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<issue_start>username_0: Do most journals keep archives of referee reports and would historians of science be able to access them? Perhaps after some delay?<issue_comment>username_1: All reputable journals today use web-based manuscript management systems that keep information about each manuscript, its various revisions, who was asked to review and what their reviews were, as well as editor decisions. So yes, this information exists in these systems at least as far back as the introduction of these systems (at least ten years ago). As the editor-in-chief of a journal, I can look at all of this data for every article in my journal.
But I suspect that it will be exceptionally difficult to get at this kind of information if you're not the editor-in-chief yourself. To do research on this means that you're doing research on human subjects, with all that implies: You'll have to have IRB [1] approval for your study protocol, you might have to anonymize the data (which I suspect would be exceptionally difficult in itself), and/or you might have to receive informed consent from the reviewers, authors, and editors (all of which are involved in the decision making process).
I have a suspicion that few publishers are interested in going to this level of trouble. On the other hand, I have no doubt that such studies have been done, so I would expect that it is *possible* to get at the kind of data you're looking for -- it's just *very difficult* to do this kind of research.
[1] In the US, IRBs (Institutional Review Boards) are the bodies tasked with overseeing research that involves human subject research. All human subject research has to be approved by an IRB before the data so gained can be used for publications.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Many journals use open peer review - the reviews are published alongside the paper. See e.g. [Biomedical Central](https://trialsjournal.biomedcentral.com), [BMJ Open](https://bmjopen.bmj.com).
So this isn’t just for future historians - you can see the peer review comments now.
(The weakness here is you can only see reports for accepted papers - the rejected papers aren’t published, so neither are the reviewer reports)
Upvotes: 2 <issue_comment>username_3: While the data probably exists, referees in an anonymous review process are entitled to anonymity. I suspect that journals would not release the data out of concerns for the reputation of their processes.
They may be more willing for historically important papers when all concerned are no longer with us.
Upvotes: 2 <issue_comment>username_4: Requests to review for The Astrophysical Journal, published by IOP Science, come with the following note:
"7. If qualified historians wish to use your report, we will ask you or your heirs. If you wish us to destroy your report, then please inform us."
I also have a vague recollection of a request for my consent to release my reports after a suitable delay (20 years?) for historical research, but I can't find the message, or recall which journal & publisher it was.
Upvotes: 3 <issue_comment>username_5: Seems to me that - as alluded to in some other answers - the big question is over anonymity of reviewers and confidentiality of the review reports. I think that any historical study would have to address these issues. The two likely ways of doing that, off the top of my head, are for,
a) Studies of historical science, where everybody concerned is dead. Probably not enough time has gone by since review systems were computerised for this to be relevant yet.
b) Statistical studies, where robust efforts have been made to anonymise and aggregate the data.
Upvotes: 2
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<issue_start>username_0: Is it common to guarantee students a passing course grade if they demonstrate proficiency in some subset of topics/skills on a final exam?
Note that this is in contrast to setting an upper bound on a final exam score that would guarantee a *failing* grade for a student, as in [this question](https://academia.stackexchange.com/questions/68729/how-common-is-a-must-pass-final-requirement).
If this is a process you have experience with, it would be helpful to hear about the following:
1. Is it common for students to disregard all other assignments, choosing to gamble the whole course on just the final exam?
2. What and when do you let students know about this required set of skills?
3. How were these qualifying skills chosen, and who wrote the final exam?
4. What set of conditions is required to earn a "B" or an "A" in the course?
5. How did students do in the following course?
6. What other issues (good or bad) come with this model?
And, of course, do you know of research on such a grading scheme?
In particular, I am imagining an undergraduate mathematics course in the United States, where a cumulative final exam is given at the end of a semester, typically figuring heavily into the overall course grade. Exams may be written by individual instructors for their courses, or created by committee and given to all sections of the same course. Here, "passing" refers to the minimum course grade required to enroll in the subsequent course (e.g. from Algebra 1 to Algebra 2).<issue_comment>username_1: I suppose that something like this happens but it isn't common. Thankfully. In fact, providing a simple path to a grade that doesn't involve actual mastery of the subject but just answering some subset of questions about it is likely to be counterproductive with at least a subset of students.
Students are busy and will want to take advantage of any short cuts offered.
I doubt that there is specific research that speaks to this, but I also think that the great bulk of research on learning would speak against the practice. For example, see [The Art of Changing the Brain](https://rads.stackoverflow.com/amzn/click/com/1579220541), by Zull.
At the end of the day would you as a professor prefer to take on a student who got a lot of good grades *somehow* or one who really learned a subject and could apply in in creative ways?
I do know of something like the opposite practice, actually. In fact I once benefited from it. I was taking an undergraduate physics course and crammed for the first exam, staying up all night. I failed it. The next exam I got a D, the next I got a C, then a B. I got an A on the final exam. The professor was viewed a something of a hard case, but he gave me an A for the course. I learned how to learn and I improved. But there was noting in the syllabus that suggested that I would be graded that way. And I doubt that any strategy other than steady improvement would have resulted in that outcome.
Similarly, I occasionally let students avoid the final exam altogether provided that they had proven throughout the course that the A grade was appropriate for them. Some other professors would grade the final so that you could only improve your grade there, which is a bit less radical.
If you make grading into a game, a fraction, possibly large, will treat it as a game to their detriment. Stress long term learning via reinforcement and feedback, not high risk exams. Yes, they will avoid other work and think they can "get away with it." Don't encourage such behavior.
However, there is a method of grading that might be a bit similar in structure to what you suggest: cumulative grading.
In cumulative grading every graded student activity has a number of points assigned and the points of all such activities add up to some number, say 1000. On each activity you earn a number of points toward the total. Publish in advance what number of points are required for each grade, say, 900 for an A. Then the student always knows where they are in the course and what grade they have earned. They also know what effort is required in the remaining part of the course to achieve the grade they feel they need.
Students can game this system, of course, working until they have earned, say, a B, and then putting in no further effort.
If you combine this with permission to repeat old work for some additional points then you will encourage people to get the reinforcement they may need. You also don't get complaints about your grading.
Upvotes: 0 <issue_comment>username_2: In my undergraduate university, we had a similar system in the mathematics department, only instead of one final exam, we had our test grades calculated based on our top X - 1 tests, where X is the number of tests.
For example, if you had four exams, only the three highest scores were counted and the lowest score was dropped. 3 100s and a 0? You get an A. 0 on the first test, and 90s on the rest? Still an A.
In my case, I had gotten three solid As in calc. On the last day of classes before finals week, the professor checked my test grades, marked a zero for my final exam, and congratulated me on my A.
He had no expectation that I would take the test because I had demonstrated proficiency three times already and he would probably not have found anything different about how well I knew calculus.
I'm sure some people will argue whether or not only actually demonstrating knowledge 75% of the course material is representative of 100% proficiency, but people have to put in at effort to reap the reward of no final. People who are driven to do well will do so regardless of any shortcuts you provide them.
The system you've described where your grade is only determined based on your performance on the final sounds like an even better deal, but I do not believe would be as effective as an X - 1 drop system, and would even harm student performance.
* Students do not get accurate gauging of their own performance through their semester.
* Students do not participate in class (you could end up teaching an empty room if nothing matters).
* Students can potentially fail before realizing they have a problem.
* If you're doing a half-semester Withdrawal setup, there's no grade reflection at the half-way point for them to consider dropping.
The only people such a system would benefit are those that have basically mastered the subject and need to retake it for some reason. Otherwise, I wholly think that it's better to have the student work their way through a course, rather than allow them to treat the final of the course as the only performance checkpoint.
Upvotes: 1 <issue_comment>username_3: I will add a student's perspective, realizing consequences down the road:
I took a python (programming) class that treated the grade like this, though for us the entire grade was based upon the final project, not a single test. I was one of the students who skipped all of the assignments until the very end, because by the time I took the class I was already relatively accomplished in 3 other languages, and figured I could breeze through the final when I wanted to.
For me, statistically, it was a good gamble. I produced a perfect (satisfied all criteria) final project and got myself an A with almost no effort.
Other students in the course did this also, but with only mixed results. Many had a super hard time on the final project because they hadn't been following along, and they didn't understand the syntax well enough when it came time to produce something more complex.
The professor said that the reason for this method came down to the fact that measuring programming ability can only be done by determining whether a person can, with a set of guidelines, produce a program or not. If you satisfied all of the criteria of the project, the A was yours. If you were unable to do so, then the professor would look at any past assignments to determine whether you really knew your stuff or not.
The professor was also lazy. He wouldn't grade assignments unless you asked him to grade yours. He said that it saved him a ton of time by the end of the semester, because a lot of his students just ended up turning in perfect final projects, and then he wouldn't have to bother to grade their other assignments throughout the semester.
There wasn't a followup course for this, it was a standalone, so I can't really say how people did as far as doing well in the next course. What I can say though, is that I remember almost nothing from the course, and had to completely relearn python many years later from scratch. A lot of that is because the language changed pretty drastically in the 8 or so years between when I learned it and when I used it professionally, and more because I never encountered a situation when I said, "Man, I just really want to use python for this." so my skills started going stale almost immediately.
I knew, as a student, that I was taking a risk approaching the course the way I did. But I also knew that I had a pile of other coursework to do, and it benefited my other grades to focus less on a class that was primarily a repeat with different syntax. As a computer science student who transferred from my community college to a 4 year, I ended up with plenty of "I know this language, and already took this class, but don't have credit because my university won't give me 300 level credit for a CC course." Every time I had one of those, I wished that they would have graded like my Python professor.
Upvotes: 1
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2019/09/16
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<issue_start>username_0: I am applying to biology REUs(Research Experience for Undergraduates) this summer. Would a white female junior from a small R2 university, 3.9 gpa, and one summer of research experience be likely enough to get into one these programs? I've heard that it's a long shot if you're not a minority, the issue is while female counts as minority for other REUs I don't know if it counts much for bio these days...
I'm asking because there's a very very good study abroad program (a very good university to study at for bio) I want to apply to that goes until June (which overlaps with 99% of REUs and other internships). So I either pick the top study abroad program and simply do research at my university over the summer or get a job, or I pick my second choice study abroad program in order to apply to REUs (as well as other internships such as NOAA), but risk not getting into any of them anyway and going right to my backup plans for the summer.<issue_comment>username_1: I don't know where you are getting the idea that it is a longshot specifically for non-minorities. In general, REUs do have low acceptance rates for everyone. There are a lot of students who want to do them and not that many REUs.
Now, to answer your question: yes, being female will likely help somewhat, but it likely won't make a big difference. What will matter more is the GPA which will help out a fair bit. The previous research experience may hurt or help; at least in math some REUs try to admit undergrads without experience to spread them around, but that's not all of them by any means, and for the most part it would be helpful. I suspect the situation in biology is similar.
Since you are a junior, you should already have some connections within the biology department, either your adviser or faculty whose classes you have taken. They can likely give you more personal advice since they know you better. But at least from what you've said to us, I suspect you have a higher chance of getting admitted to an REU than the average candidate.
Upvotes: 2 <issue_comment>username_2: Unfortunately there is no meaningful way to estimate your chances of being accepted into any specific program or set of programs (REU or otherwise), because selection is not strictly random, nor is the criteria uniform or transparently available to applicants.
However, while REUs often mention the goal of increasing participation of minority candidates, in practice this varies from "a strict rule where only minority candidates are chosen" at some few programs to "its just something we are supposed to say, and the vast majority of people who end up in the program are not classifiable as a minority but that's not something we make a point to mention on our website" at others.
I understand the anxiety these sort of selection decisions cause, especially given the tremendous ambiguity and opacity of decision criteria, and especially the fear that vague bureaucratic-double-speak can cause.
My advice, having done an REU myself - and to even apply I had to push past a lot of fear of wasting my time and thinking I had no chance of being selected for any, but then being offered multiple options - is to apply if it is something you might like to do, and that's it. You cannot count on being chosen, or even hearing back on a decision from all places you apply (I had at least 3 big-name programs not even notify me of selection and they ignored my email follow-ups to their program coordinator).
If you have a good option that requires material commitment (like, say, a big deposit or signing some contract with explicit big penalties if you change your mind) before knowing what the other offers would be, I'd encourage you to decide what your taste for risk of it not working out is - i.e., with big risk comes the need for a good backup plan.
Personally, I had to roll the dice between summer employment and REUs that had very different decision timelines. I ultimately realized many of them had more flexibility than I realized, and while I would have preferred to not give late notice on turning down an internship and another REU offer I was otherwise excited to do, it worked out and people were far more understanding than I would have expected they'd be. You are a student, and these are opportunities meant to help you - so most places aren't going to be heart-broken if you have to change your mind, etc.
See what sort of flexibility you have on changing your mind if some options turn up you didn't expect, and then if there is an option I always suggest you roll those low-price application costs and see what happens.
Upvotes: 3
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2019/09/17
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<issue_start>username_0: I’m a research assistant with an idea for a new study. I’ve started my literature review, however a couple of people have said to me there are plenty of PhD students who would be keen to help with the research. Why would a PhD student want to do research on a topic that’s not potentially of any interest to them?<issue_comment>username_1: If they want to help, it implies that they *are* interested. Multiple people can work on research projects and get a benefit from them.
I've helped on numerous projects and ended up getting a name on the resulting research paper. I wasn't able to use that research in my PhD thesis, but any job applications look a lot stronger as I have experience in a good variety of projects.
Upvotes: 4 <issue_comment>username_2: As Richard said, there are plenty of reasons to offer help and getting publication is one of the reasons. It sounds likely that your topic is in an area that will likely to be published and hence the interest level would be high and publications will help PhD students and their careers.
Another reason is to learn new techniques and improve their skillset. Maybe your lit review covers methodologies that students want to learn and engage with. Doing the project with you will help them diversify their research skills.
Other reasons may be more directly due to you. You may be likeable or engaging. People may want to spend more time and you may have an uplifting effect on people as well. I am sure you can think of many interpersonal reasons as well.
Upvotes: 3 <issue_comment>username_3: They are PhD students, i.e. they are just starting out and are not able to come up with exciting new ideas themselves. They might not even have had serious research experience. Sure, it's possible to cite some fancy topic ("I want to solve the Riemann hypothesis!") but knowing whether it's feasible to attack that problem in the time available is something else entirely.
If the PhD student attempts the topic and finds it's not interesting to them, then chances are they'll stop working on it. After they've already worked on a few topics (i.e. a few years into their PhD program) that's when they will get more selective about what to work on.
Upvotes: 2 <issue_comment>username_4: My specialization (computer vision) is such that *I can easily work in many application domains* (e.g. satellite and multispectral imaging, medical imaging, agri-robotics). I can develop my research line and interests equally well with *many* different sources of data, as long as my work is supported. Getting familiar with new domain-specific challenges is a very gentle way to expand my expertise.
What I want to say, in addition to all the great reasons listed in the other answers (chance for publication, establishing collaborative connections, new skills) is that - **a PhD student's fit or interest in the topic might not be as obvious at first glance**, but knowledge transfer between domains can be a strong motivator as well.
This might be even more pronounced in an informal lab setting where the names of interested students might have been just mentioned in passing and you looked up their profiles yourself (*e.g. why would somebody looking at remote images of urban environments suddenly want to work in robotic farming?*). Which is why letting the students explain their interests (by having a chat) is a good way to see where their motivation comes from (*e.g. because the underlying problem is semantic scene segmentation both for remote and agricultural images, and that person is interested in semantic segmentation*).
Upvotes: 1
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2019/09/17
| 1,151
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<issue_start>username_0: I am working on a paper in the field of AI. I've developed a new technology that allows many state of the art benchmarks to be improved on. I want to make sure that when I publish the paper, anyone/company that wants to use the technology can do so free of charge with no strings attached. My fear is that someone will patent the work soon after I publish the paper and prevent this from happening. Should I patent the technology myself before publishing? Is there a better solution?<issue_comment>username_1: In countries I'm familiar with, there is the concept of [prior art](https://en.wikipedia.org/wiki/Prior_art), and scientific publications are a common form of it. Basically, if you make this information public it would invalidate any patent filed based on it\* after time of publication. If someone were to obtain such a patent, it can then be challenged by any competitor. So you should just make your results available, and as clearly described as possible. An arXiv posting may be a good idea to establish priority.
However, the public nature of arXiv isn't necessarily required. At least in the US "circulation at a relevant scientific conference" has been [considered prior art in the past](https://patentlyo.com/patent/2018/06/defining-printed-publication.html). It's less clear to me if a poster would provide sufficient evidence of prior art. You may want to consult a patent lawyer (your university likely has one) about that.
\*It and (mostly) only it, that is. If someone were to make a significant invention on top of your results, that can still be patentable. But at that point it's no longer your invention.
Upvotes: 3 <issue_comment>username_2: You need not patent your invention. The requirements of a patent are that it is new, useful and non-obvious. To another person your **published** work is considered *prior art*. If someone else tried to patent your work the patent office would reject it as *anticipated*.
Of course this assumes the patent office finds your work. The inventor could fail to disclose it and the patent office could fail to find it in search. In such a case you can typically submit your work to the relavent patent offices to have the patent/patent application invalidated/rejected.
Upvotes: 5 <issue_comment>username_3: >
> I want to make sure that when I publish the paper, anyone/company that wants to use the technology can do so free of charge with no strings attached.
>
>
>
Why not put the code up on a public repository such as GitHub with the appropriate license? This will immediately void the need to patent it yourself, and significantly reduce the risk of someone successfully patenting it.
Regarding the actual patenting concerns, the other answers are good, but I'd like to add that if you do find out that someone has patented your work (such as was the case in [this question](https://academia.stackexchange.com/q/135907/100323)), you are not alone, assuming that you work with a university. Your work is (partially) owned by the academic institution you developed it under, and they do *not* take kindly to their proprietary rights being infringed upon (to put it mildly). If you are legitimately concerned about your work being patented (or already encounter it as a patent somewhere), let your university handle it. They have lawyers that specialize in this, and they will make absolutely sure that the violators will have an unpleasant time.
>
> Should I patent the technology myself before publishing?
>
>
>
If you do, then you'll need to involve your university (assuming that your work is part of a thesis/you are a faculty member). They will be very reluctant to have you make any part of the work publicly available *for the same exact reasons I wrote above* - they wouldn't want anyone claiming there is prior art, even if it's yours! Thus, patenting the work will do the exact opposite of what you intend to achieve.
Upvotes: 2 <issue_comment>username_4: 1. File an application yourself. Preferably both US and EU ("WO"). This is the best method. Unless you genuinely think you've got lightning in a bottle, you're better off weedling your company or school (IP dept) into funding and writing it. In all likelihood, you benefit more from the CV bullet and the plaque than from the commercial invention.
2. Publish it. In a good, well read journal.
Note: Method 1 is preferable. Method 2, or even just your poster, just "gives you an excuse to sue". But likely won't stop someone else from getting awarded a patent. (A lot of people have the wrong ideas about patents...the true test of patent commercial import comes during litigation.) Method 1 is much more pre-emptive.
Upvotes: -1
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2019/09/17
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<issue_start>username_0: In google scholar, it is easily possible to obtain a list of articles that cite a specific article. Web of science and scopus also offer this feature, if you manually enter the article identifiers (e.g. doi or database identifier).
However, to automatically (api-wise) obtain a list of articles that cite a certain reference (cited-by) seems to be very hard. I'm able to query metadata via the respective APIs of [web of science](https://pypi.org/project/wos/) and [scopus](https://pypi.org/project/pybliometrics/), but the cited-by features seem to be fenced. For [crossref](https://support.crossref.org/hc/en-us/articles/214318946-Retrieving-cited-by-matches), my credentials are not sufficient as well.
As far as i can see, only [pubmed](https://www.ncbi.nlm.nih.gov/pmc/tools/cites-citedby/) offers this option, but my field is not related to (bio)medical applications.
The point is, organisations giving you access to do this by hand apparently do not like you to do it automatically. This is information that is not behind some paywall so I do not understand.
Q: Has anyone bumped into this as well, an explanation for it, and suggestions to **get access to a list of citing articles in a programmatic way?**<issue_comment>username_1: <https://pypi.org/project/scholarly/> provides an example "demonstrating how to retrieve an author's profile then retrieve the titles of the papers that cite his most popular (cited) paper."
Upvotes: 0 <issue_comment>username_2: Try [OpenCitations](https://opencitations.net/).
Using OpenCitations' COCI ([guideline for their REST API here](https://opencitations.net/index/coci/api/v1#/citations/%7Bdoi%7D)), you should see all references to `{DOI}` via `https://opencitations.net/index/coci/api/v1/citations/{DOI}`.
**Example**: There are 243 works citing the paper [10.1177/03058298020310031201](https://doi.org/10.1177/03058298020310031201) (according to [CrossRef](https://api.crossref.org/works/10.1177/03058298020310031201): `is-referenced-by: 243`). [Use this DOI in COCI](https://opencitations.net/index/coci/api/v1/citations/10.1177/03058298020310031201) to see all these 243 references DOI-by-DOI.
Upvotes: 2 [selected_answer]
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2019/09/17
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<issue_start>username_0: I am a senior PhD student in computer science. I have published several papers with my PhD advisor already.
Someone told me that, when applying for faculty positions, it looks good to have a peer-reviewed paper without your advisor listed as an author. I guess it implies that you can complete a solid project without someone holding your hand. Is this true?<issue_comment>username_1: The comments here seem to cover the ground pretty well. Having publications of any sort is a plus. Having lots of collaborations is a big plus and well serve you well in your future work, not just in applications.
But in some fields it is more or less necessary to have your advisor, and maybe others, on publications that arise from your dissertation work. In other fields that would be unusual.
However, don't obsess over this issue. Do the best work you can and publish the work as best you can with appropriate authorship for the work and for the field. After you finish the degree and become more independent of your advisor, you will probably write sole author papers. But if you have the opportunity for a sole author publication as a student, don't pass it up.
But don't neglect the synergistic power of collaboration in what you do.
Upvotes: 2 <issue_comment>username_2: If you only have papers with your PhD supervisor as a co-author, a selection commision may wonder about your academic independence; whether the underlying ideas are all yours or all have been fed to you by your advisor. Having a paper without you PhD supervisor (or other senior scientists) as co-authors, helps to alleviate these worries. That this is viewed as valuable can be seen from the fact that applications for ERC starting grants specifically ask the applicant to highlight publications without there PhD supervisor. However, there are other ways of addressing/prempting such worries. It is therefore not essential to have papers without your PhD supervisor. In fact, for freshly minted PhD I think this would be perfectly normal (although how normal depends on the field).
More generally, it is good to have mixture of different types of publications. Some with, some without your PhD supervisor; some first author, some not; some single author, some in collaborations. How (and if) these are valued differs greatly from field to field, but generally it does not hurt to have the variety.
Let me close by stressing, that all these considerations are secondary to having good, impactful papers. Having your supervisor on your paper can help with both.
(PS. In the comments someone mentioned that in some fields publishing without your supervisor is seen as a cardinal sin. I'm curious about the rational of that.)
Upvotes: 2 <issue_comment>username_3: *<NAME>*, a paper in which you are the sole author is preferable to one in which you are merely a co-author. However, you should bear in mind that your supervisor might be able to improve your paper, and so you will need to decide whether you want this assistance. If you are able to publish a scholarly paper without your supervisor's input, and if you judge that the paper would not be improved by taking on your supervisor (or someone else) as a co-author, then that is certainly something that will look good.
Upvotes: 1
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2019/09/17
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<issue_start>username_0: I'm becoming frustrated with an international collaborator that has been involved in the project since early this year. He has been responsible for translating the survey into another language and we aim to use his connections (via his University) to launch the project in their area.
He has been valuable and is important to the project. I admire his insights and suggestions. However, he takes FOREVER to get anything done, often suggesting more and more unnecessary changes to our survey and delaying delivery dates indefinitely.
As final deadlines are closely approaching, I have started setting deadlines for him to meet, asking him to identify why such delays, and encouraging energy into his end to get it launched. However, the same pattern emerges - more delays, extremely long turn arounds on work, and ambiguous excuses. I'm frustrated, but I believe he will deliver eventually.
I want him to launch the survey in his area. So, the question is - **How do you motivate someone who is prone to delays when there are no financial incentives involved?**
I believe I need to talk frankly to him and address these concerns over the phone (we work through Skype). **How do you create a conversation that is frank, but fair? When is it time to let him go?**<issue_comment>username_1: Perhaps you are asking for more than can be delivered. The other person, I assume, has his own projects and deadlines and, perhaps, needs to put those first.
Incentives can be other than financial, of course, but perhaps the incentives important to the other person are all directed toward making progress on work more important to them than to you.
Trying to beat up on someone who has been valuable to you is a mistake, I think. Setting deadlines for someone who is neither your advisee nor your employee is likely to be fruitless.
What incentive *can* you offer. The carrot, not the stick.
Upvotes: 2 <issue_comment>username_2: I'm sorry for you but if he's only getting co-authorship on a paper it's not very surprising that he's not very responsive.
Do you have any way to make it more interesting for him? Maybe a collaboration on a future project where he would get some of the funding? travel expenses paid for him to go to a conference? Or maybe you can help him on something else so that he can use the time saved this way on your project?
You should try to find out what this collaborator needs to be motivated, clearly the co-authorship is not enough.
Upvotes: 1
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2019/09/18
| 1,517
| 6,640
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<issue_start>username_0: A former student has asked me to write a letter of recommendation. I am always quite happy to do so -- but in this case it's hard to find much to say. The student took two classes with me and earned B's in both; moreover, both classes were large lectures, so it was more or less impossible to notice most individual students' participation or abilities. I would really like to help but I am not sure what I can write other than a description of the courses the student took and a report on his grades, which were fairly close to the median in both cases. Any suggestions on what else I can say?
**Edit:** Since a few people have asked, the letter is (in this case) for a one-semester study abroad program in Manchester. I have no idea how competitive admissions are, but it's not like grad school or a job.<issue_comment>username_1: Before you write the letter, discuss this with the student, and be blunt about it. Most likely the student needs a letter for something and this is the best they've got. One thing is to turn this in to a teachable moment about the need for students to make connections with their instructors. Depending on what the student wants the letter for, this may be sufficient for their purposes. Some things requires letters but don't pay close attention to them. Did the student say what they wanted the letter for? That maybe should be impact what you say and whether you should write it.
Upvotes: 6 <issue_comment>username_2: I agree with username_1 that it is good to (1) see what they want recommendations for; (2) make clear to the student that you are willing to write a letter, but won't be able to say much besides how they performed in your class; and (3) make sure they still want a letter from you rather than someone else who may be able to write a stronger letter. (In many situations, they may not have better options for recommenders.)
I generally try to meet in person with students to discuss such requests, and at some point suggest they provide me with an (unofficial) transcript and some of their relevant application materials.
That said, here are some things to think about to help flesh out your letter:
1. Do you have evidence (from your gradebook etc) of them attending regularly, being punctual/responsible with assignments, showing good study habits or work hard, being motivated, performing consistently, or improving throughout the semester?
2. If you still have their final exam or some of their assignments, you can look though those again and try to find positive qualities.
3. From your interactions with them (even just interactions regarding the recommendation letter), does the student seem respectful, friendly, professional or organized?
4. Think about how the class they took from you compares with what they are applying for. Maybe you taught them something useful. Or maybe they were only mediocre in your class, but maybe comparing with the general population of people applying for said opportunity, getting a B in your class should put them in the 10% of that applicant pool. Many times, faculty have high academic standards and aren't aware how much stronger (in whatever sense) their average students are than the general population. (As a mathematician, I am often shocked about how mathematically weak many of the people who get hired into good data science jobs are.) Can you compare them favorably to people you know who succeeded in similar roles to what they are looking for?
If the student provides you with transcripts/application materials, you can try to use things you see in those to support any positive qualities you may have divined from the above (e.g., being motivated or focused).
Of course you shouldn't try to stretch the truth, and you may as well frame the letter by saying you just had the student in a large class without much personal interaction. Still, I find that usually one does not need to look too far to see evidence of positive qualities, and say whatever I feel I am able to truthfully and trust whoever is reading the letters to interpret them appropriately for their situation.
Upvotes: 5 <issue_comment>username_3: ### Don't write a letter.
Given that the student...
* >
> took two classes with me ... [which were] large lectures, it was ...impossible to notice any individual student's participation or abilities.
>
>
>
* >
> earned B's in both [classes].
>
>
>
It indeed seems you have no basis for recommending this student, and should therefore not write a letter of recommendation. (Unless your classes are super-hard and most people get D's or lower). As @Buffy suggests - you can tell the student that you're sorry, but you don't know him well enough to write a recommendation.
Upvotes: 4 <issue_comment>username_4: You can write a simple letter describing how average the student is. That is not a bad thing. Average does not mean mediocre. Mention first that he took 2 classes with you and:
1. Attended as per reglament/regulations
2. Presented his work/homework as requested each time.
3. Got along with other students and never got into a fight.
4. Was respectful to his superiors and equals.
5. Kept himself orderly in class
A person does not need to stand out or be exceptional.
A recommendation letter can recommend how average good is someone. Grades are not important if he did pass the course, which was the objective, and in some regards or countries, the capacity to get along with others (AKA dont get in trouble) is even more important. Some institutions will prefer a candidate that can work along people and follow orders than one that always tries to show off.
Upvotes: 2 <issue_comment>username_5: Irrespective of the performance of the student, the key point is to avoid telling untruths to the student and to the admissions committee in Manchester.
If you have the time and inclination, you might want to ask the student what are his objectives in going for one semester to Manchester, and how he feels that the course of your program prepared him for this study abroad, and how he feels the courses in Manchester will help him when he comes back. Such questions usually provide good fodder for reference letters.
Writing a long and meandering letter of support when it's clear you don't have much to say is not necessarily helpful. So, if there is really little or no justification for expansive comments, you should tell the student that you're ok with writing a letter of support but that you are not in a position to say much beyond providing some context for the grades in your courses, *v.g* providing historical averages and other trends.
Upvotes: 1
|
2019/09/18
| 1,756
| 7,519
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<issue_start>username_0: I would like to submit my manuscript to a journal. Before I do, I would like to reach out to a professor at another university to see if he would be willing to review my manuscript since he is an expert in the field.
Is this appropriate or common practice?<issue_comment>username_1: Ask your advisor at your own university, but the answer is 99.9% **no**. It's your advisor's job to look at your paper before you submit.
In some cases it's appropriate to share with outsiders when they aren't really outsiders but rather collaborators or colleagues known to you or your advisor. In other rare cases you might reach out to someone whose work is very similar or affected by yours, but again, this would be at your advisor's direction.
---
*edits:*
*OP clarified in a comment that their advisor has reviewed their paper and found it suitable, but the paper is outside the advisor's best expertise. In this context, I do think it is worth getting an outside opinion if the advisor agrees, but I still would not suggest cold-contacting anyone.*
*Instead, I would recommend asking the advisor if someone in their network might have more expertise in the specific area, even if they aren't the very top person in the field. The point is to get an informed opinion from someone friendly but willing to be honest.*
*Another option is to do some networking at conferences, etc. In that way, you turn people you've never met into people you've met and it may become more appropriate to ask (and certainly more likely to get a positive response).*
Upvotes: 5 <issue_comment>username_2: Academics are very busy people, so it is highly unlikely that this professor will agree to a review outside of the journal process. Ordinarily, a preliminary review would be done by your supervisor or a colleague that does not mind taking the time to help you, and after that you would submit to the formal review process for the journal you submit to. Bear in mind that you can often suggest reviewers to the journal during the submission process (either in the online form, or just in the body of your letter to the editor), so if you think this professor would be a good reviewer, that may be an avenue to get a review from him.
Upvotes: 3 <issue_comment>username_3: Making a polite and humble request, with proper introduction of yourself and giving the possibility to say a gentle "no", is by all means appropriate. I have a been in this situation, and my experience says, 99.9 % of the time its a no reply and occasionally you may get a "interesting but not close enough to my area", or "Sorry I am occupied with too many other things now". You can mail it anyway, nothing wrong. (Also add to arxiv.org and share a link to professors rather than sending a pdf).
My suggestion is, review it yourself many times, put yourself in the place of a reviewer and make judgements and estimate short falls. Iteratively improve presentation and polish it many times. (this could include adding redundancy to give more clarity on central ideas or contributions, including references(that you were not aware of when you first wrote the manuscript) to earlier works and giving comparaitve statements (these are the ones reviewers request almost all the time), extending your work, or writing about its applications that you come across while reviewing, and so on...).
When you have done these things repeatedly over a few spells, start looking at journal to which your paper matches the best (in terms of scope and subject matter and nothing else) and submit. You will get a thorough an professional feedback. Use it to improve and submit it to else where and repeat till its published. Meanwhile you can add it to arxiv.org to get visibility.
PS : Do not submit to very high on prestige journals. Also do not take turn around time into consideration while selecting journals. Select solely based on scope and subject matter.
Upvotes: 0 <issue_comment>username_4: I am surprised at all the "no" answers/comments here. This may depend on your field, but in my area (pure mathematics), it is very common to send drafts of papers to experts for feedback/comments regardless of whether or not you know them. (I presume this is what you mean by review, rather than anything more formal.) Now posting papers to the arXiv fills this role of soliciting feedback to some extent, but it is still common to send your paper (often with a link, but sometimes a pdf) to individual people for comments.
That said, often you will not get feedback, but in my experience your chances are much better than 0%. This may be because the other researcher is too busy to look at your paper, or because they don't have any noteworthy feedback. One thing to increase your chance of feedback is to ask a specific question about a point in your paper you think that person may have insight on.
Also, if you do not know the professor, you can preface your email with a sentence introducing yourself (e.g., I am a PhD student of Professor X at StackExchange University), which may increase your chances of getting a reply, particularly if that professor is close to Professor X. If you do have an advisor/mentor, you can also ask them advice for who would be good experts to ask for feedback.
Upvotes: 4 <issue_comment>username_5: I'm also surprised at the feedback. I think what the original poster is getting at here, is that having several "well-known experts in the same field" perform a review of the paper is a requirement for submission to the publication. This is something my wife has run up against on papers she has submitted, and while I don't know about "Academics", researchers and well known scientists are familiar with this process. Generally, they will ask you to perform the same service for them in the future on their potential submissions to the same or other journals.
That's not to say that they "must" agree, or perform the review when you ask, but you should definitely come up with a variety of potential reviewers, and use the law of averages to your advantage. The earlier advice of having your supervisor or the principal investigator solicit reviews on your behalf is also good advice. This will become less of an issue as you become established and recognized in the field, but initially it's a challenge. Make sure to give a good overview of your research, the people involved, and the institution(s) sponsoring the research, so that whomever you contact understands this is not some fly-by-night effort for a complete stranger to get recognition they don't deserve...After all, in essence, you're asking a complete stranger to vouch for your work using their good name and credentials.
Peer reviews are important, but as a new entrant into a field, it can be very challenging to get the ball rolling.
Upvotes: 0 <issue_comment>username_6: >
> Is this appropriate or common practice?
>
>
>
Appropriate, yes; common - I don't know, but I've done it. And with a *monograph* even, not just a journal paper...
I'd make it at least a two-phase process, i.e. don't start out by making the full request and linking to the paper, but rather make it a more fuzzy request; also, try to make it seem like it should be interesting for him as well, e.g. by relating your work to his.
Of course - it is always better if you can approach him in person at a conference, or if you have a common acquaintance you could ask for advice on this.
PS - It being appropriate does not mean that he will say yes :-(
Upvotes: 0
|
2019/09/18
| 1,820
| 7,835
|
<issue_start>username_0: My field of study is business communication and I tried to gather responses for my survey by contacting target audience by email directly, however response rates were next to 0%. Now I'm considering using paid participation survey service to gather information I need (which is possible with some screening).
*1) How to include "**paid participation survey**" explanation in my methodology section? (Should I mention paid participation at all?)*
*2) Is it normal/generally accepted to use paid surveys in Academia, because articles I read on my field never mentioned it?*<issue_comment>username_1: Ask your advisor at your own university, but the answer is 99.9% **no**. It's your advisor's job to look at your paper before you submit.
In some cases it's appropriate to share with outsiders when they aren't really outsiders but rather collaborators or colleagues known to you or your advisor. In other rare cases you might reach out to someone whose work is very similar or affected by yours, but again, this would be at your advisor's direction.
---
*edits:*
*OP clarified in a comment that their advisor has reviewed their paper and found it suitable, but the paper is outside the advisor's best expertise. In this context, I do think it is worth getting an outside opinion if the advisor agrees, but I still would not suggest cold-contacting anyone.*
*Instead, I would recommend asking the advisor if someone in their network might have more expertise in the specific area, even if they aren't the very top person in the field. The point is to get an informed opinion from someone friendly but willing to be honest.*
*Another option is to do some networking at conferences, etc. In that way, you turn people you've never met into people you've met and it may become more appropriate to ask (and certainly more likely to get a positive response).*
Upvotes: 5 <issue_comment>username_2: Academics are very busy people, so it is highly unlikely that this professor will agree to a review outside of the journal process. Ordinarily, a preliminary review would be done by your supervisor or a colleague that does not mind taking the time to help you, and after that you would submit to the formal review process for the journal you submit to. Bear in mind that you can often suggest reviewers to the journal during the submission process (either in the online form, or just in the body of your letter to the editor), so if you think this professor would be a good reviewer, that may be an avenue to get a review from him.
Upvotes: 3 <issue_comment>username_3: Making a polite and humble request, with proper introduction of yourself and giving the possibility to say a gentle "no", is by all means appropriate. I have a been in this situation, and my experience says, 99.9 % of the time its a no reply and occasionally you may get a "interesting but not close enough to my area", or "Sorry I am occupied with too many other things now". You can mail it anyway, nothing wrong. (Also add to arxiv.org and share a link to professors rather than sending a pdf).
My suggestion is, review it yourself many times, put yourself in the place of a reviewer and make judgements and estimate short falls. Iteratively improve presentation and polish it many times. (this could include adding redundancy to give more clarity on central ideas or contributions, including references(that you were not aware of when you first wrote the manuscript) to earlier works and giving comparaitve statements (these are the ones reviewers request almost all the time), extending your work, or writing about its applications that you come across while reviewing, and so on...).
When you have done these things repeatedly over a few spells, start looking at journal to which your paper matches the best (in terms of scope and subject matter and nothing else) and submit. You will get a thorough an professional feedback. Use it to improve and submit it to else where and repeat till its published. Meanwhile you can add it to arxiv.org to get visibility.
PS : Do not submit to very high on prestige journals. Also do not take turn around time into consideration while selecting journals. Select solely based on scope and subject matter.
Upvotes: 0 <issue_comment>username_4: I am surprised at all the "no" answers/comments here. This may depend on your field, but in my area (pure mathematics), it is very common to send drafts of papers to experts for feedback/comments regardless of whether or not you know them. (I presume this is what you mean by review, rather than anything more formal.) Now posting papers to the arXiv fills this role of soliciting feedback to some extent, but it is still common to send your paper (often with a link, but sometimes a pdf) to individual people for comments.
That said, often you will not get feedback, but in my experience your chances are much better than 0%. This may be because the other researcher is too busy to look at your paper, or because they don't have any noteworthy feedback. One thing to increase your chance of feedback is to ask a specific question about a point in your paper you think that person may have insight on.
Also, if you do not know the professor, you can preface your email with a sentence introducing yourself (e.g., I am a PhD student of Professor X at StackExchange University), which may increase your chances of getting a reply, particularly if that professor is close to Professor X. If you do have an advisor/mentor, you can also ask them advice for who would be good experts to ask for feedback.
Upvotes: 4 <issue_comment>username_5: I'm also surprised at the feedback. I think what the original poster is getting at here, is that having several "well-known experts in the same field" perform a review of the paper is a requirement for submission to the publication. This is something my wife has run up against on papers she has submitted, and while I don't know about "Academics", researchers and well known scientists are familiar with this process. Generally, they will ask you to perform the same service for them in the future on their potential submissions to the same or other journals.
That's not to say that they "must" agree, or perform the review when you ask, but you should definitely come up with a variety of potential reviewers, and use the law of averages to your advantage. The earlier advice of having your supervisor or the principal investigator solicit reviews on your behalf is also good advice. This will become less of an issue as you become established and recognized in the field, but initially it's a challenge. Make sure to give a good overview of your research, the people involved, and the institution(s) sponsoring the research, so that whomever you contact understands this is not some fly-by-night effort for a complete stranger to get recognition they don't deserve...After all, in essence, you're asking a complete stranger to vouch for your work using their good name and credentials.
Peer reviews are important, but as a new entrant into a field, it can be very challenging to get the ball rolling.
Upvotes: 0 <issue_comment>username_6: >
> Is this appropriate or common practice?
>
>
>
Appropriate, yes; common - I don't know, but I've done it. And with a *monograph* even, not just a journal paper...
I'd make it at least a two-phase process, i.e. don't start out by making the full request and linking to the paper, but rather make it a more fuzzy request; also, try to make it seem like it should be interesting for him as well, e.g. by relating your work to his.
Of course - it is always better if you can approach him in person at a conference, or if you have a common acquaintance you could ask for advice on this.
PS - It being appropriate does not mean that he will say yes :-(
Upvotes: 0
|
2019/09/18
| 620
| 2,825
|
<issue_start>username_0: It is known that the PhD would make an original contribution and/or advance knowledge in a given field. In my field ( Computer science), there are various PhD contribution that combine methods to solve a problem.
In short, my question is: What are the conditions to develop an original/novel method for a contribution of a PhD by combining two or more methods that had never been combined before. I mean the case where we combine method A and method B to solve a problem T where A and B has never been combined before to solve T.<issue_comment>username_1: Same as any kind of research. First have a state of the art of existing methods, which will describe and analyse what is currently done. You should point out the benefit and shortcomings of these methods, and highlight how these single methods do not fit the purpose of the problem. The search should be as exhaustive as possible within the bounds of he problem.
You can then proceed to explain your solution, and its result on the given problem. Analyse its value and shortcomings as you did previously.
When you will have done all this, you will basically have proved that:
* No existing method currently provide the necessary solution for the problem at hand (the combination of methods aren't already tested anywhere either, and all single solutions fail the benchmark of the experiment).
* The combination considered is solving the problem (or is not solving the problem either, with different outcomes), is correctly bench-marked and understood.
Possibly, you might have to justify that the combination of the two methods aren't an obvious combination that would be used by any non-expert in the field having some sensible basis in the problem being solved.
Upvotes: 2 <issue_comment>username_2: One way to decide if you have something novel and important is to ask whether the combination is *more than the sum of its parts*.
To take an important example from mathematics, Newton and Leibniz aren't credited as the creators of Calculus because they (independently) invented the derivative and the integral. In fact those had been known for a long time. Integration by infinitesimals had been known for centuries as had differentiation and continuity, though for a shorter period.
What made the studies of Newton and Leibniz (most) important was actually the [Fundamental Theorem](https://en.wikipedia.org/wiki/Fundamental_theorem_of_calculus) which combined the two and showed their relationship as inverse processes.
Something similar happens in medicine, though in a less fundamental way, when a new use is discovered for an old medicine, such as was the case with aspirin and heart disease.
There is no reason that the same doesn't apply in CS. How is the combination more than just the sum?
Upvotes: 3 [selected_answer]
|
2019/09/18
| 338
| 1,581
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<issue_start>username_0: I am applying for Graduate school in US. I have 2 years working experience and i have 3 people ready from my company to provide me the letter of recommendation but as a whole the company will provide 1 universal letter with a letter head and the person individually cannot use it as it against companies policy. Should i go ahead with LOR of these person(with their official mail) and not without the letter?. Will it affect my application??<issue_comment>username_1: Official letterhead is preferred, of course, but I think it would be a minor matter and easily explained. The content of the letter and what it says about you is far more important. Their email and physical address will connect them with the company.
But seek the people who can give you the strongest recommendation.
Upvotes: 1 <issue_comment>username_2: No one really cares if a LoR is on letter head. In fact a lot of letters simply get uploaded directly into a webform. I would, however, be concerned about the company policies. Many companies do not want their employees writing letters of recommendation since it opens the company up to potential law suits. My guess is the universal letter that the company will provide has been reviewed by the legal department. It will likely state your job title and your dates of employment and not much else and be completely useless for grad school admissions.
If your letter writers at the company follow this path, the letters will be awful. You need to make sure that they know how to write a good letter and are willing to.
Upvotes: 3
|
2019/09/18
| 372
| 1,652
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<issue_start>username_0: We all know that the peer review process of a manuscript can take months, and months, and more months. In this period, one continues to research, and sometimes your manuscript keeps experiencing small changes as your investigation proceeds further. What do you do? Wait until the first revision to introduce these changes and let the editor know that you also made modifications that were not based on the reviewers comments?<issue_comment>username_1: >
> Wait until the first revision to introduce this changes and let the editor know that you did not exclusively modify your original manuscript based on the reviewers comments?
>
>
>
Yes, that's the most common thing to do.
Of course, if the paper is rejected, then you can incorporate the changes before submitting somewhere else.
If the new developments are dramatic, then you may instead decide to leave the original paper alone, and write a separate paper with the new work.
Upvotes: 7 [selected_answer]<issue_comment>username_2: This depends a lot on the scale of your proposed changes. If they are huge, you might have a new paper to follow on the first. If they are really small, as you suggest, you could just save them for a revision, supposing that the paper will be "accepted with revisions".
The intermediate case is a bit harder. If the changes alter the thrust of the paper or a major conclusion, you need to inform the editor. In the long run that will save time, in most cases.
But yes, you can and should point out things in the revision that weren't in the original to make the second round of review either go faster or be avoided.
Upvotes: 5
|
2019/09/19
| 1,019
| 4,264
|
<issue_start>username_0: I hate my PhD program. I absolutely despise the program and many people in it. Sometimes at conferences, with new faculty, etc. I get asked what I think of my program. The real answer is "it's horrible, I despise it and I totally regret going. Please stay far away".
I don't want to lie and many people seem genuinely curious especially new grad students/faculty etc.
When I say things like this, the conversation either turns really awkward or they start asking questions. I really just want to keep my head down, do my job, and finish. I don't want to complain. I don't want to cause problems. I just want to do my job.
Many people seem genuinely interested like new faculty etc. I hate lying. And I especially would hate saying anything good about the program after being burned. I felt like when I was choosing grad programs people lied to me about this one and I'm super resentful. I never want to do that to someone.
I also don't really want to elaborate because some things are sensitive. Say, a professor is a jerk and is screwing me over somehow. I don't really want word to get out that I'm talking about that person.
I've found answers like "Well, I'm working on a cool project right now" or other deflecting responses sometimes work but some people keep pushing and really want to know.
>
> How to I respond to this question without lying?
>
>
><issue_comment>username_1: The real question is not how you should be responding to others, but how you should be responding to yourself. Your dislike for all of it is a message to you, that whatsoever you are doing is not for you. There is nothing wrong in this. You will need to gather the courage to live according to your own feeling of things, not according to the feelings others have about what you are preoccupied with.
We have this one brief life. Forget your response to others. Live in response to your own feelings.
Upvotes: -1 <issue_comment>username_2: Just flat up say something like “There are some things that I like, and there’s some things that I dislike, and that’s as much as I’m going to say about it because saying negative things about your employer is unprofessional.” That way, you can indicate your feelings about your situation both without lying and without acting unprofessional and saying negative things about your employer.
If they miss the hint, and continue asking questions, simply say, “I’ve already said everything that I’m going to say on the subject” or simply “No comment”. Eventually, they should realise that you were being serious about not wanting to talk about it.
Upvotes: 2 <issue_comment>username_3: **"My experience hasn't been great"** is a clean way to indicate the problem without criticizing anyone. You may want to couple this with something honestly positive -- such as "I really like my research topic, but overall, my experience in the program hasn't been great."
If they follow up -- and they probably will -- you can say something like: **"I've had a number of issues with the faculty. I probably shouldn't go into all the details though."** In this way, you give a reasonable answer to their question without inviting further discussion. You can then redirect the conversation to something you're more positive about -- for example, your research or graduation plans.
Upvotes: 4 [selected_answer]<issue_comment>username_4: I suspect that you already realize this from what you have written, but note that your first responsibility here is to yourself, not to the truth and not to informing questioners of the reality. You don't need to lie, I think, but you need to find a way to protect yourself from any potential harm the the truth would lead to.
A prisoner in a POW camp dare not tell the truth, but needs to reach a point in time at which the consequences of the truth can no longer harm them.
Do what you need to do to finish your degree. Find a position of independence. Then you can be frank about what you experienced. Don't say things, even if true, that will harm you if they get back to people who currently have control over your future.
But, for now, "The university has made it possible for me to have a great future. I'm looking forward to that."
Not a lie, I think.
Upvotes: 0
|
2019/09/19
| 1,064
| 4,349
|
<issue_start>username_0: I manage a peer-reviewed and open-access publishing journal for academic research. At the moment, the articles are not viewable in google searches. If someone wants to access the articles, they must go to the journal website and download the article from there. This means that someone must know of the article and our journal to access the piece of research.
I am interested in making the articles that are in our journal appear in google search results and generally more accessible to a wider interested audience. What is a good way to do this?
I have looked into Google Scholar, but it seems you can only upload your own research articles (i.e., that it's only for individual researchers, and not for organisations like an open-access publishing company).
I would appreciate any advice on how to widen the visibility of a publishing company's research articles.<issue_comment>username_1: Google scholar
==============
You can find the general indexing policy of Google scholar here: <https://scholar.google.com/intl/en/scholar/publishers.html#policies>
And the more technical information is available here: <https://scholar.google.com/intl/en/scholar/inclusion.html>
In case of link rot, the articles should be findable via search keywords such as "google scholar indexing".
The non-technical summary is that the abstract or the first page of the articles should be vievable for everyone. Further, I think the article should look like scientific articles, with titles, possibly abstracts, text, references, and so on. The exact parameters are almost certainly unknown. I know at least one journal published as a blog, and it is not indexed by Scholar, while some websites are.
General visibility
==================
Publish good articles, get famous editors, perhaps appear in conferences or sponsor them, if relevant for your field. Avoid being a predatory publisher or looking like one.
Maybe also look into the basics of search engine optimization (not the arcane stuff about how to cheat Google, but the basics like having metadata and website headers right) and usability of websites.
Upvotes: 3 <issue_comment>username_2: Good luck, it's not easy. If you're a member of the editorial board, the good news is the publisher will be doing most of the legwork. Inform them of any opportunities you might encounter, e.g. any potentially-interesting conferences, names to add to the mailing list, etc, and they should take care of the rest (if they don't, find a publisher with a bigger marketing budget).
If you're the publisher then you'll have to do it yourself. Your most pressing concern is to get your journal indexed in all the major databases. username_1 Brander's answer has covered Google Scholar, which is the easiest to set up (since they index for completeness but not really quality). After that there're a lot of others, e.g.
* [Medline](https://www.nlm.nih.gov/portals/publishers.html) (if your journal is in the biological sciences)
* [PubMed Central](https://www.ncbi.nlm.nih.gov/pmc/pub/addjournal/)
* [Scopus](https://www.elsevier.com/solutions/scopus/how-scopus-works/content/content-policy-and-selection)
* [Astrophysics Data System](http://adsabs.harvard.edu/abs_doc/faq.html#addjournal) (if your journal is in astronomy)
* ...
* And the big one, the one that's more important than all other databases: [Web of Science](https://clarivate.com/webofsciencegroup/solutions/webofscience-core-collection-editorial-selection-process/).
Getting indexed is not trivial and you'll need to do things like publish regularly (all issues should be on time), publish papers that are cited by papers already in the database, and so on. You'll need a steady stream of papers; preferably 2+ years. You'll need sample papers, an ISSN, yada yada blah blah. As I said, good luck, it's not easy.
Upvotes: 2 <issue_comment>username_3: converting my comment to an answer, as suggested.
>
> I am interested in making the articles that are in our journal appear
> in google search results
>
>
>
This is basic thing to be fixed first, before even thinking of indexing. Even if I keep a pdf on my personal website, it appears on google search results. This can be fixed easily by talking to your journal website administrator.
The rest of the question I think, is covered by other answers.
Upvotes: 1
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2019/09/19
| 1,064
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<issue_start>username_0: I am reading an academic paper, but I cannot understand a lot of things in the paper, especially some proofs. If I ask someone else who is not reading the paper, or who is not studying the similar research field, then he/she might need to spend much time and may still turn out to not understand the paper either. So is it possible to find out people who are also interested in the paper or have read the paper, then to create a discussion group? I think this will definitely accelerate my understanding of a paper and make research easier.
Most of the time, I find out that I am the only one in my research group to study on some problems, and it is difficult to discuss with others on specific research problems. How to seek help from others who have different research topics? I do not want to waste other people's time if they cannot help eventually.<issue_comment>username_1: Google scholar
==============
You can find the general indexing policy of Google scholar here: <https://scholar.google.com/intl/en/scholar/publishers.html#policies>
And the more technical information is available here: <https://scholar.google.com/intl/en/scholar/inclusion.html>
In case of link rot, the articles should be findable via search keywords such as "google scholar indexing".
The non-technical summary is that the abstract or the first page of the articles should be vievable for everyone. Further, I think the article should look like scientific articles, with titles, possibly abstracts, text, references, and so on. The exact parameters are almost certainly unknown. I know at least one journal published as a blog, and it is not indexed by Scholar, while some websites are.
General visibility
==================
Publish good articles, get famous editors, perhaps appear in conferences or sponsor them, if relevant for your field. Avoid being a predatory publisher or looking like one.
Maybe also look into the basics of search engine optimization (not the arcane stuff about how to cheat Google, but the basics like having metadata and website headers right) and usability of websites.
Upvotes: 3 <issue_comment>username_2: Good luck, it's not easy. If you're a member of the editorial board, the good news is the publisher will be doing most of the legwork. Inform them of any opportunities you might encounter, e.g. any potentially-interesting conferences, names to add to the mailing list, etc, and they should take care of the rest (if they don't, find a publisher with a bigger marketing budget).
If you're the publisher then you'll have to do it yourself. Your most pressing concern is to get your journal indexed in all the major databases. username_1 Brander's answer has covered Google Scholar, which is the easiest to set up (since they index for completeness but not really quality). After that there're a lot of others, e.g.
* [Medline](https://www.nlm.nih.gov/portals/publishers.html) (if your journal is in the biological sciences)
* [PubMed Central](https://www.ncbi.nlm.nih.gov/pmc/pub/addjournal/)
* [Scopus](https://www.elsevier.com/solutions/scopus/how-scopus-works/content/content-policy-and-selection)
* [Astrophysics Data System](http://adsabs.harvard.edu/abs_doc/faq.html#addjournal) (if your journal is in astronomy)
* ...
* And the big one, the one that's more important than all other databases: [Web of Science](https://clarivate.com/webofsciencegroup/solutions/webofscience-core-collection-editorial-selection-process/).
Getting indexed is not trivial and you'll need to do things like publish regularly (all issues should be on time), publish papers that are cited by papers already in the database, and so on. You'll need a steady stream of papers; preferably 2+ years. You'll need sample papers, an ISSN, yada yada blah blah. As I said, good luck, it's not easy.
Upvotes: 2 <issue_comment>username_3: converting my comment to an answer, as suggested.
>
> I am interested in making the articles that are in our journal appear
> in google search results
>
>
>
This is basic thing to be fixed first, before even thinking of indexing. Even if I keep a pdf on my personal website, it appears on google search results. This can be fixed easily by talking to your journal website administrator.
The rest of the question I think, is covered by other answers.
Upvotes: 1
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2019/09/19
| 806
| 3,162
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<issue_start>username_0: I have recently published a journal article in the IEEE Transactions on Geoscience and Remote Sensing (IEEE TGRS). I can confirm that my contribution in the journal article is really of high quality and has promising results. Even my (very reputable) university congratulated me for my contribution during my PhD defense last year.
A few days ago, I discovered an error in my article. This error is really very annoying to me. In my article, I wrote:
>
> The database contains 200 images. We removed "23 images of type X", "32 images of type Y" and "12 images of type Z", and so as a result, we use 128 images.
>
>
>
And I mentioned "128" all the time in all my experiments.
That fact is that all my results are really based on the number "128". But if you look back, the total should be 200 - 67 = 133 not 128. So I missed to say in the journal that we have also removed "5 images of type A". In this case the total will really be 128 as I mentioned in all my experiments.
All my results are correct and are really based on the number 128. But any reader can say "the total number of images must be 200 - 67 = 133 not 128, so how the author got 128!".
This is really awkward for me because I did this work in a very reputable university and I really wanted that everything to be perfect. I am really sad and I feel the failure and a bit like "Perhaps I don't deserve to be at this university". What do you suggest me? should I contact the editor? Is it better to publish the correction online via ArXiv or HAL?<issue_comment>username_1: It is probably best to do all of that. Contact the editor and ask if a correction can be published (letters to editor, ...). Put out a corrected version somewhere visible.
But also, don't obsess over it. Perfection is rarely attainable in an imperfect world with imperfect humans.
The sort of error you mention is very common, actually. Once you write something it is difficult for you to read it as incorrect. Often your mind "reads" what you think is supposed to be on the page rather than what is actually there. It is notoriously difficult for people to proofread their own work.
Ideally, the review process should have caught the inconsistency, but since it wasn't caught, others glossed over it also as immaterial to what your arguments are.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Since the asker said the in comments that the error is not related to the conclusions or results of the paper, the proper thing is to find something more important to work on. Unimportant errors do not need correction. Almost all papers have them.
Upvotes: 4 <issue_comment>username_3: Eternal rule of professional book proof-readers: no matter how hard one tries, an error will always remain.
...and this comes from *Literature and Fiction*. Factor in the added complexity of scientific writing...
...In short, do obsess over going the extra mile to deliver and proofread a paper to perfection. But don't obsess over the error that will stare you with a smirk after, in the published document.
Admittedly it takes some effort and practice to adopt this mindset.
Upvotes: 3
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2019/09/20
| 856
| 3,335
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<issue_start>username_0: I am a rising 2nd year PhD student in a US public school.
I was promised 4 years of funding by my department. Last year, I received a fellowship which covered tuition and stipend. I believe most people get 2 years of funding, so I was expecting it to be renewed. Over the summer, I kept asking about the status of my renewal application and only until yesterday (1 week before next school year) did they inform me my renewal was rejected. The secretary who communicates with me still has not told me why.
The next school year starts in <1 week, and all my classes will be dropped *tomorrow* if my tuition is not paid. To make matters worse, I am an international student, and if in ~3 weeks my tuition still isn't paid, then my visa will be invalidated and I fear I may be deported.
I will talk to my advisor tomorrow, but much advice is appreciated. In particular, I wish to know whether there is any standard procedure for this kind of situation and whether I should pay my own tuition first in case of any visa problem.<issue_comment>username_1: >
> I wish to know whether there is any standard procedure for this kind of situation
>
>
>
You already have the right answer. Talk to your advisor.
PhD students should never pay tuition.
Upvotes: 4 <issue_comment>username_2: >
> I was promised 4 years of funding by my department. Last year, I received a fellowship...my renewal was rejected.
>
>
>
There are different types of funding -- teaching assistant, research assistant, and fellowship. If your fellowship application was rejected, then you should be awarded a TA or RA.
That said, you could still have problems. In particular, if you didn't apply for a TA or RA because you expected your fellowship to be renewed. Or if your funding was lost due to your actions (e.g., academic misconduct, poor performance, etc.).
>
> I will talk to my advisor tomorrow
>
>
>
Yes, absolutely this, talk to your advisor. Consider also talking to the graduate director or even international students' office -- and don't wait around for a response to e-mail, be proactive.
>
> I wish to know whether...I should pay my own tuition first in case of any visa problem.
>
>
>
If you pay your tuition with your own money, I would not expect to ever get that money back. On the other hand, if your visa expires, the university's ability to help you will be very limited.
Upvotes: 3 <issue_comment>username_3: Well, this really sucks. I’m sorry to hear this happened.
>
> I was promised 4 years of funding by my department
>
>
>
In writing? Do you have an official letter from the university saying this or is it something more like “yeah most students get by you’ll be fine”
If you have any formal agreement/offer from your university for full funding then it’s not your problem how they fulfill it. If your stipend depends on teaching duties or something then you may need to do this now. To be honest, unless someone really screwed up it’s unlikely that your scholarship would lapse when the department committed to keeping you, so I suspect the promise you were given is less official than you might think.
If you are indeed a good “rising” student then your department/advisor will make significant efforts to keep you. If not, this may be their way of letting you go.
Upvotes: 1
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2019/09/20
| 356
| 1,594
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<issue_start>username_0: I submitted a paper to one of the journals in IEEE and editor responded with a rejection letter saying that it is plagiarized. But am very sure I have not copied any content or idea from other authors and have cited all references correctly.
I had submitted the paper in another journal of IEEE ( Transactions in Vehicular Technology) and the editor wrote back advising me to submit in a different journal as this was a survey paper.
What might be the reason? Can I write back to the editor?
Please help.<issue_comment>username_1: They might have run your paper through a plagiarism-detection service such as Turnitin and the figure it came up with was too high for them.
Or maybe it is a case of "self-plagiarism." Perhaps you have published this paper before or have published similar papers before.
Upvotes: 2 <issue_comment>username_2: To answer your question, yes you can and should write back to the editor and request that they provide the information related to this accusation of plagiarism. Such accusations are quite serious and they should not make them without being willing to provide support for their claims. It would be entirely unreasonable for them to refuse to produce evidence.
In the event that they will not detail why they are making claims of plagiarism, and you are absolutely sure you have not inadvertently plagiarised, I would suggest you bring the matter to whatever office or work group in your University deals with aspects of academic integrity. They may be able to put more pressure on the journal to produce evidence.
Upvotes: 3
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2019/09/20
| 435
| 1,967
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<issue_start>username_0: Is it possible for an editor to review the paper directly without inviting another reviewer if the editor feels familiar with the content studied in the paper?<issue_comment>username_1: Depending on the rules of a given journal, an editor could take on the review task themselves or not. Some will permit it and so some editors will also review. Most will want some independent advice, I think.
I also think that editors are most likely to take on the obvious and simple cases, however. So a long delay is most likely (not necessarily) something else.
There are a lot of reasons for any delay. This could be all sorts of things. The preferred reviewer might be overloaded at the moment. The editor might have been having a hard time finding appropriate reviewers. There might have been fast reviews and it bounced back quickly but the editor hasn't made a decision. The editor may not have found a "suitable" slot for the paper and is holding off sending acceptance. There may be a negative review and the editor is seeking clarification. Lots of possibilities.
And "quite long time" feels different to you than it does to the editor. It can be frustrating. Either ask for a status update or be patient. But "weeks" is not very long. For some journals "months" isn't excessive.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Yes, the editor can review a paper directly without inviting another reviewer. It's possible journal policies can require at least two reviewers, in which case the editor would have to get a second reviewer; however it's also possible the editor can ignore this policy if they feel it's justified.
To answer the situation in your comment: "With editor" doesn't mean the editor is reviewing the paper. In my experience it's much more common the editor is simply not very active (or very busy) and isn't inviting reviewers. If it's been a long time I would suggest asking for a status update.
Upvotes: 2
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2019/09/20
| 924
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<issue_start>username_0: Follow up question to [How does research funding work in determining academic promotions?](https://academia.stackexchange.com/questions/137381/how-does-research-funding-work-in-determining-academic-promotions) since it was too broad.
Based on [this answer](https://academia.stackexchange.com/a/100928/84834), one needs to get funding to be promoted. Does the source of the funding make a difference, e.g. will it matter whether the money comes from a governmental funding agency versus a private foundation or a rich philanthropist or even one's own pocket?<issue_comment>username_1: The point of assessing funding is not to ask, "Is this person funded today?" Rather, it's to ask, "Will this person be funded in five, ten, and fifteen years?"
And the point of asking about funding is two-fold. Over that time period, will this person be performing high quality work that makes our department and university look better? And will this person be bringing in money that can be shared among other workers through indirect costs?
If you think about that, the various sources of funding do have different levels of attractiveness to the university/department. Someone who is independently wealthy and pays $500,000 per year to support their lab, is less attractive than someone who has an NIH grant that pays $500,000 to their lab, because the latter also pays overhead to the department and helps keep the lights on (literally).
Moreover, the independently wealthy person may lose all their money, or may simply unilaterally decide not to use it that way after three years. Same applies to a rich philanthropist (or the philanthropist may turn out to be a terrible person that the department doesn't want to be associated with).
On the other hand, a researcher who has demonstrated that they can get money from the NIH, or the NSF or another long-established government agency, this year, probably has a decent chance of getting more money from them in five and ten years.
So a source of funding that comes from a stable organization, with predictable and open funding plans, that covers overhead, would be more attractive than sources that are less stable, less open, and less predictable, and that cover less overhead.
Such stable organizations tend to be government-run (at least in North America, and I think in most of the Western world), but there are certainly private foundations that are just about as good, as far as promotion is concerned.
I don't know of an objective source that could rank the attractiveness of funding, though.
Upvotes: 4 [selected_answer]<issue_comment>username_2: If the question is *will* it matter, then that is up to those making the judgements and no one else. If the question is *can* it matter, then yes, it can, but again, just as in the answer you cite it depends on many things. Probably too many for a general answer here.
Tenure is granted based on a general evaluation of the future prospects of a faculty member. In some institutions that rests primarily on research potential, but not in all. If research is the most important thing and the institution also wants its researchers to be self funded with grants that contribute to the overall mission of the place then the source of the grants is probably going to be a factor. But it won't be the only factor. Government grants and a few other may be preferred if they are renewable and if they support students and if no one complains about the "overhead" charged against the grant. But it is probably those factors, not the source per se that is most important.
A philanthropist is looking for something in return, even if it is just prestige. But they won't be as reliable over the long term as government grants. Self funding probably doesn't count for much except in very rare cases.
Upvotes: 0
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2019/09/20
| 1,490
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<issue_start>username_0: For reasons that elude me, a student I taught several semesters ago sounded me out about writing a letter of recommendation for graduate school. I won't go into it, but my recollections of this student are uniformly bad. There is no way I would want them pursuing graduate study in our department. I am torn between declining to write a letter, or taking the opportunity to quietly warn colleagues at other institutions about this person. Do I have an ethical duty to only offer to write a letter if it will reflect positively on the applicant?<issue_comment>username_1: In the US, at least, "warning colleagues at other institutions" would possibly be illegal. I would consider it unethical in any case. That is a secret blacklisting that should never occur.
But basically, you should never write a bad recommendation. Instead you should tell the student that you won't/can't write a letter. Let it go at that if you can, but if pressed, tell the student why.
If you are generous you can let the student try to convince you that you have an improper impression. I don't think that is necessary in most cases, however.
But, ethically, you can't write a positive letter that you don't believe in. That is a kind of fraud.
Upvotes: 1 <issue_comment>username_2: **Don't do this**. It's not fair to the student. It's like buying something that turns out not to be what it was advertised as. The student will be using your letter to apply to graduate school *believing it is helpful when it is actively harmful*. If the student is rejected everywhere, for example, he'll never be able to diagnose what's wrong or how to fix it.
Instead, talk to the student. Tell them you can't write a good recommendation letter, and if they still want it, write all the positive things you can truthfully say about the student. If you can't say anything positive at all, decline to write the letter.
Upvotes: 4 <issue_comment>username_3: Never write a bad recommendation letter. If you can't say anything nice, say nothing at all (and tell the student you can't write the letter).
As for warning other. Leaving aside the law for a moment, the only time I can see it being appropriate to warn others about a student is if you believed them to be dangerous. Examples of this might be a history of sexual harassment/assault, bullying or other abusive behaviour.
Upvotes: 5 <issue_comment>username_4: I think it is generally accepted that letters of recommendation, and other references, are cherry-picked to use only the good ones. Thus, selection panels are already aware that the absence of negative recommendations is largely due to the filtering mechanism of having the applicant choose their own referees. Panels will also usually notice if there is an obvious omission from references and letters --- e.g., direct supervisor in previous position is not listed as a reference.
In view of this practice, I would say that it is not a good idea to write a negative recommendation --- just decline to write one instead. I would be inclined to say that the student should have the same opportunity as other applicants to cherry-pick his references to get the best ones, and thereby compete on an equal basis. If he is a particularly bad student, he will probably have difficulty getting references from relevant past supervisors, and this will be obvious on his application. This filtering mechanism will still put him at a disadvantage relative to a better applicant.
Upvotes: 2 <issue_comment>username_5: >
> taking the opportunity to quietly **warn** colleagues at other institutions **about this person**
>
>
>
There isn't such a thing as a "letter of dissuassion" or "letter of discouragement", which is what it seems you are considering writing. "Recommendation" [means](http://%20the%20act%20of%20telling%20somebody%20that%20something%20is%20good%20or%20useful%20or%20that%20somebody%20would%20be%20suitable%20for%20a%20particular%20job,%20etc.):
>
> The act of telling somebody that something is good or useful or that somebody would be suitable for a particular job, etc.
>
>
>
Therefore, if you really think this person is not suitable for the graduate school, it means you can not recommend them, i.e. it makes no sense to write a letter of recommendation for them.
Upvotes: 2 <issue_comment>username_6: At least as an auxiliary point: in the U.S., as opposed to many other cultures, there is the idea that earlier-life failures do not necessarily terminally limit the rest of one's life. There are no uniform exam/placement systems. There are second chances... (which is generally a good thing, although it definitely complicates everything).
So, in that style, even if a student has screwed up so far, perhaps one should not communicate that screw-up forward. Don't impede the fresh start...
In particular, I would never write a damning letter of recommendation. I might decline to write any. I would not write a dishonest one.
(And, in the U.S., comments on mental health issues, or physical health issues, are more-or-less legally prohibited, so far as I understand. Yes, in my experience, many problems are based in mental health issues... Perhaps we do not have a good system to talk about such things.)
EDIT: apart from my irrelevant grammatical error ("oppose" which should have been "opposed"), I am mildly surprised that anyone would object to "second chances". (Even the possibility of my editing for grammatical perfection could be a "second chance"?)
"U.S. kids are weak/lazy..." Yes, I've heard that many times from my faculty colleagues at my R1. But what I think it really is that U.S. kids are not as *desperate* as kids in some less-fortunate countries, so will not so easily bow to crazy/random (often inappropriate...) requirements.
Specifically, I would hope, ... that things are not soooo tight in the world that any slight mistake is fatal. Especially... kids? Seriously?
Upvotes: -1
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2019/09/20
| 692
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<issue_start>username_0: Follow up question to [How does research funding work in determining academic promotions?](https://academia.stackexchange.com/questions/137381/how-does-research-funding-work-in-determining-academic-promotions) since it was too broad.
Take two equally talented researchers, Alice & Bob. To what extent will it matter if Alice has a large amount of grant funding, compared Bob who has little or no grant funding? Can Bob compensate for his lack of grant funding by, e.g., having better teaching evaluations or supervising more undergraduate students?<issue_comment>username_1: Like your other recent questions, this depends on many things, but most especially on the mission of a given institution. In some places good research would vastly outweigh good funding. In others, just the opposite. In teaching institutions, as opposed to primarily research universities, teach might outweigh everything else by a large margin.
But there are certainly institutions where the only viable path to tenure goes through the funding institutions and a successful and continuing record of attracting money. I some of these, the research is actually primarily carried out by the students, not the PI, though under the direction of the PI who is able to fund the lab and its student researchers.
So, first look to the stated mission of the place before making any assumptions. Then make sure that the actual mission is consistent with the stated mission. Sometimes they are at odds for various reasons.
Upvotes: 3 [selected_answer]<issue_comment>username_2: This is highly variable. Each university has its own set of rules and regulations involving promotion and tenure. There can be a range of requirements related to teaching evaluations, research output, service requirements, and community outreach in addition to external funding.
For example, at my institution it is standard to apply for tenure in the 6th year. It is possible to apply early (though I think this means in the fifth year, and not at any time; I would have to read the fine print). Hypothetically, a big grant would look very nice if I were applying for early tenure. But I still have to meet requirements in all of the other areas. No matter how big the grant was, I would still need to meet the requirements in the other areas to be granted tenure.
Also, if Bob was bringing in less grant money than I was, it is likely that there is not much that he would need to compensate for. If he is applying to grants and bringing in SOME grant money, and meeting the requirements in the other areas, we are both likely to be promoted on the same schedule. Although yes, in the case of early tenure, Bob might have better luck if he has stellar teaching reviews, this will show he is exceeding expectations in at least some areas to justify being granted tenure early.
This is of course specific to my institution, which is a public institution focused primarily on teaching. There are quite possibly institutions where external funding is the #1 thing they look at when dealing with promotion.
Upvotes: 2
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2019/09/20
| 1,142
| 4,811
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<issue_start>username_0: My co-supervisor (2nd supervisor) comes to the office where I work to help her (main) Ph.D. students. The noise distracts my work. I find it unprecedented. Why not help her students in her own private office, instead of coming to the shared office space!?
I am not sure how to resolve this issue. Shall I message her, mention the issue to her students or to a superior academic, or change office?
Like it or not, there is a lot of hierarchy in academia and she has helped me in the past. I don't want to break relationships. In addition, I know I am not the only in the office who has noise issues.
What would be the diplomatic way to have a quiet office space?
*Edit & Update:*
1) Noise canceling earbudsor headphones are good and I have tried they do help, but to be honest if you want to concetrate to carry a task it's hard to maintain focus with loud volume.
2) I believe I have a common understanding with most of you guys. If there is a small chat in the office is fine but if it's a meeting more than 30 mins they should find a room. In my case, the co-supervisor helped her student for almost the whole day... And as I mentioned in the comment section from what I am aware she has an available office and there are plenty of meeting rooms in the Uni. If it's the computer thing they have laptops...
3) Thank you everyone for your support and suggestions, hope you are getting well with your offices. As mentioned from you, there cannot be a perfect office but at least have some common understanding I guess.<issue_comment>username_1: Talk to your advisor about it, politely.
You can simply ask: would it be possible to to have regular discussions in a separate space? I find the noise a bit distracting.
There’s no need for petitions, HR complaints, rants to lab mates or other passive aggressive behavior. You are both adults, try to assume you’re dealing with a reasonable person before doing anything that may damage your relationship.
Upvotes: 4 <issue_comment>username_2: I'm not sure if I would use the word "unprecedented" here - I have definitely had my supervisor come into my office to explain stuff (or just chat), and I have also done the same with my own students. I can't imagine that we are total outliers here.
That said, unless you have a particularly bad relationship to your fellow students and your co-supervisor, is there anything wrong with asking them to discuss in a meeting room (or their office) if these discussion are lengthy and/or happen very frequently? I certainly would not mind taking our discussion elsewhere if other people are bothered.
To directly address your proposals:
>
> shall I message her
>
>
>
Why not just ask her friendly when they are discussing next time if they would mind moving to a meeting room?
>
> mention her students
>
>
>
You can, but talking to both involved parties at the same time feels a little less passive-aggressive to me.
>
> mention the issue to a superior academic or change office.
>
>
>
That sounds like a massive overreaction, *especially* if you haven't even mentioned anything to her directly so far. Reporting your (co-)supervisor to some higher authority is a nuclear action of sorts, which you should definitely not do without exploring other options first. And even if you report this, I have a seriously hard time seeing anything coming out of it (aside from a pissed co-supervisor, that is).
---
The more fundamental issue here may be that your expectation of a "productive" workplace may be different from other students in the room. If you go over to Workplace.SE, there are plenty of questions of workers trying to convince their co-workers to hush up - but the fact of the matter remains that a dead-silent, only-strictly-required-talking workspace is simply not the preferred option for many people (I actually find it extremely uncomfortable if I sit in a shared office where nobody ever chats).
The only real practical solution to this problem is either to change office, or get / order noise cancellation headphones.
Upvotes: 6 [selected_answer]<issue_comment>username_3: I'd say it is best to approach this informally with your colleague. I believe that you may be seeing this from wrong perspective, which is why it appears to tough to just approach the person. Instead of considering it as a problem, consider it as just a difference in definition of shared space and its perks. The more you believe it is just a difference in definition the better you will come across in regards to it.
Mention, in similar words, that you were hoping for a more quiet shared environment as it seems to give the best productivity to the permanent residents. Assert that there are better suited areas for group discussions and mention relevant places.
Upvotes: 0
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2019/09/20
| 1,096
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<issue_start>username_0: Follow up question to [How does research funding work in determining academic promotions?](https://academia.stackexchange.com/questions/137381/how-does-research-funding-work-in-determining-academic-promotions) since it was too broad.
Take two equally talented researchers, Alice & Bob. Alice has acquired a large amount of funding, while Bob has not. How large is the effect of the grant itself compared to secondary effects in determining who gets promoted, such as the fact that Alice is likely to be more productive thanks to having the funding, for example due to being able to hire more postdocs and PhD students?
In other words, can Bob compensate for not having acquired the funding by working harder (writing just as many research papers, attracting self-funded PhD students, etc)?<issue_comment>username_1: It does not make sense to look at individual factors like this. A job interview is not a list of targets that one has to be compared with, and if one candidate scores higher on average than the next then they get the job. There is a myriad of factors into play. Some of them are quantifiable, most are not. Some of them are not even written anywhere, or conscious. Some of them depend on who exactly belongs to the committee, their state of mind at the time, and so on. It is extremely rare to be able to say "candidate X got the job over candidate Y because of *this* factor".
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> How large is the effect of the grant itself compared to secondary effects in determining who gets promoted, such as the fact that Alice is likely to be more productive thanks to having the funding, for example due to being able to hire more postdocs and PhD students?
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What a strange question. The department is not going to hire someone and pay them for decades just so that they can get some overhead from someone's grant for the next few years. Yes, what you call the "side effects" of the grant (most people would call that the grant's purpose) is more important than the grant itself.
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> In other words, can Bob compensate for not having acquired the funding by writing just as many research papers or attracting self-funded PhD students, etc?
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You don't get a job because you wrote as many papers as someone else. Writing a single, extremely influential paper can land you a job when writing ten average papers will get you squat.
Supervising students does not get you a job. Except in some fields that use students as cannon fodder for menial tasks, supervising a student is pretty much a net drain on your productivity. However, never having supervised students can be held against you during a job interview for senior positions; let's say that it's a necessary but not sufficient condition.
But yes, "Bob" (not sure why this hypothetical person has to be named, and gendered differently to boot) can "compensate" less funding by performing better on research. Academia has not yet reached the point where a researcher's main job is to attract funding. We are not startups. Research and teaching are still the goals.
Upvotes: 2 <issue_comment>username_2: I think this is largely moot. Alice will only achieve that large amount of funding by being productive. If Bob is sufficiently productive, and in a place where external funding is important, then he will likely attract such funding since he would be foolish not to seek it. In that sense, productivity trumps funding.
But, again, the world of academia is very diverse. Some places external funding is an extremely important factor (maybe THE factor) in getting tenure. Other places not so much. But in research universities you need to be productive and to help others (students) be productive.
And it may be much more important what a lab overall is able to produce, not just the PI.
Upvotes: 3 [selected_answer]<issue_comment>username_3: >
> compared to secondary effects in determining who gets promoted
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What has not been discussed as yet is the ability to translate and produce with the grant. Some people are more successful with grants than others, however the ability to translate those grants into meaningful and productive scholarship is another set of skills that has not been highlighted as yet. Yes Alice can expand and hence theoretically be more productive than Bob. However, Bob's approach without grants may be more productive with more citations and presentations too.
But yes as mentioned by <NAME> in the comments, grant funding is privileged and noted in the tenure process and in some divisions/departments/colleges has a strong influence in promotion.
Upvotes: 0
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2019/09/20
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<issue_start>username_0: My supervisor does not have time to neither read my report nor give me feedback. The topic I am working on is totally new and my supervisor does not know about that.
There is another guy in my group who works on the same topic. I got the correct result and the other guy did not get the correct result but my supervisor believes the other guy and made me feel very bad by implying that I made up the data. Even if I show her my solution, she will not be able to understand or simply does not want to admit that I am right. It is not an easy feeling for me when I am in group meetings, I have to shut my mouth when the guy says wrong things.
I like the topic and I want to continue work on that but I really need to get over all the bad feelings. All other professors in my university working on that topic have some kind of collaborations with my supervisor so it is not ideal for me to change supervisor.
Has anyone been in the similar situation? How would you get over that and become successful?<issue_comment>username_1: Show your supervisor why you are right and the other guy is wrong. Gather solid proof, wait until you are less emotional, ask to meet your supervisor and tell her in a neutral, professional tone. Maybe she just wasn't able to see your point at that moment.
Upvotes: 1 <issue_comment>username_2: without knowing the makeup or politics of how your institution works and how connected your supervisor is, its hard to give concrete tips. So take the answers here with a pinch of salt.
Which field are you in? From your question it seems like you are in a field that uses quantitative data (primarily), thus the emphasis on right and wrong results. What is the kind of feedback the other guy gets when (or if) he publishes his work?
When you say that the other guy "did not get the correct result", is he being:
1. fraudulent - wrongfully analysing data on purpose or not following correct procedures
2. ignorant - the guy is clueless about the 'right' way to analyse the data and needs some serious help
3. just different - are you sure that your way is the right way and the other guy's way is the wrong way? Can you be confident of this (academically speaking)? Are there research papers you can send to the other guy and your supervisor about your approach being valid and the other guy's approach being invalid.
There are a number of things you can do in each of these situations:
1. reporting fraudulent practices (anonymously and only if it is safe to do so for you!) to an ethics/review board
2. seek opinion from others in your field outside of your institution (are there institutions that work in the same research field in your city/region? make connections with them and get a mentorship role form a senior academic there - this will take a few months so no quick fixes unfortunately).
3. Additionally have you been to a conference/workshop of people from your field (again outside your institution)? If yes, then recall those connections and make those ties stronger (via skype/coffee) or visit a conference soon and make those connections happen.
In my experience, the PhDs who progress and learn the most are those who are connecting and learning from those in their field, regardless of whether they are from your institution or not - so this is valuable (irregardless of the troubles you are having).
You can write up your work to a workshop/conference and gain feedback there? Might be valuable in backing up your claims to your supervisor.
Is there a 'third-way'? A compromise between your approach and your supervisors's preferred approach? Unfortunately, the PhD-Supervisor relationship is filled with power dynamics which mean that your PhD will never be 'purely academic' as we might want it to be..
Upvotes: 0
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2019/09/20
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<issue_start>username_0: In a lot of Curriculum of undergraduate and graduate researchers I see they list their research experiences using **Advisor** and **Mentor** too, to describe that people who guide them in the research.
So, what's the difference between Advisor and Mentor in a academic space? I tried to find some information, but only got things about coaching, and business related. Thank you.<issue_comment>username_1: They aren't really different, if used in a singular context.
In my experience, "advisor" is synonymous with "supervisor" or "PI": it's the one senior person, usually a professor, who oversees the researcher. For an undergraduate, it's possible they might consider their advisor to be a PhD student or post-doc.
They could also call that person a mentor, and mentorship is a key part of the advisor-student relationship, but others can also be mentors. However, if someone just says "my mentor" to refer to a single individual they probably mean the one person who is also their advisor, PI, etc.
Mentors are important beyond earlier career stages, too. Professors themselves should have mentors, and may even be explicitly assigned mentors at an early career stage.
Upvotes: 3 [selected_answer]<issue_comment>username_2: In the context of your question the [answer of username_1](https://academia.stackexchange.com/a/137426/75368) is almost certainly correct - no real difference.
But in a wider context, the idea of a mentor is a bit broader than that of an advisor. An advisor will usually have some official relationship as an intermediary between a student and the university with official responsibilities. A mentor, on the other hand, can be quite informal.
In my doctoral studies I was lucky to have both. My advisor advised me on the specific doctoral work and the field. But I had a separate mentor in a quite different mathematical field in which I was much less adept. But he was and remains my role model for what a faculty member should be and he gave me good advice and aided by development at one critical point.
With that in mind, you normally have one advisor (exceptions exist), but you can have several mentors.
Upvotes: 3 <issue_comment>username_3: The answer depends very heavily on local custom. In my university as a PhD student I have a Supervisor and also an Advisor who are not the same person. My supervisor is there to guide my research. My advisor is there to guide me in anything that I do not want my Supervisor to guide me in, for example, if I thought that my Supervisor was doing a bad job. At some quite important meetings, such as annual reviews of progress, my Supervisor plays no role and is not present, but my Advisor is.
I have been a Mentor, but neither my Supervisor nor my Advisor perform that role for me in my university.
I do not claim that this system is right, but I describe it to show that there is no universal language that describes the different roles that might be invented in different universities to perform the same basic task.
So, the OP's question cannot be answered without knowing which institutions in which countries are being referred to.
Upvotes: 2
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2019/09/20
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<issue_start>username_0: What is the meaning of the German academic title "Akad. Orat"? What would its international analogous be?<issue_comment>username_1: They aren't really different, if used in a singular context.
In my experience, "advisor" is synonymous with "supervisor" or "PI": it's the one senior person, usually a professor, who oversees the researcher. For an undergraduate, it's possible they might consider their advisor to be a PhD student or post-doc.
They could also call that person a mentor, and mentorship is a key part of the advisor-student relationship, but others can also be mentors. However, if someone just says "my mentor" to refer to a single individual they probably mean the one person who is also their advisor, PI, etc.
Mentors are important beyond earlier career stages, too. Professors themselves should have mentors, and may even be explicitly assigned mentors at an early career stage.
Upvotes: 3 [selected_answer]<issue_comment>username_2: In the context of your question the [answer of username_1](https://academia.stackexchange.com/a/137426/75368) is almost certainly correct - no real difference.
But in a wider context, the idea of a mentor is a bit broader than that of an advisor. An advisor will usually have some official relationship as an intermediary between a student and the university with official responsibilities. A mentor, on the other hand, can be quite informal.
In my doctoral studies I was lucky to have both. My advisor advised me on the specific doctoral work and the field. But I had a separate mentor in a quite different mathematical field in which I was much less adept. But he was and remains my role model for what a faculty member should be and he gave me good advice and aided by development at one critical point.
With that in mind, you normally have one advisor (exceptions exist), but you can have several mentors.
Upvotes: 3 <issue_comment>username_3: The answer depends very heavily on local custom. In my university as a PhD student I have a Supervisor and also an Advisor who are not the same person. My supervisor is there to guide my research. My advisor is there to guide me in anything that I do not want my Supervisor to guide me in, for example, if I thought that my Supervisor was doing a bad job. At some quite important meetings, such as annual reviews of progress, my Supervisor plays no role and is not present, but my Advisor is.
I have been a Mentor, but neither my Supervisor nor my Advisor perform that role for me in my university.
I do not claim that this system is right, but I describe it to show that there is no universal language that describes the different roles that might be invented in different universities to perform the same basic task.
So, the OP's question cannot be answered without knowing which institutions in which countries are being referred to.
Upvotes: 2
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2019/09/21
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<issue_start>username_0: I am applying for NSF postdoc and it is asking for Biographical Sketches ( [see part 14 in here](https://www.nsf.gov/mps/dms/MSPRF/MSPRF_Application_Instructions_FY20.pdf)) <https://www.nsf.gov/mps/dms/MSPRF/MSPRF_Application_Instructions_FY20.pdf>.
So I was wondering if we can upload our CV here?<issue_comment>username_1: I would follow the specific directions.
Trace the links back and you get to a full description of what they want. It's on pages II-14 and II-15 of this document: <https://www.nsf.gov/pubs/policydocs/pappg19_1/nsf19_1.pdf>
Give them exactly what is asked for, in order, and matching the directions.
No, not your CV.
Upvotes: 4 [selected_answer]<issue_comment>username_2: No, you should not just upload your CV in place of the Biographical Sketch. The NSF has certain formatting requirements that the Biographical Sketch is supposed to adhere to, there are certain sections that must be present, certain information that is not supposed to be included, etc. For precise instructions about how to prepare your Biographical Sketch, see [here](https://www.nsf.gov/pubs/policydocs/pappg19_1/pappg_2.jsp#IIC2f).
Upvotes: 2
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2019/09/21
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<issue_start>username_0: I noticed that a few people in my field (Computer Science / Community Informatics) have taken up post-doc positions immediately after their PhD but within a year of starting those post-docs have been promoted to Lectureships either internally or in another academic organization.
The individuals concerned have been very active in their field, and published considerably either during their PhDs or immediately after their PhD write-up or often both (so I do feel like they've earned this!).
Is this a common practice for academic recruiters (project managers, professors) to employ someone like this for 18month/2 year/3 year contracts knowing that most likely in a year or two they will be promoted or hired by another institution?
And as a recruiter/senior academic, do you encourage this kind of rapid promotion even if the individual doesn't fulfil their full contract length?
Any responses, particularly from people who've made switches like this or hired people like these would be appreciated!<issue_comment>username_1: I would follow the specific directions.
Trace the links back and you get to a full description of what they want. It's on pages II-14 and II-15 of this document: <https://www.nsf.gov/pubs/policydocs/pappg19_1/nsf19_1.pdf>
Give them exactly what is asked for, in order, and matching the directions.
No, not your CV.
Upvotes: 4 [selected_answer]<issue_comment>username_2: No, you should not just upload your CV in place of the Biographical Sketch. The NSF has certain formatting requirements that the Biographical Sketch is supposed to adhere to, there are certain sections that must be present, certain information that is not supposed to be included, etc. For precise instructions about how to prepare your Biographical Sketch, see [here](https://www.nsf.gov/pubs/policydocs/pappg19_1/pappg_2.jsp#IIC2f).
Upvotes: 2
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2019/09/21
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<issue_start>username_0: It is my understanding that philosophy papers have less chance of being published if they are over 7,000 or 8,000 words long. But at the same time we philosophers often complain that a given author's work was not considered in a manuscript. So what should one do when a reviewer asks for consideration of a whole additional facet or philosopher in a paper? Is it understood that in that case, the author can substantially increase the wordcount of her manuscript? Even over the limit stated in the submission guide? (I've seen published papers of 13,000 words in a journal that indicates a limit of 10,000).<issue_comment>username_1: You can ask the editor for advice, but you probably can't force your will on any journal. Ignoring reviewer advice is risky. Going over the page/word limit is risky.
So, acceptable, yes. But it may not result in an outcome you would favor. Only the editor can say what will be accepted when all is done.
An alternative, perhaps, depending on what you have, is that the original together with the reviewers suggestion is enough material for two papers if things are moved around a bit. I can't judge that, of course, but it might be worth a look.
Upvotes: 3 <issue_comment>username_2: This is the kind of thing you ask the editor about. "If I include this philosopher's view, the manuscript's length will increase by roughly 40%. Are you sure?" If the editor says yes, you're in the clear - they are clearly going to waive the word limit. If the editor says nevermind, you're also in the clear - even if the reviewer objects, the editor's on your side and can overrule the reviewer's objections if the reviewer recommends reject.
Upvotes: 7 [selected_answer]<issue_comment>username_3: This largely depends on if you think that addition is useful or valid or if you think that the addition is unneeded or will detract from the focus of the paper.
If you think that the addition is valid and useful, one way forward is to reduce words elsewhere: cut was is less important, restructure, and be more concise to fit this new information in. You can also contact the editor directly and ask about additional words. If the journal still produces print versions you might be bound by the stated word limits. If they've gone entirely digital, there are no physical constraints so it is just what the editor will allow. Usually there's a bit of wiggle room for articles post review and many of them must grow a bit.
If you do not think the addition is useful and valid, then the fact that inclusion will significantly increase the length of your paper can be put in the response letter as a reason that you will not be taking on board that particular suggestion. If you are going to do this, do think of a way you can nod to this philosopher/corpus of research/whatever in a sentence or two, if only to explain that they will not be discussed here but further work to include them in the analysis could be interesting in the future. That often gives the editor what they need to allow your paper to continue. This won't always work, especially if the reviewer said that your paper is invalid without the addition, but if it was more of a suggestion than a mandate it tends to be enough.
Good Luck!
Upvotes: 2
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2019/09/21
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<issue_start>username_0: Recently I got a position as a 3-year fixed-term lecturer at an Australia university. I wonder if there is any possibility to transfer to permanent position? Or I would have a better chance if I apply to an open continuing position after working there?<issue_comment>username_1: Ask your head of school, but probably not.
Usually people switch from fixed-term to continuing within their university by
1. Attracting a large grant which requires that they be employed by the university.
2. Applying for an open position at their university.
It is not usually available as part of the promotion process. I don't know every university in Australia, though.
Upvotes: 2 <issue_comment>username_2: Is it possible? Yes. Fixed-term positions can (in general; individual departments may have their own oddities) transition into
1. Another fixed-term position;
2. A 'continuing contingent funded' position (i.e. an ongoing job supported by an external funding stream, which might one day run dry, in which case you can be let go);
3. A 'continuing' position (an ongoing job supported by the University's central funds).
Depending on circumstances various HR hoops may need to be jumped through.
Is it likely? This is going to depend on the specifics of your situation, local politics, and financial considerations. If there was already funding in place for a permanent position, it is unlikely they would 'only' advertise a fixed-term job. However, there may (or may not) be prospects of more money becoming available in the future, e.g. due to retirements. This is something to discuss with the people recruiting you, but remember that their 'hopes' and 'intentions' may not ultimately count for much. Inevitably, when that money becomes available, there will be competing demands for it.
As @AnonymousPhysicist says, your chances are greatly improved if you are able to obtain leverage: a threat to leave and take $$$ of grant funding with you tends to focus the administration's mind.
Upvotes: 1 [selected_answer]
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2019/09/21
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<issue_start>username_0: I am going to apply for non-tenure tack academic position and I have already prepared all documents. They did not list Cover Letter as a required document. I would like to know whether it is necessary or not to put this document in my application?<issue_comment>username_1: A cover letter is probably fine, provided that the application system will accept it. Some online systems can be strict about what they will accept. If they want a SoP (Statement of Purpose), they probably expect to see there what you might otherwise put in a cover letter.
But avoid including a lot of unasked for documents. The institution knows what it wants to see and wants all applications to be similar in structure just to ease the work of evaluation.
In required documents you can sometimes point to the existence of other things that people might want to see if you are seriously under consideration. But wait until you are asked to send those extra things.
Upvotes: 4 [selected_answer]<issue_comment>username_2: If in doubt, ask.
username_1's advice is good, but I have previously benefited from sending a testimonial when such things weren't requested. I wouldn't include extra documents unsolicited, but if there are other things that you would like to include, contact the people handling the recruitment and ask if it's OK.
Upvotes: 1
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2019/09/21
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<issue_start>username_0: I believe I may have scheduled an exam too early, and I am considering delaying it by a day or two. The material that I would cover fits in fairly well with the earlier material, and not as well with the later material. I can cover the material as is, but barely so, and the students would not have time to digest it or gain experience via a homework set. I have already put the approximate dates of our four exams in the “tentative” course schedule.
**What factors should I consider when making this decision, and how should I weigh these factors?**
Here are some factors I've thought of:
* Whether or not I have time to cover the material in class
* How much advance notice is given (Changing the date the day before is probably too late, right?)
* Whether or not the students would like the exam to be delayed (I'm guessing they will!)
* Department or institutional policies
* Whether or not student accommodation services (e.g. make-ups, proctors, alternative formats, etc.) need to be scheduled in advance
Update
======
I think there are a few things that are clear (some from the comments—thanks!):
* It matters whether or not any posted exam dates are described as tentative or firm. Tentative dates are estimates and students should understand that they are subject to change, whereas students may plan around firm dates.
* Exams should not be moved to a *significantly* earlier date. This is not fair to students.
* Students should not be tested on material they haven't had a chance to engage with (in and/or out of the classroom) or ask questions about.
* Special understanding and grace should be extended to students who miss an exam date due to a scheduled change (especially for short-notice changes). Of course, students who miss an exam for a school-approved reason (e.g. sports/research/bereavement travel) usually have the right to make it up anyway.
* If the instructor polls the students offering to make a change to the exam content and/or date, and they unanimously support the proposed change, then there's no reason not to do so.
### Epilogue
I polled the students before asking this question. Almost 60% of students preferred moving the exam date back one day to cover the extra material, and about 35% preferred keeping the exam on the same day but having it cover less material. In spite of their preference to delay the exam, and in spite of the dropped material fitting better with the this exam than with the next exam, I decided to move 25% of the content of this exam to the next exam. Thanks to all for the discussion!<issue_comment>username_1: Yes, consider all of those things. But note that you will disrupt some of the students while advantaging others. The ones most likely to be disrupted are the best students with a regular schedule.
But another alternative is to change the exam so that you don't "cover" as much material and let that flow into the next exam. To me, this is a far better practice.
There is a problem with learning that unless we use certain practices to firm up our understanding (*repetition and feedback*, which I write about here quite often) then we are most likely to recall the thing we looked at last and it can interfere with recall of things learned earlier.
Actually, I think that a good practice is to avoid including material from the just previous lecture on any exam. Or at least, avoid covering it in such a way that requires deep understanding.
Upvotes: 5 <issue_comment>username_2: Exam dates announced at the beginning of the semester should only be changed with a highly compelling reason. The syllabus of a course is a contract with the students. Even if 90% of your students prefer the delay, if one of your students has to cancel an airplane ticket for a conference visit or miss a wedding, a balance has not been struck.
If I were a student in which an instructor tried to change an exam date as late as "the day before", I would certainly lodge formal complaints with the department and the institution. Please do not do this.
In your initial post, you'd not given any reason to believe that you couldn't simply move a bit of material to the next exam. That is by far the better option.
If for some reason delaying the exam is truly unavoidable, you should feel obligated to offer make-up exam times for students who may be unable to attend.
Upvotes: 7 [selected_answer]<issue_comment>username_3: From a student's perspective, I would expect the following three things if you were trying to reschedule an exam:
* At least an attempt to bring it up with the class and poll, talk about it. Who knows, maybe your new date conflicts with another class everyone is taking and they'd rather not move it.
* At *least* a week's notice, probably more.
* Finally, flexibility for anyone who can't take the new date. People set work schedules, travel, etc. If you change an exam, I would really expect you to let me take it at another time. On the other hand, if you've made it clear you expect people in class every day, you might not need to worry about this, but some schools allow professors to schedule exams outside of class time (which seems super lame to me, but whatever), and I don't know what yours does.
Now of course, on your end, how many reschedules you want to deal with is a factor in deciding if you want to reschedule.
Upvotes: 4 <issue_comment>username_4: Keep in mind that these effects snowball through the semester once you start delaying material and dates. If you're behind by one or two days and slip the exam date, then I guess you'll be two days behind starting the next block, and if you continue at the same pace, four days behind for the next exam?
It is not uncommon for some instructors to get so far behind that they need to cover a chapter of content per day in the last week, for example. (I've had incoming students to my classes voice worries about exactly this after bad experiences in other prior courses, say.) I've even seen a colleague who got so far behind that he wound up scheduling makeup lectures after the official end of class meetings, and *a midterm exam after the final exam*.
Don't go down that path. *Zeitplan über alles*.
Upvotes: 3 <issue_comment>username_5: Stick with the planned dates. This is not a math or engineering system that you can tweak to the utmost. You are dealing with human beings. You want people moving along a path in an expected manner.
It's much easier for you to excise some material than to change the dates. You should be able to write exams to cover arbitrary dates (e.g. every 4 weeks of the semester).
Upvotes: 0
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2019/09/21
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<issue_start>username_0: A famous scholar sent me an unpublished draft of hers. It was to convince me that a certain philosophical position is wrong (the paper debunks that position). Then she died. I think her work should be published.
What should I do? Who should I contact?<issue_comment>username_1: The first thing to do is to contact her estate. You can probably reach someone through her last affiliation. I assume that they have control over all of the papers and effects of the deceased.
Since you say she is famous, there my be some posthumous attempt to honor her in some collected publication, but the estate, possibly a spouse, should have knowledge of that. Her last employer might also.
But start there.
And, of course it is possible that it has already been submitted somewhere and publication is in process. The estate might even welcome contact with interested people in finalizing publication as needed.
Upvotes: 7 <issue_comment>username_2: If the author has coauthored work with someone recently, that coauthor can be a good first contact. For one thing, they might know someone in the family and perhaps know who is executor for her estate. They might also be in possession of other partially finished works and you might work together toward a common solution. Coauthors sometimes know a scholar better than those in the department. If you are lucky she has a google scholar page you can use to identify recent collaborators.
If she published primarily alone, you are left with contacting her publisher, department, family and estate, former graduate students. It is as username_1 said: if you were close enough to be sent a manuscript, you can't be more than a few degrees of separation from someone who can help.
Best of luck.
Upvotes: 5 <issue_comment>username_3: Probating an estate is a very long and arduous process. Especially if it there wasn't a Will (Source: Newly an ADM of an estate). It's likely a highly emotional time for the family. Such a document or topic could likely get "lost in the chaos" and be an unnecessary complication. PLUS, inheritors of an estate may not always have the best interests of the deceased in mind. Finally, it can take well up to a year for the family and attorneys to finish resolving an estate. With all of that in mind, it would be wise to wait a year and then contact people until you can find administrator(/executor) and inform them of your wish to help publish the deceased's work.
Considering there is a coauthor, most of the above may not actually be relevant! Simply do as the deceased asked (review draft, provide feedback, etc.) and then relay everything to the coauthor. Then wish them good luck, offer your help, 'sorry for your loss', and that's it! It is between the coauthor and the admin/executor of the estate to decide to publish or not to publish.
Upvotes: 2 <issue_comment>username_4: Even if she was retired her department chair will know how to contact her family. They almost certainly announced her death and talked to the family at that point (been there, done that). They may also have more information about her plans.
Upvotes: 2
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2019/09/22
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| 5,771
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<issue_start>username_0: I don't feel like it actually helped me. I now sense long after high school that taking notes and reading them probably did not help. Now I understand why it could work. In theory, somebody who thinks for themself could use their own method of trying to understand the parts of a lecture they are interested in understanding, using a complex method writing down the results of what they figured out about their method of thinking and slowly improving their own method of thinking and writing. However, when I was in high school, I didn't understand why I was told to takes notes so I used linear thinking and just copied down what ever the teacher was writing on the board and then read my notes and I'm not sure it really helped.<issue_comment>username_1: I have no teaching or research experience. This answer is all guesswork. There's more than one way to take notes. One way is the proper way where a student happens to get their own natural desire to use their own method of writing things down based on what the teacher says and choosing which parts they're interested in picking out and remembering and with more experience improves their own method of writing down and interpreting what they wrote. The other way is the way I did as a result of my lack of understanding of why to take notes where I just copied down what the teacher wrote on the board and read it later. Maybe some other students did it the same way as me. I think the proper way actually can help as long as the person has the natural ability to do it. The way I did it on the other hand might not help.
I once heard somebody say that when he writes down what he reads, he remembers it better. That's probably because when he writes it down, he ends up reading it slower so it ends up easier to remember it. That doesn't necessarily mean that's the case for taking notes. There's a reason the first way of taking notes I described is better as I will describe later but not everybody has the natural talent for it when they're in high school so some high school students might adopt the method I used. When they take notes and don't have that natural talent, writing down what the teacher writes on the board doesn't slow down the lecture. The teacher is still talking just as fast and it's still just as hard to remember it. The teacher's writing on the other hand is slower so it should already be easier to remember so I'm not sure there's any use in copying it down.
I was also taught point form notes in elementry school and only way later did I figure out the real purpose of them with an understanding. I much later long after I was finished high school had my own natural desire to figure out how to explain things in an organized way that I probably would have figured out even if school had never tried to teach me how to write an essay in an organized way. It's basically planning ahead how to organize a message except my natural desire that just came was to do it in my head. Sometimes I write a bit then plan then continue writing more. Maybe a few times in high school, I had my own idea of how to organize a message for a specific assignment but I didn't get the marks for it. I think that schools are cramming too much material on their students and when they're taught too much, they learn less. That's because sometimes students cannot figure out why the teacher is saying what they're saying when trying to teach them skills and then struggle and then the teacher moves on before they're ready.
In addition, being made to struggle instead of using a student centered approach causes them to adopt a linear thinking approach and actually makes them less good at thinking their own thoughts and coming up with the idea of organizing a message and writing a plan for one on their own with an understanding. That could be another reason telling students to take notes in high school could be detrimental for those who don't have the natural talent to do it properly easily. I read on the internet that Finland uses a student centered approach and I also read on the internet that Finland has a really good education system.
Finally, another reason it could be detrimental to tell students to take notes in high school who weren't going to choose to. Maybe they already have more experience doing the creative thinking with their brain alone and it ends up better in the long run when they just continue their habits of finding it normal that they can only use their brain and have no written copies to get aided by in remembering the lecture.
There are totally different types of notes which can be useful. In my high school Environmental Management course, the teacher put up an overhead with text to write down in class. Maybe some people by writing it down are forced to read it slower so they end up remembering it better. Also in university, I had a statistics course whose textbook was very confusing but the teacher made his own power point notes to read online at home and I read them and learned a lot from them.
Upvotes: 0 <issue_comment>username_2: The lecture is a very inefficient method of training. Passive, linear, etc. Working problems, reading texts, doing examinations is much more active and time-efficient.
If you really want to get max value out of a lecture, read the text ahead and work the exercises ahead. The lecture then is refresher and an alternate viewpoint. Your notes will only be of something unexpected (as the text is available and familiar for expected things).
P.s. Of course, this as on oft written on topic and a Google search and review of the results would be a more active way to analyze it. Rather than asking here or some other answer site. Sort of analogous to the student in lecture, no?
Upvotes: 2
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2019/09/22
| 423
| 1,498
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<issue_start>username_0: I'm applying to graduate school and I'm contacting potential supervisors, as advised by the universities I'm applying to.
My GPA is 16.33/20. When I convert it to the 4.0 scale,according to WES, my overall GPA, GPA in the final 2 years, the final year and the final semester are 3.41, 3.34, 3.4 and 4.0 respectively.
Does 3.41 look better than 16.33? As I want to make a good first impression, should I include my final semester GPA or does it simply highlight my poor performance in the previous semester?<issue_comment>username_1: Provide a copy of the original transcript(s) detailing all the grades.
Any university will convert the values according to their "rules" and evaluate your application as necessary.
Upvotes: 2 <issue_comment>username_2: I wouldn't describe the smaller time periods within the CV. If you want to emphasize an improvement trend, do it within your essay. Just list the 4 year average on the resume.
Yes, convert it to 4.0 scale. It is the stereotypical standard. Leaving it as 16.3/20 is a pain, forcing most readers to convert themselves.
Upvotes: -1 <issue_comment>username_3: Don't "convert" your GPA. Just leave it as is. For one thing, the most useful conversion from x/20 to y/4 is not necessarily as simple as dividing x by 5. I've been on grad admissions committees (in the U.S., for math) for many years, and our standard is to just look at the transcript, and to ignore student-reported stuff except as a place-holder.
Upvotes: 1
|
2019/09/22
| 454
| 1,857
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<issue_start>username_0: I am writing a grant application as a sole PI, and it is not clear to me whether I should use singular or plural terms. As an example, currently I have a sentence like this:
>
> "Based on previous work, **I** got to the conclusion that the present approach X to problem Y is inappropriate. Therefore, in paper Z **we** developed an alternative approach which **I** plan to pursue further in the proposed research.
>
>
>
The reason for the switches between "I" and "we" is that the conclusion is mine, but paper Z is a paper I wrote with a coauthor, and the plan to pursue this further is again mine alone. While the terms reflect the reality, it seems bad English to switch back and forth between singular and plural.
In usual research papers, I often use "we" even when I am a sole coauthor, since this is convenient and quite common in my field (computer science). However, using "we" in a personal grant application seems inappropriate.
What is a better style for writing sentences such as the above?<issue_comment>username_1: Your paragraph is less informative than, perhaps, it should be. If you give citations for each claim then it becomes clear. Give a reference after "previous work" and "paper Z", etc. Then the I and we is obvious.
I think that readers of a grant application will want those citations, actually. "What previous work...?"
But an "Royal we" is often used as you say, but it would be a consistent usage. And it could sometimes be interpreted as "we = researchers in the field generally"
Upvotes: 2 <issue_comment>username_2: My personal rule of thumb is that **we** (e.g. the project team) share the work and acknowledgements for the produced results, but **I** (e.g. the PI) propose, plan and manage the project and **I** am responsible for the delivery of results.
Upvotes: 3 [selected_answer]
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2019/09/22
| 901
| 3,974
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<issue_start>username_0: What are some of the best ways\avenues to collaborate with PHD students\professors to do research and publish in conferences\journals in the field of software engineering.
1. Do students\professors encourage people reaching out to them on cold emails, if they are interested in their research?
2. Do we write a draft a research paper and reach out for collaboration\peer review?
3. Are there academic meetups where we can meet people informally to discuss and work with them on interest?
4. Are students\professors interested in the practical industry experience of the field and collaborate on publishing books, articles on tech blogs ?
Is it better to enroll into a part-time PHD, if you are interested in research but have the family financial responsibilities on you?
What are some good online, part-time PHD programs that are good and provide the flexibility to work during the course?<issue_comment>username_1: This is certainly field specific, but in general there are few straightforward fora where someone who is simply interested in research in general can collaborate with a PhD student or academic. Such collaborations occur and often the results are amazing, but they tend to arise more organically than a cold email.
Thus to answer your penultimate question: yes becoming an academic yourself is the best way to collaborate with academics and do academic research. As for finding a programme that is right for you, that's another kettle of fish and you should be looking for researchers who work in the area you wish to enter and consider them as possible supervisors: that's research for you to do.
Upvotes: 1 <issue_comment>username_2: In CS and I assume SE, conferences are a good way to meet people with similar interests. Especially specialized conferences in your specific field. Generally, I've found that people welcome collaboration and that such relationships can be long lasting and productive. Likewise, there are workshops that are a bit more intense than conferences, but more valuable.
But you need to build them slowly enough that people become comfortable with your work and with your participation.
I once joined a collaborative community just by asking one of the founders if she had "thought of X", which was related to her talk. She said no, but that I should write it up.
Cold emails probably aren't a good way to introduce yourself, especially if you flood the receiver with your work. But an introduction by email, expressing interest in the other person's work can help, especially if you make it obvious you know something about it.
If you want to get someone interested in your work, you can make an introduction and mention that you are working on a paper on "topic X" that you are willing to share. If they are interested, they will respond.
As to industry experience and interest, it will vary with the person. Some won't be very interested at all, but some will be, and you can often discern that from the papers they publish.
If you are a student, try to join the collaboration circle of your advisor or other related faculty members. You can get access to a lot of experience and wind up, over time, as an important contributor. Many departments will have a few research seminars that you can join. You can also found one if there is enough synergy with students and faculty. This works best at larger places, of course. But if you are at a small place in a city/region with a lot of universities, you can try to get a seminar going with members from more than one institution.
Also, respond appropriately to requests made of you. It will take some time and effort, but it can be worth it. But think long term.
But, online and part-time programs offer many fewer opportunities as it takes time and effort. I'm especially skeptical of online programs as they offer very little contact with faculty. Part time can work but only if you are willing to work very intensively.
Upvotes: 0
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2019/09/22
| 1,803
| 7,499
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<issue_start>username_0: I'm currently in my last semester as a master student and planning to apply for phd degree. I'm going to have a first meeting with my potential phd adviser in a few days and I'm really nervous. All I know is I'm confident about what I've studied and I'm prepared to do the phd study both mentally and physically.
I'm wondering what is the expectation for a professor to accept phd student in general? I've read several research paper of his. However, I only have a general idea about my future research but not a specific topic. Is that ok? What is a decent way to respond when the professor asks about that?
update:
The field I'm studying is applied math and I'll doing my phd study in the US.<issue_comment>username_1: I would say it is always better to have at least an idea or an outline of a project by your first interview.
Upvotes: 2 <issue_comment>username_2: In most fields in the US, coming to a potential advisor with a proposal isn't necessary. But with an MS, you should have the area you want to study narrowed quite a bit. I don't know specifically about how it works in applied math, but in theoretical math, you generally work out the project details with your advisor given some common interest.
The advisor, if interested in what you are doing can then be more than just someone who looks over you shoulder as you carry on by yourself and can become something of a collaborator. If you are too tightly focused when you first meet, you might hear: "Interesting, but not to me."
But if you want to work at the intersection of, say, analysis and health science, but without anything more specific, then you have a chance to find some common ground with an advisor. The field should be something that you already know about (since you have an MS) and that the potential advisor has previously worked in or has expressed interest in.
If you were a BS graduate instead, very little is actually required (in the US) and you have time to work together with potential advisors in a more general way to develop some common ground for a research problem.
For specifics, just say where you are (intellectually), and what your general interests are. Be prepared to answer about what you have done, and what you have considered.
---
For completeness, outside the US the answer might be quite different.
Upvotes: 5 <issue_comment>username_3: Since you've read the guy's papers, can't you write down a few ideas for extension of the work or to take it in new directions? If you contribute that, you can have a meaningful discussion and also show off the prep.
Upvotes: 2 <issue_comment>username_4: >
> "Plans are worthless, but planning is everything."
>
>
>
It is a very advisable to have a clear idea of your future plans. Being committed to a particular project (or in some cases even area) is not necessary. However, this does not mean it's okay to not give it any thought at all. Also, all the thoughts and plans you have about your future research career may be summarily invalidated as soon as you actually join a lab - but this does not defeat the point. The more homework and soul searching you do about what you see yourself doing in the future, the better.
* It demonstrates maturity and self-awareness
* Discussing your plans gives you a chance to show off your knowledge about fields you like
* Being able to grasp the concept of "backup research direction" is a very, very good thing for a researcher
* Professors like it when a student can be self-directed
* Professors like it when a student seems to have a specific interest in their lab's area of work, as opposed to treating it as yet another lab
* You will have an easier time in grad school if you consistently think ahead
Keep in mind that there is also a broad spectrum in terms of expectations. Some advisors expect the student to be fully independent from day 1 (even day 0, ie. the day you first talk to them) while others expect a large degree of subordination to their own agenda. Some also have a broader appetite for the diversity of their students than others. So in reality, you will have to tailor your "plans" to each person. Because of this, you will have to come up with several parallel long term career plans in your head, one for every different person. You can think of this as "my future plans given that I end up being supervised by Prof. X...". This reveals 7th benefit: It shows you've taken time to understand the potential adviser and show empathy to *their* professional goals.
During rotations, you will be exposed to completely new research and likely all of your planning will be shattered. However, you should still be prepared to discuss your future research plans in detail at any time. You shouldn't expect to actually end up doing those plans (you will probably come up with much better ones with experience and your advisor's help), so don't get so committed that you can't let go of an idea that nobody wants to sponsor. Focus on exercising your ability to say:
>
> If this is where I am, right now, where do I go next? And then? And after that? And what if that fails?
>
>
>
This same ability will also be tested and pushed to its limits during your quals, so you might as well start practicing. Not to mention that it is a key survival skill for any researcher in general.
Upvotes: 3 <issue_comment>username_5: >
> All I know is I'm confident about what I've studied and I'm prepared to do the phd study both mentally and physically.
>
>
>
I suspect you may be mistaken - that is, **you may not actually ready to engage in doctoral work**. Let me briefly explain why:
* Doctoral work is almost exclusively **"research work" rather than "advanced studies"**; it's not simply a higher level of what you've done as an undergraduate. And while a Master's is a bit more of a mix of studying courses and doing research, you can still get through your Master's having the wrong idea about being a junior researcher - for the PhD this typically won't do.
* If you do not **feel strongly about studying certain specific subjects**, or proving the feasibility of some process/method/idea, or improving some features of established work - more solid objectives for your doctoral and future research work - you might not want to embark on the entire endeavor.
* Continuing the last point - it's not clear what your **motivation** is **beyond obtaining the title** of "Doctor of Philosophy". Maybe you do have such motivation, but you've not mentioned it.
So, while you don't necessarily have to have decided on your exact specific research topic before you meet that adviser, I would advise you have a stronger grasp of your intentions and motivations before doing so. Also, the more you know about what it is you want to be doing, the more that will help you choose *which* potential advisors to seek out and contact.
Upvotes: 2 <issue_comment>username_6: Truthfully I don't know, but with a general intuition... If you arrange a 0th meeting for advice from the person who knows what your advisor thinks is most sensible (the advisor) then you will be superlatively equipped for the 1st meeting.
You have to be careful though, you might have met at the bus stop in the rain last autumn - it was the guy with the funny red hat - and then it's all over 'cos you already met and you didn't even know you were going to do a Phd back then and the whole of your future is trashed because your 1st meeting didn't meet the rules.
Upvotes: 1
|
2019/09/23
| 463
| 1,978
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<issue_start>username_0: I had an interview at a European university. After half an hour in the interview, they told me, we are positive to give you this position. The position starts in February however, the earliest time I can be there is in March.
I would like to ask, is it possible to defer a Ph.D. position for a month or two in Europe?
In the description of this position, the start, and the end of the position along with monthly salary is clearly stated and the fund comes from a national energy utility.<issue_comment>username_1: Whether it is possible or not can depend on all sorts of things. The only people that can answer that truly are the people that offered you the position. You should ask them.
This is not an unreasonable thing to ask, and I can't imagine starting a month or so later would be much of a problem for a PhD (but again the only people that can tell you that are...). Negotiation of the starting date is a normal part of the hiring process.
Upvotes: 3 [selected_answer]<issue_comment>username_2: It happens often enough so it's really not that big of a deal, in general. If you are the best candidate, then they are likely to wait for a month or two.
That being said, there are circumstances where this may be an issue. If the project is on a tight schedule with clear cut deadlines and deliverables, then they might not want to delay things. The only way to know is to contact and ask them.
Another interesting aspect of it is the reason why you can't be there at the project start. If it is out of your hands, for example due to visa or otherwise official paperwork, thats one thing. On the other end of the scale, if you don't want to move due to a concert coming up or you forgot to cancel your apartment lease in time or something, they may not be as understanding.
I am mostly surprised that you got an offer, before you and them agreed on a possible starting date. Was this not mentioned during the interview at all?
Upvotes: 1
|
2019/09/23
| 1,209
| 4,985
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<issue_start>username_0: I'm a mathematician with physics background. We recently obtained some results that, in my opinion, has interesting physics interpretations and thus deserve an interdisciplinary attention.
We already wrote a manuscript meant for a math journal. It is super technical and not friendly at all to general audience. I find that a pity, and want to write a kind of "short communication" (actually not sure about the format), in which I would avoid all the mathematical reasonings and only present the interesting interpretations that are relevant for material scientists and soft matter physicists. The purpose is to disseminate our result to a more general audience, and invite interdisciplinary collaborations.
I have no experience of such manuscript. My colleagues suggest that I should try top journals *Nature* or *Science*. But I have the concern that such a manuscript has no "original result", which seems to be required by these top journals. Then my colleagues argue that "interpretations" are original results. But I fear that most of my "interpretations" are just personal opinions and won't count as solid result.
By the way, I do see people publish "long version" then "accompanied short version", which sometimes raises the concern of dual publication. My planned "communication" won't be a short version, but a completely different paper with no overlap.
My question: What should I do in this situation? What journals welcome such manuscript (*Nature* and *Science* seems very unfriendly towards mathematics)? How do people usually disseminate technical results?<issue_comment>username_1: There are journals in physics that encourage interdisciplinary work and also mathematical physics journals. I have seen (and written) Physical Review Letters that have many pages of mathematics in a supplement. See, for example:
Colbrook, <NAME>., <NAME>, and <NAME>. "How to compute spectra with error control." Physical review letters 122.25 (2019): 250201.
You might do well adding an introduction that addresses the physics and then sending to a mathematical physics journal.
Do not be afraid of covering the same material twice, however. Perhaps you write the paper as a math paper, and then a separate paper that covers in different words the same material from a physics viewpoint. You can always call it a review or guide if that makes you feel more honest. I recently employed that strategy and I hope Referee B feels this is alright.
Upvotes: 3 <issue_comment>username_2: Forget about journals. Mathematical physicists and theoretical physicists read papers on arXiv and do not care about journals. To reach them, what matters is:
* The choice of arXiv categories. (Not trivial: for example hep-th sounds rather narrow but it is historically the first arXiv category and catches a lot of traffic.)
* Well-chosen title, abstract, introduction.
* Have a physicist give feedback before posting on arXiv. Improvements made when publishing in a journal count for little: most people who might read your paper will have already have done so by the time it is published in a journal.
For an example of a paper written by mathematicians for physicists, see <https://arxiv.org/abs/1803.05418> .
For a discussion of how arXiv is used by (many) physicists, see my blog post <http://researchpracticesandtools.blogspot.com/2018/03/the-open-secrets-of-life-with-arxiv.html>
Upvotes: 0 <issue_comment>username_3: Nature and Science will want an original result. Physical Review (B) or PRL are likely too high ranked as well. Put it in some place like J. Appl. Physics or Chemistry of Materials or J Chem Phys or Materials Theory or the like. (I don't know the specifics...of course if it involves ceramics those journals are a good fit; if it involves bio, those are good.)
I would encourage you to get it into a real journal (not Arxive). Something like a specialty APS or ACS journal. The archival is superior...ends up being put on acid-free paper and retained for hundreds of years in Harvard library. Digital storage and version control are not as good as dead trees. In addition going through peer review and a copy editor ends up almost all the time pushing a more professional product with lesser typos and the like.
I wouldn't underestimate the difficulty involved in doing what you are trying to do. For one thing the materials journal has to a bit take on faith the math efficacy (or repeat the review of that). But it's not impossible.
Also, try to show some example system and some charts versus temperature or instrument resolution or the like (even if no experiments, just "drawing spaghetti" (band diagrams). Connect it to something.
Upvotes: -1 <issue_comment>username_4: It's very unusual for math papers to appear in *Science* or *Nature*, but people do occasionally publish shorter interdisciplinary math papers in PNAS (see [this](https://mathoverflow.net/a/180807/22) MO answer for some examples).
Upvotes: 1
|
2019/09/23
| 379
| 1,648
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<issue_start>username_0: I intended to participate in a conference, I sent my abstract and it was accepted. For some reasons, I didn't go to that conference and I didn't send my final conference paper.
However, my abstract (title, authors, abstract, keywords) is shown in the published ***abstract book*** of the conference and can be easily found online.
My question, since I didn't publish that work, I want to publish that same work in a different conference now, can I use the same abstract? Or I have to change it.<issue_comment>username_1: Yes. In my field you don't publish the same but you can present more than twice. Because conferences aren't journals but are seen as moments of discussion and dissemination of ideas and results.
I would avoid the same wording anyway. This gives idea of laziness at least if one is not sure to have found *the perfect wording*.
It might be different in fields where conferences are seen as the major source for results, but still, up to date, your results are not in the wild and they just left a trace as simple abstract.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Check what you agreed to originally. It is possible, though unlikely, that you gave up copyright to your work when you submitted it or later in the process. If you did give up copyright then you have to deal with that fact. One way is to ask to have it returned to you since the paper wasn't published. Giving an *exclusive* license would be similar to giving up copyright.
But if you hold all rights then the paper is yours. But you might want to modify it slightly. At least enough to cite the abstract.
Upvotes: 0
|
2019/09/23
| 1,100
| 4,768
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<issue_start>username_0: I'm applying for a PhD in neuroscience and I've recently finished writing my SOP and supplementary essay. My supplementary essay asked me to respond to the prompt "Please tell us about an incident in your research where you experienced failure. Include what you did about it and what you learned from the experience." I wrote about how due to my social anxiety I failed to reach out for help in preparing for graduate school, leading to a delay in attending graduate school. I wrote about how I corrected my behavior to no longer respond to anxiety with avoidance. Most of the essay focuses on what I did to correct my behavior and my talk of mental health is kept fairly minimal. I asked the admissions whether it was okay to write about a personal difficulty I overcame throughout my academic career instead of a technical failure in the research process, and they said this was fine. However, when I showed my essay to my academic advisor he said I should avoid mentioning mental health and therapy as it might scare off the admissions committee. The specific lines he had a problem with were as follows:
>
> "However, towards graduation I became preoccupied with moving away
> from my parents instead of preparing for graduate school. This was
> despite the fact that they offered to pay for my graduate education on
> the condition that I stay. I later learned, through working with my
> therapist, that I was attempting to escape an abusive environment."
>
>
>
I feel as though these lines are very important to contextualizing the situation. Would a line like this really scare off admissions?<issue_comment>username_1: I think I agree with your advisor. Mental health issues can be discussed in an application on a "need-to-know" basis: if you need to explain some missing time in your academic/work history, a semester of bad grades, etc, and you are explaining that this was caused by mental illness that you have successfully dealt with (as evidenced by improved performance afterwards), then this can be helpful to your application.
There is no reason to discuss your parents' offer to pay for grad school to keep you close, or any of your other difficulties with them, or with anyone else, or any other details or explanations from therapy. Those are personal details to discuss with your therapist and to help you personally, not things to put in an application essay.
Whether or not it would "scare off" admissions is not really the question you should be asking: if any part of your application is not doing something to help you look like a better candidate, it is extra and should be left out.
Upvotes: 2 <issue_comment>username_2: I'm pretty sure you misinterpreted the question. I would think that they wouldn't (dare) ask about your personal failings or mental state. The question as I interpret it is about a setback in the research itself. Suppose you don't get enough subjects to properly carry out your experiment as proposed. What do you do. Or you learn something part way through an experiment that invalidates it and you have to go back and revise.
If you never have setbacks then I'll guess that you aren't trying hard enough to get to the important questions. For a mathematician to be able to prove every proposed theorem says those theorems aren't very consequential. (I've been in that place, actually).
Focus on the research, not your own psychology. Your application should clearly indicate that you are absolutely the best person for this position and will *obviously* be a success. Moreover you are flexible in overcoming the unknowns that pop up during the execution of it.
Upvotes: 3 <issue_comment>username_3: Mentioning your therapist and parents are bad ideas. You want to portray yourself as a producing asset, as an independent adult.
Nobody is your parent, priest, friend, etc. Anything radiating childish dependency or the like is a turn off. You're going to get good things out of the program and deliver good value in return.
A better example might be a project that was too ambitious (failure). And the subsequent learning (on that project or a followup) was to constrain the scope. There are other examples you can come up with. But the key thing is that it shows you moving to being a better asset, becoming more sophisticated. And in a direction that they are familiar with.
P.s. I also think writing about the application process is a bad idea. Write about research (if it will be a research centric degree) or about school (if school centric). But "I did my applications late"? No. Just no. Reminds me of the large percentage of guys talking about shaving on their first speech in communications class. (Very clear they had made up a topic at last minute.)
Upvotes: 0
|
2019/09/23
| 914
| 4,138
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<issue_start>username_0: It seems typical in some fields (e.g. engineering) for researchers to classify their publications on their websites and CVs into two groups: journal vs. conference/workshop. This appears to be because journal papers are considered more significant, in some sense.
This doesn't appear to be the case in other fields, such as computer science, where conferences are seen as more significant. With more people in engineering publishing in top CS venues, and the lines between the two fields becoming a bit blurry, the reasoning for separating papers into journal vs. not journal isn't clear.
**Question:** What is a good strategy for organizing publications in on a website/CV?<issue_comment>username_1: I happen to prefer a chronological listing. But it is really up to you. For example, if you work regularly in two different research areas you could even list publications and such separately for the two areas.
The chronological listing makes it easier, IMO, to follow a thread or trend in research where other divisions don't.
But, if you have access to examples of how others do it in your field it would probably be best to follow along.
You are asking here for what amounts to opinion and those opinions may not be valid in your field. Do what is expected, I think.
Upvotes: 2 <issue_comment>username_2: I don't mean to sound negative but I agree with the others, this question looks awfully like a poll. So a reframing might be a good idea.
Speaking about the CV, the **only** thing that matters is the perspective of the reader. On average a CV is glanced at for 30-45 secs, if interesting then read for an additional minute or two. In that light, the only sensible thing to do is to put what matters to the reader first and easily distinguishable.
So if you are applying for an academic position or a position where academic merits are important, and work in a field where journal papers are valued highly, you put (possibly a selection of) your papers in reverse chronological order, so that the most recent/relevant one comes first.
If you are applying to industry where conferences might have higher value, then you highlight them. Or if you have given talks at big international conference you might want to focus on them instead.
There is no one-size fits all here.
As for your own personal homepage, where you have your bio without any intent of application and/or particular audience in mind, then do whatever you feel like. It's your own page! :)
Upvotes: 0 <issue_comment>username_3: Even in Computer Science fields where conferences reign, it can still be worthwhile to categorize publications. For instance, I currently divide them into journals, book chapters, major conferences, specialized conferences, abstracts, and non-peer reviewed. (These are automatically put into my web page as well, but there I only distinguish between long and short papers.) Each paper is also marked with the acceptance rate, where appropriate. What is the value in doing this:
1. Journals show a depth of work. Having some work in each category means that you aren't only publishing in conferences -- that when research needs a deeper treatment you are working to provide it. (In CS I have far fewer journal publications than would be expected in Engineering.)
2. Specialized venues can illustrate involvement in smaller communities, and it is often easier to take leadership in such communities. These communities might also know a specialized area better, meaning that there is better vetting of ideas.
3. Separating non-peer reviewed papers seems necessary from an ethical perspective - they are a different category. I put this in the last section where it sometimes indicates invited papers that go along with a keynote.
4. Breaking things up allows someone to quickly see the breakdown of where you are publishing to notice points like the above. I often distrust one monolithic list because it's hard to see where work is actually going.
Overall, I suggest that breaking things up facilitates the fast read and avoid any ethical issues about artificially inflating your CV.
Upvotes: 2
|
2019/09/23
| 1,969
| 7,924
|
<issue_start>username_0: At the end of a session, we have to give an examination where 2 years worth of syllabus is asked and it is the most important examination. It takes place in 2 sessions 9-12 and 2-5. I have heard from some of my peers that having things like energy drinks or consuming chocolate could help boost the performance, while others tend to thing it's useless and might even have a negative effect on our performance. We get only 1 shot at this exam and I don't want to take any chance with it. So what I want to ask is,
1) Can consuming energy drinks or chocolate have any effect on my performance (Positive/negative)
2) Are there things whose consumption or general recommendations which can boost my performance on the final day as after giving a 3 hour paper is quite exhausting mentally and physically. And also since it's lunch time, the type of food that I should consume (eg should I have more carbs to get energy or will it make me feel sleepy ??)<issue_comment>username_1: Whether it has positive, negative ot neutral effects is completely up to the person. You may do some tries before - drink/don't drink and do some concentration tasks, compare your performances.
About question 2, another things which could have positive or negative are drinking coffee, doing sport and learning new things just before the exam. (For most people, the last one is bad.)
Of course, you should not take any "strong" substances which need a doctor's prescription without discussing this with a doctor. After all, it's just an exam - your health is worth so much more!
Upvotes: 4 <issue_comment>username_2: I think doing such things may be risky. Instead, do something natural. The most important is to get plenty of sleep the night before the exam and don't try to cram up to the last minute.
Between the two exams parts, get some light exercise and, again, don't cram. Let your mind relax and let it integrate what you know rather than trying to force it to absorb things that may mask other, more important things.
As for food, eat as you normally do but nothing heavy that will make you groggy and wanting an afternoon nap. If you eat differently, your gut may rebel against you.
If you have been taking good notes throughout the learning period, then summarizing them on note cards (big ideas only) in the week previous can be a good plan. You can then do a light review at the morning and mid-day meal. A light review. Big ideas.
But make your body and mind as comfortable as possible. Breathe deeply. Relax your face. Smile. (These are martial arts advices, actually.)
Upvotes: 6 [selected_answer]<issue_comment>username_3: Are you allowed to eat/drink during the exams? If so, I'd have water or something like lemonade, and possible chocolate covered coffee beans. The logic behind it fairly simple, you'll likely run low on sugar and it's good to replenish that in a swift way (of course without overdoing it).
If you are not allowed to bring anything with you, then I wouldn't bother. Overshooting sugar to "energize" yourself may result in spiking your blood sugar, which may make you sleepy at best. In any case, you'll likely get rid of that sugar before half-time (unless you are diabetic, but then I doubt you'd ask this in the first place).
If that's the case, just take a nice break in between the two exams and try to detach. Food is a good idea, obviously, but try not to overeat (for the same reason as above). [Exercises for neck and shoulders](https://www.bupa.co.uk/newsroom/ourviews/desk-stretches) would be helpful, as well as a walk in fresh air.
Also try to look outside at different distances, if possible, during the exams. Staring at the same distance for longer times is not really good for your eyes, and might contribute to both mental and physical fatigue. Changing focal distance has helped a lot during 5h university exams, and still helps me during hours of reading or computer work
Upvotes: 3 <issue_comment>username_4: I would suggest a big bag of sultanas.
No science here, recommended to me and I found it helpful.
Upvotes: 2 <issue_comment>username_5: I had the experience a couple years ago of conducting a hearing. There were ten days of hearing and each day the hearing went from 9 to 5 with an hour break for lunch. Each day was as intense as an all-day exam. I found that my concentration in the afternoon was best if I followed the diet that is recommended for gestational diabetes: frequent small meals that emphasize protein. I had a light breakfast and then a snack around 11. The lunch break started at 12:30 or 1, and I found it helpful to make a point of only eating half of my usual lunch. Then I had the rest of my lunch a couple of hours later. Following this pattern was extremely helpful.
Proponents of the low-carb diet say that it can be beneficial for everyone, not just those with impaired glucose metabolism, in that it boosts afternoon concentration and productivity.
Upvotes: 3 <issue_comment>username_6: There're a variety of so-called [cognitive enhancers](https://en.wikipedia.org/wiki/Nootropic) available on the market. Their use is controversial and their efficacy is uncertain, especially since what works for one person might not work for another. If you choose to use them, you're on your own.
Upvotes: 3 <issue_comment>username_7: What I can recommend you is to chew gum during the exam. It helps you stay relaxed, because your body associates the action of eating with a save environment.
Furthermore the main factors of eating or drinking something before the exam are more or less placebo (If you leave out any drugs).
So if some people tell you, that certain things are helpful, yet other people tell you they have negative effects, **both** groups may be right. It depends on your mindset.
Some say that you can help your brain out by training it with a certain flavor.
For example: If you drink cherry juice every time you study, it could help you remember some things when you drink it while you are writing your exam.
Upvotes: 2 <issue_comment>username_8: Do what you know works for you and what you have tried before.
You are very unlikely to be able to gain an 'edge' you haven't had in practice, but could easily throw yourself off.It's not always easy to predict how different foods/drinks/sleep schedules/chairs will affect you and it's not worth leaving it to chance on the day to find out.
If you can, do practice session(s) as close to exam conditions as you can; that includes eating the same food, sleeping well the night before, sitting in a chair for two 3-hour sessions. If you try that you'll find out what works for you and what doesn't and will help you on the day as you can think about only the exam and not need to worry about unrelated things.
Upvotes: 2 <issue_comment>username_9: >
> I have heard from some of my peers that having things like energy drinks or consuming chocolate could help boost the performance, while others tend to thing it's useless and might even have a negative effect on our performance.
>
>
>
Different strokes for different folks, but I am personally in the former group.
My example is more related to billiards, which I used to play competitively in a league. Billiards is more of a mental game than a physical one (especially the version I played), and I noticed a dramatic improvement in my tactical approach after having consumed caffeine (mostly energy drinks, but coffee worked as well to a lesser degree).
I have since tested this on other occasions e.g. playing chess, and the same thing happens there.
But this is different from person to person, as my friend (who I played in the league with, and was playing chess against) does not experience the same thing.
So, to answer your question: **can** it be useful? Yes, I can personally vouch for that. **Will** it be useful for you? I can't guarantee that. It might, it might not.
Upvotes: 0
|
2019/09/24
| 1,830
| 7,375
|
<issue_start>username_0: I am trying to search for papers such that the data used in that paper are also published. This is because sometimes I really enjoy replicating a paper and it is somehow hard to ask the author to give you the data especially if he surveyed this data. I mainly use it to see if I may able to replicate and get better in my coding skills. It is also better to know if the data are available upon request.<issue_comment>username_1: Whether it has positive, negative ot neutral effects is completely up to the person. You may do some tries before - drink/don't drink and do some concentration tasks, compare your performances.
About question 2, another things which could have positive or negative are drinking coffee, doing sport and learning new things just before the exam. (For most people, the last one is bad.)
Of course, you should not take any "strong" substances which need a doctor's prescription without discussing this with a doctor. After all, it's just an exam - your health is worth so much more!
Upvotes: 4 <issue_comment>username_2: I think doing such things may be risky. Instead, do something natural. The most important is to get plenty of sleep the night before the exam and don't try to cram up to the last minute.
Between the two exams parts, get some light exercise and, again, don't cram. Let your mind relax and let it integrate what you know rather than trying to force it to absorb things that may mask other, more important things.
As for food, eat as you normally do but nothing heavy that will make you groggy and wanting an afternoon nap. If you eat differently, your gut may rebel against you.
If you have been taking good notes throughout the learning period, then summarizing them on note cards (big ideas only) in the week previous can be a good plan. You can then do a light review at the morning and mid-day meal. A light review. Big ideas.
But make your body and mind as comfortable as possible. Breathe deeply. Relax your face. Smile. (These are martial arts advices, actually.)
Upvotes: 6 [selected_answer]<issue_comment>username_3: Are you allowed to eat/drink during the exams? If so, I'd have water or something like lemonade, and possible chocolate covered coffee beans. The logic behind it fairly simple, you'll likely run low on sugar and it's good to replenish that in a swift way (of course without overdoing it).
If you are not allowed to bring anything with you, then I wouldn't bother. Overshooting sugar to "energize" yourself may result in spiking your blood sugar, which may make you sleepy at best. In any case, you'll likely get rid of that sugar before half-time (unless you are diabetic, but then I doubt you'd ask this in the first place).
If that's the case, just take a nice break in between the two exams and try to detach. Food is a good idea, obviously, but try not to overeat (for the same reason as above). [Exercises for neck and shoulders](https://www.bupa.co.uk/newsroom/ourviews/desk-stretches) would be helpful, as well as a walk in fresh air.
Also try to look outside at different distances, if possible, during the exams. Staring at the same distance for longer times is not really good for your eyes, and might contribute to both mental and physical fatigue. Changing focal distance has helped a lot during 5h university exams, and still helps me during hours of reading or computer work
Upvotes: 3 <issue_comment>username_4: I would suggest a big bag of sultanas.
No science here, recommended to me and I found it helpful.
Upvotes: 2 <issue_comment>username_5: I had the experience a couple years ago of conducting a hearing. There were ten days of hearing and each day the hearing went from 9 to 5 with an hour break for lunch. Each day was as intense as an all-day exam. I found that my concentration in the afternoon was best if I followed the diet that is recommended for gestational diabetes: frequent small meals that emphasize protein. I had a light breakfast and then a snack around 11. The lunch break started at 12:30 or 1, and I found it helpful to make a point of only eating half of my usual lunch. Then I had the rest of my lunch a couple of hours later. Following this pattern was extremely helpful.
Proponents of the low-carb diet say that it can be beneficial for everyone, not just those with impaired glucose metabolism, in that it boosts afternoon concentration and productivity.
Upvotes: 3 <issue_comment>username_6: There're a variety of so-called [cognitive enhancers](https://en.wikipedia.org/wiki/Nootropic) available on the market. Their use is controversial and their efficacy is uncertain, especially since what works for one person might not work for another. If you choose to use them, you're on your own.
Upvotes: 3 <issue_comment>username_7: What I can recommend you is to chew gum during the exam. It helps you stay relaxed, because your body associates the action of eating with a save environment.
Furthermore the main factors of eating or drinking something before the exam are more or less placebo (If you leave out any drugs).
So if some people tell you, that certain things are helpful, yet other people tell you they have negative effects, **both** groups may be right. It depends on your mindset.
Some say that you can help your brain out by training it with a certain flavor.
For example: If you drink cherry juice every time you study, it could help you remember some things when you drink it while you are writing your exam.
Upvotes: 2 <issue_comment>username_8: Do what you know works for you and what you have tried before.
You are very unlikely to be able to gain an 'edge' you haven't had in practice, but could easily throw yourself off.It's not always easy to predict how different foods/drinks/sleep schedules/chairs will affect you and it's not worth leaving it to chance on the day to find out.
If you can, do practice session(s) as close to exam conditions as you can; that includes eating the same food, sleeping well the night before, sitting in a chair for two 3-hour sessions. If you try that you'll find out what works for you and what doesn't and will help you on the day as you can think about only the exam and not need to worry about unrelated things.
Upvotes: 2 <issue_comment>username_9: >
> I have heard from some of my peers that having things like energy drinks or consuming chocolate could help boost the performance, while others tend to thing it's useless and might even have a negative effect on our performance.
>
>
>
Different strokes for different folks, but I am personally in the former group.
My example is more related to billiards, which I used to play competitively in a league. Billiards is more of a mental game than a physical one (especially the version I played), and I noticed a dramatic improvement in my tactical approach after having consumed caffeine (mostly energy drinks, but coffee worked as well to a lesser degree).
I have since tested this on other occasions e.g. playing chess, and the same thing happens there.
But this is different from person to person, as my friend (who I played in the league with, and was playing chess against) does not experience the same thing.
So, to answer your question: **can** it be useful? Yes, I can personally vouch for that. **Will** it be useful for you? I can't guarantee that. It might, it might not.
Upvotes: 0
|
2019/09/24
| 1,706
| 6,899
|
<issue_start>username_0: I am currently looking for Post-doctoral positions after finishing my PhD. I have recently visited a potential lab for a lab visit. It has already been two weeks since I came back from there. Since then, I have not received any communication negative or positive. I also reached out to the Group leader with no response.
I am in an extremely specialised and competitive sub-field, so I cannot keep on sending out applications, because most of them come back positive with a pre-emptive interview call. Later on, I might have to send decline mails for any or all positions that are offered. And, I know that even as a Group leader it doesn't feel nice to get snubbed.
Right now, I feel a bit angry. The response from the Group Leader was extremely prompt while setting up the visit. Now, I do not get any response. And, I have no indication of when one might be forthcoming. So here is my question.
If I as a potential Post-doctoral fellow am expected to send out decline emails for positions that are offered, is it too much for me to ask the same of a Group Leader? Mind you, I am not expecting them to reply to the first introductory email. But, if I have made it to the last screening round, shouldn't I expect a response, be it positive or negative?<issue_comment>username_1: As I have come to do again and again lately, I completely agree with @Buffy. You need to calm down and take it easy.
You have no idea what might be the reason for them delaying a response, it could due to:
* delays with the paperwork to the rest of the faculty,
* delays with interview all candidates,
* delays due to other urgent matters such as grant/paper deadlines,
* or simply some sort of personal emergency
2 weeks is not an insultingly long time, so you have no basis on which you can demand an answer. These are busy people we are talking about.
On a different note, it wouldn't prevent me from applying to somewhere else. Everyone who has ever applied to a position, or hired a person, knows the dynamics of this "game". Apply to other places if the wait stresses you, and you can always say that you had a more favorable position when you turn down a position. As long as you haven't played foul (i.e. lying, withholding important information etc) nobody should get upset.
Upvotes: 4 [selected_answer]<issue_comment>username_2: From the point of view of the employer, there are only two points at which they have useful information to give you:
1. if they decide to offer you the job
2. if they have successfully hired another candidate (or decided not to fill the position at all).
Up until one of those things happen, your status is still "under consideration". Even if they really didn't think you were a good fit, they'd keep you "under consideration" until #2 happens, because in theory they might still decide you were better than any alternative.
It can take quite a while until #1 or #2 is attained. They might interview several more candidates, choose someone else, get approval from their dean to make an offer, wait for the candidate to consider the offer, be turned down, make an offer to someone else, etc. This can easily take far more than two weeks.
So while I agree that it would have been nice for them to answer your email, their reply almost surely would not have told you anything useful. Had they reached #1, they'd have told you, obviously. It's very unlikely they'd have reached #2 within two weeks, but if they had, they should have told you that too (though admittedly this might sometimes fall through the cracks). So if they replied, it would only have said "our search is continuing and you are still in consideration, we will let you know when something happens".
Thus there is not really much point in you contacting them for updates, unless *you* have new information to give *them*. For instance, "I have received another offer with a deadline of X, so if you want to be able to hire me, you'd better get your act together and send me your offer before then." (Only don't phrase it quite like that.)
On the other hand:
>
> I am in an extremely specialised and competitive sub-field, so I cannot keep on sending out applications, because most of them come back positive with a pre-emptive interview call.
>
>
>
I disagree. You can and should keep sending out applications. If they invite you to interview, that's a good thing.
>
> Later on, I might have to send decline mails for any or all positions that are offered.
>
>
>
That is fine and normal.
>
> And, I know that even as a Group leader it doesn't feel nice to get snubbed.
>
>
>
Declining a job offer isn't a "snub", and no reasonable group leader will take it that way. It's just business. It's not like by interviewing you, they are doing you some special favor that puts you in their debt. They know that good candidates are in demand and will have multiple offers, and interviewing a candidate comes with an inherent risk that the candidate will like some other offer better. It is on them to make an attractive offer if they want to get you.
Upvotes: 3 <issue_comment>username_3: >
> ... are my expectations too high?
>
>
>
Well, No, but also Yes.
**No** - because there is no good reason for a potential employing group, which has had you visit them, not to give you a reply within a few weeks. The reply could just be "we will only be able to make a decision about your candidacy within X days/weeks/months because of " - that is not a great reply, but it's fair (for reasonable values of X). This is true in and out of academia and for any position.
**Yes** - Because this is, unfortunately, not uncommon. I personally, and a few other people I know, have had the experience of not hearing from potential employers/research groups they were interested in, for months - and sometimes not at all.
>
> I am in an extremely specialized and competitive sub-field, so I cannot keep on sending out applications ... because... later on, I might have to send decline mails
>
>
>
Yes you can. If you want to be extra polite and fair, in your applications or interview calls you can make the situation clear, with a due disclosure that you are applying to several positions in parallel. You can even explain you are doing this because you know that some places take a long time to respond, so you can't just serialize. **edit:** On the other hand, commenters suggest this might come off as overly apologetic and insecure. It's up to you.
>
> Right now, I feel a bit angry.
>
>
>
Your anger is justified. If and when you are in the position of being involved with somebody's candidacy (for a post-doc, PhD-candidate or other position) - make sure you get the relevant person to send out a reply on time. When that happens, you'll remember how you felt now, and be able to pat yourself on the back for having done the right thing.
Upvotes: 2
|
2019/09/24
| 3,708
| 15,444
|
<issue_start>username_0: My PhD supervisor (in the field of artificial intelligence) invited me to several meetings with another PhD student. Since I have more knowledge than my supervisor in some topics, I made many suggestions about how this student could improve his methodology. In total, I went to 5 meetings of 3–4 hours each. I could have used this time to do my own research.
When the other student started to write his manuscript, I asked to be an author, since I had contributed directly to the research, but he felt I only deserved to appear in the acknowledgments. So I asked my supervisor to be on the paper and even volunteered to help writing it. My supervisor said “Don't worry about his paper, you have your own things to do, and he is not going to submit this work anytime soon”.
One week later, they submitted the paper to a major conference without my name on it. I felt really insulted that they used my time and skills with no credit to me.
I didn't actively do the research or help write the paper, but I felt I was supervising the student since I have the most experience on this topic. Many academics in my field get their names on papers by just giving suggestions.
What should I do? I am planning on taking it to the head of department.<issue_comment>username_1: Actually, I think you should relax and take your advisor's advice. Collaboration is a good thing, and it is a two-way street. You give a bit and you get a bit. I assume you got an acknowledgement in the paper for your help. I don't think it would be appropriate if you weren't. But authorship is a different thing.
You contributed ideas. Research seminars are often organized to give ideas to researchers but the members don't become co-authors in the normal case.
Congratulate your colleague and, as your advisor suggests, spend your effort on your own work, not raising an objection to someone else's.
But, it is good that you contributed ideas. Do that a lot and you will have a lot of people willing and happy to work with you. Occasionally you may need that help.
Pay it forward.
Upvotes: 6 <issue_comment>username_2: >
> When the PhD student started to write a paper about it, I asked him to be on the paper, since I felt I contributed directly to his research. But he said I just gave him suggestions and he could add me in the acknowledgments, not as co-author. And he said I should ask my supervisor if I deserve to be on the paper.
>
>
>
As a general rule, contributing ideas, providing feedback, inspiring others does not qualify a person for authorship. During such discussions, we think and state our own views and ideas without paying much heed to the legwork involved for implementing the same.
Making those ideas come to life are an entirely different thing.
>
> One week later, they submitted the paper to a major conference without my name on it. I felt really insulting that they used my time and my skills with no benefit for me.
>
>
>
You have gained plenty from these discussions. You got to parade your knowledge and mind before others. You draw inspiration from them and later on you may gain a formal collaboration. Also, you gained an acknowledgement. Anything more, would be injustice to the authors involved in the paper.
Science rarely progresses without discussion with people from diverse backgrounds. That is what makes science inter-disciplinary.
Upvotes: 5 <issue_comment>username_3: >
> I am planing in taking it to the head of department.
>
>
>
Let me assure you that this is a bad idea. 99 times out of 100 the department head will not intervene in these matters. Moreover even if they do (again, super unlikely), and you get things your way with this paper, I assure you that this will forever mar your relationship with your advisor. I would be extremely upset if one of my students went over my head like this.
How about you have a discussion with your advisor about how you feel? What constitutes author worthy contribution highly varies between research groups, so I would not be so quick to decide that your contribution suffices (nor am I in a better position than **your advisor** to make this call). Maybe you can be more involved in follow ups? In relating this work to your own? As username_1 mentions, you’re not just letting it go because that’s the way it is, it’s also because being adversarial will have far reaching repercussions beyond this one paper!
In my experience, a collaborative approach pays dividends in the long run: Be the person people want to talk research with!
**EDIT:**
To clarify: It is impossible to judge whether X number of hours warrants coauthorship status, as this is very discipline/relationship related. Some PIs think that even a short conversation about the paper and some suggestions warrant coauthorship, others think that unless you actively participate in writing you shouldn't be a coauthor.
Unless something outright unethical is happening (e.g. the OP made major contributions, which is not obvious from the OP), I don't think they have a case, certainly not one department head I've met would intervene in..
Upvotes: 6 <issue_comment>username_4: In the future I’d suggest being clearer about whether a project is joint work earlier in the process. It doesn’t sound to me from your description that you deserve coauthorship, but I do see why you feel shortchanged. The earlier on that you have this conversation the less chance there is for miscommunication and hurt feelings.
Upvotes: 4 <issue_comment>username_5: The other answers cover most of the points but I’d just like to add that submission doesn’t necessarily equate with acceptance. They may have rushed this paper slightly to meet a conference deadline and neglected you in the rush to submit. They may be planning a journal submission after the conference and would like to collaborate with you on this. The supervisor/student may have decided to "take a punt" on this conference, knowing that the paper will be reviewed quickly and that reviewers' comments will be useful even if it is a likely rejection.
Bottom line: don’t take it personally. Consider if you **want** an authorship on a paper that you have had no direct control over.
Upvotes: 2 <issue_comment>username_6: It's possible that your supervisor and your cuckoo think that you don't deserve co-authorship because they didn't let you edit the paper before submitting it. But the amount of time you spent providing needed advice and guidance in my opinion deserves more than a mere acknowledgement.
That said, raising a stink about this paper isn't going to be helpful to you. You need to finish your own degree, and making an ennemy of your advisor is not the way to get there. In addition, most department chairs are not real managers, and all they'd do with such a request is flee, not try to help you over the opinion of their colleague. So you should probably just let this slide, and maybe try to get an acknowledgement in the final published product.
But you should also pay attention to what this incident says about your advisor. Pursue every possible opportunity to publish with other people! If possible far-away people who don't have any institutional links with him. Be very sure that all help you provide him in your field of expertise will bring you at least co-authorship on whatever the project is, negotiating that up front. Make sure he doesn't just suck you dry for the duration of your studies. Don't outright refuse to cooperate, but be vague and unavailable if necessary.
Upvotes: 1 <issue_comment>username_7: I have a bi-weekly meeting with my MSc and Ph.D. students that some time is 6 hours long. We discuss ideas and brainstorming solutions; they work on different subjects. When I was doing my Ph.D, I designed an algorithm from A-Z gave it to an MSc student to implement, he published a paper I did not co-author it and did not ask to be a co-author. Why that? because I was a fully-funded Ph.D. student, this is my work I was hired to do that and this was part of my training.
Now, I am a supervisor, and I am on every paper of my MSc and Ph.D. students work. I secure funds for all of them to work on their research.
Are you a fully-funded Ph.D. student? If yes then do not complain, as you are a professional researcher, not an undergraduate student working on a group assignment.
If you are not a fully-funded Ph.D. student, then I do not understand why you are doing a PhD. Because, if you are that strong and more knowledgeable than your supervisor and at the same time not funded, then I would strongly suggest that you switch your supervisor.
In the future, please tell your supervisor you are busy with your research point and do not go to these meetings.
Upvotes: -1 <issue_comment>username_8: You look like you are an expert on a field that your supervisor isn't, and that expertise is necessary for a collaborator to make progress on his thesis. Therefore, I would expect that your supervisor would motivate both of you to work together, so that the other PhD student can benefit from your expertise, and you could benefit from working on a related subject you know about. In that case, co-authorship would be reasonable and come of naturally. I also believe that you would generously offer co-authorship to your collaborator, if things had happened the other way around (i.e. he had provided advice the way you have).
But things evolved differently, so:
---
Do you deserve to be a co-author?
---------------------------------
In my opinion, **yes.**
Judging from your descriptions, it looks like you've been doing lots of "supervisor" work here. As others have noted, a supervisor is anyway included regardless of their contribution. To my understanding, and based on my academic experience as a PhD student, this is not just a "typical" practice; since the supervisor is expected to get co-authorship, they *should* provide actual supervision (advice, intuition etc). Providing it through a delegate is fine, but I would expect that the delegate receives proper credit.
---
Should you take action?
-----------------------
**No.** Unless you don't mind hurting your relationship with your PhD supervisor and possibly triggering a conflict with him. Given the circumstances, I'd suggest you give up on co-authorship, but express your feelings to your supervisor.
---
Is this fair?
-------------
**No,** at least in the way I perceive academic ethics. Unfortunately, ethics and rules in academia are easily violated in subtle ways. If you are not the one holding power, there's very little you can do without risking a conflict with people who have huge control over your academic future.
Upvotes: 6 [selected_answer]<issue_comment>username_9: There are plenty of answers already, so there will naturally be some overlap between mine and what's already said, but I hope to be able to give some food for thought anyways.
First of all, judging by the way you express yourself, both on the OP and the comments, you seem to be quite agitated by the situation. Before you do anything, you need to **find a way to calm down** and try to think straight. Don't take any rash decisions, in the heat of the moment. As others have also eluded to, it might have detrimental and unexpected effects down the road. That's step 1.
Then let's unpack the situation, you are in a lab where there is some research is carried out. On this one project you *feel* you have more hands on experience on a field/method than the PI. The fact that **your PI trusts your knowledge** and brings you in is a very positive sign. Second positive sign, I believe, that you are in a lab where **expertise is shared** and people contribute to each other's projects. I have worked in intellectual isolation long enough to appreciate how valuable that is. Try to reflect on that a bit, that's step 2.
I think **your frustration is justified**. However, it is not uncommon that situations like these happen. What counts as authorship varies ALOT between labs, and even among the research groups at the same place. That is just a fact. It's a bit of the culture that the PI fosters (or allows) within the group. Also, don't even question on why the PI is on the paper, that jsut is the case, s/he pays for all of you, and has likely contributed to writing the paper. You might disagree with it, but it simply is the case. I think it would be fair to say many users here at AC.SE have experienced one or more cases like this.
Once you have calmed down, what can you do? The way I see it, you have two options:
1. Accept the situation and commit to the existing culture. Again, you don't need to agree with it, you just need to get through. Play the game with the rules others are playing, if you want to keep playing. **Next time you get called in for your expertise, establish the mode of collaboration as the first thing, before you commit.** Otherwise, learn as much as you can, get your projects done and move on. Next place you go to, you can (and likely will) pay more attention to these kind of things.
2. If the situation really doesn't sit well with you and you don't think you can work effectively in that place anymore (in other words if the bridges are burned from your end) then you can certainly complain and "fight". I think you can make a case, but my guess is that nothing will really change with respect to this paper. But you might seriously hurt your position in your group. If being right is the most important thing for you, then surely whatever we/your PI/head of the dept will say won't make it better.
This reminds me about that silly joke, if you are in a fight with your spouse you can be either right or happy, both not both. Choose what matters most for you, and go that way. There will be consequences either way, I feel.
Upvotes: 3 <issue_comment>username_10: There are some formal rules around academic ethics in relation to authorship. [Vancouver Protocol](http://storage.googleapis.com/wzukusers/user-17415557/documents/56640b2c61339C4KMzWo/Vancouver%20Protocol.pdf) states that authorship credit should be based only on substantial contributions to:
1. conception and design, the acquisition of the data, and/\* or analysis and interpretation of data
AND
2. drafting the article or revising it critically for important intellectual content
AND
3. final approval of the version to be published.
Conditions 1, 2, and 3 must all be met. Specifically, general supervision of the research group is not sufficient for authorship.
These are actually tough requirements that many authors do not seem to meet, so the reality of ethics w.r.t. authorship is less perfect than it could be. But when complaining formally, you should perhaps refer to formal rules in addition to (or even in place of) citing similar cases where a person that did as much as you did got an authorship regardless of whether he/she was actually entitled to that according to the rules.
Upvotes: 2 <issue_comment>username_11: You have numerous replies. I will simply say "no, by my and what I believe are reasonable standards, you are not qualified to be a co-author" and "no you would be very unwise to involve the department head/chairperson." If one of my Ph.D. students felt the way you do, I would counsel them appropriately. If they subsequently went to the Head/Chairperson, I would sanction them (such as tell them to move to a different advisor).
Upvotes: 0
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2019/09/24
| 636
| 2,725
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<issue_start>username_0: Now I am facing a very serious problem that I have to remove an article which is accepted by IEEE but will be published till the end of 2019.
Due to some conflicts of interests(we finished this manuscript last year, this is my idea at the first place, and I finished the data analysis and processing part, all of the experiments, professor X wrote part of the document), he wants to hold the paper and wait for a top journal, but I'm in an urgent circumstance to graduate. So after half a year anxious waiting, I submitted this paper without noticing him.
Until this paper was accepted to be published, I struggled for a very long time, so after I realized my mistake, I took action on this matter immediately. Firstly I negotiated with the professor X, He was tough on this thing and disagree with my behavior. After mature consideration, I want to completely remove the article and contact with IEEE Journals Coordinator immediately.
This negotiation has lasted several months，and now I hold the firm attitude that I have to remove this article no matter what kind of excuse it will be given. It cannot be seen on any version no matter online or offline. Still waiting for IEEE's reply, and could you all please give me some advice under this circumstance? Many thanks!!<issue_comment>username_1: You have the right to withdraw your paper, but subject to any formalized agreements you have with IEEE. You may already have signed away your rights. But even then, the journal does well to agree to your request and to return all rights to you that you may have relinquished.
One problem, however, is the "several months" issue. IEEE has taken actions, that may have cost them money, over the time span and may be reluctant to abandon it. They may need to fill the allocated space they have scheduled in a print journal.
But if you press them, I assume they will agree, thinking that a long term relationship is better than forcing you into something you don't want.
You don't say how long you have waited. If it is more than a few weeks, ask again and press the issue.
But, since we are close to the end of 2019 already, the worst case is that the print version has already been finished. In which case you will meet a lot of resistance. Then, a *lot* of money is involved and it may be impossible to undo the situation.
Upvotes: 3 <issue_comment>username_2: So, the issue here is that you submitted a paper without the consent of one of your co-authors? Write to the editor of the journal explaining that, and ask for the paper to be retracted. Even if you’ve agreed to give them your copyright, your coauthor hasn’t, so they wouldn’t be allowed to legally publish it anyway.
Upvotes: 3
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2019/09/24
| 559
| 2,077
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<issue_start>username_0: I am living in the Netherlands (at the moment, I am an expat), I have two M.Sc and a bachelor in software engineer / computer science and and I am looking at the possibility of having a part-time masters course in Humanities, particularly history or philosophy.
I checked the universities in my area but all the programs are not accepting students without a background in related fields and the don't offer any preparation courses. I wouldn't mind starting from a bachelor but there are not available as part time programs and I am working full time.
If anyone has a deeper knowledge of the Dutch educational system I would like to know if there is a way to carry out my plan.<issue_comment>username_1: The best thing to do is contact the people in charge of the programmes that come closest to being right for you and ask them if there is any wiggle room with admissions. I'm not in the Netherlands (yet!) but in the uk, at least, we have a lot of space for admissions exceptions under the right circumstances.
On that note, have you considered online, part time, distance degrees? There are a few of these in various humanities topics in the UK.
Upvotes: 0 <issue_comment>username_2: The usual term for this is either pre-master or 'schakeljaar' (Dutch for transition year)
Most universities in the Netherlands offer pre-masters. I think you always need to contact the institute you want to attend if you can follow the pre-master and they can tailor the programme to your background. Since these are often tailored, it would be possible they could work with you to follow this part-time as well.
Some example links from universities in the Netherlands (some in Dutch):
* <https://www.ru.nl/opleidingen/master/filosofie/pre-master-en-hbo-minor/pre-master-wo-studenten/>
* <https://studiegids.vu.nl/en/premaster/2018-2019/geschiedenis#study-description>
* <https://www.rug.nl/feb/education/study-programmes/pre-msc/>
* <https://www.uva.nl/onderwijs/master/soorten-masters-en-schakelprogrammas/schakelprogrammas/schakelprogrammas.html>
Upvotes: 1
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2019/09/25
| 533
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<issue_start>username_0: (this line is added later ) : The length of the paper is only 3 pages.
Soon After Submission
>
> Article Status: Reviewing
>
>
> Your paper is being reviewed by the journal’s editors and you will be contacted as soon as we have news.
>
>
>
After a month changed to
>
> Article Status: Under Review
>
>
> Your paper is being reviewed by the journal’s editors and you will be contacted as soon as we have news.
>
>
><issue_comment>username_1: It means that your paper is being reviewed by the journal's editors, and you will be contacted as soon as they have news.
...
What kind of answer were you expecting?
Upvotes: -1 <issue_comment>username_2: **Initial answer**: *(This answer assumes a regular type of full-length paper submission in the standard journal workflow.)* This is probably an error in their explanation of the current status. The explanation is not in line with the [typical journal workflow](https://academia.stackexchange.com/questions/55665/what-does-the-typical-workflow-of-a-journal-look-like), especially the highlighted part:
>
> Article Status: Under Review
>
>
> Your paper is being reviewed by **the journal’s editors** and you will be contacted as soon as we have news.
>
>
>
In the typical journal workflow, the review is performed by the **invited reviewers**, rather than by the journal's editors.
You may contact the journal to task for clarification, but it probably won't matter in the end, as the process doesn't depend on this (incorrect) explanation.
**Updated answer**: *(This update takes into account that the submission only has three pages, and that the journal uses a decision-making step based on consensus between the editorial board members.)* In this case, it's plausible that they're wont be additional reviewers involved. I speculate that the first status refers to the assigned editor handling the paper, and the second status refers to the editorial board making the decision. In this case, the status would not have any implication for the decision, other than removing the possibility of a desk-reject.
Upvotes: 2
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2019/09/25
| 810
| 3,270
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<issue_start>username_0: I am considering a possibly risky route into graduate school. Namely, auditing classes at the university I would like to attend and then reapplying after a semester or two. This way I can demonstrate my abilities directly.<issue_comment>username_1: I cannot speak for Physics, but I can speak generally. Generally, auditing courses is unlikely to get you noticed in any way and is unlikely to generate the sort of information that the admissions committee will value. I cannot assume that you will be able to develop the connections that you desire because I doubt such opportunities will be available via auditing classes.
In my field (though perhaps not Physics I warn) a way forward with a poor undergraduate result but a desire to do a US-based PhD is to do a one-year master's in the UK or Europe, and to do extremely well in that programme. Via this route you show that you are able to complete very high level coursework and, further, are able to produce actual research (in the form of a master's dissertation). These are much better indicators of PhD success than audited classes or GRE scores. Also, if you have, say, a UK distinction in your master's, in your PhD statement of purpose you can address your poor undergraduate performance head on: say you were dealing with personal circumstances but your demonstrable success in the higher degree programme evidences your abilities to succeed at real research.
In other words, you are giving them real evidence of your commitment and abilities, while auditing doesn't do that.
Upvotes: 3 <issue_comment>username_2: What you are suggesting has a few, significant, pitfalls.
(1) You may find it hard to sustain the effort, especially when not doing it for credit. Note, this is very common issue. Look at the statistics on it or on similar situations (people doing extension classes online).
(2) It may not be really credited. After all, you won't get a grade out of it.
(3) Teacher may not give you as much help and/or you will be reluctant to ask for it, as not being a paying student.
(4) Kinda limits you mostly to the one school where you do the courses. But you need to cast a wide net.
(5) Low value if stepping stone doesn't work. Whereas a masters or "less prestigious" Ph.D. has value even if you don't end up at Harvard playing Bessel functions with <NAME>.
---
Net, net:
I would go ahead and apply to many regular schools. Prestigious and not prestigious. For one thing hard science grad school can be quite different than undergrad in terms of the demand (they need students). You may well find that some school is willing to take a chance on somebody who is "smart and lazy". (Sorry, but that is what the quick analysis of high test scores and low grades will determine. If it was personal troubles, you're right to keep those out of the application.)
Also, prestige is not the end-all, be-all. But if you do go to a less prestigious one, I would at least try to go to a large state school (Big 10 or UT or the like). At least you are part of the core of R1 world then.
Finally, I had a buddy who leveled up in physics. Going from a so so place (but in a Ph.D. program, not auditing) to JHU. They were happy to get him. He's a smart cookie.
Upvotes: 2
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2019/09/25
| 2,143
| 8,896
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<issue_start>username_0: This question is partially inspired by the [question about degree nostrification](https://academia.stackexchange.com/q/91599/5674).
In some countries a PhD is a 3-3.5 year degree (Denmark and the UK for ex) whereas in others like Sweden a PhD is usually 4.5-5 years. Quick disclaimer, I don't mean the time by which a person takes the degree, but rather what is considered "normal pace".
Additionally in the US many PhD programs include some overlap of masters-level courses, I have heard.
Does this get taken into consideration later down the road, when applying for positions, in academia or in industry? If so, how? I am thinking specifically in terms of: a) work experience, and b) age/seniority limits for applying for grants etc.
**Edit:** Reading some of the answers, I perhaps need to clarify a couple of things:
1. It's not a matter of whether shorter/longer is better? Just a simple question is whether a PhD is the same wherever, regardless of the length of the program
2. I did not mean the time it takes an individual to finish the program, but rather what the program is intended to include.
In Sweden, when I was doing my PhD the departments define what a PhD program from that department includes. For me it was 1 years worth of coursework, 3-6 months of department work (teaching, outreach, IT support etc) and the remaining 3 years corresponding to research (not necessarily in that order), totaling a 4.5-years long program. In other departments the teaching was 1 year long, and their PhD program 5 years in total. It's this "planned time" what I a referring to.<issue_comment>username_1: As far as I have ever seen, the length of your PhD program is irrelevant as far as considerations of future employers, etc. People (in academia) will mostly look at your publications, and possibly reference letters and reputation of your supervisor(s)/university. In particular, in all cases I know of seniority/age limits for grants count from date that your PhD was issued. (The only exception I have seen to this is the seniority limit for junior (W1) professors in Germany, which is some cases include your experience during your PhD, but this is state (Bundesland) dependent I believe.)
In some cases, your time as a PhD may (or may not) count as relevant work experience. In Germany, for example, this can factor into the determination of your salary scale, and the length of time that you can be employed under fixed term contracts.
Since one of the primary criteria by which freshly minted PhDs are judged for post-doc positions, is their publication output, as short PhD program can put you at a competitive disadvantage compared to PhDs coming from longer programs due to have less high quality publications out by the time you are applying (which also will have had less time to make an impact). A knowledgeable selection committee may account for this, but that is not guaranteed.
Upvotes: 5 <issue_comment>username_2: No, it should be valued equally through all the countries, especially in the Europe.In 1999 in Bologna the Ministers of Education of 29 have signed an act for European Higher Education Area. The main keys of it:
1. European students and graduates would be able to move easily from one country to another with full recognition of qualifications and periods of study, and access to the European labor market;
2. European governments would fit their national higher education reforms into a broader European context;
3. Higher Education (HE) in the European region would increase its international competitiveness, as well as enter into dialogue and improve cooperation with HE in other regions of the world.
This is why Europeans has an opportunity to go study abroad with Erasmus and many other things. For this purpose ECTS system was created and many other things had happened.
Upvotes: 2 <issue_comment>username_3: Disclaimer: I am not in a PhD program, but my wife is and she has brought this issue up before. I can only speak from what she's told me and from what I heard from my advisor when I was in my Master's program. (We are from the U.S.)
There doesn't appear to be any hard and fast rule that shorter PhDs are worse, other than maybe less time to publish works and build your portfolio (as mentioned in other answers). In the U.S. there may be some preference for U.S. students and graduates when looking at jobs *if all else is equal*. This makes sense, considering potential complications of international work visas, etc. Obviously plenty of academics, researchers and professionals from other countries are able to find jobs in the U.S.
However, what my wife has heard from people in her field is that if you get a degree in the U.S. *and then leave the U.S. to teach in academia* it can be much harder to get a teaching job back in the U.S. later in your career. She thinks it has to due with the reputation / prestige of U.S. vs non-U.S. institutions. I.e. you took an out-of-country job that must have been easier / not as difficult to get, so you may be less qualified than your peers who got a teaching job in the U.S.
I don't have any data to support that claim further (un)fortunately (and again, there are plenty of counter-examples, particularly for more prestigious academics). I don't know if that is true for U.S. students who choose to study abroad.
As with many subjects, the 'good schools' in your field will get recognized regardless of location. The best thing would be to ask around in your field, and obviously put out the best work you can during your degree.
Upvotes: 2 <issue_comment>username_4: It is relevant, but only to second order. Your degree is your degree, what matters in academia is your publications, what matters in industry is your skills.
Say you want to go further in academia. You will be judged primarily on the amount and quality of your publications. Clearly, if you did a 4-5 year PhD, you would have more time for research, and in my experience a good 4-5 year PhD come out with a publication record comparable to that of a 3 year PhD who also did a 2 year post doc.
If you want to go to industry it is a bit less clear, as you will primarily (but definitely not always) be hired for a particular skill set developed during PhDs and post docs, and not so much the degree in itself.
Upvotes: 2 <issue_comment>username_5: The purpose of a PhD is to advance scholarship through the production of original research, usually embodied in a thesis. Every PhD research project is unique, and some take longer than others, especially if the researcher needs to acquire new skills for the project. Ultimately, achievement is measured according to the thesis itself, as well as other outputs (especially peer-reviewed outputs). If someone cannot be bothered to even skim-read the thesis and/or other publications, the proxy criterion would be the reputation of the **supervisor**, not the programme.
As for PhD **programmes**, the shorter ones usually get started with the thesis immediately (reflecting the expectation that most people embarking on such programmes already have a Master's degree and have already decided what they are going to research), whilst the longer ones tend to have various preliminary courses before commencing the thesis itself (reflecting the expectation that many people embarking on such programmes do **not** have a Master's degree -- those who complete the preliminary courses but then leave the programme may be entitled to claim a Master's degree as an exit award).
Upvotes: 2 <issue_comment>username_6: I am an American who did a PhD in the UK where they are very short. My colleagues in America who did a similar, biomedical engineering type PhD often took seven years whereas I was in and out in less than 4.
My experience was that the UK system has somewhat adapted to this and a one or two year post-doc in the UK, in the same department you graduated from or perhaps have been collaborating with, is extremely common. It is to everyone's advantage to have this arrangement as it gives the young researcher the needed time to continue research momentum and produce a portfolio of solid publications before moving on.
It is of course very important for one's career to move onto a post-doc at another institution, for Americans this is more frequently done right after the PhD (with perhaps a bit of RA employment in the lab, to make ends meet between graduation and the next position) while in the UK there is more often a local post-doc first.
My answer corroborates the other answers which point out that publications are what going to matter. No one is going to care too much about the PhD credential. You may have written only one solid publication in seven years or several in three, and that will determine whether you make the cut and move on. Not if your PhD is more "light" or "heavy", long or short.
Upvotes: 2
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2019/09/25
| 3,156
| 14,027
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<issue_start>username_0: I've entertained the idea of writing a textbook for several years now. The idea has taken several forms - a set of course notes that I provide as pdf, a text that is printed at my institution, or possibly a text that I propose to a publisher and (hopefully) get accepted.
This question is a practical one - when writing a textbook, what format is it in? Is it just a big MSWord file? Separate files? Is there a specific "textbook editor" that people use? For example, in books with separate sections for examples, callouts, definitions etc, I can't imagine doing that sort of layout on my own. My guess is that the publisher figures that out for you. However, the author has to indicate "box X goes here" doesn't he? How does that work?
**Edit**: for clarity, the text will be used in a professional communications course for technical disciplines such as engineering.<issue_comment>username_1: I'm not going to recommend a particular program to use, but instead suggest considerations:
* For any project that goes beyond 20 pages, it is no longer practical to change the formatting of things by hand. As a consequence you will want to use a workflow that (i) allows you to define styles for everything: headings, margins, placement of figures, fonts, etc; if you change your mind later on on how a second-level heading should be formatted, you only have to change that in one place, because it's going to be impossible to do consistently in a hundred different places if you use mark-up by hand. (ii) a workflow that allows using the same style file for each separate document that defines the book; so, if you use Word, and choose to have one file per chapter, then the style needs to be defined in an external style file that can be separately edited, rather than defined in each chapter's Word file.
* Make cross-referencing easy. You will want to reference sections in other chapters and other chapter's figures. If you keep each chapter in a separate file, this is going to be difficult because you can no longer reference a tag -- and writing "see Section 5.5" is sure to become wrong very quickly if you decide to add another section before that. It *must* be "see Section < reference a tag>" where your word processor automatically inserts the section number that corresponds to the tag. That's most easily done if you keep everything in the same document, which also guarantees that your page numbering is always correct. I don't know MS Word well enough to know whether that requires you to keep everything in one file; in LaTeX, you can keep each chapter in one file and then just have one master file that "\include"s the individual chapters.
* In your choice of word processor, anticipate what publishers in your area will likely accept. I know that you could write a book in troff, but you're unlikely going to make publishers happy with that choice.
* Anticipate working with others on the project. A book is a big undertaking -- there may be areas where you want feedback from others, or simply enjoy working with a co-author. Choose a workflow that allows you to do that. A particularly bad way of collaborating, in my view, is to send files around by email. You are sure to cross paths at one point, and only one person is allowed to make changes to the file at any given time -- and it's not always clear who that is. Instead, consider a workflow that allows multiple people to make changes at the same time. An example is google documents, but you can also use github with formats that allows merging multiple people's changes to the same file (in particular, for latex). If you configure dropbox right, then that can also work: You need to make sure that the person who has a file open in a word processor locks the file so that others can't edit it at the same time.
My personal system of choice is to use LaTeX, and either share the files with my collaborators via github (if version control is useful) or via overleaf (if version control is not important). But I understand that LaTeX is not for everyone. For things that don't involve a lot of formulas, I've also happily used google documents.
Upvotes: 4 <issue_comment>username_2: While I'm sure that there are many ways to do this, the short answer is that if you contact a publisher about whether they would be interested in publishing a textbook based on your text, they will let you know how they would like the text to be delivered. I expect that they would tell you to use either Microsoft Word or LaTeX.
I personally have experience with writing [a Springer textbook on computational physics](https://link.springer.com/book/10.1007%2F978-3-319-44649-3) together with five other co-authors. As the book is quite mathematical and every author was comfortable with LaTeX, the choice to use Springer's LaTeX template to write our book was an obvious one. With LaTeX, you can focus on content and let it handle the layout for you (helped by a little bit of markup from you). In the end, your publisher will take the the text and reformat the layout according to their standards. Still, the markup that you provide is very useful as it will let them know how you want the book to be — especially if you used a template from the publisher. For our book, the final layout was almost identical to the one we had while writing it.
You will also want to have some version control system for backing up older versions of your book, and perhaps also for collaborating with other authors. We used [git](https://en.wikipedia.org/wiki/Git) for our book, though I must say that it's not easy to learn for non-programmers. These days, the online LaTeX editor [Overleaf](https://www.overleaf.com) is a much simpler and more natural choice, as it handles version control and multiple authors very smoothly. With Word, I don't know of any half-decent version control system unless you also have access to Sharepoint, so you may be stuck with having to back up older versions manually.
Upvotes: 4 <issue_comment>username_3: Before you spend a lot of time on formatting, contact a publisher or two and see if they want to work with you and publish your book. If they are excited enough then they will sign you up. You normally talk to an *acquisitions editor* at this stage.
But each publisher may have different preferred ways of working with your manuscript and it can affect how you work and the tools you use.
For the content of the book, work with whatever tools you prefer, but as you get closer to publication, the publisher will want its own formats.
Normally, for a textbook, you will be assigned an editor (in the sense of one who edits - a *content* editor). They will make suggestions about your wording and such. You will need to work with this person, using some mutually acceptable set of tools. It might be Word or something else. If LaTex is required, they might do that formatting themselves, and if not, will probably provide a *required* template for you to use. Even if they prefer Word, they will most likely have a template for you. Perhaps a *required* template.
You will have only limited control over placement of figures and other such things, and only limited control over layout. But the publisher will somehow prepare the manuscript for printing using its own preferred layouts: margins and such. They may even want you to use, or avoid, certain fonts.
I think that very few publishers will just print a photocopy of your manuscript. There is some processing done before production. So, don't obsess over formatting until you are working with a publisher.
Some publishers will want separate files for any figures (or even for chapters). High resolution images. Others will prefer to create the image files themselves. You may need permissions for any figures (or photos) that you don't create yourself. If the permissions need to be paid for then that may be your responsibility, or you may be given a budget by the publisher for that.
Once the manuscript is reasonably complete the acquisitions editor (or a representative) will probably send your manuscript out for review to a few people they trust. You will get suggestions for improvement of the text, possibly a lot. Especially for a first time author. Your book could get rejected at this point, but I think that is very unlikely. But you will be expected to *respond* appropriately to all suggestions, usually by modifying the text. This stage can be maddening for a first time author and there may be several rounds of review.
Once they have a printable version, they will send you galley proofs for your approval. These might just be pdf files and you can usually make minor edits, but a lot of money has been spent at this point, so too many changes will be problematic. But your prior work with the content editor should make this moot.
They will try to accommodate you, but you need to work with them as well.
Upvotes: 6 [selected_answer]<issue_comment>username_4: Since you don't seem to definitely need to publish this with a commercial or academic publisher for all your goals, I highly recommend making your book an "open educational resource". Whether or not you do, I still recommend trying out the new(ish) tool [PreTeXt](https://pretextbook.org) to write it.
One of the challenges of modern publishing is trying to synchronize web, print, pdf, e-pub, and/or other outputs. PreTeXt allows you to write one XML document (or rather set of documents, typically one per chapter that are included in a master file) that then handles all the output types. There are starting to be more and more custom html styles, and some LaTeX style info as well.
Some of the better-known mathematics texts using it are [Active Calculus](https://activecalculus.org) and [Judson's Algebra](http://abstract.pugetsound.edu/aata/), and the tool is certainly still math-centric in some ways, but it is already really quite flexible, including support for poetry and a fair amount of musical notation. Certainly for your purposes it sounds ideal, because you could use the best of showing web resources while still having full access to complex diagrams and mathematical notation done right. For reference, [here is source](https://github.com/mitchkeller/applied-combinatorics/tree/master/src) for another reasonably well-used book using it.
One of the best parts (full disclosure: I have used this tool myself for some time and given some workshops on it) is that cross-referencing, video input, and many other VERY tedious related things are handled more or less automatically if you do them right the first time - for print and html. For my own project I now have to make only one character of edit for the LaTeX file to compile perfectly with xelatex using four different character sets, for instance.
---
No matter what tool you use, I do strongly suggest the following:
* Put every biblio item in early on. Don't wait until later; it's horrible to do it later.
* Cross-reference early and often, and then choose a tool that supports that being done easily and automatically.
* Plan for multiple output formats. I have students using phones, tablets, computers, and print. And it really depends on the institution and the particular demographics, so if you want it to be usable many places, plan for that and use a tool which supports it.
You now know which tool I think works, but I think any tool which can do this is fine, and I imagine both some MS product combination and certain TeX-only tools may do so as well.
Upvotes: 2 <issue_comment>username_5: Answering this from the perspective of the publisher: basically, you can write using whatever text editor you want. You can even hand-write the textbook and expect the publisher to convert it into digital form (although of course the less of a big name you are, the less likely the publisher is to agree to the project).
*However*: obviously, some text editors are easier to work with than others, and different publishers will have different preferred styles. Therefore publishers indicate a so-called preferred "style file". Using that style file & text editor makes it easier for them to perform the typesetting. This in turn lowers costs, and means that they can give you a higher author royalty rate.
As for positioning of figures, yes, you can indicate where you want them. It's standard practice to try to position figures such that they are within two pages of where they are first mentioned in the text (this is actually why it's quite common to see author queries of the form "this figure isn't referenced in the text" - the publisher doesn't know where to position it). You don't have to position it yourself however, and it might even not be good use of your time, because by the final manuscript is not likely to look anything like the raw manuscript.
Upvotes: 3 <issue_comment>username_6: I've written several mathematics texts and one cs text. Each grew from class notes.
I think the only sensible formatting tool for a technical book these days is LaTeX. I've used it twice. While the book was under construction I generated PDF to distribute to students. In each case I did most of the writing before I had a publisher. When I found one they were delighted to take my LaTeX source and format the book with their own class and style files.
Separating form from function is one of LaTeX' major strengths. It's possible but unpleasant in MS Word. If you need equations there is nothing even close to the beautiful TeX typography.
Treat this as a serious software project. Use version control. Write lots of small macros that wrap LaTeX constructs, so you or the publisher can change the look without changing the content. Folks at [TeX & LaTeX Stack Exchange](https://tex.stackexchange.com/) will happily answer questions as you come up to speed. Check out the workflow tag there. There are standard ways to keep each chapter in its own file, create a table of contents and an index, put the answers to exercises at the end of the book, ...
Upvotes: 3
|
2019/09/25
| 251
| 1,022
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<issue_start>username_0: A professor tweeted that he has a PhD position in his lab. I am trying to write a mail regarding that. How should I express that where did I find the advertisement?
Is it right to start mail like this:
```
Dear Prof. ZZZ,
I am writing to apply for the PhD position which was posted on your twitter.
```
Or should I write something else?<issue_comment>username_1: **That is perfectly fine**. The professor chose to use twitter as a medium of announcing the position. They are expecting responses to that advertisement. It's always a good idea to explain how you heard about the position. Your email does all of those things.
Upvotes: 7 [selected_answer]<issue_comment>username_2: Next time, just send in your message instead of posting a question online. What's the worst that can happen, after all? I'm not meaning to sound rude -- just to point out that you should go with your instinct and not worry too much about wording. In some cases (like this one), time is of the essence.
Upvotes: 3
|
2019/09/25
| 766
| 2,960
|
<issue_start>username_0: I've searched the forums but can't find anything specific to this question so I hope someone can help. Recently I've been told that I need to better strategise my publishing as I'm not publishing in the right journals (fair enough) because I should be publishing in Q1 journals. However, when I checked all of my journal articles against the SJR website, 9/20 of my published articles are in fact, in Q1 journals, 6/20 in Q2, and 2/20 in Q3 (with 3 that aren't ranked as they were undergraduate/postgraduate pieces). For those 9/20 impact factors average around 1.5 to 2.0.
As a general rule, how many of one's journal articles should be in Q1, like a %, and will this vary depending on one's discipline or field of study? Should I be aiming to publish every piece in Q1 as a general rule? My strategy has been considering impact factor and fit to the journal (and three of my most-cited pieces are not in Q1 journals but in Q2 and Q3).
For context, I am an Early Career Researcher 4 years out from PhD, interdisciplinary across qualitative sociology, gender and sexuality studies, and cultural studies (and more recently due to current employment, public health). I am based in Australia, and on fixed-term research-only employment.<issue_comment>username_1: You should always try to publish in the highest prestige journal that you can.
Journal quartiles are a silly way to describe the prestige of your publications. There is a huge difference between the top of Q1 and the bottom of Q1.
Upvotes: 2 <issue_comment>username_2: I don't know your field, but here is a comparable, FWIW:
In the material sciences, I would say at least 75% should be in the upper tier. That is if you are going to be seen as a serious researcher in the US. It's OK if a few go into conference proceedings or requested submissions (not your best stuff). But the bulk should be at least in APS/ACS specialty journals or the better, few Elsevier/Springer equivalents, or JACers/MRS as a floor. (Of course Science/Nature, JACS, PRL are even better...but not reasonable to expect hitting that all the time).
I'm not sure the exact quartiles, but I would basically say any journal that people don't know, that is not a main workhorse in your field, would be in that bad section (not sure if this exactly equates to top quartile, but it's how I would divide it. I would even avoid a higher impact journal (just on some impact list), if it's one you haven't heard of, versus one that is stereotypically standard. But there are a lot of bad journals and a lot of low value papers, especially from overseas, chasing a home, any home. So maybe that is even the approximate top quartile break, numerically.
Maybe not the answer you wanted to hear, but...keeping it real. Academia is a tournament system and you need to try to stay in the upper reaches of journals, pub count, etc. in order to even be marginally competitive during job searches.
Upvotes: 1
|
2019/09/26
| 1,107
| 4,815
|
<issue_start>username_0: My PhD thesis is on numerical modeling using finite element methods and non-linear continuum mechanics. My university did not offer these courses during the first two years of my PhD. So, I had to self study them from different books to the best of my ability. As I got completely engrossed in my research after my second year, I decided to not take the courses which were then being reintroduced.
I am finishing up with my PhD thesis and have started writing a CV for postdoc applications. In many sample postdoc CV's, I have seen people mention about the relevant courseworks carried out. I think that my lack of relevant coursework will be a huge negative in my applications. Is there a way, I can address the self-studied courses in my CV?
Additionally, since in the future, I will be applying for tenure track positions, do courses taken during graduate school carry weightage in shortlisting a candidate for a position if they are expected to teach exactly those courses too? Like, I might be required to teach finite element methods and non-linear continuum mechanics at the university, won't it be an issue as I have not done the courses in a structured manner myself?<issue_comment>username_1: >
> I had to self study them from different books to the best of my ability.
>
>
>
This sounds an awful lot like you simply researched topics that were relevant to your research. Under this definition, I have taken enough classes in my PhD/Postdoc/Professorship to have several extra degrees. Taking a course usually is reserved for actual courses you studied for and were examined on. It's generally expected that graduate students do what you described in order to be skilled researchers.
For grad students, the best way of proving you know something is to conduct research on the topic. If you have papers/manuscripts using finite element methods and non-linear continuum mechanics, then it's reasonable to assume that you are skilled in using these things, and listing them separately is redundant.
If you took some free online classes that may count: in that case you actually have some **proof** that you've taken these courses (say, a certificate of completion from Coursera or EdX).
>
> Is there a way I can address the self-studied courses in my CV?
>
>
>
If you really insist, you could add them under the "skills" section (with your programming proficiencies and stuff like that). They will not carry much weight for general applications; **however**, if you are applying for a position that specifically asks for these skills (or that you know that the group's research interests focus on these topics) it may be worth mentioning. You can also say this in my application email.
When emailing my CV I'd say something like
"Dear Prof. X,
See below my attached application for your consideration. I would like to highlight that despite not having taken any formal courses on method A, I am proficient in finite element methods and non-linear continuum mechanics. Thus, I believe I would be a good fit to your group. "
>
> do courses taken during graduate school carry weightage in shortlisting a candidate for a position if they are expected to teach exactly those courses too?
>
>
>
Not much. I am currently teaching classes I've never taken in my undergrad or graduate studies. If your studies are in the general topic that the department specializes in (e.g. a physics major applying to a physics department), there is an implicit expectation that you'll be able to teach a good chunk of classes, even if they're not in your area of specialization. Of course, no one wants you to teach stuff you're not good at, but things happen (manpower issues, someone is sick or leaves abruptly etc.). People often end teaching statements with a list of courses they're willing to teach - just list those you're happy teaching.
Upvotes: 0 <issue_comment>username_2: >
> I think that my lack of relevant coursework will be a huge negative in my applications.
>
>
>
**I seriously doubt this.** While I cannot speak to all cultures and fields, I find it hard to imagine that anyone will doubt your ability to understand and teach underwater basket weaving if you have published original research in underwater basket weaving.
So, I would not give this undue weight in your mind, and certainly not in your application. In particular, I really recommend against raising this issue in your application, and certainly not in a prominent place such as your introductory paragraph. Your application should focus almost entirely on your research. A rule of thumb is that successful post-docs act like faculty members while unsuccessful post-docs act like students -- and giving undue weight to coursework risks placing yourself in the latter group.
Upvotes: 1
|
2019/09/26
| 1,485
| 6,371
|
<issue_start>username_0: I had a postdoc offer from a great research group at a US university towards the end of my PhD in April 2018. Around that time, a family member became severely ill. The nature of the illness was such that the doctors told me that they had to wait a few months to get a clear diagnosis and know whether it was going to be a long term condition or a one-off event. This put me in a dilemma - should I find a full time job that would let me relocate close to my family overseas if need be or should I stay in academia and hope it was just a one-off event? I decided to buy some time and wait a few months and never got back to the professor about the offer - I was very embarrassed to mention the illness as it's a highly stigmatized one. Morever, the professor wanted me to join immediately after my PhD and did not seem to be very flexible about my joining date. He never got back in touch after not hearing from me - I suppose he retracted the offer a few weeks after he made it.
I ultimately ended up delaying my PhD defense by a few months and found a corporate software job after that and started in February this year. My mental health has been slowly declining due to the fast-paced, extremely profit-driven nature of the corporate work environment and I am actually thinking of quitting and going back to a postdoc (my parents have decided to look after the sick family member so the illness is not as immediate a concern as it previously was). I apologized to the professor in March about my non-response regarding his postdoc offer and told him about the illness and that I have moved on to the industry and he was very understanding and wished me all the best.
Here is my question: I know he is still looking for postdocs. How do I even begin the conversation with him on joining his group? I am also a bit concerned that the 1 year gap on my academic CV will be looked down upon negatively in future job searches.
If it is important to this question at all, I am 27 yrs old.<issue_comment>username_1: Start the conversation by being honest: describe what had happened, and assure them that it's only because of personal reasons that you could not accept their offer, not just the industry offer. You did the right thing by emailing them in March to keep them in the loop. However, I would emphasize that the *reason* that you didn't email them sooner was because of the personal stuff.
The same reasoning goes for your 1 year gap: if you do amazing work in your postdoc all will be forgiven. You need to convince the advisor that they can trust you to do well despite the initial setback (which was not something you could control), and the only way I can think of doing this is by telling them the truth.
I had a collaborator (not a postdoc) who left academia for personal reasons and returned to work with me (their story is somewhat similar to what you're describing, though the personal circumstances are different). I was very happy with them and was understanding regarding their situation. I'd like to think that I'm not an exception: most reasonable people understand that their students/postdocs have a life outside academia, and this particular advisor sounds like they should be as well.
Your age is not a major factor in this equation. I'd say that 27 is relatively young (I *started* my PhD at the ripe old age of 28).
Upvotes: 2 <issue_comment>username_2: When hiring postdocs, professors will try their best to estimate if a candidate will be productive after starting. Personal communication of course plays a role in this, because a potential postdoc who doesn't communicate well is a risk to the professor.
However, if he is still (actively) looking for postdocs, you will have to convince that you would be a productive member of his research group for the postdoc period. So the first step is to prepare answers to the following questions:
* Why would you be productive when hired?
* Do you have the means to communicate professionally and can you be relied on?
Your previous interaction with him may cast some doubt on the latter, so think about an answer that is both true (not a lie) and that would convince yourself if you were in his position. Then you are prepared to reach out. You write that the illness is stigmatized. Ok, that's fine - can you prepare an answer that conveys the necessary information to make the professor understand why you had to make the previous decisions without revealing information that you do not want to reveal?
As far as the 1 year gap is concerned: you gained some industry experience! Even though you didn't like working there, can you still extract some experience from it that helps you with your future research career? This would be something to reply to anyone concerned about that in your future job searches. But I suggest not ruling out switching back to industry later at all because all companies are different. There may actually be some that you like working for, and academic careers do not always work out, so you need a plan B.
Upvotes: 1 <issue_comment>username_3: Three comments.
(1) **There is no real disadvantage to approaching the professor.** If you don't approach him, then you'll probably never have much interaction with him going forward. If you approach him and he says no, same thing. So, you have nothing to lose: either everything stays the same, or it works out as you hope.
(2) **I would either send a brief e-mail or ask for a visit (e.g., lunch).** If a physical meeting is possible, and the professor is sociable, you may do well to ask for an in-person meeting to catch up, during which you can float the idea about re-applying. If this is impractical or awkward, you could just send a *brief* e-mail during which you express your interest in re-applying for the open position, acknowledge the unusual situation, and ask how to proceed.
(3) **I am concerned about your motivation.** You have had one negative experience in industry; it seems like a significant over-reaction to run back to the university. There are other jobs, and mental health professionals that can help you adjust. As you doubtless know, only a tiny fraction of post-docs convert into faculty jobs. You should therefore objectively assess whether you wouldn't be better served by looking for a permanent position that is a better match.
Upvotes: 1
|
2019/09/26
| 1,724
| 7,474
|
<issue_start>username_0: I have recently finished writing my first paper for my PhD study. I believe I have made some discoveries, but by comparing my manuscript to previous work, I think the advance is not very big and the work should be published on specialized journal in my field.
However, my supervisor does not agree with me and he really wants to try publishing it on a high-impact journal. I have talked multiple times with him, listing the novelty and limitations of my study, as well as the journals that previous work mostly published on. But he put my suggested journals on the last positions of his list, saying that he hope my work should be read by more people. Other students in my lab told me that they have met similar scenarios before.
Up to now we have tried Nature Communications, eLife and Current Biology, all being rejected without full scale peer-review. The review editors in one journal point out some limitations in my study, and we addressed them before submitting again; the other two turned my manuscript down without pointing specific problems.
My questions are:
1. Is it appropriate to "shop" through high-impact journals (all getting desk rejections) before submitting to specialized journals, **with modifications made** if specific suggestions have been received?
2. How can I talk to my mentor to reduce publication time for my future papers?<issue_comment>username_1: Judging the value of work is subjective, and can differ significantly between different researchers.
There is not harm in trying high-impact journals if some experienced people (like your mentor) consider it worth-while. But if you tried three different journals and get more or less immediate rejections, you should probably aim lower. Otherwise you just waste time in waiting for another five rejections (and you also waste the time of the editors/reviewers).
Maybe, after three rejections, you can discuss this topic with your mentor again, mentioning that you don't want to wait another three years for your paper to be published.
Upvotes: 5 <issue_comment>username_2: Since you are asking about one paper specifically and have been rejected by the big names, the question is a bit moot. The paper was aimed wrong. The fact that they were desk rejections makes this clear.
Whether it is a good policy in general, however, may depend on the field. If everyone aimed low on every publication, then Nature would have nothing to publish.
You have a dilemma going forward. I think you were wise to follow your advisors advice *this time* as good relations with an advisor giving advice are always valuable.
However, repeatedly sending out papers to the highest quality journals when they may not be a good fit is risky. For one thing the several papers going to Nature, say, will likely hit the same editor, and you will get a reputation for creating useless noise (from their standpoint). The second reason is that if a paper gets by an editor and goes to review it may be reviewed, yet again, by the same person who previously suggested rejection when you submitted it elsewhere. The sets of reviewers used by journals aren't disjoint. This is especially true in some narrow specializations when the number of appropriate reviewers is small.
So, I think that you were fine doing this once, and thereby pleasing your advisor, I wouldn't make a life habit of it. Try to send papers to journals that, based on the content analysis of both your paper and what is generally published there, has a fairly good chance of acceptance. This doesn't mean you should aim low. Try to aim accurately.
Upvotes: 2 <issue_comment>username_3: I think you should sort of "know" what goes where. And I think you do. I understand the desire of the supervisor to collect some nicer coups, but he's likely wasting time. Doesn't sound like the papers are even borderline, in terms of required notoriety.
I don't think what he's doing is evil. Just a waste of time. Personally, I would trust your instincts and insist on the journal to submit to, when you are the primary author.
There's nothing wrong with the more decent specialty journals. You can lay high quality bricks of the science edifice here. But Nature/Science are very driven for news flash. Unless you have a breakthrough (or can portray it as one), you don't belong there. "We aren't interested in reports of cuprates that don't superconduct" was a terse, understandable explanation from one of them.
Of course this desire for flash has gotten the glossy pubs into trouble at times. Some trends of bad papers and fraud in nanoscience, devices, psychology. But that's another issue. If you do have a real breakthrough, don't let the Schoen scandal hold you back from going into a big journal.
Upvotes: 3 <issue_comment>username_4: The problem, you are probably not aware of yet, may be in the funding mechanism in your country.
In some places the researchers, and your advisor is in that position, are paid according to the number of papers published multiplied by the impact factor. This rules their sallary and the funding of their research programmes.
This policy directly forces writers to, as you say, shop through high-impact journals and then step down to lower-tier ones. Because there is a huge difference between publishing one Nature-worth paper and *N* Journal-that-publish-even-Lorem-Ipsum-worth papers.
Getting your paper in the high-impact journal gives your advisor more money per result to feed his family - the lab you are working in, obviously. Your suggestions were good, otherwise they wouldn't even appear in the list - they are just pennies for sure.
Upvotes: 2 <issue_comment>username_5: >
> 1. Is it appropriate to "shop" through high-impact journals (all getting desk rejections) before submitting to specialized journals, with modifications made if specific suggestions have been received?
>
>
>
It may not be a wise thing to do from the point of view of of your own self-interest, but generally speaking it is allowed, and considered appropriate, to submit your paper to any journal that lists itself as accepting submissions.
At the same time, I think your adviser’s behavior is somewhat inappropriate not because of how he is treating the journals but because of how he is treating *you*. He seems to be pressuring you to agree to a publication strategy that maximizes his own self-interest rather than yours, and maybe even disingenuously claiming that he’s doing it for your sake when he knows that rapid publication may be more important to someone at your career stage than a tiny chance of getting into a top journal. That is not helpful, and not how a good advisor should behave in my opinion.
>
> 2. How can I talk to my mentor to reduce publication time for my future papers?
>
>
>
Tell him what’s important to you. Express willingness to hear his advice on where to publish and indicate that you are grateful for the advice, but at the same time, know that you are well within your rights to disagree with him on submission venues and to insist on pursuing the path that is right for you.
In any case, the focus should be on reaching a decision that works for you, him (assuming he’s a coauthor) and any other coauthors. The supposed ethical issues associated with submitting to multiple top journals, which you raise as the main premise of your question, shouldn’t be a part of the discussion, since that’s not where the real problem lies.
Upvotes: 3
|
2019/09/26
| 366
| 1,668
|
<issue_start>username_0: If reviewers get requests for reviewing grant applications from people they know personally, what should they do if they don't know how to comment, as the proposals are good, but don't want to quit either?<issue_comment>username_1: If you believe that you can treat this review as you would any other, honestly and fairly, then there is no obstacle. Otherwise don't do it. Don't review for your spouse or for your worst enemy.
However, the person or organization that requested the review should first be notified that you know the person. If you have any personal relationship with them, beyond superficial knowledge, then reveal that. You don't want charges of bias to later be made, so defer the decision to the person who asked.
Upvotes: 1 <issue_comment>username_2: Once you've been in a field for long enough, essentially *every* proposal and paper is from someone who you know personally to some degree. That's unavoidable and knowing someone does not, in itself, constitute a conflict of interest.
The question that the funding agency will want to know about is whether you feel *conflicted* in writing an honest and fair review -- or, maybe more importantly, whether an external observer might wonder whether you might be conflicted in writing an honest and fair review. In other words, do you (or might someone think that you do) stand to gain something by writing a good or bad review?
If you conclude that you might be biased, or that someone else might think that you're biased, then you should decline to review. Otherwise, there is no reason to decline a review just because you know the author.
Upvotes: 4 [selected_answer]
|
2019/09/26
| 1,013
| 4,289
|
<issue_start>username_0: A "friendly" reviewer purposely disclosed his identity to me (the author) during a previous round of reviews of a paper that was not published back then. However, he helped me to make the article better. If I publish the paper now, should I thank him by name or as an anonymous reviewer?<issue_comment>username_1: You can thank him by name for making helpful suggestions for improvement. You don't need to say that the comments were during a formal review.
Alternatively, he should be thanked as an anonymous reviewer.
I would, personally, prefer the first alternative. The publisher might also prefer it if you are using the name.
Upvotes: 6 <issue_comment>username_2: Email him first and thank him that way before disclosing him in the article. He may have inadvertently revealed himself or there was an administrative error that revealed him? Good to check just in case.
Most people would prefer a personal email anyway rather than a mention in an article. Though both is great too.
Upvotes: 5 <issue_comment>username_3: I think strictly speaking the right answer here is to thank them anonymously. If you thank them by name, you are revealing more than they themselves disclosed - they may, in principle, by willing to disclose their identity towards the authors but not towards the general public.
That said, I find the general practice of thanking anonymous reviewers to be a bit silly - *every* peer reviewed paper has had (usually anonymous) reviewers, and people tend to thank them whether they have actually made good comments or not. I think nothing is lost to anybody if we just stopped this custom entirely (and, ideally, start implementing some *actual* benefits for peer reviewing).
Upvotes: 3 <issue_comment>username_4: If the reviewer went above and beyond the call of duty, I think a thanks by name is entirely appropriate. I know of at least one example of exactly that situation where the referee is thanked by name.
Upvotes: 1 <issue_comment>username_5: Echoing <NAME>'s comment:
Anytime you plan on thanking someone in the acknowledgements to a paper, it is not a bad idea to contact them first to let them know what you plan to say. This gives them a heads up and a chance to object in case for some reason they don't want to be thanked, as well as a double-check that you have written their name correctly and so forth. (It's not just a matter of spelling - for instance, some people sign their emails with one variant of their name, and their papers with another.)
So I would do that in this case:
>
> Dear <NAME>,
>
>
> I wanted to write to thank you for your helpful comments on my paper "On the reticulation of splines". I really appreciate you taking the time to review the paper so carefully.
>
>
> I am planning to write in the acknowledgements: "I thank <NAME> for suggestions regarding the material in Section 5." Is that how you prefer your name to be written? I can also list you as "an anonymous reviewer" if you would prefer that.
>
>
>
If he agrees, then I see no problem with mentioning his name.
Upvotes: 4 <issue_comment>username_6: Yes. *(Asking permission is good, too.)*
----------------------------------------
I agree with [this answer](https://academia.stackexchange.com/a/137696), but responding to OP's comment, "He won't have any problem with being associated with my findings, my doubt was about the ethics of naming him when I am not supposed to know who he is.":
I should think the most ethical perspective is to *make sure* to name him. Otherwise, it might seem like you are hiding the relationship. I personally think disclosing all potential conflicts of interest (if that's the ethical dilemma, here) is the best way to avoid both deception and the appearance of deception.
Upvotes: 2 <issue_comment>username_7: Apart from the fact that reviewers should not disclose their identities to authors, ... I'd think that you should *not* play into the situation by publicizing the fact that the reviewer did so.
The potential problem is that if we have many precedents for this, then some people might start *expecting* reviewers to disclose their identities, possibly with the purpose of getting a co-authorship (otherwise deserved or not), and so on.
Upvotes: 2
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2019/09/26
| 654
| 2,773
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<issue_start>username_0: I am a student at an IT school, I study to become a computer engineer.
During my scholarship, what I did was:
* 6 month intership at the beginning of 2nd year.
* 6 month internship at the end of my third year (before the master began).
Both internship subject were about `Java backend`.
Today, I am at the first year of my master (I just finished my third year), but I actually decided to do a sabbatical year, because I have to do my 4th year at international university.
There are multiple reasons preventing me from continuing my studies for a year (financial, administratives, personal, etc...).
But that doesn't bother me, because I can work at the place of my internship for another year, and then go back to my studies, with more knowledge, money and confidence.
But here is the thing: This year also, I will work as a `Java backend` developer.
My question is:
>
> I kept doing works and internship as a Java developer, is it possible for me to change my path, and work as security engineer? (My dream job)
>
>
>
**P.S : I am sorry for the tags, I couldn't find great ones.**<issue_comment>username_1: Universities do not form "Java developers", they form computer scientists/engineer.
Your experience does give you a specialisation with Java, but this is not everything. While it surely gives you an edge to get a more senior position in that particular area, many of the skills of a Java Developer are in fact Developers skills. And these are the same regardless of what language you are coding with.
Some of these skills are also transferable, being able to solve a problem, to prototype solutions etc. So it is entirely possible to still work in infosec (or even totally non related work for what matters). Focus on the high level competencies you've acquired from your experience.
I would not even call this an educational redirection. It is more of a specialisation, and most courses in computer security would anyway be starting as a master 1 or 2 level.
If your goal is to work in infosec, try to find a university that teaches it as part of their master courses. Getting a diploma from this specialised master would indeed be more valuable for finding a job in the field, though not necessarily a requirement.
Upvotes: 2 <issue_comment>username_2: Yes. You could start changing by getting expertise in java security problems.
After school you'll be considered a software engineer. It's up to you to get your specialization.
You could start tacking some online certificates regarding security and work on some security jobs. From here on is mostly certifications and experience, so school wont have much impact on your specific field as it already provided you with the broad basics.
Upvotes: 1
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<issue_start>username_0: My question is not about the structure of an entire thesis, but just about the Introduction chapter. At the moment, it consists of the following sections:
* Objective [where I briefly introduce the aim of my thesis]
* Area of Research [where my thesis collocates in a more general pipeline]
* Conclusion [where I very briefly summarize the content of each chapter].
It's very short (I'm trying to keep the complete thesis below ~50 pages), but there is more or less everything I wanted to say.
My supervisor suggested me to:
* Expand it by adding more details, which is fine I can do it
* Remove the sections in order to have just one big chunk of text and remove eventual images because the introduction should not contain any.
I disagree on the second point. Since I'm introducing different stuff, it's nice to be able to quickly understand what I'm talking about. Second, I never read that you should not put images or tables in the Introduction. So my questions are: (1) should I remove the Sections? and (2) should I remove the only image I have in the Introduction (it's more of a diagram that I describe in the main text)?
---
P.S. My supervisor does not work in academia and I'm not sure how many theses he has supervised. Moreover, my Department does not have any sort of guidelines for writing a thesis.<issue_comment>username_1: I think your instincts are OK, but would tweak it somewhat.
Abstract (unnumbered)
1. Introduction
1.1. Background: Basic issues in the field and history/related science. Few pages, WITH numbered subsections of 1.1.1, 1.1.2, etc. (Subsections are good--don't do a text splat!) A few basic clarifying images (from the field, not from your research) are totally fine here. In a teaching, explanatory mode, "here's the lay of the land", but not a deep analysis. If you feel the need/tendency to debate or discuss the historical work (or images) versus your results, I would do that in the results chapters, in the context of comparison to your research, not in Background. But simple clarifying images of the basic background are fine and even desirable.
1.2. Research objective: What you tried to do. And/or how the study evolved over time. E.g. narrowing/shifting scope, pursuit of a discovery. This should be a single short paragraph. No images or tables.
1.3. Thesis overview: This is also a single short paragraph, with no images or text. Do NOT call it "conclusion". And don't really summarize the findings. That belongs in the meat of the report, in the abstract or in the actual Conclusions CHAPTER. All you are doing here is giving a road map, describing the document. For example:
"Chapter 1, Introduction, reviews the history of dilithium research and the objectives of this project. Chapter 2, Experimental Methods, describes how the research was conducted. Chapters 3 through 5, respectively discuss the microstructure, macrostructure and Scottish dialect responsiveness of dilithium. Chapter 6, Conclusions, contains a brief summary of key findings as well as ideas for future research."
[rest of the thesis]
2. Experimental methods [May not need to be a separate chapter. If you have methods that go from chapter to chapter, then I would do a methods chapter. For instance if you do a test that is used in 3 systems. But actually in this dilithium example, the methods are probably more different by section, so you might be better off doing them within the individual results chapters.]
2.1. X-ray
2.2. Microscopy
2.3 or more (etc.)
3. Microscture
3.1. blabla
3.2. blablabla
3.3. more blas
4. Macrostructre (with numbered subsections)
5. Scottish dialect experiments (with numbered subsections)
6. Conclusions. [This chapter is optional, for a short document.]
6.1. Key findings (Will have a lot of overlap to Abstract. But no worries.]
6.2. Future research ideas (extension of the work, fixing things you couldn't fix during the project, etc.)
6.3. Implications [A carefully caveated discussion of how the research might affect dilithium vendors or spaceship captains/engineers. The idea is not to claim something you haven't proven, but also not the "hide the light under a bushel". Try to translate something to people in other fields. Of course with ample caveats if you have not done economic or operational assessments.]
Upvotes: 1 <issue_comment>username_2: 2W1H
----
The introduction needs to answer three questions. WHY, WHAT & HOW.
Declare why the problem needs solving, what the problem is and what a solution will look like, and how you have intended to go about the business of getting from the former to the latter. In addition to this, it can be relevant to quote specific earlier research that you will be building your thesis upon. Maybe a reaction path, a lemma, whatever depending on which field it of course is.
Upvotes: 2 <issue_comment>username_3: One thing to keep in mind with suggestions from your supervisor is that your supervisor is (I assume) the person that will decide your final grade. A relatively minor change like this is something that I would accept as personal preference from your supervisor and change for now. In the end you want them to have a good experience reading it.
When I read something that I have given feedback on earlier and nothing changed, I remember that it bothered me the first time already and it could set the tone for the rest of the thesis.
Upvotes: 1
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<issue_start>username_0: Today mathematics (and probably also other sciences) became very specialized: every researcher works in their own narrow field which usually hardly interacts with fields of other colleagues, even on the same department.
At the same time every researcher is often expected to accept PhD students and introduce them into his/her field. Some mathematical fields (e.g. algebraic geometry, algebraic number theory) require significant background before starting the research, and hence teaching quite a few advanced courses.
>
> How this problem of regular teaching of many advanced courses on a certain subject is resolved on your math department? Who teaches all of them? Does there always exist a group in your area on your department so that the teaching load can be shared? How it is decided who teaches what? (Please indicate your country.)
>
>
><issue_comment>username_1: Perhaps there some of the curricular aspects *are* more manifest in mathematics than in some other subjects, namely, that "old things don't go away", for one. For another, the "going ever deeper into ever narrower topics" is not a good description of modern mathematics, considering that interconnections between ideas, especially seemingly disparate ideas, is a big part of modern mathematics. Also, there is a general tradition in mathematics in the U.S. that people have a bit broader background than just the minimum to scrape by in "their specialty", even if they are deliberately aiming for a narrow specialty.
With that in mind: also, basic courses in algebraic geometry or algebraic number theory or functional analysis or modular forms or Lie theory or... are not really "advanced" except in comparison to undergrad courses, after all. For example, my own PhD students would benefit from taking all these, and more.
And, yes, at my large-ish state university, there are rough groups of people interested to varying degrees in all these courses, so there's no lack of enthusiasm to teach them, although precise organization is always a minor issue. Many of us think of teaching such courses as quite a lot of fun, because these things verge on "real math", even if they are still introductory and worked-over.
But, yes, in a smaller department, and perhaps with less research emphasis, and perhaps a smaller PhD student population, the interest groups for many things might not quite reach a critical mass for such courses to be reliably viable.
Upvotes: 2 <issue_comment>username_2: In **France**, that's what the master's degree is for. More precisely, the second year of master (colloquially known as M2) with the specialization as research master degree, as opposed to teaching master degree or professional master degree.
Advanced courses are taught during the M2. There is a huge gap between the level of the *licence* (bachelor) and the first year of master (M1), and another huge gap between M1 and M2. Students are expected to work *a lot* on their own. Moreover, in every math M2 program, the student is expect to do a 3-4 months "internship" with a professor and write a "memoir" at the end, a mini PhD thesis. This is very often where you get to learn the very advanced, very specialized material necessary to start doing PhD level research.
I should now state that there is a very clear difference in organization between Paris and the rest of France. France is extremely centralized, and this shows in math too. There is very large supply of M2 students in Paris, with people coming from *Grandes Écoles* or abroad just for the M2; meanwhile, outside Paris, M2 programs usually barely manage to get by with 5-10 students a year. I've experienced both (as student and faculty) so I can comment on what I know.
>
> How this problem of regular teaching of many advanced courses on a certain subject is resolved on your math department?
>
>
>
In Paris, there is a wide variety of M2 courses on most subjects. There are enough students and faculty for this.
Outside Paris, not all courses can be taught every year, as there aren't enough students and faculty: some classes would be empty, some would lack an instructor (thanks to massification of higher education, we have to teach a shit-ton of classes to 1st year undergrads). A usual deal is to do thematic years, for example "this year we'll do a number theory program and a stochastic equations program. Next year, algebraic topology and dynamics." If a student wants to study something not offered, they unfortunately have to move.
This difference is also magnified by the rarity of PhD stipends. What good is giving someone a research master's degree in math, a degree that only prepares you to become a professional mathematician, to someone who has no chance of getting a PhD stipend afterwards? As you can guess, some universities are richer than others and can offer more stipends.
>
> Who teaches all of them?
>
>
>
Faculty…? Who else? I don't understand the question.
>
> Does there always exist a group in your area on your department so that the teaching load can be shared?
>
>
>
In Paris, yes. Outside, no. As I said, we have to teach a ton of classes to undergrads. And somehow, no one in the government was able to divine that babies born in 2000 would be college students today, so they haven't had the foresight to increase budgets for faculty jobs. So we are stuck with a dilemma: enrolling students in undergrad is something that we have to do by law, the number of students increases every year, and the budget stays constant. Guess what part of higher education is slashed first?
>
> How it is decided who teaches what?
>
>
>
There cannot be a single answer. Every department in France has statutes and bylaws that can be (democratically!) changed, and this includes how teaching loads are divided. Still, every university I've been to has had this model: the department director delegates the power to either a committee or even a single person depending on the size of the department and customs. This committee/person deliberates on what courses can be offered and who teaches what. It's often (but not always) taking into account the wishes of every member of the department. Large department (= Paris…) have even more complex procedures.
---
PS: I hope this does not come off as an answer from a Parisian snob. The math departments in hard science-intensive universities in Paris are about 2-3 times as large as the largest math department outside Paris; moreover, it's only a metro ride away to the other Parisian departments, who can thus coordinate among themselves to have a unified program with much wider breadth. I have many colleagues outside Paris who despair at the state of their M2 program (and this won't be helped by the current government's policies of creating monster universities on the one hand and defunding smaller ones on the other hand… if you know how to solve this problem, please tell us).
PPS: This answer is mainly about pure math. The situation is less bleak in applied math. ("What good is pure math for anyway? Pure mathematicians can't get a contract with Thales or Safran to co-supervise a PhD student who will help us sell bombs to Saudi Arabia." --some government official, probably.) Some smaller math departments are slowly transitioning to applied math only.
Upvotes: 3 <issue_comment>username_3: As a combinatorial algebraic geometer in a small, not highly ranked department who currently has a PhD advisee, I think I can say something about our experience.
We do not get to regularly schedule advanced courses. With 14 grad students total, there aren't enough students to make teaching algebraic geometry viable. We offer a 2 year sequence in general algebra, commutative algebra, and algebraic geometry on an alternate year basis, organizing the courses so that it is possible to start midway at the commutative algebra entry point. When we have a relatively capable group of students, we just might be able to get to the definition of a scheme in the last 2 or 3 weeks of the last semester.
If we happen to have 2 or 3 graduate students at the same time who are interested in a particular topic (for example algebraic topology, or more advanced algebraic geometry, or algebraic number theory), we may organize a course for them, but faculty usually have to do this "for free" - in the sense that whomever is doing this teaching is teaching this as an extra course in addition to what he or she normally teaches.
My advisee has answered an algebraic geometry question well enough to write a dissertation. He has not taken an algebraic geometry course. How can he do this? He has learned just enough of the specific bits of algebraic geometry (really just commutative algebra) he needs to tackle this specific question. Fortunately my area attracts enough interest from combinatorialists and representation theorists that there are some reasonably accessible books and papers, but he has ended up learning what he needs to know mostly from me in our weekly meetings. (Yes, I am disputing the claim that one needs a lot of background before starting research, even in a fairly esoteric field.)
Does he understand why the question he is working on is of interest to me and to other people I work with? Not really. Will he be able to find related questions and answer them in the future without my guidance? I am skeptical he knows enough mathematics around his current problem to be able to do so, but maybe. He is applying for teaching-oriented positions where the point of doing research is to provide research opportunities for (undergraduate) students rather than to advance knowledge, so maybe his research experience is sufficient.
Upvotes: 3 <issue_comment>username_4: In chemistry, classwork during the Ph.D. is pretty minimal and the emphasis is on doing lab work. There is a vast amount of even foundational stuff that is not well covered (especially in instrumental analysis). I believe the trend has been towards less courses over time. This is generally perceived by students as a plus (not by me, see it as more technician work, less learning), and also by PIs, who are incented to run large groups of workers, rather than training scholars.
My impression is the same is true in biology. [Lots of funding for grunt work...gotta cure cancer, right?] Less so in physics, where there are tough qualifier exams.
Upvotes: 1
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<issue_start>username_0: I am a Physics master's student trying for PhD. During my summer internship I worked on a project in a research lab. During the work I found a a few inconsistencies with work done by the Post-Doc and I also redid the analysis with new data. Because of this I was included as second author in a presentation given by the Post-Doc in a conference (our common guide was the third author). I do not have any "proof" as such for this, except for the keynote presentation. How am I supposed to mention this in my CV? I mean, if it was an actual paper I can give a link to the paper, however the conference presentations do not have any such things I think. Is there any official way to do this or should I just give my guide as a referee so that admission committee will contact the guide in case they need to verify this?
Because it was presented in a conference I am hoping it'll be published at some point in the future(we are still working on the project), but I have to apply for few institutes with next few months, and the project won't be completed by then.<issue_comment>username_1: Most of us have some items on our CVs that have no supporting proof. I recommend checking what can be found on the internet to be sure the information on your CV matches that information. If there is a big mismatch between your memory and the written record, you should ask for advice on that. However, if there is no listing at all, go ahead and put down the facts as you know them, before you forget them.
The real issues is whether in your field, people generally list presentations by collaborators. If not, perhaps it is normal to list on-going projects and collaborations. Or, if you have a short CV, you can buck convention a bit and list what you think is relevant. You can remove it later on.
The confirmation of many facts on your CV will come from letters of recommendation. If your "common guide" writes in a letter it will likely mention the collaboration. Also, most letter writers will ask for a recent CV, and will tell you if you have anything that looks misleading.
By the way, you probably should not list a URL to any paper you get published. Stick with the formal bibliographic conventions, and perhaps list at DOI. If you have something like a code repository, you should then put in a URL.
On more thought. The fact that your guide can validate this work is just one reason to pick that person as a letter writer (referee). From what you wrote that seems like a good choice, but you need to think about all sorts of facts. (There are Lots of questions on that sort of thing on this site.) If you have other letter writers who can expound on your research accomplishments and abilities, you might not select this person as a letter writer. It still could be fine to list this item on a CV.
Upvotes: 4 [selected_answer]<issue_comment>username_2: In the absence of any published proceedings that names presenters and such, you could always ask the conference *Program Chair* (or equivalent) for a letter stating that you gave the presentation. If your talk was invited, the invitation should be enough, actually.
Long term, though, think about the issue as you submit to various venues how you will keep appropriate records.
Upvotes: 2
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<issue_start>username_0: Should I answer an EiC email that communicates a revise decision and sends me the reviews, saying that I will? Or just revise an upload the revised manuscript when it is ready?<issue_comment>username_1: Just submit the revisions when ready, according to whatever the procedures for that particular journal are. No need to bother the editor with an extra message that doesn't require any action from them.
Often, journals request revisions within some time interval; if you expect to need more time, for example if reviewer requests will require additional experiments, the journal will probably ask that you request an extension. Otherwise, no contact is necessary unless asked for until you send revisions.
Upvotes: 4 <issue_comment>username_2: I, myself, would probably want to send a "thank you" email in return and mention that I'm working on the revision. The editor then knows, at least, that you got the revision request and that it didn't wind up in junk-mail limbo.
Some might say that it is a mistake to "bother" a busy editor. But, if the volume of work of an editor is so large as to make this a problem, then I think that editor probably has an assistant who filters the mail in any case.
It might be useful information to them or not, but the thank you part seems to me to be appropriate. If a reply were *essential*, the mail from the EiC would have requested it, however.
Upvotes: 1
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2019/09/27
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<issue_start>username_0: I have developed a method/measure in a project supervised by my PhD advisor, and (a rather limited version of) this method appeared very useful in a project I'm working on in collaboration with a different group (let's call it group X), which has nothing to do with my advisor or my institution. I was wondering if I need to involve my advisor in the project with group X to use this method in the project. Can I just use it without having my advisor as a co-author or do I need to ask for a permission from my advisor for that?
Conversely, the useful of the method for studying the data collected in the project with group X (by other members of group X, not me!), is a good example for how useful the method is, so I'm also considering showing this application on that data as an example later in the paper for this method. Do I need to have anyone from group X as a co-author if I do that?
**More information about the situation:**
This particular method itself is new, but is building on previous research done (and published) by other members of my advisor's research group. The project on this method focuses on the significance and useful of the method and has a long way to publication, but the very simple and primary version of this method at a very limited scope has an application in the project I'm doing with group X, and we're going to submit the first paper for that project pretty soon (hopefully).<issue_comment>username_1: Many universities have an academic director or someone who you can talk to about ethical issues. They are usually objective parties who give counsel on what is acceptable or not acceptable behavior when it comes to publishing.
Seeing as this case seems very specific, have you considered talking to this person? You might get better insights into how they do it at your specific university, most of the advice you will get here will be generic and not specific to your situation.
Upvotes: 0 <issue_comment>username_2: >
> I have developed a method/measure in a project supervised by my PhD advisor ... Can I just use it without having my advisor as a co-author or do I need to ask for a permission from my advisor for that?
>
>
>
This is a very vague description, but in my field, this is the whole point of having collaborators. You might not need to ask "permission," but you could certainly mention it to your advisor. Unless standards in your field are very different, there's no reason for them to stop you.
>
> so I'm also considering showing this application on that data as an example later in the paper for this method. Do I need to have anyone from group X as a co-author if I do that?
>
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Typically, yes
Upvotes: 1
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2019/09/27
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<issue_start>username_0: I have been invited to interview for a postdoc position at a good university. They asked me a different question to most of my other interviews. For the presentation they want me make a 5 minute (maximum) PowerPoint presentation on the following topic "How does your previous experience in vascular biology equip you to fulfill this post?".
How do I go about answering their question? I assume it would be: one very brief slide showing an overview of my career, then techniques so histology and why that’s useful to them. Do I show any of my own data?<issue_comment>username_1: With only 5 min maximum, keep it to the point and interesting to them. They made clear what matters to them in their question
>
> How does your previous experience in vascular biology equip you to fulfil this post?
>
>
>
Find out about the post as much as you can and also the department (what do they specialize in). Find out what and who they want. Understand what your role will be, what their goals for this position are, in what direction to head. For example, research topics, but maybe also teaching duties etc.
Then use the presentation to show them why **you** are the perfect candidate for the post. Tailor it to their needs, no unnecessary information (you only have 5 min). This really depends on the requirements, but could be experience with relevant methods, openness to learn and use new methods / technologies (examples?), tutoring students etc. All the relevant experience for *this post*.
Upvotes: 4 <issue_comment>username_2: Typically a postdoc interview presentation is for giving the members of the group you are interviewing with an idea about:
* who you are
* what you know (education)
* what have you done before, in terms research experience
* how you work
* etc
I have had presentations varying from 45 min lunch seminars that went over an hour with questions, down to 20 min presentation followed by 1-on-1s with the group members.
I have never heard of a 5 min presentation for an interview and I would generally say it's way too short to be meaningful. But that's besides the point...
I wouldn't worry much about showing any data, or complicated figures that will take too long to explain. It really does take longer than you'd imagine. Keep it to a **maximum of 7-8 slides**, and keep them very roomy... Don't cram too much into the slides, and don't try to say too many things. Any details they might be interested in will come afterwards in terms of questions. Oh and I would recommend starting with a meta-statement, saying something like "*For this presentation, I have skipped all hard data and complex figures, due to time restrictions. But I would be happy to answer your questions about the nitty-gritty details afterwards*"
A 5 min presentation will ultimately be more like an elevator pitch than a scientific presentation. **A verbal cover letter**, if you will. Focus on the reasons that made you apply for this position, and the parallels between your previous research and this position. What gave you the impression/confidence that you can do what they will ask you to do. If you can answer that question in 5 minutes I think you have done a good job.
Best of luck in any case :)
Upvotes: 2 <issue_comment>username_3: If you have only five minutes don't use Powerpoint unless you absolutely must display some visual aid. If you put up images on a screen they will look at those images. But you want them (or ought to want them) to focus on YOU. Concentrate on what you are going to SAY as @username_2 has helpfully suggested.
If you feel it necessary to put up PP images, whatever you do do not look at them, turning your back on the interview panel. The temptation to do so with PP is almost irresistible. That's why I say avoid it if you possibly can.
Upvotes: 1 <issue_comment>username_4: Whether they intended it or not, they've posed you with an "elevator pitch" problem, namely, that you are supposed to explain something within a time limit that is wildly unreasonable. (Like "pitching" something in an elevator to someone, between floors...)
Figuring out how to do this is a challenge in itself, and not necessarily strongly connected to actually doing other things.
But it *is* a plausible-sounding filter to impose, if they figure that they'll have waaaay more otherwise-qualified applicants than they need... so they can impose further, if irrelevant, requirements to reduce the number of viable candidates.
I'd use at most one or two PPT slides, with no walls-of-text, and be absolutely sure that you get to the punchline, which is your qualification for and interest in the position. It is absolutely essential to get to that punchline, whether or not you feel you've "adequately covered" your personal history, publications, this-and-that. :)
Upvotes: 1 <issue_comment>username_5: This kind of 5 minutes presentations are completely unfit to challenge the scientific background of the candidate but are perfect to evaluate other skills. Depending on your actual background, I would advise you to try to learn more about the team you intend to work with. Then use these 5 minutes to show how your scientific skills, personality and knowledge complete the ones of the team and how both the team and the project could actually be improved with you.
Note that if they specifically mentioned the slides, you have to choose before following the order and showing respect to rules or dropping the slides and showing your ability at taking initiatives.
Upvotes: 2 <issue_comment>username_6: This sounds very much like lightning talks that are becoming popular at some conferences. You might look around for some examples in your field and see if these kinds of talks are becoming a thing in your field and try to follow the trend and fit your talk to what the conferences are offering and what the group has asked you to cover. Hit the latter part exactly (no more, no less).
I can't imagine that a 5-minute talk would be all that useful to me as an interviewer for a postdoc position, but if that's what they want, give them your best 5 minutes that meet the brief they've outlined. Practice it until you can nail the time and content without your slides (if you even elect to have slides).
Upvotes: 0
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<issue_start>username_0: Undergrad going to apply for graduate school. I recently came back from a trip where I got some goodies - I thought it would be nice to give some of my favorite professors gifts. However, I am now concerned there might be some ethical issues at hand here. I will definitely ask them for LORs and it is unlikely they will refuse. However, will giving them the gift before requesting a LOR prevent them from being able to say yes to writing a letter? Also, is it just wrong to do such a thing - it might be considered close to bribery (but then again I am not deliberately stating that I want a better LOR nor am I giving them the gifts because I want such a thing).
Giving them the gift after having requested the letter is not an option as this goodie does have an expiration date. I am not sure how to proceed. (The goodie is less than $13)<issue_comment>username_1: That really depends on the university’s code of conduct. Most universities place a limit on the cash value that gifts to professors can have. In some cases the limit is “any positive value”. In my university it’s 50$ I believe. In any case, if the gift is something cultural from your home country that could be ok. But, check with HR if you’re unsure, or it’ll be awkward for everyone.
As a professor I think my reaction to this would really depend on our relationship (like if you’re a random student in a 200 student class vs a student in a 10 person seminar), and the time between asking for the reference and giving the gift. You don’t want it to appear as if you’re giving the present expecting something in return. So don’t give the present and then immediately ask for the reference. Even if it’s not your intent, it may come off as bribe-y.
Upvotes: 2 <issue_comment>username_2: Goodies are great. I am sure if they are happy to write a recommendation letter, a goodie would be a nice gesture. If they refuse, I am sure they will suggest others to help you out and I am sure you have plan B ready and wouldn't be resentful over a $13 gift.
The cost and the rarity of the gift is significant though, just for completeness sake (which doesn't apply to your case), many institutions have mandatory conflict of interest declaration and gift policies now. Some places have a solid dollar value in a calendar year that would trigger a mandatory reporting. I have heard one place having an estimated monetary $250 in total of gifts a year (hard to guess when it is a gift I know, but has to be done). For some people a $500 to $1000 might be a "goodie" and nothing so a dollar value is important. Would be interesting to check out the policy at your university/institution.
Good luck with your LOR. I hope it goes well.
Upvotes: 2 <issue_comment>username_3: Don't put your prof in an ethical conundrum. In general, but especially in today's edge-sharp atmosphere of scrutiny, it is not good to even leave anything close to the impression than improper dealings are taking place.
It does not matter that you do not intend it as such, but that it can be construed as such (by people with an overdeveloped imagination or with malign intentions).
It is true that most schools now have a "trifle" threshold below which gifts can be accepted (though some schools require documentation for each attempted or completed gifting, depending on whether the value exceeded the acceptable threshold). Nonetheless, to some people, the cleanest and most unambiguous solution is simply refusing gifts outright (a postcard with a nice text - if that is somehow warranted through your interactions with the prof - is fine).
All of this is independent of your request of an LOR - but the latter makes the point much more acutely relevant.
Upvotes: 2 <issue_comment>username_4: Best practice is to save the gift for after the professor writes the letter of recommendation. That way it's 100% clear that it is a thank-you gift.
Also, let them know the results of your applications. Very few students do, in my experience.
Upvotes: 1 <issue_comment>username_5: Your first sentence tells us that you are still a student in the institution where these professors teach. If you are currently in classes with any of these professors, or there is any possibility that you will be in their classes in the future, do not offer a gift, either prior to a request for an LOR or as a thank-you for having written one.
Giving anything of value to someone who will assign a grade is almost certain to make the professor uncomfortable and, although very unlikely, could cause the professor a great deal of difficulty.
Finally, consider that writing letters of recommendation is part of a professor's job. You shouldn't think of doing anything that will seem like compensation for a professor having done the professor's job.
The things I value most from students for whom I've written LORs are notes telling me that they've been admitted and thanking me for my part in making that happen. A particularly nice one was written on a postcard depicting the former student's new university.
Keep the goodies or share them with fellow students. Send the professors a nice note after you've graduated and been admitted to graduate school.
Upvotes: 4
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<issue_start>username_0: This is a strange one. I have been going to the gym 2-3 times per week for stress management. Before summer, our university made some nice offer for staff to register to the on-campus gym. So, I switched. Compared to my previous gym, I pay less money, it's more modern, and it's more convenient.
Over summer, everything was fine. I usually go at 07:30 and it's quiet. Now that the students are back, I realised that many of my graduate and undergraduate students go at the same time as well.
The showers are sex-segregated, but the problem is that the gym showers are open. Meaning that I'm bound to meet one of my students "butt-naked" in the shower. I've never been conscious about this before and I'm used to using shared showers since I was a kid (camping, sports, etc.). However, I've started thinking that meeting your PhD advisor or first year lecturer naked in the shower might lead to a slightly disturbed dynamics in the Professor-Student relationship.
Am I overthinking this? Should I just pretend I don't see anyone? I've thought of switching back to my old gym or go home to shower, but it would be very invconvenient.<issue_comment>username_1: I think that if this is a shared student/faculty gym with open showers, there’s an expectation of seeing some of your fellow university goers naked. I wouldn’t worry about it. Your students are adults and this is the norm at the gym.
Upvotes: 8 [selected_answer]<issue_comment>username_2: Definitely overthinking it I reckon. I think your anxiety over nudity is far more self-induced rather than of actual concern for students and colleagues. Being nude is not sexual despite the media sexualizing everything. Nudism is a good example of this. Nudity does not change dynamics of the relationship.
Sexual interest and sexualized behaviour is far more significant than nudity. I remember seeing a couple of studies where the impact of involuntary indicators of interest such as pupillary dilation, flush skin etc was more significant than the lipstick, short skirt, etc. I can't seem to find the studies now but the principal seem helpful.
Upvotes: 3 <issue_comment>username_3: As a student, I would find it mildly uncomfortable to see a person in power over me naked, (especially if you have a different gender than me), more so if I didn't expect to see someone I know there (in big schools, I might expect to be completely anonymous). However, while this might be an embarrassing moment, I wouldn't (and no other serious person would) hold it against you that you use that gym. So, I would advise you to not overthink this and carry on as usual, but do not make the naked moment more awkward than necessary (i.e. don't start a conversation about research while naked).
Upvotes: 5 <issue_comment>username_4: You’re not overthinking, you’re just... thinking, and that’s perfectly reasonable. However, neither were the university authorities *underthinking* it when they decided to set up a gym that’s open to a mixed crowd of students and faculty. Nor were they underthinking things when they wrote the faculty code of conduct (or whatever the equivalent thing is called at your institution) and did not include a prohibition on faculty using a recreational facility used by students.
The reality is that there’s a false premise floating around — a pernicious belief about professors that pops up every now and then and seems hard to shake, even for people who are themselves professors — that professors are some kind of special breed of humans, or a caste of high priests that need to set themselves apart from the rest of society. We’ve seen this come up on this site in questions about professors swimming, using dating apps and doing other completely normal and mundane activities that no other person will ever think of asking for permission to go about doing.
Well, we need to be very clear about this. **This belief is completely and utterly false.** Professors are ordinary humans and when they are not at work they like to do the exact same activities as everyone else does. They go to the gym, they date, they swim, they eat the same food, shop for the same groceries, etc, and they have naked bodies just like everyone else does, which they sometimes expose in (gender-segregated) showers at local gyms just like everyone else does. Anybody who has a problem with their professor doing those things needs to simply get over it.
I do understand (from experience) that for a professor in a small town you don’t necessarily always want to have a chance of running into your students everywhere you go about your daily life outside of work. If you *personally* prefer to work out and shower at a gym where that’s not likely to happen, that’s perfectly reasonable and fine. The point is, you should choose which gym you go to based on your own personal preference and convenience, not because of second-guessing how your students might feel about seeing you, or because of feeling hamstrung by some perceived social taboo against professors mingling with the rest of society. If such a taboo ever really existed at all, it was in some long bygone era, and the perception that remains today is simply an anachronistic vestige of those days. We need to let this misguided notion die.
TL;DR: professors are people.
Upvotes: 6 <issue_comment>username_5: Even though, as a graduate student myself, seeing one of my supervisors in the shower would be a little odd, one of the things about being a graduate student is that we are [generally] mature and intelligent. It may be awkward, but the awkwardness can be reduced in two ways.
1. What time you go: you already go quite early in the morning. The earlier the better, you are much less likely to see students the earlier you attend. Also think about what days of the week you go. On the other hand, you may want to avoid 'planning' like this because it makes too much of a meal of the situation. If that is the case:
2. How you handle it: when I was at school our showers were totally open and there was no hiding. The teachers used to shower with us regularly. Even though these days this may be looked on as a little odd, back then I thought little of it because they just didn't seem to care, and also, after sports where would they shower anyway? I would suggest that your students' state of mind in the situation will be largely down to your attitude. If you just get on with it and fearlessly shower like any other man would, then there will be much less awkwardness than if you skulked to the shower and looked embarrassed.
Lastly, the very fact that you're going to the gym *at all* will be met with an iota of extra respect from your students.
Upvotes: 4 <issue_comment>username_6: I agree with everyone that says you're overthinking it. The gyms at UT Austin have separate locker rooms for faculty (at least partly) for this reason. I'm surprised your school doesn't.
There are signs up in all the locker rooms that cellphones are prohibited, and yet, there is always someone with their cellphone out. There is potential that a disgruntled student might make a video of a professor showering and distribute it.
Additionally, professors might have some potentially physically embarrassing things (scars, adult diapers, hernia belts) which they would not want disclosed.
Upvotes: 3 <issue_comment>username_7: I think this is pretty much down to the policy at each university. Similarily here in the U.K., even in secondary schools we have such policies. My advice would be to check on those.
Upvotes: 2 <issue_comment>username_8: If you're feeling uncomfortable/unsure enough about it that you have to ask, then yes, there is a problem. Not a problem that means that you shouldn't use them if you decide you want to, but a problem in that the facilities in the way they're offered create uncomfortable or outright unsafe situations for some students and faculty in a way that unfairly impacts their access. As I noted in comments on username_4's answer, the university was
>
> *underthinking* when they skimped a few dollars on partitions for the showers. Even if you're just thinking in monetary terms and not the wellbeing of your students and faculty using the gym, the lawsuit from a single bad incident will cost hundreds if not thousands of times as much as properly partitioning the showers would have.
>
>
> Such incidents might include harassment in the showers themselves, photography and distribution or threat to distribute photos, harassment in the form of later making remarks/rumors about the size or shape of someone's genitals, discrimination complaints based on certain people (e.g. those with history of assault, or those attracted to same gender, or ...) feeling unsafe or unwelcome to make equal use of the facilities, etc. etc. etc.
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At the very least, if you do choose to use such facilities, as a person in a position of power over some of the other students you might meet naked there, you need to be aware of these dynamics and ensure that you're not doing anything that could make them worse.
If it were me, I would complain to the appropriate administrator about these issues and decline to use the facilities unless/until partitioned or fully private shower spaces were available.
On a final note, I've seen a lot of sentiment in comments/answers that this is a matter of what's appropriate in local culture. That's bollocks. Yes, in some places there's a general awareness of all of the concerns I described above (and probably others I missed), along with efforts to mitigate them, and in other places people are expected to just "toughen up" or "deal with it". That doesn't mean both are equally valid. There is no cultural context in which *nobody* could possibly feel unsafe or uncomfortable in this situation (even if most people don't), so there's no cultural context in which it's just fine. There are just cultural contexts where the majority of people don't care that it's not fine for others.
Upvotes: 1 <issue_comment>username_9: If the gym showers have curtains (or doors) you can slide them to block the view while you are showering. In addition, outside the showers you can use the towel to cover your private parts to reduce the exposure.
Upvotes: -1
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<issue_start>username_0: I'm looking for examples of people who are at the very top of their fields who weren't child prodigies, and followed quite a "normal" path in life (high school > college > grad school) before finding their passion in a field and then becoming a top academic at a top institution at it. We come across people like <NAME> who had some sort of divine gift to do mathematics and was very much a child prodigy (he could do high school mathematics at the age of 8-9 and won an Olympiad gold medal at the age of 13), but I'm looking for people who achieved as much success as Tao (even a little less is fine considering that Tao is often regarded as the "best mathematician in the world", but I'm looking for someone in the same tier) without being child prodigies, or knowing what their passion was right from childhood. Examples?<issue_comment>username_1: [<NAME>](https://en.wikipedia.org/wiki/Hugh_Herr) is a remarkable individual and leading academic whose original career had basically nothing to do with academia: he was a rock climber.
After becoming a double amputee in an accident, however, he went back to school and rose to prominence in prosthetics. He has been a key figure in revolutionizing the field, and you know his work, even if you don't know his name.
His passion is clear and well-defined and indisputably shaped by his accident.
Upvotes: 1 <issue_comment>username_2: One thing to keep in mind that "prodigies" are much more common in STEM fields, especially math and physics, than in other fields. Thus, one answer to this question is simply to point to any prominent individual outside STEM.
But even inside math and science, there are a lot of examples. For example, <NAME>, who received the Nobel Prize in Physics, has talked about how he didn't really excel as a student until his undergraduate years. See [his short autobiographical summary here](https://www.nobelprize.org/prizes/physics/1997/chu/biographical/).
Also your standard from your question is T<NAME>, then almost any mathematician who is as prominent as Tao is less of a prodigy. This raises a question of what one means by a prodigy? For example, does doing very well at the IMO count? But that's actually designed for the highest performing high school students. One example here that's relevant is <NAME>, who did very well in the IMO, and like Tao is a Fields Medalist. But my understanding is that while he was a very strong student when he was young, calling him a prodigy would have been a stretch, especially if your standard is Tao. So, where you draw the lines here will matter.
Upvotes: 2 <issue_comment>username_3: [<NAME>](https://en.wikipedia.org/wiki/Thomas_Kuhn) literally switched fields after completing his PhD in physics and is a modern philosopher well known for his work in the philosophy of science, particularly for his book [The Structure of Scientific Revolutions](http://The%20Structure%20of%20Scientific%20Revolutions)
[<NAME>](https://en.wikipedia.org/wiki/Karl_Pearson), may be another example. Although he initially studied mathematics and then physics, he proceeded onto other things like law before eventually switching back to mathematics and making his big contributions (like establishing mathematical statistics). I have not been able to find anything immediately obvious to indicate he was a child prodigy.
As an ecologist, I'd hazard to guess that most famous ecologists were never child prodigies, but they almost certainly identified their passions early on in life while playing outside as children, which violates the
>
> before finding their passion in a field
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part of your question.
Upvotes: 2
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<issue_start>username_0: A colleague/friend has asked me to review his application for a very large grant, which appears to resemble my PhD thesis.
The backstory is as follows. My PhD thesis was the first detailed study of Phenomenon X. My colleague works in Context C. Phenomenon X is present in Context C.
Three years ago, while we were both PhD students, I suggested to my colleague that we put together a postdoc grant proposal to study Phenomenon X in Context C. We talked informally about being co-PI on the project but made no agreement.
Two years ago, my colleague told me that it would be better if he worked on the grant with someone more senior because we would have less chance together as two fresh PhDs. The idea was that I would be written into the project. My colleague asked me to send him a literature review on Phenomenon X, which I did.
Now, my colleague has sent me the draft of his grant application asking for some assistance and comments. The research questions in the application are nearly word-for-word the same as those in my PhD thesis and the application claims that Phenomenon X has not been studied before. My PhD thesis on Phenomenon X is not mentioned, nor is other relevant work. The literature review in the grant application uses the same sources as my PhD literature review. My name does not appear anywhere in the grant.
What are some appropriate courses of action here? My idea at the moment is to give my colleague the benefit of the doubt - maybe it was unintentional oversight or he had planned to add these details later. I would respond suggesting the grant application includes other work on Phenomenon X, including my PhD thesis, and to make the research questions more original. But I'm worried this will seem too territorial.<issue_comment>username_1: I suggest three things. First remind him of your dissertation and send a link to it, noting that there is similar wording that might become an issue. Second, I would, under the stated circumstances, offer to help in the application. It seems like it might be an attempt to extend your work, rather than to plagiarize it. That is always appropriate. And you could also assure that you aren't plagiarized if you are in the loop throughout.
But, if you have the time and energy, I suggest that you offer to be a consultant on the grant as it progresses. This would get you named specifically in the application, at least. Your actual participation could be minimal, or not, but you could at least see how the work progressed and get more involved as time went on. It might not be impossible to be paid a bit for consulting work, depending on the agency and its rules. Consultant on a grant is a CV line, if nothing else.
Upvotes: 3 <issue_comment>username_2: I would reply as a reviewer of the grant who knows about your work and is just reviewing the grant application. If this would be the case I think you would not have any doubt of giving the feedback required, i.e. the grant agreement cannot be submitted as it is now because of X, Y, Z, and the evidence is this, this and that, and you can suggest ways to upgrade/fix such issues, just as any academic review/feedback.
Upvotes: 2 <issue_comment>username_3: The lack of acknowledgement and the sense of disrespect from your colleague and fellow PhD student seems to be the heart of the issue here.
Your colleague may not realise that not acknowledging and situating your PhD is essential to the success of your grant. Grant reviewers will likely and should find your published PhD which sounds like much of the grant. Finding such your work will definitely reduce the chances of colleague obtaining and becoming successful with the grant. No grant reviewer will fund for work that has already been done, especially work already done from their own institution.
On a more personal level, it is worthwhile to reach out and spend more time with your colleague. Find a casual setting to chat about your work and the emotional aspects of the grant. Escalating and not checking the level of his level of understanding of your work will likely damage your working relationship.
Upvotes: 3
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<issue_start>username_0: I am a newbie to proposal writing although have been writing research papers for several years. After the rejection of my first NSF proposal, I am becoming aware that the `proposal language` is quite different from `research paper language`, where the later one emphasizes on its accuracy and objective, while the former one, according to my current understanding, needs more fine-tuning on the "tone and the sales pitch".
I guess that's where the **decoration of language** could come into play. Could anyone shed some lights certain systematic approach such that I can train myself and master the needed skills? Or, is there any systematic approach that can quickly turn my research paper-style proposal by setting the mood and tone as a "sales pitch."
I am not a native speaker and that could be hard, I guess. Any suggestions would be appreciated very much.<issue_comment>username_1: While not quite the systematic solution you are looking for (which I don't think exists) here are some ideas. This is a matter of knowing your audience and a matter of practice. I suggest that you do a combination of all of them:
1. Review Grant Proposals. I warn I speak from the UK system so things are certainly a bit different elsewhere, but there exist a number of opportunities to serve as an expert reviewer for grant proposals. You may be at an early career level, but some granting bodies specifically seek out early career reviewers (e.g. the AHRC peer review college in the UK is one example). Contact granting bodies directly and ask to be added to their database of reviewers and when you are asked to review grants, pay very close attention, first, to the standards against which you are meant to review, and, indeed, what works on you...what type of writing in the proposals wins you over. Attend any training days etc that the granting body offers for reviewers. I do note that you are in the USA, but I've peer reviewed Fulbright and other USA-based proposals, so the opportunities are there.
2. Read successful grant proposals. Read a lot of them. Note the style and tone of the language. If you have a colleague or friend who has had a successful NSF, ask to see their proposal. Contact your University's research office and ask for copies of any successful large grants. You may think that this is crossing a boundary or that people don't want to share their grant proposals, but it is totally normal. I was successful at applying for a very large (€1.5mil) grant last year and over the course of the year I must have shared my proposals with 30 other scholars who wish to apply to the same scheme. I have done the same with previous successful grant proposals.
3. Familiarise yourself with the differences between granting bodies as this will govern the language style and tone you should use. Funding bodies that want to fund blue skies, high risk-high reward research tend to like language that fits the edgy nature of the grant. Funding bodies that prefer you to, essentially, know the outcome before you start like assurances and less "excited" language. When in doubt, you can talk to the grant manager about the motivation behind the grant and then think about how that might translate into your language.
4. Lean on whatever resources are at your University. That might be the research support office or equivalent. It might even mean an external consultant that the university hires to help develop and prepare grants. Make sure you know what is on offer and take whatever is available.
Good luck!
Upvotes: 3 <issue_comment>username_2: I think it's a mistake (albeit a common one) to think that succeeding at proposal writing is a matter of "tone and sales pitch", or equivalently of knowing the lingo and inserting the right amount of buzzwords. It might look like this and maybe there's a bit of it sometimes, but most of the time the main issue is to demonstrate the impact of the research in terms of the funding body and/or call objectives.
That often requires a lot of work: reading and understanding the strategy of the funding body both in general and under the specific targeted call; understanding which specific impact they are looking for and in which way they'd like to see this impact delivered; analyzing similar projects funded in the past in order to understand why they were granted; finding the right collaborators to convince the funding body that the plan is solid; etc.
A typical problem is that as academics we tend to see research as a goal for itself and we are not necessarily interested in its applications down the line. Funding bodies are not only interested in giving money so that researchers can do their research. Of course the quality of the research matters a lot, but they don't evaluate projects solely on the number of potential publications, they want to maximize their return on investment. Understanding exactly their specific expectation (and finding a way to satisfy it) is key.
Upvotes: 3
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<issue_start>username_0: ### Context
It's becoming common in the natural sciences for grad students to include papers they have previously published as part of their dissertation as a ["sandwich thesis" or "stapled thesis"](https://academia.stackexchange.com/q/149/32794). Some joke about merely "stapling three papers together with an intro and conclusion" and calling it a dissertation. This allows grad students to focus on doing research rather than writing a monolithic document in addition to any other publications.
### My Concerns
This practice -- though I love the intent -- concerns me because I care about copyright issues. If I've published a paper, the publisher has the copyright, so I may not be able to use my own work in a dissertation that gets published.
### My Question
**Assuming that this practice is approved of by one's dissertation committee and university, how might one go about doing this correctly? What legal requirements might there be?**
Although the following list of questions might be best split into multiple questions on this site, my intent is to clarify what kinds of procedures I'm asking about.
* Which Creative Commons licenses would permit this?
* Would one need to ask permission from the publisher(s) of the paper(s)? (I assume so....)
* Does it matter whether or not the manuscript(s) are published under an open-access license?
* Does it matter how the dissertation is published?
* If this is allowed under any circumstances, how much modification is appropriate? Would the paper(s) need to be reproduced in their published form (i.e. with the publisher's typesetting et al.), or could the author copy-paste the text into their dissertation with new formatting?
I acknowledge that this question is similar to [Can I use the work in my journal/conference publications as chapters in my dissertation?](https://academia.stackexchange.com/q/2029/32794). Whereas that question broadly asked whether such a practice was permissible, I'm asking more about how to handle copyright issues — assuming one's committee and institution are okay with it.<issue_comment>username_1: The copyright issues are the same as always. If you don't hold copyright on something, say you have given it to a publisher, then you need permission from the copyright holder to reproduce it *for publication.*
But you also need to be clear, if you just include copies of old work (copy paste) that you cite the original to avoid claims of self plagiarism. Claiming old work as new (or seeming to) is normally treated as an ethical lapse, similar to treating the work of others as your own. Cite and be safe.
To me, a "stapled dissertation" should be exactly that. An introduction, some material tying everything together, a conclusion, and literally stapling copies of the old papers. I doubt that very many would agree with me, but if that is what it is, then present it as such. Those places that permit such dissertations believe that a doctoral should be awarded for a *body of work* not necessarily for a single major work. The philosophy is sound, though I've never used it. That is to say, the "joke" isn't really a joke. It is fine if permitted by your committee and university.
Creative commons doesn't apply if you have all rights to your own work. Any license or no license would be fine. But it is the permission of the actual copyright holder that is needed. If *they* have licensed it generally under Creative Commons then it is likely that you can rely on the generally permissive nature of those licenses in your work. But if not, you can request permission (an individual license) to do what you want to do. I think that most reputable journals and conferences would be happy to give you back any required permissions, while they still hold the copyright.
Upvotes: 3 [selected_answer]<issue_comment>username_2: Stop worrying about this. No legitimate academic journal is going to come after anybody for reusing material from their own published paper in a thesis. Doing that is just a normal part of the research process.
Upvotes: 2 <issue_comment>username_3: Here’s part of the copyright transfer agreement from [IOP Publishing](https://ioppublishing.org/) which relates to residual rights of the authors.
>
> 3.2 The rights are:
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> ...
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> 3.2.2 To include the Final Published Version of the Article (all or part) in a research thesis or dissertation provided it is not then published commercially;
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> 3.2.3 To make oral presentation of the Final Published Version of the Article (all or part) and to include a summary and/or highlights of it in papers distributed at such presentations or in conference proceedings; and...
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so you’d be covered there under 3.2.2. I could hunt down the agreements for other publishers but I can’t recall any publisher being at great variance from what is above.
Of course it is better to check ahead of time but I would be amazed to find an instance where permission is NOT granted: no sane thesis director would publish there with any student, and the journal would loose out.
Upvotes: 1 <issue_comment>username_4: Copyright issues are significant when doing a hybrid or a thesis by publication. In the early 2000s, there was the suggestion to focus on journals that are open-access due to copyright fears. Now that advice is not as relevant as most publishers accept the importance of e-theses and storage at an institutional repository (as username_3 suggested). It was only recently that the Elsevier changed their [sharing policy on etheses](https://www.elsevier.com/about/policies/sharing) to support PhD student publications.
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> Theses and dissertations which contain embedded PJAs as part of the formal submission can be posted publicly by the awarding institution with DOI links back to the formal publications on ScienceDirect
>
>
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Realise that PhD students are a major player in the academic publishing world. I heard a speaker say that nearly 50 to 60% of articles are written by students, PhD/Masters etc (google is not coming up with evidence for me). So no surprise that if PhD students are starting to avoid journals with their significant research, then journals will react to protect their impact factor.
Another issue, hybrid theses has evolved over time as well from the 1990s. In general, it is no longer acceptable to cobble together a thesis - "stapling three papers together with an intro and conclusion and calling it a dissertation". Hybrid theses now need to adhere to a coherent narrative throughout. Publications that don't add or fit the narrative tend to go into the appendix now.
>
> a research thesis is a coherent and cohesive narrative describing a body of scholarly activity that adds to knowledge.
> At the University a collection of published papers is not a thesis, neither is a publication on its own sufficient to warrant the award of a research degree - [Sydney Uni theses including publications](https://sydney.edu.au/students/hdr-research-skills/theses-including-publications.html)
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Upvotes: 0
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<issue_start>username_0: Someone I know has given a presentation at a American University. He supposedly had his hand in his pocket while giving the presentation. A foreign student attacked him for this. The person supposedly said "how would you like it if I gave a presentation with my hand in my pocket." At the end of the presentation, more people started ridiculing him
I am not sure if he was attacked for the content of the presentation, because unfortunately, I have heard this through the grapevine.
What is the proper way to give a presentation? Did the students act appropriately?<issue_comment>username_1: This may be a cultural thing. But not something I've heard of.
I've been told that in Europe (or parts), at the table you keep both hands above the table. In the US, you keep the left (non primary) hand below the table. I doubt that these old "rules" are widely observed most places, but they might be in some. My mother would have slapped my hand if I tried to use my left hand with a fork to bring something to my mouth. You could hold the fork in the left if you were cutting with a knife, but then had to put down the knife and switch the fork to the right hand. Everyone in England is now laughing.
Yes, the reason for keeping both hands above the table is that putting one below can be considered rude. People wonder what you are doing with that hand, anyway. I leave it to your imagination. Maybe the same imagination has led to the situation described by the OP.
But if you know about cultural taboos, you can observe them, or suffer ridicule or worse. Give presentations naturally, of course, and put the audience at ease.
---
I think that the fact that the university is in US is likely not relevant. We have students from all over the world, and often they cluster in some classes. For example, I've had classes of about 30 where ten or so were from parts of the former USSR. They grew up with different cultural norms, as did many of the other students.
Upvotes: 4 <issue_comment>username_2: If you want a short and binary answer, it is likely **yes** — keeping a hand in a pocket during the presentation is not the best habit, because:
1. You lose yourself a chance to use that hand for communicating with the audience via gestures.
2. Your body language and posture is more likely to be perceived as you can't be bothered with what you are doing.
Having said that, there may be examples of excellent use of almost anything which is normally not recommended in a presentation, if you plan for it and do it consciously. For example, if you ask your students the famous Bilbo's question: "*What have I got in my pocket?*" — and put your hand in your pocket, your gesture is playing nicely with your explicit voice communication to create an interesting and intriguing setting.
A binary answer to your second question is likely **no** — students acted inappropriately by interrupting the presenter and commenting on the presentation style, rather than topic of the presentation. Unless, of course, the whole aim of the exercise was to receive comments about the presentation skills and strategies. From your question, we cannot tell.
Upvotes: 7 [selected_answer]<issue_comment>username_3: Hand in pocket can mean a number of disparate things, depending:
1. I am a cool person;
2. I do not care/I am better than you;
3. I do not know where to put my hand and am embarrassed letting it hang around (check out [Merkel's famous Hand Triangle](https://en.wikipedia.org/wiki/Merkel-Raute) as an alternative strategy).
Depending on presenter type and assuming it's not 2., it is perfectly fine to put the hand into the pocket. I have never seen anything berated for this, and in my opinion the foreign student was totally out of line. I thus assume the presenter belongs to group 3, because if they were 1, i.e. the cool guy, they would have found the words to put the heckler in their spot; and if 2, being heckled would not have bothered them in the least (I assume via the question that they *were* bothered).
Maybe it's a cultural thing, but the heckler was the foreign person and thus should have been doubly careful to berate someone on unfamiliar turf.
That being said, hand in pocket may come across as haughty or snobbish, and is thus not usually recommended in presentations, unless one is really sure that it sends the right relaxed and comfortable attitude (aiming to induce similar relaxed attitude in the listeners).
Upvotes: 4 <issue_comment>username_4: Just be yourself
The most important thing is to appear clear and confident in what you’re saying. Things like “hands in pocket” are general rules, but not definitive. You’ll be more effective if you stick to your own style and comfort. Some speakers are “understated” and “hands in pocket” might look humble and work with that. Others are more animated.
I would do a dry run with colleagues and ask them what they think on your speaking style. Then keep practicing if there’s anything you want to edit out (like “umms” or hand in pocket). But be gentle here as you really just want to be your best self.
Upvotes: 3 <issue_comment>username_5: It is likely context or culture specific, but I have given presentations with my left hand at least partway in my pocket (thumb outside) while using a laser pointer/clicker in my right. There is a delicate balance between coming across as confident/relaxed and coming off as not being serious/professional enough. Heckling a speaker is never a good thing (unless the speaker really deserves it for the content of their presentation in extenuating circumstances, but certainly not within an academic context).
Upvotes: 2 <issue_comment>username_6: Adding to Dmitry's answer and reflecting on the presentations I've seen, *putting* a hand in a pocket as a gesture can be an appropriate technique, *keeping* a hand in a pocket comes across as disinterested in the subject and disinterested in the audience. For me, a person who kept their hand in their pocket during a presentation would undermine whatever content they were trying to present. I see responses saying 'we should only care about the content' but in my experience the content and the way the content is conveyed are inextricably linked. And the 'clarity' of a presentation is subjective and must take into consideration the response of the audience.
As far as the response. University, as far as I am aware, is a place where learning happens. And in my opinion when it comes to presenting, everyone is a student. Presenting is something that doesn't come naturally to many people, and the university environment should be a safe place to hone the craft. "Ridiculing" a presenter isn't useful for the same reason that ridiculing someone for getting a question wrong on a quiz isn't useful. However - at the same time and for the same purpose - the presenter should be open to receiving feedback about their presentation style. If I am right that everyone is a student of presenting, peer review is best type of learning. Even if the feedback is mostly critical and delivered poorly, there may well be gems of advice that if implemented could take your presentations to the next level. Ignoring all negative feedback isn't useful for the same reason ignoring quiz questions marked as incorrect isn't useful. Nobody is a perfect presenter, and the best presenters will be the ones who don't take criticism as a personal identity attack but as a chance to improve.
The best advice I can give an academic presenter is that the best presentations I've heard are where the speaker served the audience rather than expecting the audience to serve them. Ask someone to record your presentation with video and sound, and with many cringes watch it - it forces you to be a member of your audience. Watch presenters you find engaging and think about the verbal and body cues they use. And *especially* in the university context, ask for positive and negative feedback often, try new things and don't be afraid to fail.
In short, at least in the academic environment (but probably in general), all feedback should be given with grace and respect, and all feedback should be received with grace and respect.
Upvotes: 2 <issue_comment>username_7: A few teachers for presentation skills told me (I live in Germany) that a hand in your pockets is not generally a bad thing. It shows you are relaxed and laid-back. Usually that's good, but I would think in more formal presentations (e. g. for potential customers) it could seem unprofessional.
It is a problem when your hand is stuck inside your pockets and you don't get it out every now and then to use it for some gestures or when your hand is 'restless', making a fist and relax your hand again in your pocket.
Upvotes: 2 <issue_comment>username_8: Having a hand in your pocket during a presentation is in no way a bad thing.
Being disengaged, unfocused, and showing a complete lack of interest in your presentation or your audience is a bad thing if you're trying to give a presentation. And while having your hand in your pocket may add to the image of that, your hand in a pocket isn't a bad thing in and of itself.
However what is actually a bad thing in this case is the willingness for the wider academic community to be so eager to jump on a bandwagon of declaring having one's hand in a pocket as a bad thing, because it is a disgustingly ableist point of view over something that doesn't actually have a direct impact on someone's presentation.
---
For context, I have a shoulder injury that will result in a great deal of pain by the end of the day if I leave my arm/shoulder relaxed and let all the weight of my arm bare on my shoulder. As such I actively try to keep my hand in my pocket or resting on a table or desk as much as possible.
By highlighting the idea of having one's hand in a pocket while giving a presentation as being a bad thing, you are effectively saying that you care far more about an extremely non-issue thing for your own engagement with a presentation than you do about my physical comfort...
---
I also know several professionals and academics who use stress balls or holding something hidden in a pocket for various coping mechanisms that allow them to even give a presentation.
By allowing the negative viewpoints on having a hand in one's pocket to persist, you are saying you care more about yourself than their being able to actually give you their presentation...
---
In short, anyone insisting that having a hand in one's pocket is a bad thing in and of itself isn't helping the world improve the quality of academic presentations, but rather they are helping build additional barriers to presentations being given.
Upvotes: 2 <issue_comment>username_9: *Iff* you care about making a good presentation, it's crucial to **NEVER** put your hands in your pockets during presentations. It's also crucial to **EMPTY YOUR POCKETS** before delivering a presentation.
It communicates low-confidence, low social status, and low effort/energy/caring for the topic and audience!
Why empty your pockets before delivering a presentation? Because so many presentations are ruined by hands going into pockets, jingling keys, jingling change, cell phones going off, etc. Items in pockets will become distractions, and you don't want to be distracted (again iff you care about making a good presentation).
Default hand position during a presentation should be arms at side with elbows bent 90 degrees, hands outstretched. To communicate friendliness, warmth, enthusiasm, and confidence, use expansive gestures by going wider from the default hand position and making overhead gestures occasionally, *smile*, tilt your head, and don't be stiff or robotic. A relaxed but upright posture. NEVER cross your arms, put them in your pockets, put them behind your back, cover your crotch (the Adam and Eve pose). Don't point with a finger, point with a hand. Use palms-up (assertive/submissive/friendly) gestures whenever possible, and avoid palms-down (dominant/unfriendly). Sometimes, you can emphasize or punctuate a critical point with a dominant body language, and it shows tremendous confidence. But don't overdo it, or you seem unfriendly.
Watch good presenters and politicians. You will notice they never put their hands in their pockets while speaking/presenting. Maybe they pull something out of a pocket dramatically to demonstrate something. They never have anything in their pockets for their fingers to wander off and jingle.
I abstain from comment on what you heard "through the grapevine", and you shouldn't care about gossip and rumors, either.
Upvotes: -1 <issue_comment>username_10: Having hand in a pocket is a part of body language. Smile, joke, walk, rhetorical question, silence,... This all are tools used in presentations.
If one use them willingly and well, there is no objection to using them. If one use them too much, the presentation is disballanced and it undermines the overall performance.
---
Was it the proper way to give a presentation? Hard to say, but probably yes. The presenter did it for a reason.
Was the response to the presentation appropriate? No. The presentation style should be the last argument when attacking the presenter, starting from the major flaws. Usually it is the first trigger to carefully look for flaws.
Upvotes: 1
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<issue_start>username_0: In the country where I live, university students studying mathematics usually attend lectures, consultation with their lecturers (if they have questions relating to material taught) and tutorial/practice classes.
Years ago there was a change in the way tutorials are run. Now students work in groups of 2-4 in front of white boards and the tutor walks around and checks and comments on the solutions written by students (on the white boards). (Previously the students would have asked questions and the tutor would have solved problems on a white board).
The change was implemented on the basis of some research that suggested possibly greater learning benefits for the students. Is anyone familiar or can give a reference to this research article/s?
I'd be interested in how tutorial in mathematics are run in other countries.
The benefit of the above practice class is that student is `forced' to participate. Or at least one student from each group since there are always students who either don't attend or simply stand and contribute very little to the group discussion (even though they are encouraged to take turns and help each other understand this does not necessarily work).
It is also hard to tell how much this helps an average student learn things. Have there been any studies on this?<issue_comment>username_1: This may be a cultural thing. But not something I've heard of.
I've been told that in Europe (or parts), at the table you keep both hands above the table. In the US, you keep the left (non primary) hand below the table. I doubt that these old "rules" are widely observed most places, but they might be in some. My mother would have slapped my hand if I tried to use my left hand with a fork to bring something to my mouth. You could hold the fork in the left if you were cutting with a knife, but then had to put down the knife and switch the fork to the right hand. Everyone in England is now laughing.
Yes, the reason for keeping both hands above the table is that putting one below can be considered rude. People wonder what you are doing with that hand, anyway. I leave it to your imagination. Maybe the same imagination has led to the situation described by the OP.
But if you know about cultural taboos, you can observe them, or suffer ridicule or worse. Give presentations naturally, of course, and put the audience at ease.
---
I think that the fact that the university is in US is likely not relevant. We have students from all over the world, and often they cluster in some classes. For example, I've had classes of about 30 where ten or so were from parts of the former USSR. They grew up with different cultural norms, as did many of the other students.
Upvotes: 4 <issue_comment>username_2: If you want a short and binary answer, it is likely **yes** — keeping a hand in a pocket during the presentation is not the best habit, because:
1. You lose yourself a chance to use that hand for communicating with the audience via gestures.
2. Your body language and posture is more likely to be perceived as you can't be bothered with what you are doing.
Having said that, there may be examples of excellent use of almost anything which is normally not recommended in a presentation, if you plan for it and do it consciously. For example, if you ask your students the famous Bilbo's question: "*What have I got in my pocket?*" — and put your hand in your pocket, your gesture is playing nicely with your explicit voice communication to create an interesting and intriguing setting.
A binary answer to your second question is likely **no** — students acted inappropriately by interrupting the presenter and commenting on the presentation style, rather than topic of the presentation. Unless, of course, the whole aim of the exercise was to receive comments about the presentation skills and strategies. From your question, we cannot tell.
Upvotes: 7 [selected_answer]<issue_comment>username_3: Hand in pocket can mean a number of disparate things, depending:
1. I am a cool person;
2. I do not care/I am better than you;
3. I do not know where to put my hand and am embarrassed letting it hang around (check out [Merkel's famous Hand Triangle](https://en.wikipedia.org/wiki/Merkel-Raute) as an alternative strategy).
Depending on presenter type and assuming it's not 2., it is perfectly fine to put the hand into the pocket. I have never seen anything berated for this, and in my opinion the foreign student was totally out of line. I thus assume the presenter belongs to group 3, because if they were 1, i.e. the cool guy, they would have found the words to put the heckler in their spot; and if 2, being heckled would not have bothered them in the least (I assume via the question that they *were* bothered).
Maybe it's a cultural thing, but the heckler was the foreign person and thus should have been doubly careful to berate someone on unfamiliar turf.
That being said, hand in pocket may come across as haughty or snobbish, and is thus not usually recommended in presentations, unless one is really sure that it sends the right relaxed and comfortable attitude (aiming to induce similar relaxed attitude in the listeners).
Upvotes: 4 <issue_comment>username_4: Just be yourself
The most important thing is to appear clear and confident in what you’re saying. Things like “hands in pocket” are general rules, but not definitive. You’ll be more effective if you stick to your own style and comfort. Some speakers are “understated” and “hands in pocket” might look humble and work with that. Others are more animated.
I would do a dry run with colleagues and ask them what they think on your speaking style. Then keep practicing if there’s anything you want to edit out (like “umms” or hand in pocket). But be gentle here as you really just want to be your best self.
Upvotes: 3 <issue_comment>username_5: It is likely context or culture specific, but I have given presentations with my left hand at least partway in my pocket (thumb outside) while using a laser pointer/clicker in my right. There is a delicate balance between coming across as confident/relaxed and coming off as not being serious/professional enough. Heckling a speaker is never a good thing (unless the speaker really deserves it for the content of their presentation in extenuating circumstances, but certainly not within an academic context).
Upvotes: 2 <issue_comment>username_6: Adding to Dmitry's answer and reflecting on the presentations I've seen, *putting* a hand in a pocket as a gesture can be an appropriate technique, *keeping* a hand in a pocket comes across as disinterested in the subject and disinterested in the audience. For me, a person who kept their hand in their pocket during a presentation would undermine whatever content they were trying to present. I see responses saying 'we should only care about the content' but in my experience the content and the way the content is conveyed are inextricably linked. And the 'clarity' of a presentation is subjective and must take into consideration the response of the audience.
As far as the response. University, as far as I am aware, is a place where learning happens. And in my opinion when it comes to presenting, everyone is a student. Presenting is something that doesn't come naturally to many people, and the university environment should be a safe place to hone the craft. "Ridiculing" a presenter isn't useful for the same reason that ridiculing someone for getting a question wrong on a quiz isn't useful. However - at the same time and for the same purpose - the presenter should be open to receiving feedback about their presentation style. If I am right that everyone is a student of presenting, peer review is best type of learning. Even if the feedback is mostly critical and delivered poorly, there may well be gems of advice that if implemented could take your presentations to the next level. Ignoring all negative feedback isn't useful for the same reason ignoring quiz questions marked as incorrect isn't useful. Nobody is a perfect presenter, and the best presenters will be the ones who don't take criticism as a personal identity attack but as a chance to improve.
The best advice I can give an academic presenter is that the best presentations I've heard are where the speaker served the audience rather than expecting the audience to serve them. Ask someone to record your presentation with video and sound, and with many cringes watch it - it forces you to be a member of your audience. Watch presenters you find engaging and think about the verbal and body cues they use. And *especially* in the university context, ask for positive and negative feedback often, try new things and don't be afraid to fail.
In short, at least in the academic environment (but probably in general), all feedback should be given with grace and respect, and all feedback should be received with grace and respect.
Upvotes: 2 <issue_comment>username_7: A few teachers for presentation skills told me (I live in Germany) that a hand in your pockets is not generally a bad thing. It shows you are relaxed and laid-back. Usually that's good, but I would think in more formal presentations (e. g. for potential customers) it could seem unprofessional.
It is a problem when your hand is stuck inside your pockets and you don't get it out every now and then to use it for some gestures or when your hand is 'restless', making a fist and relax your hand again in your pocket.
Upvotes: 2 <issue_comment>username_8: Having a hand in your pocket during a presentation is in no way a bad thing.
Being disengaged, unfocused, and showing a complete lack of interest in your presentation or your audience is a bad thing if you're trying to give a presentation. And while having your hand in your pocket may add to the image of that, your hand in a pocket isn't a bad thing in and of itself.
However what is actually a bad thing in this case is the willingness for the wider academic community to be so eager to jump on a bandwagon of declaring having one's hand in a pocket as a bad thing, because it is a disgustingly ableist point of view over something that doesn't actually have a direct impact on someone's presentation.
---
For context, I have a shoulder injury that will result in a great deal of pain by the end of the day if I leave my arm/shoulder relaxed and let all the weight of my arm bare on my shoulder. As such I actively try to keep my hand in my pocket or resting on a table or desk as much as possible.
By highlighting the idea of having one's hand in a pocket while giving a presentation as being a bad thing, you are effectively saying that you care far more about an extremely non-issue thing for your own engagement with a presentation than you do about my physical comfort...
---
I also know several professionals and academics who use stress balls or holding something hidden in a pocket for various coping mechanisms that allow them to even give a presentation.
By allowing the negative viewpoints on having a hand in one's pocket to persist, you are saying you care more about yourself than their being able to actually give you their presentation...
---
In short, anyone insisting that having a hand in one's pocket is a bad thing in and of itself isn't helping the world improve the quality of academic presentations, but rather they are helping build additional barriers to presentations being given.
Upvotes: 2 <issue_comment>username_9: *Iff* you care about making a good presentation, it's crucial to **NEVER** put your hands in your pockets during presentations. It's also crucial to **EMPTY YOUR POCKETS** before delivering a presentation.
It communicates low-confidence, low social status, and low effort/energy/caring for the topic and audience!
Why empty your pockets before delivering a presentation? Because so many presentations are ruined by hands going into pockets, jingling keys, jingling change, cell phones going off, etc. Items in pockets will become distractions, and you don't want to be distracted (again iff you care about making a good presentation).
Default hand position during a presentation should be arms at side with elbows bent 90 degrees, hands outstretched. To communicate friendliness, warmth, enthusiasm, and confidence, use expansive gestures by going wider from the default hand position and making overhead gestures occasionally, *smile*, tilt your head, and don't be stiff or robotic. A relaxed but upright posture. NEVER cross your arms, put them in your pockets, put them behind your back, cover your crotch (the Adam and Eve pose). Don't point with a finger, point with a hand. Use palms-up (assertive/submissive/friendly) gestures whenever possible, and avoid palms-down (dominant/unfriendly). Sometimes, you can emphasize or punctuate a critical point with a dominant body language, and it shows tremendous confidence. But don't overdo it, or you seem unfriendly.
Watch good presenters and politicians. You will notice they never put their hands in their pockets while speaking/presenting. Maybe they pull something out of a pocket dramatically to demonstrate something. They never have anything in their pockets for their fingers to wander off and jingle.
I abstain from comment on what you heard "through the grapevine", and you shouldn't care about gossip and rumors, either.
Upvotes: -1 <issue_comment>username_10: Having hand in a pocket is a part of body language. Smile, joke, walk, rhetorical question, silence,... This all are tools used in presentations.
If one use them willingly and well, there is no objection to using them. If one use them too much, the presentation is disballanced and it undermines the overall performance.
---
Was it the proper way to give a presentation? Hard to say, but probably yes. The presenter did it for a reason.
Was the response to the presentation appropriate? No. The presentation style should be the last argument when attacking the presenter, starting from the major flaws. Usually it is the first trigger to carefully look for flaws.
Upvotes: 1
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<issue_start>username_0: What would you do if you have already handed in a thesis to your professor, but you printed an earlier version with a small mistake. You want to have a great grade nevertheless, but I am feeling unsure of what to do:
Would you tell him your mistake and hope that he indulgent and says "Okay, then this does not count as a mistake." Since you recognized your own mistake, he is likely to be forgiving. Or would you say nothing and hope that he won't find the mistake?<issue_comment>username_1: Everyone makes small mistakes from time to time and it is expected that there should be some mistakes in a master's thesis. What you should perhaps do depends on the nature of the mistake. If you are talking about a small or even a big typo, I would suggest just leaving it be and not alerting your professor. Typos are expected and a few won't impact your grade very much, if at all. However, if you have made a major scientific, analytic, or other substantive mistake, acknowledging it and offering a correction is the right thing to do. Depending on the rules of your institution, the professor may not be able to accept a modification to the document you turned in, but if they can, you are sorted. If they can't, them knowing that YOU know that this was a mistake is likely better than them finding the mistake and thinking that you don't know, from a grade point of view.
Upvotes: 4 <issue_comment>username_2: Every thesis is likely to contain mistakes, so finding a mistake will not be unexpected in the examination process. As has already been said, if you think it is a small mistake, just leave it and say nothing.
I just thought you might be interested in my personal experience. My thesis was hand typed by me (using an early computer - CDC Cyber 6600 actually) without the benefit of modern word processors and proofing tools. It was manually read many times by me, parents, friends, colleagues and was deemed thoroughly checked and in good order.
Not so long ago I decided to digitise it so it could be archived. It was scanned and OCR'd and I put the text back into modern word processing tools. I was shocked at the sheer number of typos, grammatical and spelling mistakes it contained that the proofing tools showed up. It was quite humbling to think that had sat (and would sit in perpetuity) on the university library shelves of all and sundry to read year after year.
So join the club.
Upvotes: 3 <issue_comment>username_3: My advice would be the same as for someone who submitted a paper to a journal and then spotted a mistake:
Make a note of the error, and the "next point in the process" where you can naturally make changes, fix the mistake in the document.
For a thesis, that next point in the process might be after your professor reads it but before it is officially submitted to the university; or it might be before the thesis is bound for the library; or it might be after the thesis itself is final but before a paper based on it is sent to a journal; or it might be that the thesis is completely final but there is a place to publish errata. Or it might be never. (As other answers have pointed out, final documents with errors are common.)
My advice also includes the encouragement not to stress about the grade. The grade is an arbitrary number that measures not how worthy you are as a person, nor even how good the thesis could have been if it were flawless. It simply measures (one person's opinion of) how good a specific imperfect manuscript is. So you found a mistake in your manuscript; and there are probably others you didn't find. Oh well, you did your best, and it's not a big deal!
Upvotes: 2
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<issue_start>username_0: Asked to be an external reviewer of a grant application, I think the proposal looks good, but I don't know the small field well, though I'm in the same big field. So it's a bit hard to write comments. How should I write comments?<issue_comment>username_1: Consider asking for guidance from the grant manager(s) on this. They should have some guidance regarding the style, content, and formatting of comments. Further, as you sound as though you are a little unsure about your ability to comment on and, thus, evaluate this grant. This is something else to share with the grant manager(s) as they may decide you are not the right person to do this. Thus, best thing to do is contact whoever asked you to review the grant and have a chat about this.
Upvotes: 2 <issue_comment>username_2: Perhaps, you were engaged as a reviewer **precisely because** you are an outsider (to some extent), or what the [Leverhulme Trust would term a "lay reader"](https://www.leverhulme.ac.uk/funding/writing-lay-reader) (well, maybe not quite, but the idea is similar). If so, I would say your function includes:
* challenging unstated assumptions shared by people inside the field but which may not have been subject to proper scrutiny (it is incredible how much people take for granted);
* assessing the potential for wider significance from the research;
* identifying relevant parallels with research in other fields, especially regarding methodology or critical frameworks (often, a researcher may be unaware that a similar methodological problem has been discussed thoroughly in the literature in another field, and would benefit from taking such discussion into account).
A lot of the time, you may be unsure whether a problem is due to your misunderstanding, a flaw in the proposal, or a general bias of the field. That is fine. Your colleagues on the review panel **expect** you to raise issues and seek clarification in the course of your panel meetings/discussions. Sometimes, there is a simple explanation and you move on; at other times, you and your colleagues may wish to probe the issue further, and raise it with the people who wrote the proposal.
*[personal experience: I was reviewer for a degree-programme revalidation, in a subject that was not my expertise. There were two of us subject "outsiders", and we questioned some practices that we found counterintuitive. I raised an issue that was then taken-up by the whole panel and discussed thoroughly. The faculty who ran the programme being assessed gave some excellent explanations in response, and convinced us of the merit of their position. We asked them to articulate this reasoning more explicitly in the documentation, but otherwise approved the programme.]*
Upvotes: 2
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<issue_start>username_0: I am currently unsure whether I want to do my PhD in psychology or neuroscience so I'm applying to both programs. The issue is that all of my previous research experience is exclusively in neuroscience. Within my psychology applications, do I need to explain why I only have neuroscience experience in my statement of purpose? If so, how should I go about doing this? I was a psychology major and I became interested in neuroscience during my second year, so that's why how I chose my first experience. I chose my second experience because they hired me due to my initial experience so I didn't have a lot of leeway with this one. I am still unsure which subject I prefer however.<issue_comment>username_1: Consider asking for guidance from the grant manager(s) on this. They should have some guidance regarding the style, content, and formatting of comments. Further, as you sound as though you are a little unsure about your ability to comment on and, thus, evaluate this grant. This is something else to share with the grant manager(s) as they may decide you are not the right person to do this. Thus, best thing to do is contact whoever asked you to review the grant and have a chat about this.
Upvotes: 2 <issue_comment>username_2: Perhaps, you were engaged as a reviewer **precisely because** you are an outsider (to some extent), or what the [Leverhulme Trust would term a "lay reader"](https://www.leverhulme.ac.uk/funding/writing-lay-reader) (well, maybe not quite, but the idea is similar). If so, I would say your function includes:
* challenging unstated assumptions shared by people inside the field but which may not have been subject to proper scrutiny (it is incredible how much people take for granted);
* assessing the potential for wider significance from the research;
* identifying relevant parallels with research in other fields, especially regarding methodology or critical frameworks (often, a researcher may be unaware that a similar methodological problem has been discussed thoroughly in the literature in another field, and would benefit from taking such discussion into account).
A lot of the time, you may be unsure whether a problem is due to your misunderstanding, a flaw in the proposal, or a general bias of the field. That is fine. Your colleagues on the review panel **expect** you to raise issues and seek clarification in the course of your panel meetings/discussions. Sometimes, there is a simple explanation and you move on; at other times, you and your colleagues may wish to probe the issue further, and raise it with the people who wrote the proposal.
*[personal experience: I was reviewer for a degree-programme revalidation, in a subject that was not my expertise. There were two of us subject "outsiders", and we questioned some practices that we found counterintuitive. I raised an issue that was then taken-up by the whole panel and discussed thoroughly. The faculty who ran the programme being assessed gave some excellent explanations in response, and convinced us of the merit of their position. We asked them to articulate this reasoning more explicitly in the documentation, but otherwise approved the programme.]*
Upvotes: 2
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<issue_start>username_0: During my freshman year of college, I had some academic difficulties and ended up switching programs. I then had to take a semester off, during which I visited a class as a guest. So, I am now in my fourth semester of calendar time, though my academic standing is that of a second-semester student.
My question is: what should I say when someone asks me how long I have been studying? I have been saying that I am a second-semester student, but this is not really true, and it seems likely I will be discovered and called out. Did I lie? If so, what should I do if I am called out? I do not want to lose my friends or lie to anyone.<issue_comment>username_1: I'm not sure why you think this is an important issue.
"It's complicated" is enough of an answer if you want to be honest.
But small lies in this context do no one any harm and may ease social situations. Some simple questions such as the ones you get aren't worth the effort of composing a complete and complex answer. It's complicated. Say more to those you think need to know more or those you are closer to.
Don't sweat it.
If there were any issue at all in such a situation it would be overselling your skills to those you need to work with on a joint project. But you don't seem to be erring on that side here.
Upvotes: 5 <issue_comment>username_2: You are overthinking.
Most people you meet do not remember or do not care about such an issue. No person I know in real life would "confront" you about such a trivial issue in the sense of "You lied! Tell the truth immediately!". They would rather ask you nicely if you went to the course before and then you can tell as much from your story as you want.
(Indeed, if you met somebody new, just tell them the parts of the story which are important -- do not tell them immediately this whole thing, this would be very weird and most likely to turn the person off.)
If somebody really gets "angry" (or similar) towards you for "lying", its them who do not understand social interaction, not you.
Upvotes: 4 <issue_comment>username_3: Just say that you are doing second semester subjects and that you have been auditing other classes. Chatting and connecting on subjects tends to be the bulk of the conversation so you would still be able to socialize.
Remember those students that are inconsiderate and want to know more about your personal circumstances, you can refuse to say and deflect as others have said here "It's complicated" etc. However, since you have said that you are auditing or being a guest in subjects, most considerate people would appreciate that your story is more complicated and be sensitive to your difficulties. Not many people spend time as a guests or audit courses without a "complicated" reason. Students that are not thoughtful, you can deflect and talk about course material and feel free to cut them off.
There is stigma against mental health issues, academic or personal difficulties etc, so do not feel guilty about protecting yourself from judgement. Your story is yours alone and you have learnt a lot from your experience.
Upvotes: 1 <issue_comment>username_4: To people you haven't know long and don't want to explain:
>
> I've been on this course for 3-semesters
>
>
>
If you feel dishonest about it or want to clarrify, just add to that:
>
> I am a second-semester student. Although I switched courses and then took some time out of formal study, so have been at he school 4 semesters now.
>
>
>
It's all about how much you want to tell the person. I doubt that there will be any negative impact to you being "found out" later down the line, because nothing that happened was wrong and your answer is just a shorter version of the truth.
Upvotes: 1 <issue_comment>username_5: There are 2 reasons why you might get asked this question in a social setting (except for small talk):
1. In early years, it is common to estimate age by asking the class you're in. At least in the communities I've been a part of, it was very common to avoid the question of "what age are you" and replace it with "what year you're in" or similar.
2. This can set the level of discussion, if the subjects are shared. For example, it might be the case that you find out you're in the same class, and thus discuss subjects you share or complain about your teachers.
But, keep in mind that there is no shame in changing subjects. Everybody makes poor decisions at some point in life and everybody goes through difficult times that impact their academic or professional performance.
You could shortly describe "I've switched topics, now I'm second semester of xxx". Even if you decide to say just "second semester", any confusing situation that might arise can be easily clarified by additional detail. Keep in mind that this is not a lie, you are in the second semester of studying one subject.
Upvotes: 1 <issue_comment>username_6: **Know your audience and their purpose!**
Are they more focused on your age or years of experience with the campus (in which case leading with the 4 semesters is better), or focused on how far you are in the program/estimating how long until graduation (in which case, stressing the 2nd semester level of classes is more important.)
Examples of the first (4 semesters) being a more useful metric: when you know a special place near campus with a discount only in spring semesters, or an interesting part of campus that's often overlooked, or some of the campus faculty/staff know you a bit more than expected -- when you need to establish you have stronger ties to the CAMPUS and COMMUNITY.
Examples of when the second (2 semesters) is more useful: If someone wants to know when you will graduate (often for internship/job interview purposes), when they want to get a sense of what parts of the program you know or don't know, if it's an upperclassman in the program trying to give advice about what's ahead.
**Pick a script**
For phrasing, you can say something like "Basically, I've been here 3 semesters already..." or "Basically, I'm in my 2nd semester..." -- the "Basically" (or "It's complicated, but..." as others have listed) indicates there's more to the story, but this should answer their question.
Source: for my Undergrad, I'm "*Class of '95, graduated '96*" (It's a very set program, but I had to take a calendar year off senior year... so my degree is 1996, but 3.5 years of classes were with the other class.) Also, due to a weird program I went to, I basically have *no high school, but twice as long for college* (just for the Bachelors). So I have experience with having the awkward academic experience that's not in lock-step with the rest of the world, and trying to explain it. Just knowing WHAT to say for a brief encounter made me feel more confident, kept the explanation brief, and I didn't feel like I was rambling with unneeded particulars all the time.
Upvotes: 1 <issue_comment>username_7: Firstly, by definition of "friend", your friends aren't going to be upset by this. Not by you delaying your studies, and also not by you over-simplifying the details. It's just about plausible that some fairly petty people, who you temporarily think are your friends, would be put off by it, and this would be the way you find out what they're really like. But them's the breaks: you'd find out sooner or later anyway. I recommend just assume your friends will be friendly unless there's a strong reason not to be, and this is not a reason.
Secondly, your statement "I am a third-semester student" I guess isn't entirely accurate in every context, since it could be interpeted as a technical statement about your academic standing. Specifically it suggests you've already passed two semesters and are working on the third, when in fact you've passed one and are working on the second (apologies if I'm wrong on the details there -- my degree wasn't in the US and didn't use the same system). Not that many people deeply care how many course credits you have, but it's more likely to lead to confusion, when people make assumptions what courses you've done or can do next. So it might be sensible not to use those exact words.
Then again, if they asked how long you've been studying because they want to know, as a friend, how much of your time you have put into this so far, then "this is my third semester studying" is a truthful answer and it tells them what they were interested in knowing. Or, if they want to know, as a friend, when it was you first started university studies, then "I started two years ago" is a truthful answer in that context. Possibly they want to know all of these things, and are assuming that they're all *the same thing* because that's true for most people they know. Well, you're a *very slightly* atypical case, so there's no way to truthfully tell them a number: "my academic standing, and my time spent studying, and the time since I started studying, are all this number". If they're assuming that, they've made a little mistake, haven't they?
If I ask a simple question with no simple answer, and get back an approximate answer for the sake of avoiding a massive info dump, well, normally I'm going to thank you for not occupying my time rather than "call you out" for anything! But, unless this is all so painful that you want to completely hide it away for the time being, I suggest don't try to give that simple answer that fits into the "rules" they expect. One or two sentences is not too much to answer a question that expects a single number, but there is no single number.
If you are called out by someone you've already told, "I am a third-semester student", then I would suggest either go into the shallow details or else plead privacy and walk away. Likely it's better for you to choose the former. If someone cares that much about the details, you may as well take the time to spell it out. So maybe: "I started two years ago, I spent one semester on X; the next semester was a washout for reasons I don't want to go in to; then I spent a semester attending classes as a guest; and now I'm on program Y, in my second semester as a full student". If they're hostile and trying to trip you up or make you give them private detail you don't want to share, you might choose to give up on them and keep quiet, but that's a pretty extreme scenario.
Even if they're sympathetic, you don't have to go beyond the shallow details if you don't want to. It's none of their business really how it came to be decided you should guest for a semester. However, people are always curious, especially about those doing "the same thing" as they are (studying) but with minor differences from their experience (semester out, semester as a guest). So, if you're comfortable talking about it at all then maybe that's a fair second or third conversation, rather than the introductory "hey, my name's Dude" conversation.
For future introductions, and maybe to "correct" any misunderstandings with the people you've already talked to, focus on summarising the information that's actually important. If someone asks how long you've been studying, then they might be interested in all sorts of things about you. So, OK, it's a tiny bit complicated, but they're not actually asking *why* there was a gap in your study, so you don't need to get into your life story at all. You could say, "I started study in 2017, but I had a gap so I'm currently second-semester". If you really don't want to talk about the gap at all (or you want to justify saying "third" in the past and "second" now), you might want to gloss over the gap: "I've switched programs, and because of that I attended some classes that didn't count, so I'm officially second semester".
Oh yes, and although I've given example phrases, don't learn an exact formula what to say, because people will end up asking different versions of the question, or talking about other stuff where the same information is relvant, but your formula won't always fit and you sound like a politician trying to dodge a question. Decide what you want people to know. Think of at least one way to say that, so you're clear what you're going to focus on. Then don't mention the rest of it.
Upvotes: 0
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2019/09/29
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<issue_start>username_0: I am a PhD candidate and have been invited to visit two labs where I had applied for postdoc positions after initial online interviews. My question is regarding the content of my talk, which I think should include my PhD research questions as well as a big picture of my research interest. I was wondering about the following:
1. I am still working on getting results with respect to an important question before my final defense. Should I include that as ongoing work in the slides and mention that this question is being currently worked on?
* Because this would be a significant contribution, however I don't have the results yet. Does that leave an awful impression since my results are still incomplete and it can leave the audience to wonder if and when I will get those results? I do have results on the other questions I have addressed.
2. Is it recommended that I have some idea about how my skills/ interests would tie with the research interest at the lab and include that in the talk?<issue_comment>username_1: Yes, it is good if you can tie your research interests with those of the lab. If you are hired you will be working, at least in part, on their goals, not just your own. This can depend on the nature of the position, of course.
And yes, it is *great* that you have uncompleted work in progress. The opposite can sometimes give the impression that you've done all you are capable of and don't have additional ideas. A new PhD is in a really good position if she or he can carry away ideas, partially developed, that will lead to future publications. This is especially true, for someone who wants an academic career, if those ideas can be passed on to future students who will also help advance the work.
Upvotes: 2 <issue_comment>username_2: Probably nobody's research is ever complete: it is always work in progress to some extent.Your audience are not there to hear your final conclusions. What they want to know is whether you, your skills, your research experience, your research attitudes are in line with their own organisation.
So, talk about 2 with examples from your own research.
Upvotes: 3
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2019/09/30
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<issue_start>username_0: I am a year 2 PhD student doing my research in the area of time series analysis. Since year 1, I'm always aiming to publish in high impact factor journal (Impact factor >= 7) or top conferences, maybe due to the fact that my university is not a top 10 university in the world and I do not want anyone to belittle what I have done for my PhD.
Not sure if its stress, I got to the point where I'm kinda paranoid thinking if I can't publish in such top venues then my PhD is practically a fail. I want to ask if this kind of thinking is correct? How will my PhD be valued if I cannot publish in top conferences or high impact factor journal?
Sorry for any grammar mistakes, and I really appreciate any advice given.<issue_comment>username_1: The goal of a Ph.D. is to learn to be an effective scientific researcher. If you accomplish that during your Ph.D., then you will have been successful.
Moreover, early in one's career, high-rank publications don't actually correlate strongly with being an effective researcher. They're much more about happening to be in the right research group at the right time with the right guidance.
Now, if things line up for you and it happens that your Ph.D. also generates some high-rank publications during that time, it will make your next stage easier, but it is by no means necessary.
Remember:
* Most post-Ph.D. careers do not require high-rank publications. Highly focused fields, industry, teaching-centric colleges, and many other areas will care about the solidity of your work much more than its glamour.
* Interesting work often takes a long time to mature, and important work often shows up in high-rank venues only after it has been incubating in multiple publications in "bread and butter" venues over the course of years.
* If you do want a career that will be boosted by high-rank publications, one or more postdocs are an excellent period to obtain such. They also let you demonstrate that *you* are the important factor, and that it's not just that you happened to get lucky in your Ph.D. subject and advisor.
In short: stop worrying and instead just focus on doing something interesting and worthwhile with the work you're doing now.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Publications are important but not essential. Yes, [peer-reviewed articles in higher ranking journals in your field](https://www.chronicle.com/article/Which-Publications-Matter-at/247192) matters in many fields. However, publications should not be seen as the only worthy outcome of your PhD. Many PhDs do not lead to publications but are still very worthwhile. Many fields do not focus on high impact journals, especially fields that are new with no established journal structures. Having a PhD in an up and coming field likely lead to high ranking articles later on. It may be harder to produce work in a parent field that may not be as supportive but persisting with the PhD to develop the field is still very worthwhile. A PhD will play an important role in establishing you in a moving field.
To see yourself as a failure without a high-impact article is setting yourself up for depression and ongoing anxiety. Fields such as the creative fields do not produce journal articles for example. Fields such as performing arts or fine arts where expression and setting fits better than traditional biblometric measures in other fields. Your environment and networks matter too. So if your institution does not have a track-record of producing research in high impact journals, then you have an unreasonable expectation. Your expectation and pressure to publish may not have the infrastructure during your time during your PhD. However, you have a longer term plan, you can set yourself up well for future collaboration that can lead to such publications.
Consider also whether your PhD is vocationally focused, ie. training you for a profession rather than just being research focused. Many PhDs are an entry way into various professions. For example, a PhD in data science would be highly valued in the current job market, even if you do not produce high impact articles. To expect a high-impact article from a PhD that is focused on professional training would unnecessarily discount the worthiness of your PhD.
Upvotes: 3 <issue_comment>username_3: TL;DR - your PhD is a means, not an end, so it's a fail only depending on what you aim to achieve by it. Focus on the research, the rest will follow.
>
> if I can't publish in such top venues then my PhD is practically a fail.
>
>
>
This really depends on what you're trying to get out of it. If you are seeking to land a position in a top university then yes - you will most likely not be able to achieve this goal if you don't publish in top venues. That does not mean that your PhD will be a 'fail'. From a strict academic perspective - hiring committees/potential postdoc advisors look for your potential to make an *impact*. The main signal for that is publications. But how many and what kind varies widely. I have seen hiring committees prefer a candidate with one or two **big** publications over one with 4-5 mediocre ones (which to me makes sense, but to others it may not).
>
> How will my PhD be valued if I cannot publish in top conferences or high impact factor journal?
>
>
>
The honest truth is that if you are not able to show capacity for publishing in good venues, it will not reflect well on you. However it is not the end of the world. You can still successfully graduate if you publish in other venues and your manuscripts are interesting. However, the burden of proof will be on you - you'll need to show how your work matters and why it is good. This is much harder to show than simply neatly stating your top-tier publications.
Upvotes: 2 <issue_comment>username_4: The first question that you need to ask yourself is ‘What do I want to do with my PhD when I get it?’ In general, there are three grand schemes that you might want to fall into:
* Get a PhD for prestige.
In that case, you want to make sure that you actually keep it (i.e. don’t follow the example of quite a number of German politicians); everything else doesn’t matter.
* Get a PhD to enter certain industry positions.
In this case, while the contents of your PhD will matter (at least in part), the more important aspect for getting hired and salary negotiation is what you can actually *do.* You might have spent five years exhausting experimental options that didn’t lead to anything publishable because the hypotheses turned out wrong or unhelpful. But you still have your five years of experimentation, research, data analysis and so on.
I keep getting told that hiring departments don’t care about a publication list at all, they only care about skills, tasks and a quick description of results in your CV.
* Get a PhD to pursue an academic career.
This is the *only* area where no publications during PhD may cause issues – if they even do. For example, a number of (if not all) postdoctoral funding programmes will require a list of publications and sometimes a set of key publications. However, a thesis is a publication by default, so that can be entered and in the absence of other publications the thesis will be evaluated accordingly.
During your postdoctoral research phase, you will most likely change group and have a chance to work on new projects that might give a better output. Or you might find that your successors in your PhD group complete a project after you left so that can be submitted as a publication with (also) your name on it after your departure. Thus, no publications during PhD does not mean you’ve lost the game – yet. If your postdoctoral period also remains low on publications it might be time to start considering alternative career paths. (It should be pointed out that the vast majority of PhD’s will never be able to successfully pursue an academic career as there are far fewer professor positions available than PhD positions.)
Disclaimer: this answer was written by someone on their second postdoc position with no publications (although a total of three from previous groups are ‘in preparation’).
Upvotes: -1 <issue_comment>username_5: ### tl;dr: Disseminating results is a long process which you're pursuing.
>
> I can't publish in such top venues then my PhD is practically a fail.
>
>
>
You should think of publication in these venues as *means*, not an end, nor a criterion for success. Your success would be partly inherent - having achieved objectively-significant result (well, of course there's the question of what's objectively significant, but let's assume you're self-criticial enough to judge that); and partly through the dissemination and impact of your results on other researchers and in practical applications. It is *your job* as a researcher - and forget about that stupid Ph.D. - to disseminate your work. If you got it into respectable and well-attended/followed conferences or journals - you've gone a long way in that direction; if not, you'll need to work harder to interest other people in it. That could be by: Talking to other researchers about your work; publishing follow-up work that links your results to something fashionable, or is just another go at a decent publication venue; looking for collaboration opportunities on implementing your results; writing software, or a book, or creating a physical model or what-not, of your work - and exhibiting that somehow; giving non-official talks (e.g. at colloquia) when visiting research groups and institutions, about your results; and so on.
Upvotes: 2
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2019/09/30
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<issue_start>username_0: I am clearly disheartened by the editor's behaviour:
I sent a manuscript for peer review nearly three months back to an Elsevier journal with impact factor 0.625 in mathematics.
I inquired about the status of my manuscript after 1.5 months since it was still showing "With Editor " status.
The editor said review process is on and a decision can be obtained after 1 month.
After 1 month I again inquired about its status, to which the editor said that the report can be obtained in a few days.
But, since then, nearly 3 weeks have passed, but I did not get the report.
I have mailed the editor 2 times and the associate editor 1 time but no one replied.
The status is still showing **With Editor**.
Why is the editor behaving this way with me? I am waiting anxiously for my report as it matters a lot to me.
Are they avoiding my mails intentionally by not replying?
What is their aim? Do they want me to withdraw my paper? Should I withdraw my paper because the editor is behaving so badly with me?
**NOTE**: Also, if the editor is busy, why is the associate editor not replying?
My question is not a duplicate of [submission review is taking too long](https://academia.stackexchange.com/q/120623/110145) because I never asked why my review process is taking long.
My question was
>
> If the Editor said that I will get a report in a few days , why did he not keep his/her word and now when I am sending him mails, why is he/she not responding?
>
>
>
The two questions are clearly different as far as my knowledge goes.<issue_comment>username_1: The situation is sub-optimal, but not as bad as you seem to think. Remember that being an editor to a scientific journal, even one published by Elsevier, is often a volunteer job. Moreover, the editors have no control over how long the reviewers take to review your article. (which reminds me...) So what they gave you was only a guess. If the guess was wrong, then that happens. What seems to worry you the most was the status of your paper. I would not worry about that. Sometimes editors use these function to track submission and sometimes they don't. If they do, then the status is probably fairly accurate, if they don't then it means nothing.
My suggestion is to think about publishing your article until you submit the article. After that you just forget about it (don't look at the journal website, don't think about it), because there is nothing you can do. Instead, focus on writing the next article. Only when you get your rejection letter, you start thinking about it again, and improve the paper and submit it to the next journal.
Upvotes: 7 [selected_answer]<issue_comment>username_2: The typical time to get a decision from a math journal is about 10 months. To put this in perspective, I was recently asked to referee a long math paper and the editor said I can take four months. As such, it is a bit unusual to contact the journal after less than two months.
However, *don't wait forever*. I once waited a year to contact the editor, and was told the paper had been accepted 11 months earlier. A mishap in the mailroom, it seems. (This was decades ago.) I generally contact the editor at about the 5 month mark. I have had too many papers get lost when there is a change in the editorial board, or whatnot.
So I say: if an editor is behaving badly, you can consider withdrawl. Just be prepared to give the new journal a year. In your case, the editor is *not* behaving badly. At worst, the editor meant "I expect a report from a referee in a few days" and wrote "you will see a decision in a few days."
By the way, my first paper took about two years to be accepted. I assume that had a small negative effect on my career. One reason to write smaller papers is that it increases the odds that one is accepted before the next job-hunt or grant-submission season.
By the way, I am speaking about pure math. I only have one applied math paper so am not sure how things work for applied math journals.
Upvotes: 5 <issue_comment>username_3: >
> I inquired about the status of my manuscript after 1.5 months since it
> was still showing "With Editor " status.
>
>
>
I've found that six months tends to be about the average length of time before a paper in pure mathematics receives a referee's report, though it might take a few months less if the paper is especially short or non-technical, and a few months longer if the paper is on the technical side or is hard to find a referee for. Even when dealing with journals that I know for a fact explicitly tell their referees to get them a report within a few months (since I also have refereed for them) I've found that it's pretty rare to get a report before six or so months have gone by.
You've said that you inquired about the status of your manuscript after going 1.5 months without a report. I'm sad to have to be the one to break the news to you that, at least in the areas of math I'm familiar with, there's an excellent chance that the referee hasn't printed out your paper to start reading it yet.
>
> Why is the Editor behaving this way with me? I am waiting anxiously
> for my report as it matters a lot to me.
>
>
>
Remember, the editor and referee aren't being paid by the journal. So if they have to choose between spending time with your paper and spending time prepping their classes, writing a lecture, meeting with their students, etc, your paper is going to get pushed aside.
Also, and I think this gets forgotten too often, the editor and referees are people. Perhaps the past couple of months have been very stressful for them. Perhaps they have something major happening in their personal lives. Perhaps they're even sick in the hospital. (I once had an editor pass away while handling a paper of mine.)
The point of the above isn't that you shouldn't expect editors and referees to take your paper seriously. It's that you should remember that they aren't your personal employees. Sending a polite inquiry about the status of your paper every few months is totally acceptable, though you should probably wait until at least 3 or 4 months have gone by first. Sending near daily emails is not acceptable and is, I think, extremely unlikely to wind up with a positive result for you.
Finally, you should keep in mind that it's definitely possible that the referee is having trouble finding a referee for the paper. (You should take the online status updates like "With an Editor", "Under review," etc with a grain of salt.) Finding a good referee for a paper can take quite a bit of time if the paper is technical or in a niche area.
>
> Are they avoiding my mails intentionally by not replying?
>
>
>
If you've been sending an abnormal number of emails then perhaps they are intentionally not responding. But it's also possible that they simply don't have anything to say. Perhaps after they received your initial email they reminded the referee about the paper and asked when they might expect a report. If you email them again two weeks later then there probably isn't much that they can even do. After all, if they start sending frequent harassing emails to the referee then they'll likely be told either (1) that the referee won't be able to complete the report in the timeline that the editor wants and that perhaps they should get someone else, and / or (2) that the referee won't want to referee any future papers for the paper. Either way it's a loss for the editor.
>
> What is their aim? Do they want me to withdraw my paper? Should I
> withdraw my paper because the Editor is behaving so badly with me?
>
>
>
I know that it's extremely important to you that your paper be published in a reasonable amount of time, but as I said above, you should keep in mind that most pure math papers take 6-ish months to get refereed, and *many* mathematicians have had papers that took *years* to get refereed.
Mu suggestion is that you try to remember that the editors and referees involved with your paper are almost certainly doing so voluntarily as a service to the mathematical community, and while they are committed to doing a good job, have their own full time jobs to worry about.
You can withdraw your paper, but this means you have to start the process all over again. And of course there's also the possibility that you simply get assigned the same referee.
Upvotes: 4 <issue_comment>username_4: If you want to withdraw then why did you sent in anything in the first place? Do you achieve your goal by withdrawing?
Keep in mind what your goals are and always focus on how to get there. This is a piece of advice that goes for any goal one might have. The reason they have to not do the reviews are anybody’s guess, but it’s a hurdle you’ll just have to sit through if you want to get to your ultimate goal. If their actions might prevent your from achieving your goals it’s time for action, but right now it seems by withdrawing you’ll make sure nothing will get reviewed for sure. And that is not what your ultimate goal was, was it?
Upvotes: 2
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2019/09/30
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<issue_start>username_0: I have a MPhil and planning to start my PhD soon. I sumbitted a manuscript to a popular journal in the field. After two rounds of major revisions, the editor is requesting a minor revision now. I finished the revision and submitted. The revised manuscript is now "with editor".
At the same time, i am emailing an oversea Professor who is one of the big names in the field. I am trying to invite her to be my co-author of my second manuscript. She agreed to read. And she asked me to send her the one with editor. Is it appropriate to send her the manuscript which is "with editor"? She mentioned that one of her PhD students may want to read my manuscripts too.
In fact, i would like to collaborate with this professor and ask her to be my oversea PhD advisor. I am happy that she wants to read my works. But i am not sure if this is an appropriate action to send out a manuscript under review.
Thanks in advance.<issue_comment>username_1: You still hold all rights to your work, so yes, it is fine to send it.
I'm assuming that you don't have concerns that your work will be stolen if you show it to someone else.
Even if you sign away your copyright to the paper, no one is ever likely to object to informal sharing with colleagues.
Upvotes: 4 <issue_comment>username_2: >
> Is it appropriate to send her the manuscript which is "with editor"?
>
>
>
Yes, sharing manuscripts is a great way to collaborate and see the quality of the work you have done.
Just make sure you know more about her PhD student and what collaboration is possible with the PhD student as well. Sometimes the collaboration is with the PhD student who has more time to work with you compared to the professor. Being too focused on a professorial level supervision may result in you missing out on great collaboration and supervision opportunity. A PhD student may be more up-to-date and have more time to spend with you to develop your PhD.
It is worthwhile to look at the rules and regulation around external/overseas advisors at your institution before you consider it too deeply. How much time and paperwork is involved? What are the expectations? etc. Is worthwhile to contact the university that the professor is at to see how easy it is to do external supervision with her institution. Some places require external supervisors to do courses before they can do the supervision which is a lot of hassle and painful administrative timewasting.
Either way, it sounds like you at least have an external thesis examiner...
Upvotes: 2 <issue_comment>username_3: Yes, of course should you share your manuscript with all trusted and interested parties. In order to avoid the danger that your ideas are stolen, you may consider to publish the manuscript online. In several areas, some authors publish their submitted manuscripts online on, say, the [arXiv](https://arxiv.org/) (for math and physics), which most journals are happy with since it increases the citations and hence their impact.
This has the advantage that the your authorship of the ideas in the manuscript is clearly claimed: nobody can steal them and claim originality (not even the reviewers and editors – and since you're asking, yes that does happen) and sharing the manuscript is not necessary. The disadvantage is perhaps that you cannot completely withdraw a faulty version published in this way (there are several arXiv papers that failed to ever get accepted for publication with a journal).
Upvotes: 1
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2019/09/30
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<issue_start>username_0: If a Python library is built can it be turned into a research paper? Will it be accepted?<issue_comment>username_1: There might be research that leads you to build such a library, but coding itself, isn't research. But compilers, for example, were built on a ton of research prior to any coding beyond the experimental.
One often, in CS, does some research first and then builds something to validate the conclusions of the research. But the paper produced is about the research findings, not the code. Code optimizers fall in this category as do many aspects of operating systems.
But note that it starts with the research, not the code.
Upvotes: 2 <issue_comment>username_2: The point of research is the production of knowledge. If, after you take away all the code you’ve written and the datasets you’ve collected, there’s nothing left, then you’re not doing research, you’re doing development.
So, if you want to do artefact-oriented research like this, the question you have to ask yourself is this: what is the new knowledge you’re producing? Are you testing a new, better algorithm? Are you applying an existing algorithm in a new context and determining if it works there? Are you investigating how a complex system functions, or how it interacts with humans and/or the environment? What is the research question that you’re answering?
If you do determine that you’re doing research rather than development, however, there are a number of artefact-oriented research methodologies, such as the Design Science Research Methodology. You should be able to find more information on it with Google Scholar, if you’re a member of an institution that gives you access to their research journal subscriptions.
Upvotes: 5 [selected_answer]<issue_comment>username_3: Have a look at this page:
<https://scikit-image.org/>
They give a source they would like to be cited when using their modules. I have seen similar things for other libraries (I cannot remember where, unfortunately) not only for Python. So obviously there is a realistic chance to have a paper published if you have a library that is really helpful to many people. It might not be research when being strict, but it does not have to be to be useful. And if your library contains new algorithms or the like, it will also be research.
It is probably best to have a look at the paper cited in the link above to get an impression what is necessary to be published.
Upvotes: 2 <issue_comment>username_4: It can and has been done.
Consider [PonyGE2](https://github.com/PonyGE/PonyGE2), a Python framework for Grammatical Evolution. It has [presented at GECCO '17](https://dl.acm.org/citation.cfm?doid=3067695.3082469), a leading conference on genetic and evolutionary computation.
It's not strange that it was accepted; it was devised as a research tool, allowing other researchers to also experiment with GE using a common framework. So while it's perhaps not so much entirely novel research, it's more a "utility publication", similar to a publication describing an interesting dataset or benchmark set.
Note that the Github page tells you how to cite PonyGE2 if you use it in research. A utility publication that accompanies a tool that gains wide adoption can actually result in a lot of citations.
Upvotes: 2 <issue_comment>username_5: It really depends on what library you are building. If building your Python library involves innovating in software engineering methodology, generating new insights to how software works, developing and implementing a new algorithm, or tackling a previously difficult task elegantly, then surely it is a valuable research project. Building Tensorflow, for example, is definitely research; building Flask, while also a venerable task, is probably not research.
Upvotes: 2
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2019/09/30
| 1,068
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<issue_start>username_0: For context: I know exactly the topic and have an idea for the methods. I have done background research and seen what similar research has been done (and how). I have an associate’s degree. I live in Boston where I feel confident there must be some professor or postdoc or grad student who understands the details of the scientific method and academic publishing around here, but I am not in their social circle.
For now, I am mostly looking for someone to at least look over my methods and critique how scientifically sound they are (or perhaps propose better methods). Ideally they would also help me to publish this in an academic journal and offer some guidance as I conduct the project.
I will be doing this research either way as it is about an important social issue. I will be sharing the results with (hopefully) in news media, with (small grassroots) advocacy organizations I work with, and with local legislators. I figure, if I’m doing it either way, it would be best to have the institutional backing of academia. But I don’t really know anyone, so how?<issue_comment>username_1: There are a lot of universities in and near Boston. They all have websites and the websites usually include lists of faculty and their specialties. Find someone that way and write to them with a proposal and offer to meet with them personally at their convenience. Introduce yourself and give a bit about your ideas, but don't make it too long.
Even if they don't want to work directly with you, many would be willing to give you advice about how to proceed once they know what your interests are. The larger institutions, with grad students, may even have a way for you to work with one of them. But academics are good at giving advice if nothing else.
But, your proposal will need to be pretty compelling, since such people are pretty busy with their normal tasks. Some people will just ignore you for that reason. Keep trying.
Upvotes: 2 <issue_comment>username_2: Research the local universities' research goals, then contact those which are compatible with your organization's area about becoming an industry or government partner.
========================================================================================================================================================================
You've stated that you're a member of a political organization that this research would be done on the behalf of, so, basically, the goal here is to avoid contacting the individual academics, and instead contact the universities as a whole, while acting as an official representative of your organization - and if you don't have the authority to act as such, either ask your superiors for permission to do so, or for someone who does have that authority to act in your stead.
You'd want to begin the process by researching the areas of research that each individual university nearby prioritizes; you said you were in Boston, and a quick Google search turned up [this page](http://www.bu.edu/research/our-research/research-areas/) for Boston University; I imagine that each other university in the area likely has similar pages on their website, though if you can find a document called something like a "research roadmap" that would also work. Once you find these, consider how your organization's nature would align with these research goals, and contact those universities that you think would have compatible goals, while explaining how partnering with your organization would help advance those goals and benefit the university. For Boston University, there is [this page](http://www.bu.edu/research/information-for/industry-corporations/corporate-relations/) that includes information about how prospective industry partners can contact them; I imagine that other local universities would have similar pages.
Upvotes: 1 <issue_comment>username_3: Why would an academic spend the time to develop your research skills and expertise for free? Not only that, expose themselves to media critique and potential political condemnation for your "research"? Could it be that what you think of as "research" is actually consulting rather than research. Your aim is publicity and exposure. Not to further the field of science? Will you be spending the time to write up your "research" for peer-review after all the media fanfare?
The aim of academia is not media exposure. Political scrutiny can also destroy careers and funding opportunities for the non-tenured staff? Have you considered political research groups? There are activist and non-governmental organizations with thinktanks and research expertise that can provide the support and structure that you seek. There are academic fields that are more "activistic" than others. Ecology, environmental science, etc all have strong "activistic" leanings, so you would have better luck finding supportive academics in those fields compared to the more politically sensitive areas with more precarious funding.
Upvotes: 0
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2019/10/01
| 616
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<issue_start>username_0: I was enrolled in a prestigious school in central Europe, studying an MSc in computer science.
I have decided to drop out because it seriously felt like my bachelor background was weak, and I had to cover too much ground. Also, my study technique was poor.
Will it be possible to go back to graduate school if I want to again in future?<issue_comment>username_1: **Possibly**
but it sounds like you haven't officially "dropped out" yet, so there is another better option if you'd like to return
**Take A Leave Of Absence**
Most universities offer students the ability to take a semester to a year off and return without reapplying. It's usually referred to as a Leave of Absence. You'll have to talk with someone in the administrative office of your university, and possibly someone in your department.
It's more common than you think. Some students do it to deal with medical issues, but many do it for the reason you're considering dropping out. Getting a degree can be overwhelming sometimes, and if you're struggling early on, sometimes a break can help you re-group and catch up.
Universities understand that sometimes a student can get overwhelmed, before dropping out, see what other options there may be to give you time to catch up and improve your study skills.
Upvotes: 2 <issue_comment>username_2: You can probably go back, but...
How will dropping out improve things? It sounds like a poor approach unless you have some positive options to make your situation better. How will dropping out improve your study skills, say. It won't improve your already finished undergraduate degree.
People do leave and return. That isn't a huge problem most places. But when you want to return, people will ask you about your suitability and the probability of your success.
Let me suggest you think about whether staying and working on study habits and work process isn't a better path for you than leaving.
Of course, you may have other reasons that you don't state here that make leaving for a while a better plan. But if you go, have a plan, not just a hope, for your return if that is your intention.
Upvotes: 0 <issue_comment>username_3: Yes, it's possible.
The only thing you will need to consider is how to explain why you dropped out on future applications. A department or university will need to be convinced that you won't simply drop out again soon after starting the course. Before reapplying, you should think carefully about how to demonstrate that you've solved the problems that caused you to drop out before, perhaps by self-studying or taking online courses so that you are better prepared.
Upvotes: 2 [selected_answer]
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<issue_start>username_0: I've taken two classes in a row that require research papers to be written as an assignment, and since the second one has had a similar criteria for which topics are allowed, I decided to continue researching the same topic. However, after checking with the school's plagiarism checker, it flagged me for roughly half of my 2nd paper's sources being reused. Is this something I should be concerned about? The rest of the paper is completely original and not copy-pasted from my first one at all, plus all of my sources are cited correctly.<issue_comment>username_1: **In general, no (and how did you get access to your school's plagiarism checker)**
If the papers are related they should share sources. From a published peer-reviewed standpoint, I'd bet several papers reuse half their sources.
This sounds like a paper for a grade though. In which case you actually have a 3rd option. **Talk to the professor or TA**. Bring the first paper and this paper with you and let them make a decision. Assuming you didn't plagiarize, they'll see the content is different.
Remember, part of taking a university course is to learn how to write papers with novel ideas. The professor and TAs are there to help you learn how to present your ideas without plagiarizing sources. Especially coming before the paper is due shows a good-faith effort.
Upvotes: 4 [selected_answer]<issue_comment>username_2: Self plagiarism is reusing your old work and representing it as new. You avoid it by citing the old work within the new, just as you would the work of any other author.
If I read your question correctly, you copied something like the bibliography of the old work, and maybe a section on "prior work" into the new paper from the old. The checker looked for identical sections of text and found these.
I don't actually see much of an issue with that, actually. There is a principle that applies and it shows up a lot in math and sometimes in CS. Often there is only one way to correctly say something. In math, the definition of the derivative is pretty standardized, for example, so every book and paper that repeats it has essentially the same text. A bibliography is like that. It uses a standard format and ordering and the items in it have a standard form. So two papers on the same topic will have large overlapping areas of the bibliography. That doesn't mean they are plagiarized.
A section on prior work might be a bit more problematic. You can avoid a charge of self plagiarism if you just state in the new paper that the prior work is the same as for the previous one and is repeated here only for the reader's convenience. Since there is a citation to the old work, there is no self plagiarism. But an automated plagiarism checker will probably still flag it.
The reason to avoid self plagiarism is that a reader of the new work wants a complete context of the ideas presented. The old paper establishes a certain relevant context with its citations and bibliography and if the new work doesn't point to the old one then the reader might miss that important context. So, we cite, letting the reader go back for more context as needed. But nothing you describe here seems to indicate an issue with this, as long as your new paper cites the old one.
Keep all of this in mind and be prepared to use it if you go see your professor as [username_1 suggests](https://academia.stackexchange.com/a/137873/75368). At the most, you might have to make some minor changes to the text and add a citation or two for clarity. But make it the professor, not the TA, you speak to. Oddly, the professor will probably be less pedantic about such things and is the final authority over what you are permitted.
---
A final note: Often rephrasing something you wrote earlier to avoid automated checking is worse than just copying it and giving a citation. This is because it can seem to imply an intent to disguise. Copying large sections is probably not a good practice, but if it makes things clearer to a reader it may be better for shorter passages. But give the citation and state that the section is "repeated for convenience of the reader". Then it is clear.
Upvotes: 2
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2019/10/01
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<issue_start>username_0: The University of California has been out of contract with Elsevier this year following disputes on higher costs and reduced rights to a number of journals.
My lab has published numerous papers in various Elsevier journals, many of which are highly considered in their respective fields, but my principal investigator has opted for other journals following the breakdown of the contract. I am a proponent of open-access, but I am wondering whether journal access has influenced your decision to publish in specific journals. I am also interested in the rationales for continuing to publish in closed access journals vs. other journals.
I could see the number of citations and h-indices being factors that heavily influence the decision.<issue_comment>username_1: I've asked many professors why they submit to journal X instead of journal Y. Reasons given include:
* Geographic location (e.g. British astronomers are more likely to submit to Monthly Notices of the Royal Astronomical Society simply because that's a British journal)
* Impact factor
* Scope (certain journals are more theoretical than others, certain topics are just historically published in certain journals, etc)
* Habit / familiarity (if I am familiar with a journal's style, publishing there saves time)
* Personal knowledge of the editors
* Open access (although the professors I spoke to were not concerned about whether their paper would be OA; they were more concerned about publishing in subscription journals, just so they wouldn't have to figure out the open access APC)
Journal access is never cited.
As for why publish open access vs. closed access, see: [Why do tenured professors still publish in pay-walled venues?](https://academia.stackexchange.com/questions/51730/why-do-tenured-professors-still-publish-in-pay-walled-venues)
Upvotes: 5 [selected_answer]<issue_comment>username_2: I think in the times of internet "journal access" is not really the practical bottleneck anymore that someone can and will read your paper somehow, rather the criterions username_1 has listed.
The bigger **technical bottlenecks** for someone to spot and download your paper are:
* is the journal indexed by google scholar, scopus, ISI, sci-hub (lawsuit with Elsevier to my knowledge)...
* can someone easily find your research via above tools by few keywords without search operators (most people still don't use operators!!!)
* do you actively disseminate your publications on researchgate, private/institute website, conferences, so researchers *could* become aware of it
So these points will converge to "access/visibilty" of your paper and the main bottleneck is that there is much more noise around the information you want to find nowadays and often you cannot restrict yourself to reading half a dozen journals in your field to stay up to date, especially on interdisciplinary news. I have changed and strengthened very much my kind of literature search over the past decade due to this fact.
For a young researcher it's in my opinion also more important to bring your results to more journals at the beginning of your career, get invited to review for them and not look too much on impact and accessibilty, you have to build a network and I think professors can have very different search and readings habits in their limited time in comparison to someone working solely on one topic (postdoc, PhD). At least my Professor and me often recommend very complementary papers to each other :-) I often read much more experimentally linked literature, while he interdisciplinary/thematically.
Upvotes: 2 <issue_comment>username_3: Not directly, but it's correlated. Many researchers (myself included) are reluctant to work with publishers that charge outrageous prices. And if a publisher charges outrageous prices, it's likely that my university/lab won't pay for it. Elsevier is, indeed, the perfect example for this.
That is, of course, assuming everything else is equal, which it never is. But the business practices of publishers are definitely part of the equation when deciding where to publish.
Upvotes: 2 <issue_comment>username_4: As far as I know, the choice of a journal has no demonstrated effect on citations. (Having your paper in a preprint archive [does boost citations](https://www.marxivinfo.org/blog/paying-open-access-does-not-increase-your-papers-impact-self-archiving-repository-does) though.) Some people seek journals with high impact factors or high prestige when this can improve their career prospects, although judging a paper from the journal it appears in is [widely considered as bad practice](https://en.wikipedia.org/wiki/San_Francisco_Declaration_on_Research_Assessment). A number of researchers do care about publishers' practices with respect to pricing and open access, cf the longstanding [boycott of Elsevier](http://thecostofknowledge.com/). They do this for the moral reason of helping improve the system, even though this can be detrimental to their careers. (Not very detrimental in most cases, as there are so many journals out there.)
Upvotes: 3 <issue_comment>username_5: I don't publish in Elsevier (or referee or edit for them) because they're the most prominent of the evil parasitic publishers, and I want them to be utterly defeated so that international conglomerates will no longer see academic publishing as an easy way to giant profits and we can return to the situation where publishing is in the hands of people who care about knowledge.
Upvotes: 2
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2019/10/01
| 1,518
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<issue_start>username_0: I am a PhD student in computer vision and I managed to publish 2 conference papers (one as first author and other as co-author) as a side project, since I had low quality data during my PhD.
Currently my supervisor is demanding a huge amount of work to be completed in 6 months - he is telling me to write 2 journal papers and a thesis!
My PhD always had problems with lack of data, but my supervisor never acknowledged that. After my papers had been rejected because of the low quality data, he acknowledged we needed to develop a better dataset.
So, I have been working for one year developing a novel high quality dataset for my PhD. But the problem is, I just have 6 months left and he is demanding at least 2 journal papers before the submission of my thesis.
I suggested to him to extend my PhD. He replied that I am allowed to take more time to complete my PhD, but he won't give funding to me after the original time passes. My supervisor actually has money for funding, since a post-doc left the project. But he said he will use this money to extend the contract of the other post-doc (the latter post-doc already has a 2 year contract).
It took 2 years to convince my supervisor that we needed a better dataset. I could be developing it from the first day of my PhD. Therefore, I consider it not my fault that I am in this situation where I am experiencing a major setback and now I am being rushed to complete my PhD.
To add to this, after I had developed the dataset, my supervisor is now giving it to new PhD students...
To give a bit of context, we had access to some prototypical sensor from the physics department, which I can use to collect lab data (the low quality data that I had to work with in the beginning), but the sensor is really bad for the type of computer vision research that I am conducting. I always wanted a commercial sensor so I could collect more realistic data that would represent my PhD topic. I used the lab data for my research as I had no other choice at the time, but my paper was rejected because the reviewers claimed my dataset was not realistic, so they could not evaluate if my method would work for more realistic scenarios. After I developed the new dataset (after I managed to get my supervisor to buy a new sensor from my funds allocated for PhD travel), my supervisor is requesting to me to still work with the lab data and publish it before I move to the new realistic dataset.
Furthermore, my supervisor doesn't have knowledge about my research topic - all the meetings that I had with him were me explaining very basic concepts to him. I have been working completely alone, and I do not benefit from real academic discussions with him.
I suggested that I could work just with the lab data and write my thesis about it, and he could hire me as research assistant afterwards and I could publish more papers on the new dataset. But he wants me write 2 journal papers (one with the lab data and other with the new dataset) before the end of my PhD!
I never had a good relationship with my supervisor, he constantly criticises my work and never shows an alternative solution. And changing supervisor in my case is a bit more challenging since my PhD is industry funded and we have to sign a NDA.
I really think I don't have time to write both journals. I don't know what to do... I won't work without funding. I am really considering going until the end and asking for change of supervisor at any cost (but afraid of the consequences).<issue_comment>username_1: I agree with user <NAME> that this is probably too personal to really give good advice. But let me suggest a few things.
You should probably optimize everything now for quick completion of your degree under a situation over which you have little control.
While you can ask your supervisor for more funding, he has already said no. What has changed to make him say yes?
While you can complain to the institute that would most likely result in animosity from your advisor, not helping your path to completion.
While you can ask for a different supervisor, that would set you back, possibly for years and not necessarily leaving you in a better situation, depending on the local culture generally.
You have been given a steep hill to climb - two papers, etc. Start climbing. Do what you can. That is, in fact, all you can do anyway, but give it a good effort. Everything you do for that will get you closer to completion and will help build a good record of accomplishment for a future position.
I would, myself, try to work on the two papers in tandem. Getting a rough outline of both as quickly as possible and then filling in the details as it becomes possible. I assume that the work behind the dissertation contributes to the papers and is done or nearly so. That might make it possible to work on all three items simultaneously. Then, as the deadlines approach you will have made progress and if you need additional time for completion you have an argument for it and additional funding.
No, it isn't right or fair. But a short term push toward a better future might be better than just fighting it when you have not much chance of winning the fight.
Upvotes: 3 <issue_comment>username_2: Very difficult circumstances, and I am very sorry you are placed in this very stressful catch-22 situation. I do not think there is a perfect answer nor is there a solution without stress.
My impression is that it is better go get out of there pronto and somehow retain authorship over the dataset that you developed. Just remember your supervisor is not the only ultimate decision-maker on your PhD. You can always recruit more co-supervisors (yes, even at this very late stage), ask for more help from within the department and also the research school. Getting help is the first step to reduce the feeling of being trapped and underappreciated.
Lining up your postdoc may be a way to get help. If you have a supportive postdoc lab that are interested in your current dataset and keen to develop collaborations with your current supervisor, then you might have useful step forward. The collaboration will form legal agreements over authorship hopefully etc.
If it was me, I would just focus on the thesis in the next six months and put the papers on the back-burner. Focus on writing the thesis without the two papers, there would not be enough time for reviewers to provide useful feedback on the two papers in the six months anyway. The panick and stress in getting the papers to a publishable stage would not benefit your PhD at submission time in six months (but it would beneif. The issue is whether you have enough material and the two conference papers to get your PhD across the line...
Upvotes: 1
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2019/10/01
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<issue_start>username_0: Consider this example:
>
> According to XYZ [1], this is referenced text. This is is also referenced text. Now this is my
> text in the same paragraph.
>
>
>
It does not tell where the referenced text ends and where my text starts. I understand I can place reference number at the end of line, but is there any other way, like in above example?<issue_comment>username_1: You can simply restructure. You can also employ suitable use of quotes instead of paraphrasing. Or break the paragraph before your own text.
For example,
>
> in XYX we learn this is referenced text. This is is also referenced text.[1] Now this is my text in the same paragraph.
>
>
>
Or
>
> According to XYZ [1], this is referenced text. This is is also referenced text.
>
>
> Now this is my text in a new paragraph.
>
>
>
Or, set off the referenced text in its own paragraph entirely. Or use quoted text, not paraphrased and use formal quote marks.
Or, use a distinguished font for the referenced text. Or, ...
Upvotes: 1 [selected_answer]<issue_comment>username_2: If I get your question, because I am not sure, you want to quote what XXX ref# said. This is done by "quoting".
Else the reader interprets all the the text as your own, and the reference just a justification for it.
Upvotes: 2
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2019/10/01
| 351
| 1,343
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<issue_start>username_0: As i just want to skim over the latest articles in nature photonics, I was wondering if there is anyway to download all of the current issue as a single file (just as when one downloads Scientific American, even though these are very different publications). Still, there should be a way to download all of the current issue at once. Does anyone know if it's possible; if so, how?<issue_comment>username_1: You can simply restructure. You can also employ suitable use of quotes instead of paraphrasing. Or break the paragraph before your own text.
For example,
>
> in XYX we learn this is referenced text. This is is also referenced text.[1] Now this is my text in the same paragraph.
>
>
>
Or
>
> According to XYZ [1], this is referenced text. This is is also referenced text.
>
>
> Now this is my text in a new paragraph.
>
>
>
Or, set off the referenced text in its own paragraph entirely. Or use quoted text, not paraphrased and use formal quote marks.
Or, use a distinguished font for the referenced text. Or, ...
Upvotes: 1 [selected_answer]<issue_comment>username_2: If I get your question, because I am not sure, you want to quote what XXX ref# said. This is done by "quoting".
Else the reader interprets all the the text as your own, and the reference just a justification for it.
Upvotes: 2
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2019/10/01
| 941
| 4,053
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<issue_start>username_0: First some context: I'm a Ph.D. student in Physics. I have been discussing with my supervisor the objectives for the Ph.D. project and we have been looking at some papers from the field.
In that case, recently I've come across a quite interesting paper, one of the authors being a very renowned researcher in the field. The paper raised a conjecture and pointed out that one what was necessary to follow that line of investigation in order to prove or disprove the conjecture. I got quite interested in pursuing this objective and my supervisor considered it to be a good idea for the project.
It so happens that a few days after, I have found a paper by another author, which is also a quite renowned researcher, briefly disputing the claims made in the first paper.
Given my current knowledge, I would consider that the authors of the first paper are correct, but of course I might be wrong.
Now, the first paper is three years old and the authors didn't revisit the issue in another publication.
I considered the possibility of contacting the corresponding author and asking about the comments made in that response paper. In particular I would like to ask if they changed their view on the problem after all or if I'm correct in my conclusions and they still believe in their first proposition.
Also I considered asking if he still views that as a line of investigation worth pursuing.
Are that kind of questions considered ok or are they viewed as unethical? My worries are: (1) if I can indeed ask for his views on that brief response and if it made then revisit their positions and (2) if it is ok to ask if he considers a good idea to pursue this objective.<issue_comment>username_1: Take your advisor's advice, but from what you've said here it sounds like a perfectly reasonable question.
Upvotes: 3 <issue_comment>username_2: Your advisor will give the best advice, of course, especially if he knows any of the people involved. But in general there is no ethical reason you can't ask such questions of an author.
But I might phrase it differently. I'd probably ask if there is any current work on the topic that will shed more light on the questions. And your suggestion of asking if they think it is a good line to pursue is good also, I think. Express your interest in the topic and that you are considering it as a research topic.
But I wouldn't couch the question in terms of responding directly to a (partial) rebuttal if that's how you judge the new work. It doesn't sound like that is the case, though, so just asking about what they can tell you about current thinking and research is fine.
And, if they are working on the topic it might save you from the problem of going along on a parallel track and getting scooped by more experienced researchers.
Upvotes: 5 [selected_answer]<issue_comment>username_3: >
> quite renowned researcher, briefly disputing the claims made in the first paper.
>
>
>
The fact that there is disagreement only proves that the topic as a worth investigating. In other PhDs, you have to prove that the topic is worth investigating. With this topic, you would need to develop convincing methodologies to explore the area of contention and delineate the nuances of the controversy. Expert would not have the time to do all that tedious work.
Contacting experts may not really help in this circumstance. Opinions are not as important as evidence. Experts disagree all the time, and they are allowed to change their mind whenever, so pressuring them for an opinion seems a waste of your time. Experts might change their mind right after your discussion, it is their prerogative.
It could be that both experts were right but you proved that it really depends on the differences in the initial circumstance. However, you might have to be quick as username_2 suggests, if two experts are clashing, there will likely be more experienced researchers scooping up the interest pronto. So a quick publishing strategy would be better than a long form approach.
Upvotes: 2
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2019/10/01
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<issue_start>username_0: And, would there be an appropriate way to do this?
Basically, I have a paper in a mathematical field that has gone back and forth a few times with a reviewer. Since the document is in TeX, it is extra hard to keep track of changes and make sure things are addressed. I believe seeing something like a github history, with edits separated into a few meaningful commits, would help my reviewer check how their comments were addressed, as well as helping me keep track of the changes and preventing more mistakes from popping up. Would it be strange to give a github link to the paper along with the pdf version when resubmitting it?
Edit note:. The paper itself is on the ArXiV already.<issue_comment>username_1: Weird? I don't know. Unusual? Certainly. I have never heard of this, and I would be rather unsettled if it happened to me as a reviewer.
Useful? There lies the rub.
* First of all, this is only useful if the reviewer understands how revision control systems work. You can only be sure of that in very computer-centered fields, and even then, there's no absolute guarantee. Since you said "a mathematical field", I can assure you, based on my experience most people don't know or even care about RCSs. So you need to write an accompanying letter outlining the changes which can stand on its own. And if you do, there's little point in including a link to the github repo.
* Second of all, I really doubt that seeing a diff of a source file written by someone else is really useful. Especially if it involves crazy diagrams or things like this. Reading a long source tex file from start to finish is not comfortable (ask yourself: when you reread your own papers, do you read the source or the PDF?). This introduces a high cognitive load of mentally parsing all the macros, either standard or your own, and turning it into math. It's definitely not something that you want to bother to do when you're doing volunteer work.
* The diffs will also be polluted by fixing the inevitable typos, whitespace changes, and so on. If you do a big reorganization of the paper such as moving paragraphs, the diffs will also not really be useful.
Consider using other tools, such as latexdiff. And before you complain that the output of latexdiff is not good enough in some cases: in those cases, the git diff would not be good enough either.
Upvotes: 4 [selected_answer]<issue_comment>username_2: This happened to my postdoc supervisor as a reviewer. I don't know the detail, but once he complained over dinner that an author sent back git-diff output together with latexdiff produced PDF to highlight changes. He said that was *"super strange"*. He had decades of experience as reviewers for major pure and applied math journals, so if it is strange for him, it must be highly unusual.
At the end, the handling editor told the reviewers to "feel free to ignore" the git-diff and latexdiff output.
Upvotes: 1 <issue_comment>username_3: It would be weird for old reviewers not used to modern tech collaboration tools; more so, tools or environments that can keep track of way they said and demanded, and present evidence of their possible faults, which would be in your favor against arbitrary demands.
Personally, I have used Google Docs, both for collaboration on projects and for revisions of homeworks at my MBA and PHD, which also has comments options and a nice history log for changes. As an anecdote, once a teacher was adamant about a file not having any changes, and then on the projector and on his own machine it was proven that the changes had indeed been done thanks to the changes log.
As for Github... it would work too, but I see it more valuable for branching. A consideration though is that github requires a bit more expertise from the users and most reviewers are old men that are not used to dynamic exchanges and feedback, so consider you may have to first sell the idea to them and probably teach them how to use the tool too.
Upvotes: 1
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<issue_start>username_0: I am a PhD student that has just started my third year in a scientific field. Since I have started my program, my mother has been diagnosed with a serious form of cancer. It has recently gotten worse and I am worried sick. I am considering applying to another PhD program that would be much closer to home.
This other department would also meet my research interests better than the current one. I have not been super excited about my current research so that is a factor in my consideration too (although I was not seriously considering leaving before this happened). I am much better aware of my research interests now than when I first applied to graduate school, since my undergraduate degree was in a different field.
I should mention that the program that I would be applying to is generally higher ranked, although my current one is respectable too. I have not applied to that department before. I have four publications, two first-author papers in good journals and one in *Science* (not first author). My advisor is very well-known and is very sympathetic to my situation. I have not discussed the possible transfer yet and although they would be saddened if I left, I'm sure they would write a great reference letter. My grades in the PhD program are not outstanding since I was mostly focused on research. I will likely have my master's degree by the time I would be applying in the winter.
I know transferring PhD programs is generally not easy, especially when it's to a more prestigious department, and given that by the time I would start I will have completed 3 years at my current department. But considering my situation and my publication record, how understanding would an admissions committee be? Does anyone have any experience with a similar situation or advice?
Thank you so much.<issue_comment>username_1: I'm sorry to hear that you are going through this.
I went through a similar experience shortly after I moved to a new country to start my PhD. I contemplated quitting and moving back home to be with my family. I spoke with my family and they convinced me not to. The reason: they did not want the illness to affect my life. Your parents likely share the same viewpoint: they are very proud of you and your achievements and would not want the illness to interfere with you achieving your goals.
The experience with my family gave me perspective and helped me to see that one should think deeply before significantly altering their life trajectory because of an unfortunate event. That said, you are not contemplating quitting and it sounds like, illness aside, the move will be (professionally) beneficial for the reasons you stated. Keep the following in mind, though:
* Give yourself time to rest and potentially take time off to deal with your family. It's possible that you just need some time off to visit and evaluate. If you do decide to move, keep in mind that moving mid-degree is hard enough as it is, let alone dealing with the additional stress of a family illness. I encourage you to take time off regardless (if you are leaning towards moving, discuss the possibility of taking a break in the communication with the new institute)
* Nearly every PhD student feels a period of stagnation around their third year. This is natural, don't take it as a sign that you are not in a good program. Any PhD program definitely requires multiple months (possibly years) of painfully slow progress.
* If you move, don't feel bad if you take more time to finish your degree. Making a move requires you to settle in at the new place and get used to the new research environment/style of your advisor.
Remember to think about yourself in all this, please be forgiving/kind to yourself!
Upvotes: 2 <issue_comment>username_2: Advisors are humans too (at least most of them). Most would be willing to think with you to find creative solutions. Maybe you can stay with your old institution, but arrange for you to visit the new institution. I my old institution a couple of months in another institution was mandatory. So you can keep the progress you have made and still spent some time closer to your family. Maybe, you and your current advisor can arrange for someone from the other institution to become your co-advisor. This might enable you to regularly travel back and forth as part of your normal work, and combine that with family visits.
If people are willing a lot is possible, and in situations like yours a lot of people are willing. So my advise is talk to your advisor. Don't limit yourself to that new institution. Your primary aim is to spent time with your family, and the new institution was one possible way of achieving that. Maybe your advisor has other ideas on how to achieve your aim that work out better.
Upvotes: 2
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<issue_start>username_0: I have observed that whenever I'm studying something, or solving an assignment, whenever I would hit a question which I am unable to solve or is taking too long for me to do, my mind wanders away from that task, no matter how urgent or important my current task is. I would maybe end up surfing the net, or thinking about a conversion ,etc. I end up wasting 15-20 minutes of my time . This is very frustrating. How can I curb this problem ??<issue_comment>username_1: Try to print out your assignment and the relevant notes. Keep all tech (laptop/phone) out of reach.
I'm sure you catch yourself visiting a website or checking your messages, not consciously remembering when you stopped working. Breaking this habit will require training your brain to focus for longer periods of time. Having physical copies of your work helps with that. If that's not possible, download a program called SelfControl, it allows you to blacklist websites for a set amount of time.
Also, remember to take breaks and get exercise. It will help with maintaining focus.
Upvotes: 3 <issue_comment>username_2: This is quite common. There are few things to consider. Possibility of ADHD is one of them. More on that is left for medical proffesionals. Other things to consider,
* almost every piece of digital content you consume is designed to catch your attention. Companies often use incredibly sophisticated deisgn choices to abuse the human element, very often in a similar fashion to what casinos do. Getting rid of all electronics would probably help. Getting paper copies, going to a corner of the library, with no (including a smartphones) electronics possibly can improve your concentration.
* similar to Erik's comment about exercise, you should try to supply your body with its basic needs (if you weren't). A healthy dose of exercise, healthy diet or social interactions usually help me.
* your mind is not your slave. You can't force it to work or concentrate. This is one of the reasons why cramming often does not work. You have to negotiate with yourself.
* compartmentalizing also help some people. Obvious example would be to change the room when you want to study. Get to a desk different than the one you surf the web. It can be in a library, a university working hall or even some picnic table. I sometimes even go and work on the dining table in the kitchen.
* Another tactic might be to "abuse" your sense of shame. For example, if you go to your library and start to procrastinate, you might feel being judged by the others. Hence it might be a good way to control yourself. Going to your department's communal areas might work better if you are more "afraid" of "judgement" from your proffesors / colleagues.
It is not likely that every single one of these will work for you. These are the tricks I use or see other people use. I hope it helps a bit.
Upvotes: 3 <issue_comment>username_3: A very simple solution, that might work, and is worth a try. When you reach such a block, jot a note to yourself that captures the problem or the crux. Then get up from your desk and take a ten minute or so walk. Get your blood moving a bit and break the flow explicitly. Take the note and a pencil/pen, so that you can write ideas that might occur.
You may find that the solution will come to you, but at least, the break may help to clear your mind of the reason you may be pursuing the wrong solution.
This won't work for everyone, of course, but it is a painless way to experiment.
Oh, and don't be checking your phone on the walk or texting, or ... It might even be best to leave it behind since you will only be away for a few minutes.
Upvotes: 4 <issue_comment>username_4: <NAME>'s suggestions are excellent, but I disagree with getting rid of all electronics. Struggling with distraction will not go away after university, and often your work will require that you are online. Here is what works for me:
* Make yourself accountable to another person. This is a permutation of Boaty's "sense of shame" suggestion. You can have a study partner, or a significant other who asks you how focused you were during your study session. Working in the same room as someone else, with them able to see your screen, can be very helpful as long as this person is not a distraction in and of themselves.
* From consulting: track your hours at the end of the day. It is incredibly depressing to have to stay late at work because you spent an hour on Wikipedia. If you were to be charging someone for your study time, could you reasonably charge them for 7.5 hours of work? Does the product (notes, knowledge, flashcards, etc.) reflect that? The simplest way to do this would be a spreadsheet.
* Be honest with yourself. Can you focus with music playing? Can you focus with a 15-minute facebook break every two hours, or does this balloon into a 15-minute break every 30 minutes? No? Then set hard controls on your access to these distractions. Try removing access to music, or using a browser extension such as StayFocusd.
* Others' suggestions that are vital: sleep, eat, exercise, make dedicated time for social engagement, and leave your phone out of reach if you don't need it.
* Lastly, if this is a serious problem, ask a doctor about being tested for ADHD. I've been putting that off indefinitely... Mostly because of distractions like Stackexchange!
Good luck on that exam.
Upvotes: 2 <issue_comment>username_5: Your mind can only focus for so long before it needs a break. This is completely natural. Eliminating sources of distraction will only help so much, and if you can't eliminate them all the time, they will be even more distracting when they are available. If you notice it happening a lot, you may be burnt out and need a real break, or you may have an attention disorder that a doctor may be able to help with.
There is no "magic pill" or single solution to fixing this, and some options are harder than others to enact.
Others have already mentioned good options that work for me as well, so I don't repeat them. Some things that are miss are:
* Simply realize you are off topic and get back to work. If you struggle to do so, you need a real break.
* Close your eyes and take a few deep breaths, maybe take a few sips from your drink, maybe a bite or two from a snack, and refocus. (This really is different than the suggestion above.)
* Try to realize your mind staring to wander before it gets very far and refocus on your work.
* Open floor plans in offices and libraries are full of distractions and we are finding people actually like cubicles at work. If you can, move to a location where physical/real life distractions are minimized. This includes getting away from the kids, laundry, dishes, dusting, mowing the lawn, etc.
* If you work from home, take a walk or drive around the block when you "go to work" and "come home", which may include entering a different door than you left. This helps to disassociate your home life from your work life, even when it's in the same building and helps to remove the distractions of home life listed and hinted at in the previous bullet point.
* Finish out the train of thought that distracted you so you don't rehash it again later, then refocus.
* Take a note of the topic that got you distracted so you can consider looking at it later, when you aren't working or studying, and refocus.
* Schedule regular, real breaks every 1-2 hours so that unscheduled breaks happen less frequently.
And last but not least:
* Close StackExchange when you aren't actively using it.
FYI, even when you aren't actively working on something, your subconscious mind still is. That's why you can wake up in the middle of the night with "the answer" to a question you struggled all day and it'll be "so obvious". This can happen at any time. Sometimes I will purposely take a break from a tough project so that my subconscious can take over. This works especially well when you "hit a wall". When that obstacle seems insurmountable, sometimes you can beat your head against it until you overcome it, and sometimes you need to walk away and let it crumble away on it's own. Sometimes you can even just get a fresh perspective from leaving it for a while. Breaks definitely have their uses.
Upvotes: 1 <issue_comment>username_6: As a variation on username_3's answer, set a timer for a maximum of about half an hour - say 25 minutes. When the time is up, STOP WORKING, physically get up and do something else for 5 minutes, then reset the timer for another 25 minute work session and repeat.
You will gradually condition yourself *not* to give up or get distracted before the timer "gives you permission."
If you can't keep working for a 25 minute period, even when you *know* the timer is going to "tell you to stop" at the end of the time interval, that would suggest there is some underlying cause that needs professional diagnosis.
Once this technique is working for you, you might want to increase the length of the work periods - but you may find that regular *short* breaks every half hour are more productive than one long session anyway, and you don't need to use the timer to maintain that working pattern.
Upvotes: 0
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<issue_start>username_0: I have one more year until finishing my PhD. I feel that I will have a mediocre PhD thesis, at best. I feel like quitting, and I had this feeling even from the start of the PhD. I felt even from the beginning that something is wrong and I should not continue but I continued anyway because I was very passionate about the subject that my thesis is supposed to be focused on. (Of course I did not get to do exactly what I thought I would do, but still... the things that I worked on belonged somehow to that area of study that I always interested in). I struggled a lot during these PhD years, and that's mainly because I did not get much help. Now I feel exhausted. I don't have any energy left to continue. I really feel that the reason I got into this situation is because people that were supposed to help me think very low of me... And they just left me to deal with my problems all by myself. Probably because they think I wasn't good enough to deserve much of their attention.
I have a few publications. In principle, I have all I need in order to finish. But somehow I feel like it is worthless. I am aware that it would be very stupid to quit right now. I don't know what to do. I don't know whether I will continue my work after the PhD graduation.<issue_comment>username_1: Your mental health is the most important factor in this equation. PhD's are hard, and demotivating, and exhausting. But the best PhD is a completed PhD! It sounds like you've got everything you need to finish, you just need to full together the threads that make up a thesis.
Often people get most of the way through a PhD and have not taken a holiday in years. When was the last time you took a holiday or just some time off?
Make a plan of exactly what is needed to finish. What are your publication requirements? Structure out what the thesis will look like and define any loose ends that need to be finished. Make a list of these things and plan out - week-by-week when you want these completed by. If the end is in sight, you'll find that motivation will return - like a marathon running who has hit the wall but can see light at the end of a tunnel. These feelings are so natural - almost everyone I know who did a PhD experienced it!
And with regards to you thinking your thesis is mediocre at best. EVERYONE thinks that! I'm not going to tell you that it's better (because I don't know). But statistically, half of PhD graduates wrote a thesis that is average or worse than average. I know mine certainly was! Who cares? If you do enough to pass, then it really doesn't matter. And the saving grace is that very few people will ever read and understand the thesis enough to work that out!
You've got this! Remember to prioritise a good work-life balance as in the long run, it will serve you far more effectively than if you crammed for the next year!
Upvotes: 5 [selected_answer]<issue_comment>username_2: I haven’t completed a PhD, but every single person I’ve spoken to who has, reports feeling the exact same way you do, and it is often the case that you will continue to feel like your thesis is subpar until the moment you are completely done with it. This is the nature of large projects; they suck until they don’t, and most times you just have to stick it out until this becomes the case for you.
You also don’t know if your thesis or degree will be worthless right now. It’s impossible to know. You can make an educated guess, I suppose, as you have done, but you will only know when you have the degree and know what your professional life is like with it. I say that to say, it’s better to have it and not need it than to need it and not have it. Especially since you’ve invested a lot of time and effort into it so far and you are almost finished.
Having said that... You know your mental state better than anyone else, and with the statistics for mental health issues and PhD students being what they are, you should really consider your next move seriously.
Good luck! And I’m confident that it will work out for you.
Upvotes: 2 <issue_comment>username_3: I am very sorry that you are going through this.
It is a very disheartening and difficult time for you. I am not trying to minimize your agony, but I think you should take the time and celebrate how much and how far you have done. You have a few publications, that is brilliant work. You are only a year away from completion and it sounds like you just need to start writing, that is a fantastic platform from which to be sorting out your future. On the basis of your publications alone, you can do many things even if you do not finish your PhD...
Having said that, burnout is quite common and distressing. Unfortunately, burnout is quite poorly understood and there is no accepted "treatment" or strategy. There are plenty of stories of taking time out, doing the yoga/meditation/health diet thing and being able to bounce back. Burnout is serious and many [academic journals even Nature](https://www.nature.com/nature/journal/v545/n7654/full/nj7654-375a.html) has taken time to educate and discuss how serious it is. Self-care is important but taking time out and having a break away from the work is also an important way forward, only something you can decide [(Rutgers article)](http://ijobs.rutgers.edu/wordpress/2015/10/27/stress-and-burnout-in-graduate-school-recognizing-preventing-and-recovering/#sthash.aNMW3Buj.dpbs).
Your feeling that your work is "worthless" is also very common. It is important that you realise that change will not occur after a 3 to 5 years of intense study, the worth that you give over the rest of your 80 to 90 year life will far outstrip this artificially stressful but short period of time.
>
> Compounding the pressures is the sense, at least according to the economics Ph.D. candidates surveyed by the Harvard researchers, that their work isn’t useful or beneficial to society. Only a quarter of the study’s respondents reported feeling as if their work was useful always or most of the time, compared with 63 percent of the entire working-age population. Only a fifth of the respondents thought that they had opportunities to make a positive impact on their community - [Atlantic 2018 article](https://www.theatlantic.com/education/archive/2018/11/anxiety-depression-mental-health-graduate-school/576769/)
>
>
>
You may also be clinically depressed. Depression among PhD students and graduate students is common. A [2015 Berkeley study](https://www.insidehighered.com/news/2015/04/22/berkeley-study-finds-high-levels-depression-among-graduate-students) found that nearly 47% of their graduate students were depressed. The highest rate of depression on screening was in arts and humanities fields (64%), higher than in STEM (43-46%), the social sciences (34%) and business (28%).
Unfortunately, [few graduate students will seek help](https://pdfs.semanticscholar.org/515b/5cc53ff418e226ccb64ad8d8238508bb5075.pdf) and most will likely blame themselves, consistent with [impostor syndrome or perfectionism](https://qz.com/547641/theres-an-awful-cost-to-getting-a-phd-that-no-one-talks-about/), qualities selected for in graduate school. So yes, it is very important that you seek help, your university would have student support services. It is important that you support and care for yourself in this very tough time. Seek professional and expert help, you have so much more to give after this unfortunate spell...
Upvotes: 3 <issue_comment>username_4: The other answers already provide you with excellent advice, I'll just add a couple points along the same lines:
* You're not alone: it's [very common](https://academia.stackexchange.com/q/133719/93566) [to feel depressed](https://academia.stackexchange.com/q/135663/93566) towards the end of the PhD. Talk to fellow PhD students if you can, you'll be surprised to discover that even among the ones who seem to be doing very well many go through this. This can help you realize that you're not being fair with yourself: your PhD work might not be as perfect as you hoped it would be, that doesn't mean it's bad or even "mediocre".
* Try not to entertain these self-loathing feelings: seek professional help, take a holiday break, contact some old friends or spend some time with your family... Whatever way works for you to change your mind, go for it.
>
> I really feel that the reason I got into this situation is because people that were supposed to help me think very low of me... And they just left me to deal with my problems all by myself. Probably because they think I wasn't good enough to deserve much of their attention.
>
>
>
I don't know your supervisor(s) but I can confidently say that your interpretation about why they didn't help you as much as you expected is completely wrong. There are plenty of reasons why some supervisors turn out to be moderately helpful, the most common ones being: they are too busy, are not as knowledgeable as you imagine in your topic, started other lines of research and lost interest in yours... or just have a very loose approach to supervision. Supervisors are not perfect either, it doesn't mean that they judge you badly. This interpretation is the result of your low self-esteem.
Upvotes: 3 <issue_comment>username_5: As good as the current answers are, they miss something, which is natural.
Are you able to pivot your thesis into an area you are interested in? It doesn't have to be a large move, just enough for it to be more interesting. My mom got a Masters in Art History (not the same as a PhD, I know), and she wrote a paper not on the "classics", but rather historical and current Native American Indian art. In her case, she spent time camping on various American Indian reservations and interacting directly with the cultures she was writing about for days or weeks at a time.
No only did she get some great information, but it also helped her relax and avoid burnout. I'm not saying this will work for your topic, but it goes to show that some topics aren't relegated to just a lab or a library. Yes, she could have spent those same weeks in a library, getting her research material from books, but instead she went out and did the research in person. It cost a fair amount of money and I don't remember if she had a job to take time off from, but she absolutely loved it.
So what do **you** want? This is about you, not someone else's expectations of you. FYI, my mom did this degree for her own interests, not because it would necessarily help her career. I'm sure that was part of it, but she was in her 50's (maybe 60's, I don't remember) when she finished her degree, after decades of starts and stops along the way.
Once you get your mental health addressed, prove to your "haters" they are wrong about you. One of the best ego boosts is to see those same negative people come around to your side. That doesn't mean you should accept their pandering, but enjoy the fact that you were right after all.
BTW, PhDs are supposed to be hard. It's to weed out people who think they can't do it. When you prove that you think you can do it by overcoming the difficulties of a PhD, you get the rewards of that hard work. One of those things is that what used to be hard may no longer be difficult for you. Another is self doubt about your abilities goes away. All of that might not happen just because you get the diploma, but it will eventually, as long as you don't compare yourself to others. The key detail is that you have to think you can do it before you can actually do it.
Too often, even after they get a degree, people will compare themselves to those who are leaders in their field and think they are nothing compared to them. Well, likely that's true, but *only* because they have vast amounts of experience you don't yet have, which is only because you are newer to the field and haven't the time to gain the experience they do. How are people with brand new degrees supposed to compete with those with 20+ years of experience? By patience and gaining those 20+ of experience themselves. Those leaders didn't become leaders overnight.
Also, those leaders were likely once in your shoes, comparing themselves to people who had vast amounts of experience. They were also likely where you are right now, thinking they can't make it to the end of the PhD, being stressed, and thinking of quitting. But they didn't quit, they kept on until they finished. If you must compare yourself to these people, use them as positive influence. "If they can do it, so can I."
Just like you need to, they took care of themselves and finished their PhD. They gathered themselves up and thought, "I got this." Not because they knew they'd become leaders, but because it's what *they* wanted to do.
So I ask again: what do *you* want? What is it that you really want, with the core of your soul/heart/being/(whatever you want to call it)? Do you want to quit or do you want to finish? Either answer is OK, but are you going to regret it later in life?
You don't even have to answer this right away. Take a couple days, a week, or a month to get your head straight and your body recovered. Just don't take more time than you need. Waiting too long will help you make the easy answer of quitting. The sooner you answer, the more likely it's going to be your right answer, the one you can live with for the rest of your life.
Even if you quit, rest assured that the time you spent working was not wasted. You found your limit, stretched it, found new limits, and decided to stop before you broke. There is no shame in admitting that you set a goal you aren't ready to reach. Maybe you pick things back up later. Maybe you don't.
Yes, I wrote most of this Answer as if you need to finish your degree. I did it to show support for you in your goal of completing this degree, but if you can't finish it, know that I support that decision, too. This is your life, your goals, your decision. What I think about it shouldn't matter to you. I can only give suggestions. I can't do it for you. You do what you need to do and if people don't agree, accept their criticism with the same amount of respect it deserves, but keep doing what you need to do to feel good about yourself. That's all anyone really can do.
This is an academic site, so the "of course" answer is going to be to finish the PhD, but the real answer is: what do you really want to do?
Good luck and I hope you enjoy the journey ahead of you!
Upvotes: 0 <issue_comment>username_6: **Beware of the "Sunk Cost Fallacy."**
>
> Individuals commit the sunk cost fallacy when they continue a behavior
> or endeavor as a result of previously invested resources.
>
>
>
* <https://www.behavioraleconomics.com/resources/mini-encyclopedia-of-be/sunk-cost-fallacy/>
**My Story**
I was pursuing a Psy.D. in Clinical Psychology and had completed the coursework, but still had my internships and research project ahead of me. I was miserable and quitting was one of the hardest but best decisions I've ever made. I now work in an unrelated field that I love.
I felt shame and fear quitting a program I had invested so much time and money into (including tremendous student debt).
What became clear to me, however, was that the career path I was working toward was not going to make me happy. I made it so far because I kept thinking that I just had to survive the program and I'd enjoy the work, but my externship work made it clear that quite a bit of what I disliked about the program would still apply afterward.
**My Advice**
Consider the additional paths that open up to you when you complete your PhD. Are those worth the work that remains?
In general, educational degrees open up additional paths and are thus worth short-term suffering for long-term gain.
If the additional paths that open up, however, aren't worth the sacrifice to you, then cut your losses and stop investing more.
Upvotes: 1
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<issue_start>username_0: I presently work for a biotech company in biotech manufacturing with some other duties (QA/starting a research project) thrown in. I graduated with my bachelors degree in 2010 and am 31 now, and now am finally getting to apply to some PhD programs this year after gaining industry experience and dealing with some psychological issues. I currently work with two supervisors both with MSc and 10+ years biotech experience.
I am presently working/volunteering with a professor at a local university for just over a year who has encouraged me to apply to do a PhD. Right now he will write me a letter of recommendation and also my supervisors at work will write me recommendations.
My question is then if I apply to 5 different grad programs, will my supervisors have to email the same letter to 5 different institutions? What if I had them email the letter to HR and then HR emailed the letter to the different institutions? I'm just a little unclear on this.<issue_comment>username_1: Tell them at the start that there will be several requests and give a hint about how many, if possible. This lets them prepare a general response that can be sent to several places. But it is a bit better if the letter is tailored to the recipient, so...
For each individual request, tell the letter writers what you think it might be good to emphasize, provided that you think it is important for that recipient. This lets the letter writer modify the basic form a bit to suit you better.
Some professors, and maybe others, ask that you write the general draft yourself and send it to them. This lets you include the things you think are important in general.
It is probably better that letters come from individuals who know you, rather than from offices like HR.
Upvotes: 0 <issue_comment>username_2: Let your supervisors know well in advance how many places you're applying to and crucially, how they will need to submit their reference. Some institutions will email your referees requesting their reference, others may have an online system they will need to log in to, etc. Try to compile all this information beforehand in a single email/document and give it to your supervisors. You could also include the application deadline and some information about each institution, if this will help them tailor their reference letter. Then, let them know once you've submitted the application, so they will be expecting the email requesting the reference.
I would not leave this to HR; if the letters don't get sent it may be tricky to chase up. However, if you supervisor forgets to send one, I'm sure it would be very easy to drop them a reminder email or have a chat over lunch.
Good luck with the applications!
Upvotes: 0 <issue_comment>username_3: >
> If I apply to 5 different grad programs, will my supervisors have to
> email the same letter to 5 different institutions?
>
>
>
Unless they write customized letters for each institution, then **yes.**
Or more likely, they'll have to email their letter one institution and fill out four different forms on four different web sites. At least one of those web sites will require setting up a new account with a secure password (containing at least one upper case letter, one lower case letter, one digit, and one special character, but no spaces, hyphens, asterisks, or emoji) and two-factor authentication. Four of the institutions will email instructions for submitting the letters to the email address you provide; one will assume that you've already given the submission instructions to each of your references. One of the reference web sites will require a recent version of Java; another will silently fail if an ad-blocker is active.
(I'm exaggerating, but only a little.)
Some of your references *may* be able to delegate the submission process to someone in HR, or to a clerical assistant, but everyone needs to agree on the precise protocol well in advance, so that you can include the correct contact information in your applications. As username_1 suggests, be sure that the actual letters are written by people who know you personally, who have the technical expertise to judge your suitability for graduate study, not by a random person in HR or by a clerical assistant.
I also agree with username_1 that letters that are customized to each institution are stronger, **provided the customization is truly substantive**. If there are clear significant differences in emphasis at different institutions—for example, one department that focuses on biology, versus another that focuses on manufacturing—then you should communicate those differences to your letter-writers. (That said, the vast majority of recommendation letters I read for successful graduate school and faculty applications are *not* customized, so customization may not be *necessary*.)
Finally, **do not, under any circumstances, write the letter yourself.** You do not know how to write a strong recommendation letter. You certainly do not know how to write strong recommendation letters in three different voices, all different from your own, which are consistent with previous letters "written" in those voices. I think even *drafting* the letter yourself is dangerous. If one of your references needs more information about your background (that isn't already adequately described in your statement of purpose and your CV, which of course you've already shared with them) to write a strong letter, talk to them face to face.
Upvotes: 4 [selected_answer]
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