases.**
Upvotes: 6 <issue_comment>username_9: Find out where they are submitting the papers, and tell the students that you will contact the editor/organiser about the plagiarism.
Upvotes: 2 <issue_comment>username_10: It's not plagiarism if you put it in quotation marks and cite the source. So just tell them to do that. They can still save time by copy and paste, but won't infringe academic norms about copying without attribution.
Upvotes: 3 <issue_comment>username_11: You don't have to solve this problem for a whole nation, or even for your school. Just insist, up front, clearly, and in writing, that *for work submitted to you, or that you collaborate on*, copied material **must** be identified and cited correctly. They don't need to agree with you philosophically, they just need to understand your personal standard.
Most students --and most institutions --understand that different professors have different "non-negotiables" within their own classrooms/labs. It may help if you explain that you personally may want to work outside China again someday, and therefore you need to keep your "hands clean" by global academic standards.
Of course, you'll need to establish some fairly stiff consequences --bad marks in the classroom, aborted collaborations for publication, *etc*. You might not catch 100% of the plagiarism, but the goal (as in the West) is to make it a better bet for them to just comply than to risk being caught. You might explain carefully that you don't mind them copying, you just want them to be sure to cite (assuming that's true).
Upvotes: 4 <issue_comment>username_12: A point I make to my students here is that they are expected to write their *own* work, and take care to cite others as needed (out of courtesy). Do summarize other work only if needed to understand the topic at hand.
This is mostly when writing their final theses, we have rather draconian page limits. But that is also true in journals and conferences, and the same applies: write less, but better.
Upvotes: 2 <issue_comment>username_13: Oh so many answers already before this university professor from China got to it :]
The reason they copy/paste stuff is because they don't know how to do it properly + they don't have incentives to do it properly. I work at a smaller university with solely business focus, but whenever some requirement trickles down here from the top everyone normally just tries to get it out of the way wasting as little time as possible.
I don't know what you teach and what format your classes have, but it helps if you ask your students about their future plans and how they plan to use what they learn in their careers. Chances are they have it pretty well figured out already and the publication requirement is one of a thousand check marks they have to tick to get their diploma and on their way to make money while the music is still playing because they hear the music is getting quieter.
A possible approach is to make the requirements stricter, which will push the publication higher up that check-mark list and force them to spend (or waste?) more time on it. I don't like this approach.
What I prefer is find what they really need for their careers and try to adjust the requirement so they can learn to do what they need, what the market needs them to do, what will bring them the most money when they join the workforce. I don't know how much administrative freedom you have over those requirements. If not much, you might be confined to a pretty stinky solution #1
Upvotes: 3 <issue_comment>username_14: There have been lots of great answers here, but I have another one about teaching people about why we cite our sources: <NAME> & <NAME>. (2017). Referencing and Understanding Plagiarism. 2nd edition. MacMillan <https://www.macmillanihe.com/page/detail/Referencing-and-Understanding-Plagiarism/?K=9781137530714>
Open it up to pp. 36-37 and make a big poster with these words:
“You need to reference when you:
* use facts, figures or specific details you
pick from somewhere to support a point
you’re making – you report
* use a framework or model another author has devised – you acknowledge
* use the exact words of your source – you quote
* restate in your own words a specific point, finding [or] argument an author has made – you paraphrase
* sum up in a phrase or a few sentences a whole article or chapter, a key finding/conclusion, or a section – you summarize.
You don’t need to reference if you:
* believe that what you are writing is
widely known and accepted by all as
‘fact’ or common knowledge in your subject.
* can honestly say, ‘I didn’t have to research anything to know that!’
But
If finding it out did take effort, show the reader the research you did by referencing it.”
Make sure your library has copies available, and use it as a textbook. It is not expensive and the entire booklet is great!
Upvotes: 2 <issue_comment>username_15: The elephant in the room: you probably cannot convince them. That is, they *correctly* see their pragmatic options, etc., and act accordingly.
The reason I think my remarks here are more than a "comment" is that the correct answer to the question involves strongly denying a premise that it makes sense to achieve the espoused goals. Yes, by many "Western" standards it makes sense, but that's not the question. These kids are behaving rationally in their context. How in the world could anyone persuade them otherwise?
And, no, you certainly cannot change the ambient culture.
You are a "fish out of water", and you cannot change those things...
Upvotes: 3
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<issue_start>username_0: I am in the last few semesters of my bachelors, and I have been preparing myself for applying to PhD programs in mathematics. However, as I was sitting with my research mentor today, he informally offered me a graduate assistance-ship for the masters program at my current university. He mentioned I would still need to go through application process but that I am a pure shoe-in for the GA position. I am unsure whether to chase after this offer on a more serious tone or apply for PhD programs, and as such I am seeking information. The real rub stands that I am attending a not too prestigious school for math and this worries me that I may be limiting myself. However, for personal reasons I am considering this potential offer greatly. Would the masters from a low/middle-tier prestige/ranking hinder my chances for getting accepted into top-tier PhD programs?
If you need some information about me. GPA 3.7, Major GPA 3.8, I will have some published works, I will have finished 3 Graduate courses before applications (Order Theory, Analysis, Graph Theory), GRE general in the upper crust, No Math Subject yet (Still studying for this). Two very strong recommendations from current and accomplished researchers, and two standard recommendations.
There is a note that I should include my location before posting. I am attending MTSU for an Advanced Mathematics Bachelors.<issue_comment>username_1: If it makes sense for you financially and personally to attend the masters program at your home university, then I don’t think it will negatively affect your admissions chances. Grad schools will look at your grades, the classes you’ve taken and recommendations and they won’t care much which words you got on your degree while doing that. Their biggest concern is whether you can be successful in their program, and having done well in a masters at MTSU will be a positive for that.
Upvotes: 0 <issue_comment>username_2: I would recommend that you apply directly to doctoral programs and use this offer as a backup if nothing materializes. In mathematics and some other fields acceptance into doctoral programs with *only* a BS or BA is more or less the norm. Your vita looks pretty good and I think that many doctoral programs would be happy to have you.
Most likely you would also be offered some sort of funding, though it would be as a TA or similar, though funded research isn't impossible. Places with doctoral programs in math in the US need a lot of TAs.
Apply first and then consider your options. You might even be able to get some indication about the likelihood of your acceptance from a faculty member at a proposed university.
Also, in many doctoral programs in the US, you will have the chance to get a Master's along the way. Sometimes just by filling out a request after a certain amount of coursework. In my case a small thesis was also needed.
Upvotes: 1
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<issue_start>username_0: I'm about to begin my master's research, and I'm in the process of formulating my research question. Therefore, I am searching for papers about the same topic to make sure that what I am planning to do has not been done before (at least not the way I am planning to do it), but so far I cannot find such papers.
How can I make sure that I've searched enough and that I am not missing anything obvious? I have chosen characteristic keywords from my topic and ran them in Google and Google scholar. Should I perform the same search in other places, or should that suffice?<issue_comment>username_1: Search your institution's library catalogue. Many/most institutions will have online access to journals and publications that are not open-access and may not be well-indexed in Google (maybe unlikely but still possible).
Depending on your field, search arxiv.org.
Search related topics. If you find related papers, or papers which could be precursors to your topic, you can then search for papers that cite those precursor papers.
Upvotes: 0 <issue_comment>username_2: Literature search is a skill like data analysis or writing. You need to learn the basics from an expert, find a good sample and dissect it, then try it on your own. Simply entering terms into Google is not enough or won't get you very far.
I suggest that you
1. spend time with an information specialist in the library to learn about constructing answerable questions and learning the basics of searching
2. learn about the basic databases used in your field and the proper way to search them through your subject librarian also at the library
3. locate several systematic reviews in your field and dissect their methods. Pay special attention to the databases and search terms they used.
4. ask your supervisor and peers for advice about the databases that they've used.
I hope that you develop a new-found respect for librarians in the end. They are a godsend.
Good luck!
Upvotes: 2 <issue_comment>username_2: I give you examples from Chemistry.
**-Web of Science**
**-Scopus/Science Direct/Springer/Taylor & Francis etc.**
**-CAS Sci-Finder**
**-Scholar.google.com**
Web of science is generally known for refined, more quality papers. Surely not an exhaustive database, in that sense, but it is always a good start to manage a review, as we are humans and can't read 400 articless in a day. In short, reading review papers in web of science and looking the titles of research paper will give you quite sufficient idea about the clusters of research in that field.
-Scopus etc. databases give many papers, especially downloadable papers in case your institute has a subscription, but even not so you will still see the abstract and have an idea of what they are doing. Watch out for their bias, btw, whatever sorting option you have done they will still climb some papers above the others on the list.
-Science finder is, the real exhaustive database. You can even find many conference proceedings you will never ever have a chance to see in other places. I, for instance, once looked for the oxidative degradation of HBCD chemical, which was said to be not studied yet at that time. I have found 2-3 papers/conferences there about its advanced oxidation degradation. The best thing about this database, for chemists of course, drawing the molecule and find papers related to that molecule, instead of trying different names of the compounds.
-Scholar.google is not like a google, it is more structured, you can export citations and see many other details about papers. In many ways, you can even find it much better than other databases.
Keywords are a good start yet you can overlook many papers with that tactic. You should be more concerned about the journals in your field, much easier and systematic review, as they even do it in papers nowadays like " we have selected 51 journals and for last 10 years, reviewed such and such...". Otherwise, you will really overlook the papers did exactly what you are up to but just used other words than you might expect.
This is what it looks like, be systematic and recognize your field's journals. Things will be straightforward, then.
Upvotes: 2
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<issue_start>username_0: I think I have found that squared magic squares cannot be constructed which [is an unsolved problem](http://www.multimagie.com/English/SquaresOfSquaresSearch.htm).
I have searched for months for any mistakes and I could not find any. I have sent this to Mr.Boyer who hosts the page yet I ended up not being able to regain contact with him after he stated he found an error in my paper. However, as I think I have been aware of the error (if clarification is needed, I will do so) and have resolved the error later in the paper, I doubt that it was, in fact, an error. However, I have no method of confirming this except by myself.
Hence, I think that the only method I have left is submitting to a peer-reviewed journal. Yet is there a method of verifying the proof prior to this? I have heard that the procedure of peer review may take years.
I am only a high-school student thus I do not have any connections to mathematicians.<issue_comment>username_1: Universities list their faculty members, usually by faculty, then by department of a faculty. The professors, e.g. in the math department, will usually have their specialties listed along with their e-mail addresses.
Scholars don't often get serious letters from the general public about their specialty and are usually quite pleased when they do.
Upvotes: -1 <issue_comment>username_2: **Ask your teachers**. They know you well, probably know math better than you, and are your closest connection to the academic world. That means they're the most likely to be willing to look through your proof, capable of finding an error you didn't spot, and if they can't find anything wrong, they'll know who to approach next (e.g. their professors from when they did their degrees).
You could conceivably approach math professors at your local university directly, but you risk coming across as a crank and being ignored. If you're able to get your math teacher to vouch for your proof, that would lend strength to your claim.
Upvotes: 4 [selected_answer]
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<issue_start>username_0: At the moment I'm looking for my next position (most likely postdoc level, potentially one step up from there).
When looking at advertised positions in Europe I generally expect to see a brief summary of what the job is about on the advert, and then have the ability to click through to see one or more multipage documents detailing the responsibilities of the post, the exact qualifications that are required and desirable, and so forth. Typically these detailed specifications will be used in the selection process - and so an applicant will use them to inform their application, making sure to address each point.
When looking at a couple of positions in the US, there has been the initial brief summary... and then nothing else. The entire job advert seems to consist of one paragraph giving an overview, plus some boilerplate about equal opportunities.
Is this normal? If so, what are the reasons? Since the selection criteria aren't being disclosed, how can an applicant go about identifying what attributes they need to highlight in their application?<issue_comment>username_1: I don't know where you are finding these adverts. If it is in print, in the back of a publication, say, note that many places expect that you will find the department web site where more information can likely be found.
If that is not the case here, then also note that giving out too much information about a job is a way to attract fewer applicants, though perhaps more appropriate ones. Most academic positions in the US are "teaching and research" even for post docs. If a position is strictly one or the other it will likely say that. Even the listed subfield is normally treated as pretty fluid. If they want an expert in Machine Learning, say, that is their dream and they may need a person rather than the ideal person. Saying more than you need to say defeats this flexibility.
An advert will need to be specific only if they are seeking a person to fill a slot in a particular research lab in which generalists or "related field" candidates don't help.
Upvotes: 1 <issue_comment>username_2: In Europe, at least in science, a postdoc is generally hired with specific funding to undertake a specific project. This might not be the case in the US, where lab heads will take on postdocs with a general idea of the area they will work in, but then it will be up to the postdoc to design their own research program.
Also note that the law around employment in the US is much less restrictive, so where in Europe an employee can call foul if asked to do something not in their job description, and an employer can only sack an employee if they prove to be below a what would reasonably be expected on a listed responsibility on their job description, these things don't apply in the US.
Upvotes: 3 <issue_comment>username_3: Yes, it's normal.
A few things that you can do to get more information about faculty or postdoc positions before applying are:
1. Look at the web pages of members the department to see what they've been publishing, their grants, etc. Keep in mind that the expectations of new hires may be far higher than the expectations were when older tenured faculty were hired.
2. Look at class schedules to see what the typical teaching load is, both in terms of the number of courses and in the kinds of courses that faculty and postdocs teach. For example, do postdocs ever teach advanced undergraduate and graduate courses, or do they only teach sections of introductory courses? Are the typical sections 200 students or 30?
3. For tenure track positions, Look for the institutional policies on promotion and tenure.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I have a paper with *revise and resubmit* in a journal of Elsevier. In one part of the mail, the editor wrote me this:
>
> If you choose to revise your manuscript it will be due into the
> Editorial Office by the Aug 30, 2018.
>
>
> The deadline is given only because we want you to give a high priority
> to revision of this submission. We assure you that a revision will be
> reviewed normally even if it is submitted after the deadline.
>
>
>
I do not understand this deadline. If the paper is reviewed normally even if it is submitted after the deadline, why do they put a deadline?
So is it possible to submit the revised version after the deadline?<issue_comment>username_1: It sounds like they're giving you a deadline so that you have a rough idea of how soon they would like you to submit your revisions. Since they are giving you a month to complete it, you can except the editor(s) to be rather displeased if you take a year to do it. It's probably also an indication of how soon you can expect to receive reminder emails.
(Considering that the month in question is August, when people are often on holidays, I would think it would be safe to take a bit more time to complete the revisions. But I wouldn't try waiting e.g. to January to send my revisions if I were you.)
Upvotes: 1 <issue_comment>username_2: Journals have deadlines for publication. Everything that will go into issue X needs to be ready by date Y. If you meet their deadlines you increase your chances for early publication, otherwise you may be put off.
However another problem is that while the reviewing is "normal" the editorial process of choosing papers for issue X also comes in to play. The other language of the publisher's reply might imply conditional acceptance if returned by the date given. After that, unless you already have acceptance, it might become more tenuous.
Basically, what they are saying is "We have constraints here. Please help us meet them." It would be good, if not essential, to honor that.
Upvotes: 2 <issue_comment>username_3: There are two common reasons in my experience. The first is that it can give an indication of how extensive the revisions requested are. For example if the editor is only asking for typo corrections and a clearer figure, she might ask for a revision in two weeks. But if she wants more data that's difficult to acquire, she might give two months or longer.
The other reason is purely pragmatic. By setting a deadline, two important things happen in the editorial management system (EMS):
1. The automated reminder system is triggered. You can expect to receive automated reminders that your revision is due on \_\_\_\_ a week before the nominal deadline, something that would not happen without a deadline.
2. Some authors simply abandon a submission. I don't think they abandon the paper entirely, but they stop caring about the submission to this journal. In that case the paper goes dormant, which clutters the EMS. If a long time has passed since the deadline, then the desk editor can reasonably conclude that the authors are not planning to revise the paper. They can then confirm with the authors and / or just remove the submission from the EMS.
Can you submit a revision after the deadline? Yes - that's why the email says "We assure you that a revision will be reviewed normally even if it is submitted after the deadline." However, if you're going to take a lot longer than the deadline to submit a revision, you should warn the editorial office that you are planning to revise the article, or it might be removed (per #2 above).
Upvotes: 0
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<issue_start>username_0: Most articles and books are written in the conventional fonts like Computer Modern Roman, Times New Roman, etc. which are similar to each others. Why aren't more fonts used?
I wrote my course this year in a cursive font and it didn't cause any problem to any students. I'm afraid however that if I do the same in an article, the article will be ignored. Would you take an article written in such a font seriously? Would you even read it?
A sample of unconventional fonts:
[](https://i.stack.imgur.com/GC3sx.png)<issue_comment>username_1: No, neither I nor anyone I know would take your article seriously. It would most likely be rejected before anyone even read its contents.
We use these standard fonts because they have been proven to be easy to read, and when you are writing a article you don't want your reader being distracted by the ridiculousness of your font.
Also, take into consideration that not everyone can see very well. Picking a font that someone with a disability can read is vitally important as well. More [here](http://www.reciteme.com/common/ckeditor/filemanager/userfiles/Accessible_Font_PDF-2.pdf).
My recommendation is also to change your fonts for your course. You may not notice it, but I would posit that it is slowing down their ability to comprehend the material twofold.
Upvotes: 4 <issue_comment>username_2: Personally, I would need a really good reason to even try to read it. My eyesight isn't the best anymore and all of the examples you give here are very difficult for me.
Even in a course situation, you may have students with reading difficulties, either eyesight or dyslexia. So this seems ill advised.
I think you want the clearest font you can find so that the ideas stand out, not the typography. There are exceptions, I'll admit, for very specialized work.
Upvotes: 5 <issue_comment>username_3: I do not see a general problem in using different fonts, but your examples are rather extreme.
It is ok if your prefer sans serif fonts, or if you dislike them. It is also ok if you choose from the palette of different fonts that used in contemporary English books.
But I would refrain from using overly styled, old fashioned, or handwritten fonts because most of the readers are not used to them. It will slow down their reading and may give them the feeling that you do not know the standards (you could also print your whole text in blue, or use landscape paper, or number your sections in hexadecimals, but do not expect that people like it).
Upvotes: 4 <issue_comment>username_4: My response might result quite personal, but had a very negative feeling when focusing on the sample texts provided.
I felt like I have to force my eyes to focus on the characters and I got some trouble to understand the text.
When you're not familiar with the text, you already need to concentrate to absorb the concepts. If you add the stress to figure out what the symbols stand for, it results exhausting.
Upvotes: 3 <issue_comment>username_5: **Tl;Dr**
Books are typeset using boring fonts because they are to be read, not looked at.
**Long:**
Fonts were and are designed through ages on a purpose. Really old fonts were engraved in stones, old fonts were handwritten using ink and they look accordingly to it.
Since Guttenberg's invention of press and hot typesetting the reasoning changed through time from easy-to-write to easy-to-read. In "recent" times the fonts started to carry the design feature as well.
Conventional fonts, like Computer Modern, Times, Palatino, Book Antiqua, are derived from roman engraved fonts - serifs make the line end look smooth - and improved to be easy to read and not to disturb the screen when in large paragraphs.
Fonts like Arial, Helvetica were designed to be easy-to-read on screen and compared to serif fonts there may be problems to distiguish vertical line`|` from majuscule `I` and minuscule `l`. (I'll be Ill trying to decoce this sentence.)
Fonts in your example are on the other hand focused on appereance of each glyph or each word, not the whole text. Their field is logotype, short fancy signs etc.
Try to generate 5 paragraphs of [lorem-ipsum](http://lipsum.org) and set different font styles to them. You will see how much easier is to read the boring fonts compared to the fancy ones.
Upvotes: 2 <issue_comment>username_6: We choose conventional fonts in academic writing because they are most legible to the majority of people. In the comments you said:
>
> Maybe the problem is that you're not used to cursive.
>
>
>
Why is this relevant? The people that are "not used to cursive" are in the majority so it doesn't make sense to use cursive. Anyone can be trained to learn another script but that is extra, unnecessary work. The point of academic writing is to convey knowledge and the contents of a paper in the most succinct possible way. The font should not get in the way of communicating information. Therefore, we go with a font that the majority of people can read with the least amount of extra effort. The fonts you posted do not fall into this category.
See for example, this journal article: [The optimal viewing position effect in printed versus cursive words: Evidence of a reading cost for the cursive font.](https://www.ncbi.nlm.nih.gov/pubmed/29908365)
The authors conclude:
>
> **The results, obtained in both adults and children, indicated that
> participants were less efficient in word recognition with the cursive
> font than with the printed font.** This is likely due to the fact that
> the processing of the cursive font involves a large number of
> perceptual difficulties. Prior research has demonstrated the important
> role of inter-letter spaces in saccade computation (Ducrot & Pynte,
> 2002). It has been hypothesized that initial landing positions are
> determined by an eye-guiding mechanism based on low-level perceptual
> processing that detects the presence of spaces between characters.
> When the stimulus is discrete, the reader takes the direction of
> visual exploration into account and attempts to land left of center
> (for a left-to-right language), in preparation for subsequent
> left-to-right attentional scanning. When the stimulus turns out to be
> continuous, no attentional scanning is implemented. **In the case of the
> cursive font, with the absence of physical delimitation between
> letters, participants were unable to use between-character spacing to
> guide eye movements and the within-word eye behavior was disrupted by
> the continuousness of cursive stimuli (even though the stimuli used
> were character-based strings)**. This interpretation is also in line
> with the hypothesis proposed by Lorette (1999) claiming that the
> processing of a cursive font involves strong segmentation
> difficulties. Moreover, this is also in agreement with several studies
> that have shown that the OVP effect gradually strengthens as
> inter-letter spacing, and hence letter eccentricity increase (Nazir et
> al., 1992; Nazir et al., 1998).
>
>
>
Note that this effect was seen even in children who exclusively use handwritten cursive!
Upvotes: 3 <issue_comment>username_7: If you ask me to define these fonts with a word I might say: funny, joyfull, merry, playful, childlish
So if you consider them for an academic article, don't use them!
It could be nice for a party invitation. But not so good for formal reading material.
A very special example comes to my mind. It's from the book The Little Prince: a Turkish astronomer discovers the little prince's asteroid in 1909 but the International Astronomical Congress does not believe him because he is dressed in Turkish costume.
Eventually, the Turkish dictator makes a law that everyone, under pain of death, must wear only English costume. After that, the astronomer presents his findings again. This second time his was wearing a suit, and the Congress believes and applauds him.
Prejudice is stupid, I know, but if you have only one chance to get your article reviewed, you should not discredit or risk it by the use of non-academic presentation parameters.
Upvotes: 1 <issue_comment>username_8: In addition to the reasons given in the other answers, many fields have specific symbols and terminology that are easiest to read in the context of a conventional font.
I don't believe you specified your field, but in mathematics for example a cursive R, a bold R and a roman R can all have different meanings and are purposefully easy to distinguish from the surrounding text. When placed in a typed longhand article these symbols do become harder to read and understand. Many other subjects also involve very specific notation that should ideally be unambiguous and obviously separate from the surrounding text, and using an unnecessarily fancy font is distracting at best.
Upvotes: 2
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<issue_start>username_0: I graduated last year with a BS in Computer Science. I do not come from a particularly wealthy family, (very low middle class), and was only able to afford my education via school loans/scholarships and working low-wage jobs, with no support from my family or anyone else. I realize some scholarship/loan programs extend into grad school. But I don't think those cover all costs.
Now I'm lucky enough to have a decent-paying salary in industry, along with benefits and living on my own, and I'm thinking one day (sooner rather than later) I'd like to try my hand at research or continue my degree, but these things cost money, in addition to my regular living expenses.
I read posts here often about academic people being in positions of choosing between these crazy research grad programs, some in Japan, or Ireland (while they currently live in the U.S./U.K.) then moving around between countries/universities often for their SO's education or to pursue a new research interest. I'd love to live somewhere else for a while and do research.
I'm becoming increasingly jealous of the people with these opportunities - assuming I were to even get into one, **how can I afford these programs, especially given the fact that people working in/during Academia generally don't make as much as those in Industry?**
Is it simply a matter of having a wealthy family/connection or saving up? Am I missing something here?<issue_comment>username_1: In many places, including the US, study for the doctorate, though perhaps not so much for the Master's. comes with some sort of funding. The funding is often dependent on work, either in a lab or as a TA (the most common case). In popular fields, such as math and CS, doctoral granting institutions also normally teach a lot of undergraduates. It is normally much more than what the full-time faculty can handle. I studied math long ago and there were two funded doctoral students for every faculty member. About 70 faculty and 140 TAs. We made dirt scratching wages, but it was enough, but only because our housing was also subsidized. I finished with a small family and a doctorate. My spouse was also a student in a different field with little funding.
But doctoral study isn't just tuition driven as undergraduate study is in much of the US.
Being a full time employee somewhere and also a full time doctoral candidate, however, is very difficult. If you have substantial financial obligations it is even more difficult unless you can find a part-time program (which exist).
However, if you can live on poverty level income for a while, you can earn a doctorate without substantial debt. It isn't the fastest way to a degree, of course, since you are a part-time employee, but it can be a good trade off. Note also that tuition isn't normally charged to TAs. However, US tax law is gettin weird. Some want to treat the tuition "grant" as taxable income, which becomes impossible to cover, given the low pay. Stupid. Stupid. Stupid. It is as if some people *want* a stupid citizenry. I'm not certain of the current state of that proposal.
If you intend to be a teaching scholar (as in the US) then a TA position will help you learn the art of teaching (by osmosis, mostly), so it contributes to the overall goal. But if you intend to be a research scholar, look for a funded lab that will get you deeper into the research a bit earlier.
I don't have personal experience in Europe, but from colleagues, I get the idea that doctoral students are more or less regular employees that do most of the things that regular faculty do, up to and including advising of other doctoral students. One friend successfully advised a doctorate for another student, but left without his own. These sorts of things seem to occur both in UK and in Germany, at least, but others there can give a more complete picture. The positions have a lot of responsibility, but you are low ranked and only adequately paid. But enough to raise a family at least, if that is an issue. Such positions of responsibility are uncommon in the US.
---
Caveat. My experience and the above is from Mathematics, computer science and some of the other "hard" sciences (what ever that means). It differs in other fields. See other answers here for very different situations: say [username_3](https://academia.stackexchange.com/a/114601/75368). Someone has to be willing to pay for the support, government, foundations, industry, etc. Or the candidate as the last resort.
Upvotes: 6 <issue_comment>username_2: Bachelor and Master degrees are a lot cheaper in Germany. In fact, they are mostly free (you need to organize and pay for your housing and living). For a PhD you don't pay but get paid, often with employee status, but sometimes with a stipend instead. So financial issue pose significantly less of a constraint compared to the USA.
Upvotes: 6 <issue_comment>username_3: There is a kind of survivorship bias here. Many graduate students do not have access to funding or significant personal wealth, and are not able to complete PhDs at all - let alone very expensive ones. If you ask people who did complete PhDs about their financial resources or education costs you will over-estimate both, because the graduate students who complete PhDs are likely to have had more resources than those who did not.
In my cohort (a social science program at an R1 in the U.S.) there were perhaps 30 students accepted, of which only a handful had financial support (they were paid teaching assistants, which came with some tuition remission). Of course, once we completed our M.A.s most did not progress to PhD work. We took jobs outside of academia. Certainly our economic or financial situations were a large part of this.
Contrary to username_1's answer, in my cohort financial hardship was common. Tuition and fees for out-of-state students for us was about $30,000 per year. Even living inexpensively at that point means that you would need a good full-time entry level salary (in our area) to cover your basic expenses.
On the other hand, the few students with departmental support continued on to complete doctoral programs. Some others with significant personal wealth were able to complete Ph.D. work also, but at least among the people in my cohort, that was only a clear factor for perhaps 1-2 people. Debt for unfunded graduate students is almost a foregone conclusion.
Upvotes: 7 [selected_answer]<issue_comment>username_4: MDs and JDs are generally loan funded.
A PhD has no reasonable hope to repay 300K American dollars over the course of their career, generally. A full-time PhD program is generally funded as part of the respective program, including part time employment and full time studentship, wrapped into one all encompassing program.
Those programs also include significant funds for travel, expenses related to relocation etc, and also utterly ridiculous academic concessions to attract and retain people (for example, adding a 'well qualified' spouse to the university faculty as part of someone's contract).
It was my personal experience that my phd supervisor assumed I had a secure social, familial and financial 'safety net' to prevent any life-destroying eventuality.
Upvotes: 2 <issue_comment>username_5: In the tech field, a benefit some companies offer is to pay a portion of your education in related subjects. This is typically called "Tuition Assistance" which has a yearly cap and some conditions like grades for courses.
Upvotes: 2 <issue_comment>username_6: Since the question is tagged US, I will answer with that perspective.
There are three very different types of programs that generally are referred to as graduate degrees: PhD, masters, and professional (MD, JD).
Professional degrees generally cost a lot, with the understanding that they are a ticket to a high-paying career that will pay off the enormous cost (>$100k), usually involving some large loan.
Masters degrees are shorter, which makes them a bit cheaper. However, unless you are lucky enough to get a scholarship or do them via a PhD program, they will cost something like $30k—$100k. People often use them to pivot their career or get into the US from abroad. However, one way to get a “free” masters is “on the way” to completing a PhD. For me, the masters requirements were a subset of the PhD requirements and I just needed to fill out a form to get a masters, which was entirely optional. Most North American PhD programs will give you a masters too and the cost is covered as part of the PhD.
Research doctorates (PhDs) are very different. Students are almost universally paid either as a teaching assistant (TA) or a research assistant (RA) or a mix of both. This will usually cover the cost of tuition, health insurance, and a modest living for single person ($15k-$35k). In some sense PhDs are free, except you will spend 5+ years doing it rather than doing a more highly-paid job; so make sure you enjoy it!
The duties of a TA/RA will vary considerably from program to program, and from advisor to advisor. I was very lucky and basically got paid to do my own research, plus three semesters of reasonably laid-back teaching. If you are less lucky, you will be working in a lab for 80 hours a week or teaching 100 undergrad students more or less on your own. An RA is dependent on your advisor having research funding and a TA is dependent on there beingnclasses for you to help teach. Definitely investigate the expectations before joining a PhD program!
Upvotes: 5 <issue_comment>username_7: Everyone has to decide for themselves what they want with their lives.
Take yourself, for example. You have a decent-paying job in industry, but you also want to try your hand at research. Are you willing to take a ~50% pay cut so you can "try your hand" at research? If your answer is no, then that's why you can't afford higher education - you value the things the higher pay can provide more than you value higher education. Someone else might say yes, and that's why they can afford it. It is no different from e.g. buying a car. How do people even afford to buy a car? Those things are no less expensive than a Masters degree.
Do you *really* want to do higher education? If so, you can find the money to do it, especially since you have a decent-paying job (I for example saved >60% of my monthly salary). Even if you don't have a decent-paying job, there are plenty of scholarships and bursaries you can apply for. Where there's a will there's a way.
Having said all this don't feel bad if you genuinely think that higher education isn't worth it. A bird in hand is worth two in the bush. Giving up a decent-paying job to go down an uncertain career path is not necessarily a good life decision, and few things are worse than spending several years chasing a PhD before realizing one doesn't actually want to do graduate study ([example](https://academia.stackexchange.com/questions/70936/how-to-talk-to-pi-about-dropping-out-of-graduate-school), [example](https://academia.stackexchange.com/questions/21089/thinking-about-leaving-a-masters-program)). If you really care about research and are willing to sacrifice other things to do it, then by all means, but you shouldn't feel jealous about not doing it.
Upvotes: 4 <issue_comment>username_8: >
> I read posts here often about academic people being in positions of
> choosing being these crazy research grad programs, some in Japan, or
> Ireland (while they currently live in the U.S./U.K.) then moving
> around between countries/universities often for their SO's education
> or to pursue a new research interest. I'd love to live somewhere else
> for a while and do research.
>
>
>
You make it sound like a wonderful thing. In reality, the person you are mentioning were struggling so hard with the two-body problem. And believe me, it is not nice at all to fall into the so called ``postdoc trap'', and move to a new continent every two or three years.
Contrary to what you think, most graduate students are not from wealthy family. Most of them are from China, India, eastern EU, third-world countries, who wants to have a better life via education.
People from wealthy family often have better opportunities, and they are not willing to work several years with minimum wage just to earn a PhD. Also they often have an easy life since they were born, and don't have the determination to complete a PhD.
I'm from a South East Asian country whose GDP per capita is around $2000 per year. So even people in upper middle class earn less than people in extreme poverty in the US. There are rich people, e.g. from the corrupted government, but do you believe they are interested in doing research.
If you want to do research, maybe the first exercise is to "search'' for a scholarship/funding for your study. Most PhD programs, in particular in STEM, are funded. Even if you plan to self-fund your Master study, you don't need to be from a wealthy family.
I have a friend who self-funded her Master study in France by working as babysitter during the school year, and working in the farm during the summer. I have a friend who self-funded his Master in Switzerland by washing dishes in a restaurant (the tuition fee in Switzerland is around a couple of hundreds bucks per year). I had a friend in Germany, who bought food for dog from the supermarket to eat during his Master (I heard that it tasted good). All of them are now rich and successful.
Upvotes: 3 <issue_comment>username_9: >
> how can I afford these programs, especially given the fact that people
> working in/during Academia generally don't make as much as those in
> Industry?
>
>
>
Sorry life is not fair. While you aren't able to afford the study costs, many other people could. Students from rich families would have no problem doing a MBA/PhD/graduate programs.
>
> Is it simply a matter of having a wealthy family/connection or saving
> up? Am I missing something here?
>
>
>
Not totally necessarily, but having a wealthy family wouldn't hurt.
No arrangement (scholarship, tuition fees etc) can cover up your salary from the industry. You just need to have money.
Upvotes: 2 <issue_comment>username_4: Small personal survey in my department and environment (European perspective, approximately 20 PhD students):
About 10% of the PhD students have a university contract and are paid from granted research funds or general university funds. These contracts are low paid and have little social security.
About 40% of the PhD students are (partly) funded by an employer (mid-career researchers).
The remaining 50% are self-funded. In this category we have many young foreign students and few retired former industry students.
Doing a PhD generally doesn’t pay the bills. Poverty among self-funded students is not uncommon. Even wealthy parents can’t pay these bills. The university contracts give some temporary financial security but it is not enough to finance a standard family situation (you will need a second income).
For all categories dropout ratios are high (I estimate 30% to 50%). Each student, full time or part time, has to pass the first year go/no go meeting by showing sufficient progress and capabilities. A second reason for quitting is that former expectations for doing a PhD are not met (there is a tendency to romanticize a PhD trajectory). A third reason are personal circumstances (illness, divorce, new job).
If you ask my perspective, your position in industry is an excellent position to obtain your PhD as your employer might be willing to support you financially or with time.
Upvotes: 2 <issue_comment>username_10: **By making financial considerations a significant part of my decision-making process.**
I'm not from a wealthy or very connected family but two main elements.
1: I was lucky enough to be born in a country where my undergrad was mostly covered by state funding. I chose where to study and what partly based on being able to save money by remaining a manageable distance from home. I could have gone to a bigger-name institution but it would have meant a major financial hit.
2: I picked my postgrad partly because there was an EU program that made it close to free because they projected that there would be significant demand for the skillset in a few years time. Again location picked to remain a manageable distance from home which kept direct costs down.
Both were also picked for being fairly safe, reliable courses with clear paths to stable employment.
Combined with working part time during the year and a summer job and tutoring jobs I was able to avoid racking up any debt.
Had I chosen instead to move halfway across the country to study an expensive non-subsidized course while living in rental accommodation... that wouldn't have turned out the same.
Now, working in a university, I'm making arrangements to do a part time PhD while remaining on my current salary.
Some things are about a little luck but much is about maneuvering into positions where things can be done for a low cost.
Upvotes: 2 <issue_comment>username_11: My previous employer would reimburse a significant amount towards education each year. They were able to write off about $6,000/year per person on taxes, so they passed that on to employees. Very few took the company up on that benefit. In the office that I worked in, about 5% of the employees eligible took any education benefit.
Upvotes: 1 <issue_comment>username_12: This has to be anecdotal, because I don't know how everyone does it, and there are a lot of different possible paths.
For myself, I did most of the master's coursework over several years, while working full-time. (At an employer who originally hired me as an undergrad intern.) Then when that job ended, I had a good bit of money saved. The habits of frugality I'd learned in earlier life meant that between this and a paid RA position (which was doing my thesis research) I could live quite comfortably by my standards. (Which I admit aren't everyone's.)
Then after getting the MS, I worked in industry again and accumulated enough to become independently poor. So I could do the PhD more or less for entertainment. Add in another RA position, and a couple of very well paid research internships with major companies, and I did quite well.
So that's a possible answer: take breaks for well-paid industry work, live relatively frugally, and find paid RA/TA or internship positions.
Upvotes: 1 <issue_comment>username_13: Lots of different ways to do it, here's a few...
Not a lavish education, but my BAS in software dev is costing me about $30 per credit hour due to employee benefits working at the college I'm attending. Have an agreement for tuition trading with the large state research university in the same town, so I could in theory go all the way to PhD only having to pay books and non-tuition fees (student life stuff, etc). My daughter's schooling (starting her AA in 3 weeks) will cost me the same ... as will my other 2 kids, and if my wife wanted to, she would get free classes as well.
Additionally, some employers in industry do tuition reimbursement, usually related to continuing employment for X years after graduation. The large hospital chain I worked at in the 90s did this, reimbursed 70-90% of tuition based on grades. So, may be worth checking your HR department, or looking for a job at an institution you'd like to attend.
Depending on your mindset, you could always join the military and use GI benefits to pay for schooling, both while serving and after you get out. With your BS, you'd qualify for OCS possibly, especially if you did reserves and ROTC while doing your masters - one of the people that taught me Turbo Pascal back in the 80s was doing this - Marine reserves and ROTC, graduated and was commissioned as a captain.
Of course, if you aren't too far in debt already you can always do the math and figure out how much more money you'd make with a masters and if it is financially worth it to just take loans and do it. At least working part time with a BS in Comp Sci you'd make good money vs. minimum wage....
Upvotes: 1 <issue_comment>username_14: Just to offer a perspective I don't see here, the situation varies by field. I'm a computer science PhD student, and I started my PhD after working for a year after undergrad. I did not have a master's, and my stipend as a PhD student is about 30k/yr, which is around normal. My TA requirement was light: I had to TA two courses, and that was it. Now I just do research.
30k goes pretty far as a single person, so the money is not a lifestyle constraint for me. Also, in computer science specifically it's fairly common to do industry internships (e.g. work at Google/Amazon/Microsoft etc for the summer, hopefully doing something related to your research), and these can add another 15-25k onto your annual salary.
In general the financial ease of a PhD in area X is directly correlated to the "employability" of an undergrad degree in area X. It's easier to find jobs as a computer science major than a humanities major, so PhD programs in computer science have to "compete" harder for PhD students and therefore pay and treat them better, albeit not close to the compensation in industry. It is very rare for computer science students to pay anything for their PhD, and typically it's not advised.
The opportunity cost of a PhD in computer science is high in terms of monetary compensation. Most people at good programs could easily triple their salary in industry -- multiply this over 5-6 years and there's a several hundred thousand dollar difference. So there is some selection against people who really need to make money (e.g. if their family requires it), but probably less than in other disciplines with more dire funding constraints.
Upvotes: 2 <issue_comment>username_15: I know I'm late to the game, but I just wanted to throw in my 2 cents for future prospective grad students scrolling through these forums:
I am one of the people OP describes who have an incredible opportunity to study abroad for a few years (Canadian-born student; will be completing a PhD in Europe). I come from a lower-middle class family (parents are both first-generation immigrants and worked minimum wage jobs for most of my life; now retired). I paid for my entire education myself, from undergrad through to the end of the PhD. I currently have no debt and hope not to have any by the time I finish (fingers crossed; this may not be possible though). It took me 6 years to finish my undergrad. I worked 20+ hours/week during the school year, and 60+ hours/week during the summers (usually a full-time NSERC USRA + another minimum wage job... although I tried to get more "academic" jobs as time went on and opportunities presented themselves, e.g. as an RA or university tutor). I always took a full-course load, and while some semesters this was doable, others I felt like the sleep deprivation and burnout would kill me. When I wasn't working, I was applying for scholarships or doing bits of volunteering on the side (to put on my CV so I'd have a better chance of getting the scholarships I was applying for). I also compromised and did my BSc and MSc in a cheap university/town... less well-known, but it got me the degrees. (I also took 2 years to work full-time and save whatever I could to make ends meet... I did this through my university's Co-operative education office so that it didn't look like I had a gap in my education, and could work jobs that looked good on a resume.)
When I started my MSc, I applied for grants like crazy and, after several rejections, landed funding through Alberta Innovates ($26 000 CAD for my second year... however, my first year I didn't get anything, so that was tough. There were times I thought I'd have to drop out of school). I also kept applying for every smaller scholarship, research bursary, and grant I could find. I think throughout my MSc, I made around $60 000 and got by financially.
About 14 months prior to the end of my MSc, I started contacting potential PhD supervisors in Scotland and Ireland, as I always wanted to live there & thought science would be a good way to do that. I spent ~7 months applying/interviewing for funding opportunities. They are few and far-between for international students, so I had a back-up plan in case nothing worked out (I'd also applied to law school & was interviewing to teach English abroad). Surprisingly, I ended up with full-funding from each of two international universities (the University of Edinburgh and Trinity College Dublin). One of these had a programme that would involve significant travel as a student... if this is what you want, all you have to do is find supervisors who value this & make an effort to include it as part of *their* research programme.
So, there you go. It's a ridiculous, occasionally-awful, long-winded process, but it is possible to afford to do something like this without being independently wealthy (although I believe it will often be much harder & take longer that it would have if you had more money). And of course, if you have parents in academia or are independently wealthy, I'm sure you could go further in your career than I did with a fraction of the work... but on the other hand, I think the resilience, flexibility, & drive that I've built up over the past several years makes me feel like I can do just about anything (if I plan appropriately and give it my all). Who knows - maybe this'll give *me* an advantage someday :)
Upvotes: 2
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2018/08/01
| 856
| 3,388
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<issue_start>username_0: Is there any difference between Ph.D, D.Sc, D.Litt and the similar degrees?<issue_comment>username_1: Speaking literally, nothing at all except an indication of the field. However, life isn't quite that simple. Doctorates in general are intended to be research degrees. Research in Literature, or Mathematics, or whatever. The actual choice of designation is up to a granting institution and/or some governmental authority.
A person with a doctorate is expected to have the skills to extend the known state of a field in meaningful ways. Moreover, he or she is expected to have demonstrated that skill via an accepted dissertation and some period of study. The study includes both the breadth of the field and particular depth in some (usually small) aspect of it. A Master's degree doesn't have the same expectations and normally, philosophically, a person with this degree should be able to carry on the normal work of the field and to move with the field as it changes. It normally stresses breadth more than depth in a subfield (though there are exceptions).
However, not all doctorates are created equal and not all are, in fact, accepted as Research Degrees. This may be especially important to a candidate for a degree, especially one contemplating an academic career.
The UK and other countries that follow UK traditions also have the concept of a "Higher Doctorate." for a discussion of that concept, see the answer of [username_2](https://academia.stackexchange.com/a/114619/75368) here.
The NSF in the US keeps a list of "Research Doctorates" that it considers "equivalent" to the PhD. This has an impact on getting grants, especially from the NSF and may have an effect on tenure decisions.
[Wikipedia](https://en.wikipedia.org/wiki/Doctorate#Research_doctorate) gives some of the distinctions and local variations.
I also discussed the US position of the NSF as an answer to another question here: <https://academia.stackexchange.com/a/112004/75368>
Normally you would also name the field if you earn a more "general sounding" degree such as PhD, than a more specific one such as D. Litt.
Upvotes: 1 <issue_comment>username_2: The meaning of these degrees vary by country. In some countries (especially in Europe), PhD is the "basic" degree. It's the one you get out of graduate school. D. Litt (aka. [Doctor of Letters](https://en.wikipedia.org/wiki/Doctor_of_Letters)) and D.Sc ([Doctor of Science](https://en.wikipedia.org/wiki/Doctor_of_Science)) are the highest conferred degrees. You need sustained achievement at the top before these are awarded. Here's a quote from the Wikipedia article on D. Litt:
>
> The Litt.D. degree is awarded to candidates whose record of published work and research shows conspicuous ability and originality and constitutes a distinguished and sustained achievement. University committee and board approval is required, and candidates must provide documented mastery of a particular area or field. The degree may also be awarded honoris causa to such individuals as the university or the learned body in question deems worthy of this highest academic award.
>
>
>
D.Sc is similar, except it's for the sciences as opposed to social sciences. Again, see the Wikipedia article, except there're many non-European countries who take D.Sc to be effectively equivalent to PhD.
Upvotes: 4 [selected_answer]
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2018/08/01
| 378
| 1,716
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<issue_start>username_0: I'm reviewing a work in applied mathematics, and on it, the authors work on an equation that is derived from a previous work.
There is a parameter that has been chosen in a way I would like to be justified. Looking into the reference where they extracted the equation, the original authors also don't give any explanation for it.
Therefore, should I ask for further details on this parameter? or is it enough for them to point out the seminal work?<issue_comment>username_1: My response would likely be in the report that the authors haven't sufficiently justified their choice of parameter. If you have the question and it isn't resolved in the paper itself, future readers will still have the same question. This is for the authors to fix.
A work should be complete enough that most people don't need to chase back through all references. Your job is to help the readers in the future as well as the authors.
Upvotes: 2 <issue_comment>username_2: The onus is on the authors to appropriately justify all of their choices and conclusions, either directly or by referring to previous work which in turn contains an appropriate justification.
In this case they have referred to previous work which (in your view) does *not* contain an appropriate justification, so their job is not done. It is completely reasonable for you as referee to object.
(Even if the previous work *did* contain appropriate justification, you might still feel, as in username_1's answer, that the justification should be written in the present paper, to make it more self-contained. That's also appropriate to mention as a reviewer, but it's more a matter of style than correctness.)
Upvotes: 3 [selected_answer]
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2018/08/02
| 2,191
| 8,966
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<issue_start>username_0: I'm currently an undergrad who has been working at this lab for 1 year. In the beginning, I was pretty slow with research and I still make mistakes sometimes. For instance, it took me 4 months to get a western to properly work and 1 month to properly clone something. I'm not as bright as the other interns, but I learned a lot this 1 year about techniques and scientific knowledge. Granted, I don't know if I'm 'competent' enough for research.
Anyways, my research mentor (post-doc) left for a new position, and now I'm pretty much without a mentor. I emailed my PI for a new mentor assignment if possible a week ago, no response. My former mentor emails my PI and gets no response. Now, I decide to **follow-up** with him yesterday - still no response. So in total, 3 emails (2 from me, 1 from my former mentor) sent to my PI about this topic in the last week.
I'm not the closest to my PI. He seems always busy and I haven't spoken to him very often. However, it's unlike him to take a very long time to respond to emails, as he usually responds within 1-2 days.
Does this mean I've been ghosted by my PI/given a boot from lab? My former mentor told me that my PI would be willing to let me continue working, but I don't know if he was just saying that.
I'm not sure if I should reach out to other post-docs/grad-students in the lab and ask them if they can be my new supervisor mentor. So far, I haven't had much work to do so I've been staying back home and reading papers the lab has published/to see if any of interest. The other people in the lab familiar with my name; I hope they're not thinking about how stupid I am since I did make lots of dumb mistakes. I know the lab manager doesn't like me that much (one time I was giving a lab presentation and she was shaking her head), and usually she's the de facto person people turn for conflicts such as these.
What should I do? I've been in a state of rumination about this for a long, long time. I'm really interested in the work of this lab.<issue_comment>username_1: This doesn't sound like an issue that you can solve with email. A face to face with the PI seems warranted. But before you schedule it, gather information about what you have done and why it hasn't been successful. You need to be completely honest with yourself so that you can be also with the PI.
None of your actions seem to advertise that you are very much interested, nor that you are a hard worker. It may not be true, but it seems to have that signature. If it isn't the case, you need to figure out how to project a more active image.
Waiting is your worst action and it only makes you look disconnected.
One thing you can do with others in the lab is to explore their experiences. Are they similar to yours or quite different. If different, try to figure out why. Some of what you have experienced may not be your fault at all, but accept that some of it may also be.
But you don't need to call yourself dumb. That is a mistake that can only work against you. Everyone makes mistakes. Work not to make the same sorts of mistakes in the future. There is a thing called Imposter Syndrome (look it up). It is fairly common even among highly qualified people. Don't let it overtake you.
But the meeting should be soon and it should be face to face. Let him/her know that you are concerned about your place and how you can improve it.
Upvotes: 2 <issue_comment>username_2: Your situation does seem stressful. The most you can do is to give the PI a chance to reply to your emails (maybe another week?) or make a visit to their office.
In the case that the PI doesn't get back to you soon, you can't let that ruin your opportunities to do research. Start looking for other potential research positions at your university. Of course, this may not seem ideal, but it sounds better than not doing research at all.
Upvotes: 2 <issue_comment>username_3: Don't give up! PIs are often busy, especially now since it's the summer and they might be on vacation/conferencing. Even if typical response time is 1-2 days, sometimes the PI just won't be available to respond, especially if it's an issue that cannot be addressed with a one-line email.
I would start contacting other lab members to see if they have projects you could help with. The fact that you've been in the lab for a while and are enthusiastic about the research already make you a valuable asset (plus they don't have to start training you from scratch). Then, if you find someone you can work with, contact the PI again. If not, wait till the end of the summer and reach out then.
Upvotes: 2 <issue_comment>username_4: **Go and visit your PI.** Knock on their door when they're in, and ask them everything above.
You write in a comment above that you feel feel "kind of scared/awkward doing that since he has a very cold, direct manner". Being scared should not be a deal breaker. Courage comes when you overcome fear! It's much more admirable to face what you're afraid of than to hide from it. Nothing critical will happen to you, and to have done something like this before is a great help if you have to do it again in the future, in less protected environments. As for how others don't knock without a meeting, you could knock and start with "are you free?" If he says yes then you're good, if not then you can arrange a meeting.
Finally you write that you don't know what to say or how you'd react to a rejection, which shouldn't be a problem. For the first, write down everything you want to know, and rehearse it beforehand. For the latter, if you are rejected, you're going to know in the near future anyway, and you might as well know now so you can make plans for what to do next.
It's better to be addressing your problems than to sit around waiting for the PI to respond. Go and visit your PI.
Upvotes: 3 <issue_comment>username_5: There are many other great answers, so I'm just trying to do a bit more introspection with you. :)
[](https://i.stack.imgur.com/SDo7W.jpg)
The project appeared to match your passion or interest to a very great extend, even though you're still quite new to this field of research, but you're full of beginner's energy (Page of Wands). Yet, for yourself, you suffered from a lack of overall organization of different components in the job (Reversed Magician). On top of that, there were a lot of fast-to-react situations thrown to you. Yet, as time went on, it diminished (8 of Wands, Reversed).
Tuning into now, the project overall is not reciprocating your love. If anything it's refusing to act out its displease (Knight of Cups, Reversed). And yet, from your own perspective, you are feeling contented (Nine of Cups), somewhat unaware of the overall situation. Perhaps you thought you have improved enough, or even you did, the project staff are not seeing it.
In the middle of all this, someone is doing something illogical or betraying. It could be your supervisor did not leave in a good relationship with the team, or there are negative stories going on behind you (7 of Swords); the situation you're facing now may not be just about your performance, but more of a system of issues.
Either way, in my opinion, the next key player would be likely be a person who has abundant control of the system, or likely a female (Queen of Swords). This seems to point to your lab manager. The outcome of the event is simply a guess, but a 3 of Wands indicates you'd gain a better balance in terms of your passion and interest. But either way, it's a strong "new journey" card so my guess is you'll join another lab, realizing that the good fit was not there.
---
Overall, my blanket thought is that you may have some distorted sense of where you're at and what you skill level is. You might be using very small signs (like the manager shaking her head) and extrapolated that into some opinions without merit. From the spread, and from the story you told, the lab manager is logically the next person to talk to, and you'll just have to prepare for a potentially harsh review. Use this conversation to i) get an overall evaluation for yourself, and ii) ask for recommendations on research/career paths. In any case, you'll grow; and if they end up letting you go, this would be a great opportunity to let them know that hanging people dry is not a good way to manage human resources.
It's just a little thought practice of mine so if I misspoke please don't mind me. But I hope this helps, and I wish you'd be able to get the positive parts from whatever outcome that would unfold!
Upvotes: 1 <issue_comment>username_6: You cannot expect a response from an email to a PI. That is a given.
A PI potentially gets (without hyperbole) 1000 plus emails EVERY DAY at peak season. If you need something done, email is not the approach.
Visit in person, even if that visit is only to schedule a discussion.
Upvotes: 1
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2018/08/02
| 861
| 3,997
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<issue_start>username_0: Suppose a person writes a research paper without doing a complete literature survey, and sends it to a peer-reviewed journal. Assume that the results in question have been obtained before by someone else. Is it mandatory for journal editors to check the novelty? If not and if the editors also don't know about the pre-existence of this research, then who is liable for the aftermath?<issue_comment>username_1: As I see it, the reviewers and editors don't have an obligation to redo the literature search. However, the reviewer should be someone who is sufficiently familiar with the topic that they would be reasonably likely to know about relevant prior work, and should be able to identify serious omissions in the literature search. A reviewer who doesn't have that level of expertise should not be assigned, and if assigned should probably decline to review the paper.
Of course, if the reviewer does know about prior work that duplicates the paper under review, then they should require the authors to cite it, and evaluate the paper based on its novel contributions only, if any (or as an independent simultaneous discovery, if the timing makes that a possibility).
Final responsibility for the content of the paper always rests with the authors alone. However, if the paper is accepted and later found to be a rediscovery, a common course of action is to print an "acknowledgement of priority", a short note citing the previous paper and acknowledging that it was first. Typically it wouldn't be retracted. (Of course this only applies if the editors believe the paper is really an honest independent rediscovery; if it is plagiarism then it should be retracted.)
Upvotes: 6 [selected_answer]<issue_comment>username_2: I would like to start with your assumption.
It is possible but not very likely that a submitted paper is more or less a duplicate from existing published research. But if it is, a duplication would be a fair reason to advise reject.
It is more likely that authors have missed relevant research. In that case a constructive reviewer will suggest the authors to include that research. However, be prepared that the authors did not miss that specific research but have good reasons for not including it.
Another common situation is that a reviewer judges the work against his/her knowlegde base and is just not able to comprehend a different perspective on a similar problem (confirmation bias). Then the reviewer will easily perceive the work as a (wrong) duplicate while it is not.
Then your specific questions:
If the editor did not perform a desk rejection, the editor perceives the work as potentially publishable. In my view, editors are qualified professionals who assess the interest of the submission for the journal’s audience. Although editors are not specialists in every field, the experienced ones will most likely notice real duplicates.
Who is liable if it goes wrong? The authors have the biggest problem because their reputation is at stake. The editor can decide to withdraw (retract) the published paper (not good for the journal’s reputation). The reviewers stay anonymous. But in my view all stakeholder share responsibility.
Upvotes: 2 <issue_comment>username_3: There are around 20,000 papers added to Pubmed each week. Even my narrow field adds 230 a week. Being able to know all the relevant literature for a paper is impossible. Thus it is not a question of whether the current work missed anything from the literature review, but how important are the things that are almost certainly missing.
Part of the job of a reviewer is to be familier with a field and to know whether there are any glaring omissions in the review. Anything in any of the interdisciplinary journals or the fields top in-house journals. They might do a quick search to see if anything blindingly obvious jumps out that the happened not to know about. But no one can be certain that something important hasn't been missed.
Upvotes: 2
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2018/08/02
| 474
| 2,104
|
<issue_start>username_0: I am applying to an Ivy League university in the US as an international student for a Ph.D. program. They have application fee waivers for students with financial hardship.
Would using it (or even asking for it) have negative effects on the result of application?
They also have a GRE waiver for these type of students too. I believe this one does affect the result. Am I right?<issue_comment>username_1: I'm pretty sure that the application fee at an Ivy League school isn't seen as a revenue generator. It is more so that they get only thousands of applications rather than millions each year. People in the US with no chance whatever of admission are less likely to apply and tie up the system if there is a fee. It also helps fund the admissions system itself.
The barriers for international students are higher in any case due to travel, immigration rules, economic differences, etc. The fee waver is there to encourage more foreign students so that they get hundreds of applications, rather than tens. There would be no reason for them to prejudice an application asking for fee waver if they actually want to encourage foreign students. The same is possibly true of GRE wavers - encourage foreign applications. Most US schools and all top level schools want to encourage a diverse student body.
The GRE may also be harder to take (and relatively more expensive) for some foreign students, but without it the admissions people will need other evidence that they can predict success for a student.
Upvotes: 3 [selected_answer]<issue_comment>username_2: The people in the program will evaluate and score your application.
They won't know whether the fee was waived, nor are they likely to care.
They will know if there is no GRE score. For some programs the GRE score is important, for others it is not.
You will need to ask the programs that you are considering what there policy is. GRE waivers are usually in lieu of other evidence (such as a strong work history, previous graduate degree, performance on some other graduate test (MCAT, GMAT, etc)).
Upvotes: 2
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2018/08/02
| 1,086
| 4,807
|
<issue_start>username_0: I am a Phd student (thesis submitted in January 2018, not defended yet) in applied mathematics. My first paper was published in February 2018 in a tier 1 applied math journal, two other papers were recently rejected from tier 1 applied math journals.
I discussed the rejected papers with my advisor, we decided that we will work on the comments of the reviewers and associate editors and then submit to some other tier 1 journals. Now that will take at leat 5-6 months and then these two paper may get accepted in 2020 in the best case, or in the worst case it could be in 2021 (generally, top tier journals take a long time).
Now, my advisor is saying that you should publish continually (there should not be gap between publications) and suggested me to submit the rejected paper as it is, but if these two rejected papers are again rejected I will be in trouble. If a paper gets rejected twice then it may be hard to get that paper accepted in future.
What should I do in this situation ? Any help/suggestions will be useful. Thanks in advance.<issue_comment>username_1: You certainly can submit the papers without revision to some other journal(s), but you should check some things first.
*In what way were the papers rejected?* Were they rejected as, "we will not publish this paper, please go away," or was it returned with reviewer comments requiring revision before resubmitting? The difference is that you may need to formally withdraw the paper before submitting to another journal otherwise you will have submitted the same paper simultaneously to different journals, which is generally not permitted and requires a statement that you have not also submitted the paper for consideration elsewhere.
*What were the reviewer comments?* You need to consider the feedback or you run the [high] risk of having the paper rejected again, and this will also take time to go through the publication process. A period of 5-6 months to write revisions is a long time, perhaps it is worth considering scrapping the paper and writing a new paper from the beginning.
Your advisor should be helping you, but as you have submitted your thesis you aren't really a PhD student any longer and may be looking for postgraduate positions or jobs where you apply your skills and knowledge, which may require you to be writing documents and papers as the lead, without the benefit of an advisor, and you will need to make these kinds of decisions on your own.
Upvotes: 2 <issue_comment>username_2: Ignoring reviewers' comments and simply resubmitting to a different journal sounds like a bad idea to me, for a number of reasons,
* While some institutions are obsessed by quantity of publications, quality is at least as important for building a reputation (not to mention more altruistically for actually improving the state of knowledge in the field). If the reviewers have advised you on how to improve it, and if they are not obviously talking rubbish, it seems unwise to discard this advice without a very good reason.
* It's entirely possible that the new journal may send it to one or more of the same reviewers as the old one did. There are existing questions on this site from reviewers who this has happened to, and the results are unlikely to be good for you if you have not changed anything. The reviewers are unlikely to recommend acceptance, and the editor may be annoyed if advised of what has happened.
* Even if it does get published without revisions in the new journal, the previous reviewers are likely to read it, and it won't do your reputation any good with them.
Upvotes: 3 <issue_comment>username_3: When you get reviewer comments, there are often several kinds:
There are the ones where you react: *"That suggestion really improves the paper; why didn't I do that in the first place?"*
There are the ones where you react: *"Yes, that would be an improvement to the paper, but it requires several months more research, and I don't know whether it's worth it. I'm tired of this particular research, and want to move on to something else."*
There are the ones where you react: *"Why on earth does he want me to do that?"*
And then there are all sorts of suggestions that lie in between these extremes.
For the first kind of comments, make the changes (even if it takes you a few weeks).
For the second kind, you should try to decide whether it's worth it. Does it improve the paper enough to be worth the investment of time?
For the third kind, try to figure out why the reviewer wanted you to make the changes, and if you can't, ignore them. If the paper had been accepted, you'd have to explain why you didn't make them in your resubmission letter, but if you're resubmitting it somewhere else, there's no reason to do anything about these.
Upvotes: 2
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2018/08/02
| 452
| 1,806
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<issue_start>username_0: I am writing my essay where I analyze how different text search algorithms work and compare their efficiency in specific situations.
I did not actually take even a sentence from where I have read about the algorithms, everything is written by myself, how I understood it, but of course I did not invent those algorithms, and I want (and I think this is a compulsory) to actually refer to those sources, but how do I do it? Should I simply create a footnote even though my essay does not contain any sentence from that source? My essay is going to be passed to some plagiarism checker, therefore, I do not want any problems with "fake footnotes just to make my essay look stronger" or something like that. We use **ISO 690** citing style.<issue_comment>username_1: You should make it clear in the text who invented the algorithms, and cite next to the names, usually. Write something like:
>
> The XYZ search algorithm [1], works by...
>
>
> Foo et al. [2] propose an algorithm which...
>
>
>
Upvotes: 3 <issue_comment>username_2: If you *take even a sentence* from another paper, it would be evident plagiarism (unless you explicitly and undoubtedly indicate it's a quotation, in which case you need to also cite the source of the quote).
**But!** Plagiarism is not only *stealing words* - it's also *stealing ideas*. So if you take someone else's idea/algorithm and not give due credit - that's plagiarism, unethical behavior and intellectual theft.
And about the *only took the ideas* part: how far would you go if you didn't employ those ideas? Would you have anything to investigate/write about? If your work would be impossible (or at least much more complicated to have done, or become completely different) - **you cite what you use**.
Upvotes: 3 [selected_answer]
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2018/08/02
| 1,177
| 4,957
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<issue_start>username_0: I know a person who falsely claims having a PhD in computer science.
His name card reads as "Name, PhD" and he has long been working in a high profile and remunerative position for a semi-government company.
However, **he does not have a PhD!**
He had enrolled for a PhD program in a X university, but **his PhD program was terminated**, because he could not publish any papers within the allotted time. I have complete details on this person including his registration number with the university, supervisor name, the company name, address and company supervisor name.
Specifically: the maximum duration of the PhD program in this X university is 6 years. To graduate, the university requires the candidate to publish one ISI indexed journal paper or two Scopus indexed papers. This person did not meet the requirements and, in fact, does not even have a conference paper to his credit.
I often feel like informing the company he is serving, as I find this infuriating and deeply unfair, but I just can't seem to make up my mind:
1. Is this the right thing to do?
2. Why should I report this?
3. Why *shouldn't* I report this?<issue_comment>username_1: It is certainly appropriate for you to bring this to everyone's attention. However, it is also important that you do so in a way that will protect yourself from retaliation as you seem to suggest the person has some power.
The dilemma, of course, is that an anonymous accusation is easy to dismiss. But if you can just direct people to source of your information so that they can independently verify your claim it will stand a better chance of being heard.
It is also possible, that the "authorities" are already aware of this and are, in fact, invested in the career of the person. This happens in some places, so, depending on the norms of your location, it may be especially important to protect yourself, and in the worst case prepare for the situation that it won't be addressed.
Upvotes: 6 [selected_answer]<issue_comment>username_2: People who need to lie about obtaining any title are clearly not capable (or not able, maybe for external reasons) of obtaining said title (otherwise they would have done so), but want to enjoy the benefits that come with this title. By not being capable of earning the title (in most cases), the person is not displaying the required traits of those who successfully (through hard work) earned that title, which, in my opinion, gives a bad name to all holders of that title.
There are, of course, some people who have earned a PhD, but still give other PhD title holders a bad name, but it is their right to do so, they have earned the title.
Those who did not do the hard work and did not earn the title do not have the right to do so and need to be reported without exception.
When reported, it should be reported to the ethics council of the university the fake title supposedly came from or the the ethics committee of the Ministry of Education (or similar).
Upvotes: 4 <issue_comment>username_3: Yes, of course report the situation.
If what you describe is accurate, there is a high likelihood this person committed serious fraud (i.e. mail fraud or wire fraud) as a 'semi-government company' (particularly in the US) is very likely to have required multiple forms of proof of graduation. Federal jobs, for example, routinely require transcripts, documents, the whole file. Federal contractors follow suit.
For this reason, what you claim here is (to me) quite fantastic and requires you to delineate between 'knowing this person is a fraud' and 'I can't find suitable evidence to prove this person is whom he claims to be'. But certainly this sort of thing happens, I assume.
Upvotes: 4 <issue_comment>username_4: Well, it doesn't sound like you know for a fact that the person did not earn the PhD, but you are surmising it because you can not find published papers.
If you are reasonably confident that the PhD was not earned, then I think you could anonymously notify both the university and the employer. At that point, I believe, you have done your duty, you have raised a question about the credentials someone has claimed. The employer may take this seriously or not, depending on whether they have verified the credentials previously, how important it is to them to be able to prove the person has the credentials, e.g. if an engineer is designing a bridge and lives could depend on it, an employer wants to be sure of an engineer's claim that they have their Professional Engineer license.
Maybe the employer won't care because the work output is satisfactory. I would hope the university would at least make a cursory review based on the student's name and years in the program.
Beyond that, you need to consider if there could be adverse fallout for you. Could someone guess you reported the matter? Could that be held against you? What if you are wrong, and the person has their PhD?
Upvotes: 3
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2018/08/02
| 1,169
| 4,945
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<issue_start>username_0: I have recently completed my undergraduate degree, in mathematics. As part of the final year, we had to complete a "project", which was effectively a 40-page (ish) dissertation on a topic of our choosing. This was done with the aid of a supervisor, one of the researchers in the department, for the duration of the year.
During the undertaking of this project, I felt like I developed a good relationship with my supervisor (who I met once a week, and who provided a reference for me for PhD applications).
At times, particularly when knee deep in PhD application stuff, I started to get a little negative/worried about my long-term prospects. This seems to be a fairly common problem, from what I read here. On more than one occasion, I was seriously tempted to ask my supervisor whether he honestly thought I was any good, had any reasonable prospects doing maths/a PhD/research, whether I should do something else, etc.
I never actually ended up doing that, because I always decided that it was a bit of an unfair question, and that I my supervisor quite possibly wouldn't know anyway.
**My question is**: In a scenario like the above, is that ever a question that one could expect a supervisor to answer/answer well? Is it easy to tell, from a supervisor's point of view, what a students prospects are in that field?<issue_comment>username_1: I would welcome such a question from a student I'd worked closely with, but I'd also like a bit of time to consider before answering.
But even better, is to ask - also - what you can be doing in the short term to get even better. Make sure the advisor understands something about your long term goals so he/she can best assist.
However, this implies that you have more than a transactional relationship with the advisor and each of you recognizes and respects the advice of one another. Some people are "brutally honest" and will say things you really don't like to hear. Others are too "conflict adverse" and will tell you things that sound nice but aren't helpful. You will need to judge for yourself the quality of the advice.
But that is the reason for asking how to improve. It helps you directly, avoids personality issues to some extent, and helps you better judge the "raw" assessment.
In any case, if you are good enough to ask the question, you are probably pretty good anyway, even without knowing much more. I had professors in my background of whom I would gladly ask the question, others of whom I certainly would not, and still others for whom I'd think long and deeply before asking. But that was more personality than anything. If trust is there, it should be fine.
My own background somewhat influences my response here. When I was in secondary school I was told, on the basis of some standardized test, that I didn't have very good prospects and shouldn't set my goals too high or I'd be disappointed. This was largely based on mathematics. It wasn't a request to an advisor for guidance, however. The episode made me so angry that I decided to prove them wrong and later earned a doctorate (among other degrees) in math.
Upvotes: 2 <issue_comment>username_2: With agreeing the answer of username_1, I wanted to add another point.
Think as a 3rd person and look at the expectations of others and your advisor from you and your performance, not your expectations from yourself. Also consider only solid and formal expectations. If you met them and have room for development, than just remove your worry, if not then you already see what is to be done.
Asking such questions to the advisor may very well backfire. S/he may think that you want to hear some good words and flatters and either shut their mouth and ignore the question or just pity and say whatever comes to her/his mouth, worthless in both situations.
I, even if it seems a personal opinion, consider academy as a place to learn to stand by yourself whenever you fall, instead of trying to get as many people as possible to support you all the time. Latter also works, but you will always be bounded by their permission. There is nothing one can not see when they put their hand to their heart and contemplate honestly about their situation.
Upvotes: 1 <issue_comment>username_3: Yes, this is a reasonable question to ask any supervisor and it's reasonable to expect a thoughtful answer. But to ensure a fruitful and helpful discussion, it's helpful to add a little more structure, explaining the kind of feedback you're seeking. For example:
>
> You've had a chance to observe my work up close and over a longer
> period than my other professors, so I'm hopeful you might be willing
> help me take inventory of my strengths and weaknesses, what I do well or
> not so well and, considering all that, the academic and career options and
> strategies you'd suggest.
>
>
> I really value your advice. Could we find a time to meet in your
> office?
>
>
>
Upvotes: 2
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2018/08/02
| 565
| 2,444
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<issue_start>username_0: Given the title and the abstract of a yet-to-be-published paper, I asked the PC (co-)chairs of several A/A\* conferences whether my paper would be in the scope of the corresponding conferences. Surprisingly, I got an ***unconditional*** "yes" answer each time, even for really far fetches for which DBLP showed nothing close in the past years. I suspect that the PC chairs wish to lower the conferences' acceptance rates by welcoming my paper and having the reviewers rejecting it quickly for some formal reasons unrelated to the content (since the content wouldn't be that interesting to the reviewers).
Officially, the scope is formulated very broadly for each of the conferences.
Now, what's the right way to get an objective opinion about whether my paper is in the real scope (vs. an official one)? I'm working completely alone without helpful colleagues to ask.<issue_comment>username_1: I don't know of PC chairs who would deliberately "game" the acceptance rate for a conference, especially an important conference. On the other hand, they do want a lot of submissions. Often they want to build a variety of viewpoints and research into the program, so your "outlier" may actually be a good thing to them. A lot of submissions makes the reviewing more tedious, of course, but allows the program committee to build a more inclusive and "interesting" program.
Of course the reviewers will give detailed feedback to the chairs and the conference program committee so the answer you got isn't indicative that you are more or less like to have the paper accepted.
Some conferences have very narrow scope, of course, and I suspect that the answer from the PC would be different if your abstract didn't sound relevant to them.
I suspect that you already have the best advice you are likely to get.
The only caveat I have here is that if the conference is so gigantic that the PC can't really respond to such questions they just have boilerplate answers to all conferences. But usually, someone would take a look at it. Committees are generally big enough that someone will look.
Upvotes: 1 <issue_comment>username_2: >
> How to determine effectively whether my paper is in scope?
>
>
>
If the scope described in the call for papers is too broad and that you don't trust the PC, then one commonly used option is to look at the past conference proceedings and see whether your paper would fit.
Upvotes: 0
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2018/08/03
| 945
| 3,402
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<issue_start>username_0: I am doing my PhD at a research institute, where we have just finished the draft of a 8-hands long paper to be published as a short book with a major editor. I have done the bulk of the work, i.e. at least 80% of the total. However, my coordinator sent me the draft back with the authors reordered by seniority, and I now figure as the last author although my contribution was the largest. I should mention this would be my first publication. Shall I react?<issue_comment>username_1: As a junior partner who is yet to earn a PhD, the ethics of it are of less concern to you than that you successfully complete your degree and find suitable employment. Yes, you are probably being abused here, but getting powerful people mad at you will have negative consequences - all on you.
I hate to see these situations develop and would (as a more senior person) have harsh words to say to your supervisor, but I can only do that as they have no power over me.
Hopefully this is only your first, not your only, publication. Hopefully you won't have people like this in your future. But you have to take a somewhat cautious route to that future.
It may even be, depending on the reputations of the others, that you will benefit from a visible association with them.
---
In other answers on this site I've suggested that ethical violations be reported to authorities, but **anonymously**. That doesn't seem to be one of your options here, I think.
Upvotes: -1 <issue_comment>username_2: [The](https://academia.stackexchange.com/questions/75175/my-supervisor-wants-to-put-someone-else-as-first-author-on-one-of-two-papers-whe?rq=1) [order](https://academia.stackexchange.com/questions/21132/adviser-wants-to-be-joint-first-author-even-though-i-did-most-of-the-research?rq=1) [of](https://academia.stackexchange.com/questions/2467/what-does-first-authorship-really-mean?noredirect=1&lq=1) [authors](https://academia.stackexchange.com/questions/77641/i-wrote-the-whole-paper-but-did-only-a-very-small-part-of-the-research-phd-stu?rq=1) [is](https://academia.stackexchange.com/questions/535/what-does-author-order-indicate?noredirect=1&lq=1) [often](https://academia.stackexchange.com/questions/94764/does-being-the-first-author-really-matter-in-manuscript-publication?rq=1) [problematic](https://academia.stackexchange.com/questions/10059/mentor-trying-to-be-first-author?rq=1) and thus I guess this question will be closed as duplicate soon.
Anyway, you should discuss this with your coordinator and ask him why he prefers this order. My colleague is working in a similar area than yours and he is usually the first author, but there might be other reasons in your situation.
Even if you are not able (or not willing to) insist on your preferred order, there are other options to emphasize your contribution. For example you could add an "Authors Contribution" section where you can explain in detail who did which part of the work. Footnotes at the author names are a common alternative (e.g. "\* These authors contributed equally as main authors" or "¹ AB developed the model ² CD wrote the manuscript").
This is not only a question of fairness, but there might also be a formal requirement for your PhD or later research positions like "You have to publish two papers as main author." If that is the case, you should ask your supervisor how to address this issue.
Upvotes: 2
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2018/08/03
| 1,513
| 6,571
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<issue_start>username_0: In the program of CS, in which I am currently working, we have a group of students that for ending their Honour´s degree they should submit and present a research in the field; limited to their undergraduate knowledge. The process is that they get an adviser, read some papers, ending up with an article that describe their experiments and discuss their results. After that, they should make a small dissertation about their research findings. Before going to this stage, their research work is revised by two lecturers to give their insights about this work. Regarding this procedure I have found, that in some occasions, the following occur:
1. The adviser of the student agrees that the current research work is adequate to the educational level, that is an undergraduate level. It is not a master´s or a PhD.
2. One of the reviewers asks for modifications in the research made by the student, that in the majority of the cases, would imply to make deep modifications in the research work that would take more effort and, of course, time allotted for the student.
3. In some cases, and this usually occurs in the dissertation, the questions asked from some of the other lecturers are very biased to their expert field. Making the student to feel discouraged of their work.
I mean how to deal with these situations, in this cases the adviser feel bad for the student also, but there are so many details that in my personal opinion is hard for the student to cope at this level. For example, imagine that a student X has chosen the topic of using neural networks for predicting diabetes treatment outcome. The student has made a literature review, obtained some datasets and perform some tests with the build model. Then, according to the adviser the paper is fine, and in the dissertation this happens:
* Lecturer X suggest to use GA for feature selection instead of PCA. If this observation is not raised the student can pass, but with a minimum grade.
* Lecturer Y, to test the knowledge of the student, starts to ask specific details of the architecture of the neural network. Lets suppose that Y is a mathematician, then he will start asking about what is the reason of the vanishing gradient issue and how to solve it. So this was a detail that the student has not considered, and according to this lecturer the student should fail.
So, what can we do to ameliorate this situation? Because at the end is bringing discomfort to either students, advisers and lecturers.
Thanks<issue_comment>username_1: **Assumption**
*In my department academics get hostile(not all, but most of them) if they consider themselves expert about a topic and kept out of the loop of any research done by any student. They will contest the adviser by ambushing students during dissertations.*
As a student even if Lecturer Y or X was not my formal adviser, I would ask for feedback from Lecturer Y and X before dissertation. Because they knew the topic better than me and I don't like being ambushed during a dissertation.
>
> Before going to this stage, their research work is revised by two lecturers to give their insights about this work.
>
>
>
I am assuming Lecturer X or Lecturer Y are not the advisers in your example. Their questions are directed to the undergrad students, but it looks like they don't appreciate not being asked for their input about the quality of research before dissertation thus they are reflecting their anger towards the poor undergrad students.
>
> So, what can we do to ameliorate this situation? Because at the end is bringing discomfort to either students, advisers and lecturers.
>
>
>
In my experience either adviser steps in and explains the topic to the lecturer X and Y in front of everyone because undergraduate students get petrified against hostile lecturers and they cause more damage or advisers meet with lecturer X and Y behind closed doors to explain why the research is good enough for an undergrad student.
From my point of view Lecturer X and Y should have been in the loop before the dissertation either by making them advisers of the undergrad student or by asking their input before dissertation.
Keep in mind if a lecturer thinks that he/she is an expert about a topic most likely he/she will get hostile if you keep them out of the loop until dissertation. They are simply challenging advisers about the topic.
If this is the case, protect your undergraduate students. They do not have to learn politics yet.
*edit: this is only a workaround not a complete solution to your problem.*
Upvotes: 1 <issue_comment>username_2: I think you have built a counterproductive structure into the course and you should probably change it, perhaps radically.
But there are some lesser things that you could, perhaps, do to make the problem go away. Maybe this isn't possible, but your staff should discuss these and all other options.
First, is that you can decouple the "advice" given by the reviewers from the grading/marking of the work. The actual marking and assigning of grades should be someone with an overall perspective on the course and its students, not the parochial views of some specialist, no matter how skilled.
The second thing is to have a session before the work goes out to the reviewers in which you are clear to the students about the marking (if you can get it changed) but also that they are likely to get weird, even hostile reviews. The students should be clear that while they need to be respectful and to consider any proposed changes or extensions that such things won't affect their marks. But of course, if project revision is part of the exercise the students will need to show that they have considered suggestions even when they must be rejected.
Another thing you might be able to do is to give the reviewers some training. Perhaps they don't understand the requirements at the level the students are at - undergraduate. Perhaps they don't understand their role - helping, not abusing, students. You can probably do this with written material given to potential advisors at the time of selection. A face to face meeting of all reviewers would be preferable if possible. That way you get feedback on the attitudes of the individuals. If you can fiddle with the grading scheme, you can make it clear to the reviewers that while their reviews will be considered in grading, they won't be definitive.
Finally, you may need to do a better job of matching students and reviewers as well as rejecting reviewers who have behaved badly in the past.
Upvotes: 2
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2018/08/03
| 2,818
| 11,564
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<issue_start>username_0: **Is the informal Dr. ‹first name› something a starting academic should avoid?**
As my father was Dr. ‹my last name›, I have, since receiving my PhD, cultivated Dr. ‹my first name›. A senior colleague recently advised me to stop: she called this unprofessional, and suggested that over time it would be a significant drain on my academic career. She went so far as to label this kind of informality a "professional cancer".
Context: I am an engineer and social scientist based in the USA, but I work with colleagues in Europe and Asia regularly.
While I feel that is hyperbole, I have discussed this with several trusted advisers. The responses have been polarized. Concerns raised include sacrificing respect, confusing personal branding (I have a memorable last name), and making more formal colleagues uncomfortable. Is this a real mistake I'm in the process of making? Is this a simple age division issue? Might the informal name actually be a benefit?<issue_comment>username_1: One of my friends chose to have students call him "Dr. R" (R was the initial of his first name) - he had a **huge** amount of respect from the students and his colleagues : personally, it's not the name that garners respect, but the attitude, character and spirit of the person.
Do what feels right for you - respect is earned and not necessarily based on a title alone - IMHO...
I have some colleagues whose family name is almost never pronounced correctly by many nationalities (with students from over 90 different countries this is normal for us...), then some easy form of Dr and first name or initial is very common with no detriment to respect.
Upvotes: 5 <issue_comment>username_2: Going by "Dr. FirstName" is just confusing. If people aren't familiar with you, they will think it is your last name. If they do know you, it doesn't seem more casual, just odd.
It depends on the context and culture, but in the US it is standard to go by either "Dr. LastName" or just "FirstName." Like username_1 mentioned, a shortened form like "Dr. Initial" is sometimes used for students to refer to you.
Upvotes: 6 <issue_comment>username_3: This of course depends on cultural context (field, country, department), but you could simply go by your first name. To me, this would be much less odd. In my area (mathematics), I know several well respected people who are widely known and referred to by their first name. In one case, actually, she uses a shortened version of her first name!
Upvotes: 2 <issue_comment>username_4: I assume your Senior colleague is a member of your department. If so, you should follow this senior colleague’s advice. The norms of the department should supersede personal preferences, unless your personal preferences are strongly held. In this case, it seems like if you are ambivalent. Following the department norms will avoid confusion for students and others.
Upvotes: 3 <issue_comment>username_5: There are multiple contexts in academia and what is suitable for one context doesn’t necessarily work for others.
1. For students, there’s great variation in what faculty prefer to be called - from first name only, to title only, to title and first name, to title and last name, etc. And this will differ between students in a large lecture class, in a seminar, grad students, lab students etc.
2. What faculty call each other in departmental faculty meetings may differ what faculty call each other in faculty senate meetings, etc
3. What faculty call each at academic meetings also varies greatly
If I were you, I’d feel free to ask students to call me Dr. Firstname as is your preference but to also keep this **compartmentalized** and go with the cultural norm in other settings.
Upvotes: 3 <issue_comment>username_6: There is no reason why you need to be referred to in the same way in every context. Some are naturally more formal than others and your relationship with some people is more formal than with others. One of the highly respected people I know is "<NAME>". I was often Dr. B. But my department chair would naturally be more formal and I wouldn't write any papers with that moniker as author.
Informality can often be good with students. But even then, not in all cases. If you need to admonish students and are normally referred to informally, using your complete name and list of titles can put the student on notice that they need to pay attention.
Of course, if you are in a very formal academic culture, you need to be more formal. Israel, for example tends to be quite informal, but I assume not in all contexts. Their prime minister is known by a nickname, for example. Germany, historically, was the opposite.
I would suggest, however, that for a young academic, building a career, being a bit more formal in public is probably the better way.
Upvotes: 2 <issue_comment>username_7: In the middle east and some other parts of Asia, it is standard to address someone this way (title + first (given) name), including in academia.
Upvotes: 4 <issue_comment>username_8: I would find it very weird to call myself "Dr. $FIRSTNAME". As the reason for your choice seems to be to avoid confusion with your father's name, how about using "Dr. I. $LASTNAME", where I. is the initial of your firstname. Over time, this would be your trademark of sorts; people who know the difference between you and your father will immediately know who is who; and people who don't know you or your father will at least guess with a high likelihood that you have done that due to a name clash, and not due to some (in)formal/casual issue.
Upvotes: 2 <issue_comment>username_9: Title FirstName is certainly more informal than Title LastName. I don't know if it would be "professional cancer" for a doctor, though. I would say stick with Title LastName.
Upvotes: 2 <issue_comment>username_10: I have a doctorate. Well into our marriage right after my wife got hers our daughter happened to answer the telephone when a caller asked to speak to "Dr. Bolker". Without missing a beat she asked "which one?" Now she and her brother are Drs. Bolker too and no one mixes us up.
Don't worry about sharing both the title and the name with your father.
Upvotes: 4 <issue_comment>username_11: In my experience in the UK it feels odd to use the "Dr" in an academic setting at all. Nearly everybody has a doctorate, so rather than brag about it we just use names.
Upvotes: 2 <issue_comment>username_12: As all answers here suggest, you're going against the generally accepted and more importantly, generally expected way of doing this kind of thing. I and many other would expect Dr. Bla to indicate that Bla is your last name. There is also a somewhat universal, culturally independent link to expected and shown respect between last and first name usage.
If you don't want to be confused with your father, well, append a "Jr.", although you will forever live in the shadow of "Sr."
As an alternative, add a middle initial and always use that. Of course this only realistically will be possible in written communication. When speaking in person it'll all just be Dr. Bla. You being confused with your father will only increase your networking potential (unless he's an idiot who you do not want to be confused with, which you do not seem to imply at all).
Upvotes: 2 <issue_comment>username_13: Personally I quite like Dr. Firstname. It isn't just informal, but the jarring unexpectedness of it actually serves to actively make fun of pompousness and formality. In a settling like within your research group, it does this while subtly reminding people of your standing: you get to have it both ways. As people have said, in this way it works similarly to being Dr. LastInitial.
Couple of things to add though:
* Nicknames are best when they are chosen by the others rather than somthing you christen yourself.
* To follow on from that their is subtly in when a nick name should be used and when it shouldn't. People who work in my lab and use a nickname. People who are my colleagues within my department can use them, when talking to others of the same or similar rank. I wouldn't expect people to introduce me in a formal setting (e.g. introducing a seminar) to use it, unless they were very close friends and were making an intentional, but friendly, dig at me.
* I feel comfortable dispensing with formality, because my gender, class , ethnicity and elite education mean that I've never found it difficult to get people to show me respect, whatever name is used. By asking others to be informal with you, you are making it hard for those that need the formal strictures to get people to acknowledge their achievements and respect their position. I am reminded of [<NAME>'s poem "My First Name"](https://s3.amazonaws.com/external_clips/2337575/My_First_Name_proof_.pdf?1489269078). Where Dr. Firstname sits in the Firstname vs. Dr. Lastname discussion, I don't know.
Upvotes: 3 [selected_answer]<issue_comment>username_14: It works fine for Dr. Phil [McGraw]
and Dr. Laura [Schlesslinger]
Granted, these are media personalities, which fits a different generalized culture than traditional professional academic respect. Still, this shows that such names can potentially work.
It seems that some people will reject the movement to support common usage of first names. However, that will primarily be people of the currently older generation, so as they age out, the long term impact on your career will be lessened. The proper polite thing to do in society is to call people by the name which they prefer. You are welcome to determine your own preference. But, you should then be prepared to stick with whatever you choose, especially for as long as you keep your current employer. Even down the road, if you change the name you go by, worlds can collide and my experience (as I have gone by multiple names) indicates that this can cause a bit of occasional confusion.
Where I currently work, my department has multiple instructors, exactly half of them being older gentlemen, who just go by their first name, and a younger instructor who goes by a title and a last name. The students just go by whatever they are told to go by, and are fine with it.
Upvotes: 2 <issue_comment>username_15: To me, personally, this sounds very weird, and probably unprofessional.
As many note, this may be very culturally affected. I am Belgian (although, I work now in Germany, which seems much more formal, when speaking German, but much less so when speaking English, which I mostly do at work).
For me, using the doctor title seems very formal. I would almost never introduce myself as Dr. [Whatever], unless perhaps in a professional setting when speaking with people I haven't met before, and even then rarely. The doctor title seems much more formal than just the last name. I would rather introduce me as Mr. [Lastname] than Dr. [Lastname].
So the combination of Dr. and the first name, seems like a very odd combination of very formal and informal. Which is why it is weird.
*Edit:* It seems weird because why would you want to use the doctor title if you want to be informal?
It seems also unprofessional (and possibly bad branding), because Dr. [Firstname] makes me think of the likes of Dr. Phil or others. Those who use their first name to seem casual and friendly to the public, but still want to assert their authority by using the doctor title. Typically using it to overstate their expertise for the benefit of making money by selling products or promoting unscientific claims they believe in.
Upvotes: 2
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2018/08/03
| 1,038
| 4,323
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<issue_start>username_0: Hello Academicians and everyone,
As you noticed from my question. I am willing to do a Ph.D. in electronic/electromagnetism engineering. I am very interested in the topic of electromagnetism and its application. I love everything that has to do with Maxwell equations.
Nevertheless, I have a big concern, My Health(burn out, gastritis, stress, migraine). as I am at the beginning of my thirties and had a lot of health issues during my master degree. I had to take many short breaks to get back to the track in the meantime.
I had some professors (who think I am healthy as Batman and don't know what I am facing) who suggested me to do a Ph.D. with them but I am scared to death because of my situation and I don't want to end up in Hospital because I usually push until I get sick.
I need your advice and suggestion from your sides. How do you manage your stress? how did you manage to successfully finish your Ph.D. without ending in Hospital? or it would be better not going for this Ph.D. in my case?
Thanks<issue_comment>username_1: There is no question that stress can kill you. But there are ways to reduce it. One of the big stress factors among students - especially high achieving students - is pushing too hard and never taking a break.
One advantage you have over many others is that you now recognize the issue and can learn to take action before the level becomes unbearable.
One problem with learning is that you are trying to change your brain - physically. To learn requires rewiring the synapses that connect the neurons. But the brain doesn't work as well as it might if you force it to work too hard all the time. You need to give it periods of rest. If you try to force it to learn it will work less efficiently. But that may just induce some people to try harder, increasing the problem and adding stress, but not learning.
To give your brain a break you just need to do something different. It may include physical rest or not. In fact it may include intense physical activity. In grad school I used bicycling as an outlet. 50-100 mile rides. Maybe 35 if time was tight. I rode in a group, fairly fast, but not so fast that we couldn't chat as we rode. As an undergraduate I practiced judo on a college team. I was terrible at it, but it provided a break from studies. Nowadays, I use Tai Chi which is a mind-body fusion exercise. An hour several times a week will make a change in your outlook. Some academic departments actually have groups that regularly do some activity. Tennis. Racketball. Swimming. A computer scientist I know (very high level person) once joined a theatre group.
Moreover, when you are trying to solve a difficult problem, pushing the brain harder may be counterproductive, but giving it a rest lets it work differently. Many researchers have gone to bed with a nasty problem unsolved, only to awake with the solution. It might even come in the middle of a bike ride. Your brain doesn't turn off in these situations, but the overall body structure (including the brain) will work differently.
My advice, then, is to find a way to deal with stress. If you are at a university or similar institution, there may be some "counseling" office that has short courses on such things or people skilled in teaching stress reduction. If you can find ways to manage and reduce stress (you probably can't avoid it altogether) you can function at a higher level whatever you do.
Upvotes: 3 [selected_answer]<issue_comment>username_2: The answer probably depends on what you want the degree for. Although grad school can be fun and rewarding, the point of a PhD is ultimately to learn how to conduct original research in your field and (just as importantly) to find a future job doing that original research. Unfortunately, it's extremely difficult to have a research-oriented career outside of academia (although this varies with the field in question), and getting an academic career involves--- regardless of your talent and skill and determination--- being extraordinarily lucky; it's not something you can get just by working hard enough or wanting it enough. Fortunately, if you're mainly interested in working with and studying electromagnetism, there are avenues for doing so outside of getting a PhD that won't tax your health.
Upvotes: 1
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2018/08/04
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<issue_start>username_0: I started a postdoc about a year ago. At the time of my hire I was told another postdoc was preparing the large dataset I would eventually use. In the meantime, I was to run some sample models and develop a method on some small test data.
Ten months later when I finally received the data, it was a mess of a spreadsheet (extremely long column names, no column names, typos, no documentation) and I also began finding errors in it immediately. For example some merged in values had been multiplied by 2 or 2.5 or 2.25. Nobody could explain what happened so I spent nearly 2 months redoing those values.
It gets worse. I started checking the other columns and realized some "no data" indicators had been averaged with measured values. This produced large negative values which should have been a red flag for that data. There were other similar sloppy errors in the data. I've tried to be extremely polite with the other postdoc but I'm not getting a lot of help from this person.
I've spent nearly 3 months cleaning up the mess and I continue to find problems. My budget is nearly up (I have about 3 months left) and I'm being asked to start writing and prepare a draft in the next three months. I worry there are more problems with the data that I'm not seeing because the person who prepared it did not have high attention to detail. It was also prepared by hand in Excel and not well documented or not documented at all. I don't want to put my name on something that uses data that is potentially full of errors, especially since I'm early in my career. I've voiced these concerns somewhat indirectly to my main supervisor and he is nothing but reassuring and even defensive of the data. Another colleague, not the one in charge of the project, agrees with me.
What should I do?<issue_comment>username_1: >
> I don't want to put my name on something that uses data that is
> potentially full of errors
>
>
>
You are right. Do not publish if you do not think the data is correct.
Next time address the data quality at the start of the project.
Upvotes: 2 <issue_comment>username_2: You have come across an important lesson in research: if the person or organization providing your data is not responsible somehow for that data being correct, it won't be. Collecting and preprocessing new data is an iterative process with lots of restarts as you discover that common techniques need to be adapted to the particular dataset. If someone just hands you data they didn't have to test or validate anywhere, what you get is their first failed result. If they touch the data to do anything to it at all, they almost certainly did so incorrectly; if there is a sign, they probably created sign errors; if they did any sorting, they probably did not sort the labels and values consistently, etc.
As for how to proceed, there's another unfortunate lesson here for anyone in a mentored research position: you should generally do whatever your supervisor wants. I don't mean behave unethically if they push you to. But to change your focus to doing the best with what you have rather than letting the perfect be the enemy of the "at-least-you-did-something". Honestly your supervisor probably has a better grasp of the big picture. I.e. getting a result out to show the funding agency you were productive, getting a notch on your CV, and such outcomes, are the critical ones. While a wonderful research result that drives the science world vertically is probably out of reach already. You can however adjust how you present the data in your paper, e.g., focus on the methods not the results, or put some mixed validation results and note not all of them worked properly, caution that your data may be flawed as one possible cause, and so forth.
Upvotes: 4 [selected_answer]<issue_comment>username_3: While the advice of [username_2](https://academia.stackexchange.com/a/114756/75368) is sound, I'd add that you can, in fact, let your supervisor know that the data you got "isn't ready for prime time." Be prepared to show why and what you see as issues with it. You will, I hope, then get advice that you should probably follow even if you don't agree assuming you want to preserve the relationships.
It isn't necessary to blindly go along, nor is it necessary to scream and rant. Just point out the flaws and why they will negatively impact the work. It is possible that the supervisor has some influence to get the data improved that you don't have directly. Of course, one option is that you get the improvement dumped on you, which isn't fair or ideal, but it will result in better work in the end.
Upvotes: 2
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