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2021/11/30
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<issue_start>username_0: So, I'm close to the final stretch of my PhD. I have two published works and one work in progress. I've been told that I can't recycle (or I guess, simply copy/paste) the work that I've done in each of the papers in my thesis. Is this right? One of my papers has a lot of boilerplate-style introduction to a model for unfamiliar readers. So I will need to re-introduce the model in my final thesis without using the same wording (I've already used the most succinct phrasing I can come up with in the paper)?<issue_comment>username_1: "I've already used the most succinct phrasing I can come up with in the paper" there you go: as far as I know, PhD thesis having a limit on the pages number are not a common thing.
So you are good to go, you just need to be a-succinct.
Can you include the papers as chapters of the thesis (1 paper = 1 chapter)? especially in Germany it is quite common, by transparently declaring it.
Upvotes: -1 <issue_comment>username_2: At least in Spain, when you join a Ph.D. program you are subject to the regulations of that university. I don't know if in your University there is such a thing as a "doctoral administration department" (i.e. a department that is dedicated to managing the issues related to the enrollment to a Ph.D., including the rules concerning the supervision, the deposit, and defense of your thesis, etc.). If such a body exists, you could raise your issue with them.
If there is no such body, ask someone in your Department or even your supervisor. I think it unlikely that anyone on the forum knows the rules you are bound by.
Upvotes: 0 <issue_comment>username_3: The only valid answer for this is a local answer. Your advisor/supervisor is probably the best source. But let me mention the range of possibilities, which go from forbidden to required. It differs by both place and field.
At the required end of the scale there is the notion of the "stapled thesis" which is little more than a collection of *previously published* work with a bit of connective tissue to bring the body of work together. The faculty that requires this is depending on the publishing system itself to "vet" the work.
At the forbidden end (maybe too strong a term) is the notion that the thesis is a "new" work and that it treats all previous work by the author in the same way that it treats any other published work: quote judiciously and cite. Such works are often longer than typical published papers in the field, but that isn't likely to be a requirement. But they are longer since they tend to require less background from the reader and are more complete than the normal published paper.
Note that the purpose of the dissertation is to demonstrate to the faculty, and perhaps the world, that the candidate can do meaningful research in the field and can present it properly. Both the "stapled" and the "new work" versions work for this, but each faculty may have its own rules and regulation.
In the middle, there is the notion that a thesis may be considered as "something distinct" from a normal publication and the rules of scholarship might be relaxed somewhat. But how much is a matter of local custom and rules, as well as what is acceptable to the advisor.
Plagiarism notes: If you include ideas of your own from previously published work you need to cite it. This is independent of whether you copy large parts of it or not. Plagiarism is about ideas, not words. So, even when it is allowed to "include" early work, you need to cite it.
Copyright notes: Since the work is previously published you may not hold copyright anymore. This means that you need to adhere to the normal copyright rules as amended by any license you have been given by the copyright holder. It is typical, but I doubt universal, for a publisher to grant the author a license for certain uses, especially for use in a dissertation. But, there are rules and you need to adhere. It is likely that you can quote more extensively from your own published work than another person could (with citation and clear indications of what is being quoted), but there may be limitations. Look at old agreements from when the work was published or ask an editor.
And note that paraphrasing isn't an absolute guard against copyright claims. And, even paraphrasing requires citation.
Upvotes: 3 [selected_answer]<issue_comment>username_4: Ask your advisors, thesis readers, and the department chair/program director who oversee everything.
In general, if you are in a reputable US university, you can simply combine your three papers and graduate, provided that those three papers are in good quality.
Upvotes: 0
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<issue_start>username_0: I am senior Postdoc in pure math about 7-8 years past the PhD. I am currently in a European country where it is not unusual to spend many years as a Postdoc and get hired on a tenured Professorship.
I have been applying internationally (mostly other European countries and the US) and am wondering how my academic age affects my applications and how to address or sell this. I am particularly interested in the situation in the US and the UK.
1. As for the US: While I have more research/teaching experience than most applicants for an Ass. Prof. position, I guess chances are slim to get an Associate Professor position, right? My research record is very reasonable, but not stellar. Can I negotiate a shorter tenure-track time, and if yes, what are the pitfalls or problems? I have completed a Postdoc with teaching duties at a reputed university in the US.
2. As for the UK: Similarly to 1), is there a problem when one applies directly for a Senior Lecturer or Reader position? I never understood the academic progression in the UK. For example, I know people in the UK who are Lecturers for a very long time (maybe forever), and from that perspective applying to a higher level seems problematic.<issue_comment>username_1: Higher academic age may definitely be regarded as a disadvantage by *some* recruitment committees. But not all. Thus, you still have a fair chance of success.
As for negotiating a higher starting rank, in the US it seems very hard to me. In the UK you may try senior lectureship, but if you stipulate this from the start it will lower the pool of possible schools to which you can apply.
Upvotes: 1 <issue_comment>username_2: This is a US focused answer. There are [specific age discrimination laws here](https://www.dol.gov/general/topic/discrimination/agedisc) and they may or may not apply to you. You might actually be too young for them to apply.
You are correct that, with the background you list, an associate professorship at hire is very unlikely unless you have some very specific skills that are needed but in short supply. And tenure at hire seems beyond reach.
On the other hand, negotiating a shorter tenure clock is possible, depending on your desirability. But the downside of that is that you will have less time to (a) improve your record and (b) establish collegial contacts with the faculty that will ultimately decide your tenure case. But if you are successful, it is also likely that you would, as is normal, get promoted at the point tenure is granted.
So, it depends a lot on your record and how much you can accomplish on whatever clock you have. And, it also depends a lot on how your record compares with that of the existing faculty at the same rank. If you would be seen as stronger than the average then it would be easier to achieve.
Also, the shorter the period (2 year) the harder it is than for a longer period (4-5 year), both to negotiate and to achieve.
Upvotes: 2
|
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| 6,454
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<issue_start>username_0: I'm a theoretical physicist. I really like to code and come up with (efficient) solutions to math and physics problems. I do not particularly care if this is in subfield A or B. After all, the programming part of the job became my passion, yet I still like the relation to the science field.
I'm *am* interested in physics. I find myself often going down the rabbit hole to truly understand how and why certain things work and how I could improve/develop it further. But again, this is universal and I don't fancy a particular area. I like field X in physics, but in the end, I'll probably be fine with any subfield.
How should I market myself in applications for postdoc positions? What you usually find as advice is to say "I'm particularly interested in your group because you study X with focus on Y and recent paper Z was highly interesting". However, saying (oversimplified) "I really like to code and your advertised positions matches that. Also I like the location of your university." does not seem like the most captivating way of selling myself. Any advice?<issue_comment>username_1: >
> I do not particularly care if this is in sub-field A or B. Afterall, the programming part of the job became my passion, yet I still like the relation to the science field.
>
>
>
If this is true, you might want to consider looking for jobs in "research computing" rather than looking for a conventional postdoc. Many larger institutions have a "research computing" unit dedicated to supporting researchers in projects that require a lot of computing know-how. For example, such offices exist at:
* [Yale](https://research.computing.yale.edu/about)
* [University of Geneva](https://www.unige.ch/scicos/services/description)
* [Princeton](https://researchcomputing.princeton.edu)
* [University of Colorado](https://www.colorado.edu/rc/)
In contrast, the PIs who are reading postdoc applications will generally view coding as a means to an end; they are looking to answer questions about the natural world, rather than find elegant solutions to computer problems. A post-doc is supposed to be able to figure out new research directions and interesting new questions to ask; and saying "I don't care where the questions come from" will not give a PI much confidence in your ability to do this.
A job in research computing probably does mean an exit from the "track" that leads from graduate student to postdoc to professor; and so a career move like this may make it difficult to return to the "pure research" track in the future. So consider it carefully.
Upvotes: 6 <issue_comment>username_2: Your job application is about how you will provide what your employer wants. It is not about what you want. Talk about your coding achievements, not your preferences, in an application.
Your preferences are important when choosing which jobs to apply for. This does not seem to be your problem.
If you are asked the predictable question, "Why do you want this position?" you may mention that you enjoy coding, but also mention things more specific to the position.
Upvotes: 5 [selected_answer]<issue_comment>username_3: There are some research groups which focus on scientific computing and developing or implementing tools for researchers in particular fields. If you want to stay in academia, these groups might be a better fit.
Here are a few places I've heard of from my very limited knowledge, I'm sure you could find many more:
<https://www.pnnl.gov/computing-and-analytics-division>
<https://www.mpi-cbg.de/research-groups/current-groups/ivo-sbalzarini/research-focus/>
Upvotes: 2 <issue_comment>username_4: As [others have mentioned](https://academia.stackexchange.com/a/178616/28917), physics PIs reading postdoc applications are unlikely to value coding more than physics.
If coding is your primary motivator, and you don't think you can sell your interest in the physics sufficiently, but you **don't** want to leave the research track, you might want to consider research fields outside of physics that will value both your physics and coding experience equally. An example of this is computational neuroscience (I'm sure there are others). Here is an excerpt from a recent computational neuroscience job ad (emphasis mine):
>
> Successful candidates will have a PhD in **Physics**, Neuroscience, Mathematics, Computer Science, Engineering, Statistics or a related discipline and, **preferably, working experience in** theoretical neuroscience and **deep learning**.
>
>
>
Upvotes: 2 <issue_comment>username_5: >
> I'm *am* interested in physics. I find myself often going down the rabbit hole to truly understand how and why certain things work and how I could improve/develop it further. But again, this is universal and I don't fancy a particular area. I like field X in physics, but in the end, I'll probably be fine with any subfield.
>
>
>
I think finding physics itself interesting and not being partial to or feel the need to specialize in any one particular field at this point in life is perfectly laudable and is often correlated with insight and productivity. Lots of notable contributors to physics and science in general have had a propensity to wander around between subfields or even entirely different fields of science.
Mathematics is universal and so extremely portable, and my guess is that your enthusiasm for coding is related to implementation of mathematics and algorithms (rather than say website or game design), which many, many research groups *really need!*
I think you should see yourself as a "great catch" for any research group and should approach this with a great deal of confidence and enthusiasm. Don't spend one nanosecond thinking about how to market yourself or craft answers that you think might make you appear more appealing.
Instead, be exactly yourself and explain yourself honestly, just as you have done in your question post. There will be plenty of groups out there who may be held back by some inability to invoke a particularly complicated model or perform a specific kind of data analysis beyond the skill or interest of anybody currently in the group.
Instead, *focus your energy on reaching out and finding those groups* by making your value clear, then decide which group you feel will be most nurturing, have the most interesting challenges to solve and provide the best opportunities for your future, and then let them "catch" you!
Upvotes: 3
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<issue_start>username_0: I am trying to apply for grad school. I have submitted some articles to some journals and I listed them on my resume. Now those articles are waiting for review, so they are in the status of "submitted" in my resume. Does this look weird in the eye of admission committee? Since none of my publications are "accepted", will the committee think that I try to show my research potential in resume by sending "rubbish paper" to journals and list them as publications?
**Edit**
I am a master student, I have submitted 4 paper in total<issue_comment>username_1: >
> Does this look weird in the eye of admission committee?
>
>
>
Given that you appear to be an undergraduate, these seems reasonable. Some schools allow you to upload writing samples. Perhaps you could upload an example manuscript there.
>
> Since none of my publications are "accepted", will the committee think that I try to show my research potential in resume by sending "rubbish paper" to journals and list them as publications?
>
>
>
I would list your target journals on your private resume to people can see you are not submitting to *rubbish papers*.
Upvotes: 2 <issue_comment>username_2: Since CV padding does occur you can't guarantee that people won't look askance at your record. But you can take a few precautions.
First, talk to your advisor to get an independent sense about the quality of the papers. Next, list the papers in a special section of the CV along with the journals and submission dates. If you have already been given feedback and are at a later stage (minor revisions suggested), say that. It looks worse, actually, if they have all been submitted in a short period, or very recently. And the time to publication differs widely.
But, importantly, offer to make the papers available to the admissions process so that they can independently look at the quality. People with experience can quickly get a fairly good idea from just an abstract, actually.
And, you are applying for a doctorate to do more than prove that you don't need one. So, being a bit "unformed" may be fine, though that will vary.
Upvotes: 3
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2021/12/01
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<issue_start>username_0: I wrote a paper and have done the majority of the work, including the idea generation, research, and the writing. I am coauthoring with my advisors and a few other researchers. In the paper the authors will be **alphabetically** listed due to a cultural factor. The field is a branch of **applied math** where some people still do alphabetical ordering.
One advisor is in the UK and one is now in the US. Other authors are either from US or Europe.
Usually the corresponding author is the "boss". However, in certain countries, only the first or corresponding author's publications will be materially counted.
So I want to ask my advisor if I can be the corresponding author as otherwise I will be only the third author. The corresponding author is not confirmed yet.
Is it reasonable or polite? How can I initiate this talk without annoying an advisor?
A big thank to all of you for your suggestions. Two points I learnt:
1. Corresponding is an extra work, or a burden
2. Seniors usually do the job because they have a stable contact method
3. Corresponding author knows the work better
So here is what I try to politely ask my advisor:
>
> "Will you be happy to do me a favor? I wonder if it is possible for me to submit the paper and be the
> contact person, as being the contact person is a big burden and I can
> handle those chores which I probably know better. We both use gmail
> and gmail is stable enough. Although you contributed much more than me
> by providing some big pictures, I think a chance of being the contact
> person will be a meaningful training experience for me to grow-up."
>
>
>
Then I will agree with whatever he says.
---
Some related info: [Here](http://www.ams.org/profession/leaders/culture/CultureStatement04.pdf) is the American Mathematical Society's 2004 "culture statement" on coauthorship. It says that more than 75% of coauthored math papers (including both pure math and some applied math fields) with at least one American author use alphabetical order, and that this percentage is over 90% in pure mathematics.
Might be Related: [Uncommon order of authors names?](https://academia.stackexchange.com/questions/46775/uncommon-order-of-authors-names?rq=1;)
[Is there an inflation in the number of authors per paper?](https://academia.stackexchange.com/questions/16759/is-there-an-inflation-in-the-number-of-authors-per-paper?noredirect=1&lq=1;)
[Can I add a baby as a co-author of a scientific paper, to protest against co-authors who haven't made any contribution?](https://academia.stackexchange.com/questions/57120/can-i-add-a-baby-as-a-co-author-of-a-scientific-paper-to-protest-against-co-aut;)
[Why do people sometimes put authors with equal contribution in non-alphabetical order?](https://academia.stackexchange.com/questions/59027/why-do-people-sometimes-put-authors-with-equal-contribution-in-non-alphabetical?noredirect=1&lq=1;)
---
Note: the field is not pure math. Since some of you raised a valid point that authorship status does not matter that much, here is a quote from a professor, in a related applied field that relies heavily on mathematical skills:
>
> A follow-up on some of your concerns: I do work in signal and image processing. Some worthy young applying candidates from mathematics are disavantaged because of the poor knowledge of people in the neighboring field, and the first letter of their names, at the end of the alphabet. That is why these discussion are important, to fathom the different uses in science –
> <NAME>
>
>
>
I've heard about the same thing from the colleagues, too.<issue_comment>username_1: Oh gosh. Ideally this was discussed early on with the condition that this can be revisited again throughout the process as roles shift, demands in time, etc.
Hopefully you have a good relationship with your adviser and can simply ask, "Could I talk you about authorship?" or least help bringing this up to all those contributing.
Good luck as maybe not everyone may see eye-to-eye or whoever is first author may not want to cede that position.
Upvotes: 1 <issue_comment>username_2: I think you are overstating the importance of being corresponding author in the pure math field. It is a job, not an honor. Ideally it should be the person most able to answer questions that might be raised in the future about the paper. It is for that reason that a senior person is often corresponding author. They have more experience and a broader overall view as well as, perhaps, having more time since you suggest you do the bulk of the work here.
In pure math, the reason that alphabetical listing is used is that there is an assumption that all contributed "equally" to the content of the paper. It doesn't mean that they all contributed "in the same way", but in math, a short conversation in the coffee lounge can be the crux of a hard problem.
But, I think that if you are an early career mathematician that you should ask to be corresponding author and the reason is that you want the experience of fielding any future questions on the paper and what that might lead to in possible collaborations.
And, if you are the one most familiar with the "whole of the work" then you are a natural for the job of corresponding author. Asking is fine.
Upvotes: 4 [selected_answer]
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<issue_start>username_0: I am a Ph.D. student in computer science. I found that the corresponding author is often not marked in conference papers.
For example, in the following paper, how do I know who the corresponding author is?
<https://ieeexplore.ieee.org/abstract/document/9065598><issue_comment>username_1: The practice of "corresponding author" only exists in some scientific fields, while other fields make no such distinction.
In general "corresponding author" is a distinction that strongly differentiates author roles, such that some authors are "workers" and others are "bosses", with the biggest "boss" being the corresponding author. It typically shows up in more experimental fields, such as biomedicine, where a single PI may have an army of grad students and postdocs acting as lab techs and a paper can easily have a dozen or more authors, some of whom made minimal intellectual contribution. It would make no sense to write to an author who knows little about the paper, and thus the notion of "corresponding author" can make a lot of sense for such a collaboration.
Other fields, particularly more theoretical and mathematical ones, explicitly reject this distinction. Some even reject the notion of significance in author order and expect authors to be listed alphabetically. For these fields, the collaborations tend to be much smaller and much more intellectually balanced. The notion of a "corresponding author" makes no sense for such a collaboration.
IEEE's breadth includes communities at both extremes of these practices, and thus if you do not see a corresponding author, you should assume that the paper comes from a community that does not make such a distinction.
Bottom line: if you don't see a "corresponding author" you can write to any of the authors with an email address listed or, better yet, cc the full collaboration.
Upvotes: 2 <issue_comment>username_2: You don't -- there simply is no corresponding author in that case. Don't overthink it: Just email one of the authors, or all of them.
Upvotes: 2
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<issue_start>username_0: As a professor I’m planning to include more training about plagiarism in my courses to address some of the misconceptions and misunderstandings. What is your experience with such tools?
My university doesn’t have any tools, so I’m often left to my own devices:
>
> “Hmm… that was a really good sentence. Wait, that was a really good sentence."
>
> [Proceeds to copy and paste into Google and finds a match for the sentence.]
>
>
>
I'd like to use such a tool for scanning student assignments (probably only as a secondary scan when I think there are issues). If it has good reporting, I would use it as evidence for mandatory reporting of academic misconduct issues. The other case I might use it is for theses and dissertation drafts where it would be helpful to rely on something beyond my own attention and the conversations would be more formative and instructive before a final submission.
Because my university doesn't have anything set up, I'm think there are a few criteria: an easy workflow (would be standalone, not in the LMS), hopefully low cost, capable of scanning short or long documents. I might be missing other factors to consider.<issue_comment>username_1: At University of Michigan, we used the MOSS (measure of software similarity) system at Stanford to detect possible copying in the projects submitted by students in our introductory computer science courses. While not directly comparable to systems designed to work on essays like the ones offered by Turnitin, our experience may be helpful in setting expectations.
1. If you have lots of submissions to cross-check (or if, your case, you're hoping to cross-check with the entire web or a provider's database), you can't do it manually but automated systems do work. We used MOSS in classes with 1000 to 1100 students in 5 sections submitting projects that remained pretty much unchanged from semester to semester, inviting cheating. Over the years, we'd collected many thousands of submissions to be cross-compared. We typically reported about 6% of our students for academic violation, of which about 90% were found responsible. (Most common reason a student might be found not responsible was that their partner did it and they didn't know.)
2. These systems only detect *possible* copying. You still have to manually eyeball every single case and decide for yourself whether you find the evidence compelling.
3. It was lot of work feeding submissions to MOSS, getting it to run (it's cranky and doesn't always), sifting the results to find the ones you intend to report, and then writing up the reports for our Honor Council in a two-column format where they could see the copying side-by-side. I assigned one of my student staff to running MOSS, reviewing the results with me and then writing the reports we agreed on, but it was a big job and it usually took them a semester as an understudy to learn how to do it.
Upvotes: 3 <issue_comment>username_2: >
> I’m planning to include more training about plagiarism in my courses to address some of the misconceptions and misunderstandings.
>
>
>
One of the most common misconceptions about plagiarism seen on this site is that software tools can tell you if there is plagiarism or not. Those tools measure text similarity. Plagiarism is not about text similarity. There can be plagiarism with zero text similarity.
Plagiarism is about taking other people's ideas without attribution. No software is able to compare ideas.
If you want to teach students about plagiarism, have them search [real life examples](https://retractionwatch.com/category/by-reason-for-retraction/plagiarism/) for plagiarized ideas.
Upvotes: 2 <issue_comment>username_3: I hate to be a broken record and quote myself, but there is no magic bullet. I have been testing such software for many years. From our recent publication: "The sobering results show that although some systems can indeed help identify some plagiarized content, they clearly do not find all plagiarism and at times also identify non-plagiarized material as problematic."
<https://link.springer.com/article/10.1186/s41239-020-00192-4>
Upvotes: 0
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<issue_start>username_0: There was one reject review of the paper, but the final decision was accept.
The rejecting reviewer wrote a lot of useful feedback, and was fair and balanced: my intentions are certainly not to further argue for my case, just to discuss some things (including the paper and their thoughts on it, outside of the formal conference framework).
I believe I know who wrote the review, and we've had some contact before. Is it a problem if I contact them about this? Should I wait for the whole process to be finalized (i.e. there is a public preprint with the authors' names on it)? Should I just never do this directly even after the blind is broken?<issue_comment>username_1: You should contact the editor and ask them to pass on your request to connect to the reviewer. They will let you know if/when that can be done.
Circumventing the blind on your own would be uncouth.
Upvotes: 2 <issue_comment>username_2: Wait. Then contact the editor, saying that you appreciate the comments from the reviewer who rejected, think you know their identity, would like to discuss the material with them. Ask if the editor will pass along your request.
Upvotes: 1 <issue_comment>username_3: No problem at all. Contact them as soon as possible, while your article is still fresh in their mind. Reviewers can forget quickly about articles they reviewed. Since you cannot be completely sure who the reviewer is, you might send them a copy of the article (if it is not publicly available as a preprint).
Journals are supposed to facilitate scientific exchanges, not to hinder them. In your case, going through the editor would probably take long and may lead nowhere.
I am not sure why ethics is involved here. Who could be harmed?
Upvotes: -1
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<issue_start>username_0: So I am invited as a planery speaker to a conference which will be held in another country. It is not a big conference but it is in Europe and has some European leaders with EU projects organizing.
I sort of said yes with a question about details of "logistics" hoping the other party would take it from there but they didn't. My institution literally covers nothing, there will be the flight, hotel, I should be able to cover the visa. It is very costly even then because of the currency my salary is paid in. So how do I go about this? Do I explicitly ask? I feel that they should have made this clear (even if they are unable to fund), I feel hesitant to ask but nevertheless, it seems like I should. How can I ask something like this? Any recommendations?<issue_comment>username_1: You should ask. And, if you aren't already certain, make sure that it isn't a predatory conference. If they don't cover the costs, then I'd politely decline. They invited you, after all.
Give them a firm estimate of costs. Don't be shy about this.
Note that, generally speaking, it is only superstars that get invited for such things at reputable conferences. And usually that is because they are mutual acquaintances with someone on the program committee. Unless you have just recently published a major result in your field, this seems fishy.
Upvotes: 6 <issue_comment>username_2: This sounds like a scam, or possibly a legitimate but low quality conference whose organizers are taking some creative license with their use of the term “plenary speaker” (and probably with other things). So, start by lowering your expectations. Once you’ve done that, the way to proceed is by explaining to the organizers that you will only accept the invitation if your travel expenses are paid and asking them in clear language what they are offering. For example,
>
> Dear [organizer],
>
>
> To clarify what I said in my earlier email, since I currently don’t have funds available for travel, I can only accept your invitation if you can pay my travel expenses. Please let me know if you are offering to cover my expenses and what reimbursement arrangements you had in mind.
>
>
> Regards,
>
>
> dusa
>
>
>
If they cannot pay your expenses, well, it’s your decision what to do, but unless you are a wealthy philanthropist who wishes to sponsor academic conferences, I’d advise against paying for the travel out of your own pocket.
Upvotes: 5 <issue_comment>username_3: So I agree with the other answers, that you are not expected to cover your own expenses. I would actually include the visa in that, it's no less a work related cost. And yes, you should tell the organiser that your institution will not cover this and ask if they will, but if they won't I think you can counter with an offer to present over video.
It's not uncommon for plenary speakers to present over video, even when funds would be available to fly them there in person. I've seen this at a few conferences pre-pandemic too. You are probably quite busy after all, and it's much less time consuming to present over video. Offering to present over video makes it clear you are not snubbing them, you really would like to share your work, you just don't have funds available to get there in person.
You could phrase it like;
>
> Dear "Name",
>
>
> I'm looking forward to presenting at "conference name", many thanks for
> organizing this.
>
>
> Looking at the logistics, is there funding available to cover my
> travel expenses? These would be for the flights, accommodation and
> visa. I estimate about (£XXX). Unfortunately my institution cannot
> cover this at present.
>
>
> If not, I'd still really like to participate, could I join you over
> video link?
>
>
> Thanks again, "dusa"
>
>
>
If they tell you that there is no funding available, or ask you to put in an application for something yourself, then there is a non-zero chance that they are predatory. You probably want to check. It's also possible that they are just a poorly organised student conference too, those certainly exist, so it's not a write-off. You might still want to offer a video presentation.
Best of luck.
Upvotes: 6 [selected_answer]<issue_comment>username_4: **Don’t rule out ignorance**
I am aware of a number people who have won major prizes in my field who were expected to fund not only the costs of attending the conference but also pay the non-trivial registration fee. In one case the prize winner wrote explaining a shortage of funds was a problem and money was found.
I think it sometimes does not occur to those with ample funding that it might be a problem. But, sometimes even distinguished colleagues are subject to University expenditure freezes, etc. I would write and ask as the others suggest, and if you know the people involved I wouldn’t presume it’s a scam.
Upvotes: 3
|
2021/12/01
| 714
| 2,762
|
<issue_start>username_0: For example, [Professor <NAME> - Samsung Professor](https://en.wikipedia.org/wiki/Stephen_P._Boyd), [Professor <NAME> - BP Professor](https://ori.ox.ac.uk/people/paul-newman/)
Does it mean said company pays that professor's salary? Does that professor have any obligations towards said company? Who decides which professor gets which company?<issue_comment>username_1: Such things are honorific and based on grants from companies that "endow (fund) a chair". That is academic-speak for a fairly large grant that normally is enough to fund a person and probably their research over several years. The funds will be administered by the university and the company may have some (perhaps a lot) of say into who holds the chair, given that they meet other university criteria. Some of the "endowments" are large enough to be perpetual, with only interest accumulation and such being used for disbursement.
Sometimes such things are used as an inducement to try to attract someone with either a lot of promise or a solid research record.
In the better arrangements, the company will have very limited say, but perhaps a veto.
It is a form of advertising and virtue-signaling by companies.
Upvotes: 2 <issue_comment>username_2: This situation is called a "named professorship." They are not specific to companies.
A named professorship usually is created because a wealthy individual, or occasionally a company, decides that they want the professorship to have that name. It is similar to buying the naming rights to a stadium or a building. Legally, it's typically a donation. Universities also name professorships occasionally just because they think it sounds good.
Being a named professor is an honor.
>
> Does it mean said company pays that professor's salary?
>
>
>
No. In some cases, money received from the sponsoring individual or company is invested and used to pay some or all the salary at a later date. This is called an [endowment](https://academia.stackexchange.com/questions/12607/what-is-an-endowed-chair-exactly-how-does-it-compare-to-a-normal-position?noredirect=1&lq=1).
>
> Does that professor have any obligations towards said company?
>
>
>
Usually no. There could be exceptions. Typically the professor is someone with a track record in an area of interest to the funder.
>
> Who decides which professor gets which company?
>
>
>
Not normally. Most Western universities consider it improper for any professorship to be assigned through any process which is not controlled by faculty. That includes named professorships. However, other countries things may be more flexible, and some Western universities there has been a trend towards allowing sponsors to influence hiring.
Upvotes: 1
|
2021/12/02
| 559
| 2,373
|
<issue_start>username_0: I'm working on my PhD in Rhetoric & Writing (Dept of English) in the US. I am also a writer with enough qualifications to teach creative writing at a US university.
I speak enough Spanish to get by as a tourist but am nowhere near fluent. Would it be possible for me to get a position at a university in a South American country or Spain? I would be qualified to teach rhetoric, composition, and creative writing.
Any pointers on where to start researching would be appreciated!<issue_comment>username_1: This surely depends on the position as associated qualifications.
In the Canadian province of Quebec for instance, there are many universities where the language of instruction is French; I have several colleagues who emigrated to Mexico for position where the language of instruction was Spanish, and they were not initially fluent in Spanish.
So yes you can apply for such positions, but you might be asked to meet certain fluency requirements post-hiring.
Keep in mind that, even if you specialize in English creative writing, there is no guarantee you will be asked to teach in English. Presumably you will need to interface *in Spanish* with students (and staff) who are not necessarily fluent or so comfortable with English (why would they be?).
Upvotes: 2 <issue_comment>username_2: I recommend you think about this from the perspective of a student, if the shoe was on the other foot --- i.e., while you were doing your undergraduate degree, would you have been happy being taught rhetoric, composition, and creative writing (in an English-speaking university) by a university lecturer who is competent in these fields in their own language, but who is not fluent in English? I certainly wouldn't.
Having said this, I don't think you should give up on the idea --- I just think you should practice your Spanish and become fluent. In particular, practice doing some compositions and creative writing in Spanish, and explaning the techniques you used in Spanish, until you feel that you can teach the subject with appropriate fluency.
Upvotes: 0 <issue_comment>username_3: It's better to contact the university where you are applying for a job and ask them about Spanish fluency requirements. It seems obvious, though, that if you are teaching in another country, that you should be fairly fluent in the local language.
Upvotes: 0
|
2021/12/02
| 517
| 2,011
|
<issue_start>username_0: Considering how hard it is to get a PhD done due to limited resources, I was puzzled by reading about a guy in his 80s getting a doctorate. He made it clear that he has no intention to work so why would a university waste time on somebody like that?
The purpose of a PhD is to produce scientists capable of and motivated to make contributions to science. It is NOT to satisfy one's ego and pursue meaningless dreams.
Shouldn't the university instead educate someone who would actually use this degree?
<https://6park.news/massachusetts/manfred-steiner-achieves-his-dream-of-becoming-a-physicist-at-89.html>
Just to clarify: the age is irrelevant: if a 30-year-old said they want to collect a PhD as a trophy but never use it for practical needs then I think such a person should never get one, either.<issue_comment>username_1: It is not a waste of time. The PhD research itself has value, including presentations he might give about it, and in other ways.
The question is insulting to a person in his late 80s who has made a highly impressive achievement.
Upvotes: 3 <issue_comment>username_2: I would not say that universities (or rather the people working there, and in this case supervisors and professors) waste time on PhDs. For them, supervising a PhD can be very little work, and in case of more theoretical research topics not very much ressources either (the books in the library are there no matter the number of PhD students). On the other hand, no matter what the PhD student intents on doing afterwards, the produced research will result in a higher scientific output and more publications - beneficial for profs and universities.
As long as those kind of PhD students don't take paid positions, scarce resources or scholarships away from others while doing their PhD (and I highly doubt that a retired doctor is requiring funding to to a PhD), and a professor has enough time on their hand to supervise, there is really nothing bad that comes out of it.
Upvotes: 3
|
2021/12/02
| 343
| 1,469
|
<issue_start>username_0: Currently, I am falling short on recommenders for my PhD applications in the United States. I don't want to ask the professors with whom I only took a few classes as I know those letters could be weak. I have done 3 research projects and all my supervisors have already submitted letters of recommendation.
My question is whether I can ask for a letter from a professor with whom I not only had some classes, but who also viewed my undergraduate honors dissertation? I presented my presentation to my supervisor and this professor. However, while explaining my relationship with her, what will she be called? Since, it was not my Ph.D. thesis, I can't call her a member of my dissertation committee.<issue_comment>username_1: It is perfectly acceptable to ask for a reference from this person; she will be the one to decide if she knows enough about you to be able to give a reference. For reference purposes, you could reasonably refer to this academic as your "(honours) dissertation reviewer".
Upvotes: 2 <issue_comment>username_2: She sounds like a great person to ask for a letter of recommendation.
I would refer to her person as "a member of your undergraduate honors dissertation committee" or "a reviewer (or reader) of you undergraduate honors dissertation".
I think it's important to include 'undergraduate', because in some places the term dissertation almost exclusively refers to work completed in pursuit of a PhD.
Upvotes: 2
|
2021/12/02
| 623
| 2,769
|
<issue_start>username_0: **Background:** In some disciplines, a primary means of disseminating scientific results is publishing papers in peer-reviewed scientific journals. Often, the article is only available after peer-review and acceptance. If other researchers are unhappy with this already published paper, if they find errors, mistakes, problems with an analysis or interpretation, etc., the official way to address this is to write a so-called "letter to the editor" or "expression of concern." This is a short explanation of concerns that writers of that letter have about the paper. This letter will then be published, in the same journal, alongside the author's response. These letters are also peer-reviewed to filter out cranks, unjustified criticisms, or simple misunderstandings.
I think I already know how to review a paper, but how to review a letter to the editor that is raising concerns about a paper?
* Should I just say if I agree or disagree with the points made?
* Am I supposed to review the whole paper again, or just the letter?
* Can you suggest adding other issues I have with the paper to the
letter, or am I supposed to just stick to the point?
* Any other tips or things to consider?
**Ask the editor?** I do not want to ask the editor what they want, for the same reason why I don't want to ask an editor what they want when every time I review a paper. These letters are common in many fields, and there is nothing special about this peer-review. Therefore, I expect there are general guidelines about how to approach this.<issue_comment>username_1: As a reviewer, you are providing feedback to the editor. If you're unsure what is expected of you, ask the editor! They are the ones who know what they are looking for, and give you feedback on their expectations.
Upvotes: 2 <issue_comment>username_2: Giving that the paper was already evaluated as novel and suitable for the journal everithing should be in scope. So the task is reduced to check for the motivation and robustness of the comment.
Is there a misunderstanding of the paper content and conclusion?
If not, does the comment fix major mistakes in the data acquisition, their correctness and/or discussion? Or is just the commenter having a fetish for minor points / seeking attention?
If there are not major issues and/or the arguments of the comment are somewhat incremental to the paper, then they would be better communicate in a standard article, giving the appropriate discussion and reference.
In short, the referee should assess if the comment
* is crucial - and not only beneficial - for the understanding of the already published paper
or
* prevents the dissemination of a major experimental mistake or a wrong model/interpretation of the data.
Upvotes: 2
|
2021/12/02
| 1,715
| 7,194
|
<issue_start>username_0: What are the privacy implications of including a section in a CV listing information about students that one has supervised, e.g.:
>
> **PhD supervision**
>
>
> <NAME>. *Awesome thesis title* (2020).
>
>
> <NAME>. *Another awesome thesis title* (2018). Received the Northwest State University Best Thesis prize.
>
>
>
Does the answer change for other supervision contexts, e.g. postdocs, masters students or undergraduate summer projects? I am interested in both the legal and the moral dimension (e.g. "You *can* do this, but you probably shouldn't").<issue_comment>username_1: If you only list things that are a matter of public record there should be no issues at all. Presumably this is true for their dissertation titles and your advisory relationship. Universities regularly publish such things.
If you go beyond that, giving any personal information, for example, then you need to ask each person.
And I'd avoid listing students who are still in process and haven't completed unless you get their permission.
Upvotes: 4 <issue_comment>username_2: I can't and shouldn't provide legal advice, especially because what is legal and not is highly dependent on jurisdiction. I'd recommend consulting with university administration if there is any gray area or uncertainty.
For the US, the most applicable federal law is FERPA. FERPA permits disclosure of "directory information" to anyone; my understanding is that it is a school's job to inform students what they consider to be "directory information". My own institution has a page here:
<https://registrar.wisc.edu/ferpa-directory/>
Some of those items include (selected those most relevant to this question and not comprehensive):
>
> Name
>
>
> Major field(s) of study, degree sought, school/college, and student type (e.g., undergraduate)
>
>
> Enrollment status, including academic level (e.g., sophomore), full- or part-time status, and credit load
>
>
> Dates of attendance
>
>
> Total cumulative credits
>
>
> Expected graduation date/term, and intent to participate in commencement
>
>
> Degrees, honors and awards received (type and date/term granted)
>
>
> Participation in officially recognized activities and athletics
>
>
>
Based on this list, I'd consider a graduate student's name, program, and advisor to be "directory information". Their thesis is certainly an officially recognized activity, and their graduation status including an expected graduation for students not yet finished is also explicitly listed. My interpretation, therefore, is that there is no problem in sharing this information in a CV.
Further, I think advisors should definitely be proud of their students and should credit their students for their achievements. I see no moral imperative against including this sort of thing in a CV. It's also common practice in my field for advisors giving research talks to name their lab personnel, including students, in all of their talks. Published papers and theses are part of the academic record and there is no reason to hide them.
I'd recommend care in consistently representing the work of different students, and consider carefully any requests to omit particular information at a student's request, but I do not see a need to get any prior permission to list advised students in a CV.
Upvotes: 4 <issue_comment>username_3: Since theses are published, and since at all universities I know of the thesis contains both the title, the year, and a list of the names of the student's supervisor and committee members, it is already public information that you are the supervisor of a student. As such, there should be no legal implications to you repeating what is already public.
Upvotes: 7 [selected_answer]<issue_comment>username_4: Here’s a slightly different perspective: in CVs I submit to a particular granting agency, I *must* report the name of students I claim to have supervised. I am asked to obtain permission from the students to disclose their name as part of the application process (if student does not give permission, I can include details in some specific way - not sure as this has never happened to me that a student refused permission).
Clearly this was put in place because of past abuse: it’s easy (maliciously or not) to overcount the number of students supervised if the students are nameless, but harder if you need to supply a name to each supervised student.
I have seen too many CVs where people claim to have supervised “hundreds of students” (never names) and I am now in the habit of openly challenging such assertions in my comments to grants I myself review.
As a result, I see the inclusion of student names on a CVs as something positive. I do let students know their name appears on CV-type documents.
Upvotes: 3 <issue_comment>username_5: I would not add a name of a student I supervised. It does not add anything to your CV. You are including personal data of third persons and considering a weighing of interests this is not justified (IMHO).
The one exception I can think of, is if they made a stellar carrier and are well-known in their field or even won a prestigious award.
If you want to show the actual number of supervised works, list the titles. That would show what kind of work was done and the spectrum of the topics you supervised.
Upvotes: -1 <issue_comment>username_6: Disclaimer: This answer comes with the bias of a euro-centric perspective:
TLDR: Not all theses or even summer internships are publicly available and the answer also has privacy implications for the recipient.
As suggested by @erstwhile editor in a comment to another answer, not all theses get published. IMHO, it is more likely for PhD theses to be published online than bachelor theses or even the reports of summer internships. Therefore, disclosing this information may come with an inherent risk.
I would like to add another perspective on this topic. This question does not only include the owner of the CV and the listed student(s), but also the receiving person/agency. You should be aware on whether the recipient wants this information in the first place. It is one thing, if the recipient specifically asked for names (& possibly permissions) to be listed (as explained in @username_4 answer). Yet, it is a completely different question if the recipient did not. In this case, you are basically passing along the legal & moral hassles of possessing this information onto them, which they either may not like or, worse, not even be allowed to handle. If this is the case, they may delete this information (or the full document) to avoid any legal hassle. This in turn may have negative consequences on your end like a missed deadline. Please, be aware that this represents a worst-case scenario only.
(While you may be aware that you have permission to include the students' names, the recipient may not necessarily be aware of that.)
Therefore, if somebody wants a CV from you, why not ask about any potential preferences regarding style, information included & the like. Since the recipient very likely gets a decent number of CVs, they like them in a standardized format anyway.
Upvotes: 2
|
2021/12/02
| 591
| 2,514
|
<issue_start>username_0: I am one of the teaching assistants for a course with multiple TAs. However, the professor keeps sending all the important information regarding the course, like when the exams are, information about assignments, and all other such things only to one specific TA. We, the other TAs, get to know about it only through them.
It might have been easier to understand if the course was offline and that specific TA was somehow more available. But in our case, the course is going on online, and it is just a matter of sending the same email to us also. I tried to ignore this at first, but it starts to get annoying when any information has to go through a middleman before it reaches us.
What might be the reason for professor doing this? Earlier, I was wondering if the professor was somehow annoyed at us, or if we did something wrong; but he seems fine, when I talked to him. What do you think we can do to address this problem?<issue_comment>username_1: I don't find it especially unusual, but would interpret it as mere convenience for the professor. Perhaps he made an agreement with that person to interface with the larger group. A busy person might want such an "assistant".
He may also expect, or at least hope, that your questions will be filtered through this person also, with answers bounced back to everyone as needed.
I don't think there is anything to be done, unless you want to ask him why he does this. Or have a conversation with that "special" TA.
Upvotes: 5 [selected_answer]<issue_comment>username_2: At some institutions, it is common that one of the TAs (the senior one, usually) becomes "head TA" or "TA in charge", and their extra-job is to coordinate the other TAs, so that the professor would have a single point of contact. This makes things much easier for the professor.
I'd guess that either this is a common behavior in that institution (for courses with a large staff), or this is the way of the professor to make their life easier by dealing with only one TA instead of having the same conversations many times separately with each TA.
Upvotes: 5 <issue_comment>username_3: >
> What do you think we can do to address this problem?
>
>
>
Talk to the professor. Mention that the emails only go to one person and ask if the expectation is that they should forward them immediately to the group, or something else.
For all we know the professor is not that tech-literate and thinks they are on a group email chain or something. Just ask.
Upvotes: 3
|
2021/12/02
| 412
| 1,875
|
<issue_start>username_0: So you might be thinking that my school invades the privacy of the students, but the question is at what point should it be private?
The reason I am asking this is because one of my classmates just got caught searching for illegal things (messed up things like that page with a 34) by checking into the browser history. Now the accounts need to be checked once in a while, so is it okay to spy on students like this?<issue_comment>username_1: As <NAME> has already written, "it depends" on country where this took place, and possibly on other things.
Your post isn't clear whether your classmate was using a university resource like a computer, or perhaps using a university network. If your classmate was using university resources, including university computer or network, then what the university did was probably OK. It is not unusual for a university to monitor how their resources were used.
Upvotes: 2 <issue_comment>username_2: Checking tthe browser history is probably not OK, at least ethically, and surely not OK on a private computer. On a university computer it is debatable, but not needed. Reading mail would be clearly wrong (ethically) and illegal in many countries.
If the university network was used, the browser history is not needed. The University surely monitors the traffic over the university network and knows which computer accesses what, like any other ISP would know. There are surely rules on what can the university network be used to and following these rules can be enforced.
Similarly, university data storage may be dedicated to only certain kind of study and work related data and other stuff like personal photographs (more likely to be ignored), mp3 collection or downloaded films (less likely to be ignored) may be forbidden and even searched for by some automatic scripts.
Upvotes: -1 [selected_answer]
|
2021/12/03
| 1,518
| 6,373
|
<issue_start>username_0: There are several questions about tense use in paper writing. My question is specific to the results section. What tense should it be used when reporting the results of the paper itself?
"Two groups out of three had a higher incidence of..."
"Group A is taller than group B"
I guess both might work but I can't find any good rule to follow.<issue_comment>username_1: The results section, as the name itself suggests, 'reports' the findings. Reporting should take place in the past tense in a passive voice. That would be the first sentence you quote.
Additional thoughts:
While the past tense clause is difficult to argue against, some may argue that active voice is easier to read and perhaps should be preferred. It may boil down to preference, and you may have your own, as long as you stay consistent within the section/article. Make sure it does not conflict with reporting, see the other answer on that.
Upvotes: 3 <issue_comment>username_2: There is one important difference between
>
> Group A is taller than group B.
>
>
>
and
>
> Group A was taller than group B.
>
>
>
When you write in the present tense, you claim that your finding is always true, in the sense of an eternal truth. There is nothing wrong with reporting results in the present tense if that is what you want to express. However, if some other paper reports results that contradict your findings such a general statement quickly becomes wrong.
So scientist usually are careful with what they say, and a statement in the past tense, if it reflects your observations, will always be true in the framework of your paper. Conflicting findings cannot possibly invalidate your statement in any way, because you simply reported how it *actually was*.
So there is basically no rule that you follow when writing in past tense, it is a decision you take about what you want to express.
Upvotes: 3 <issue_comment>username_3: #### You can use either (so long as it is clear when your findings were made)
Contrary to other answers here, I see nothing wrong with reporting results in the present tense. When you read old newspapers from a century or two ago, and they write in the present tense, you don't take that to mean that the things in them are still true, and you don't consider it an error on the part of the writer if something they assert is no longer true --- "Even with the arrival of the username_3z Patent-Motorwagen, the horse and buggy is still the favoured method of transfort for society ladies".
Any sensible reader of an academic paper understands that the assertions made relate to research conducted *at that time* and that assertions about the state of the world related to the time and place under consideration in the research. In particular, when you refer to groups of research participants, it is understood that you are referring to a particular group of people as they existed at the time of the research. (If this were not true, how would we ever report age data for such groups?)
I disagree with the other answer here asserting that writing in the present tense makes a claim that something is "eternally true". That is simply ridiculous --- people make assertions in the present tense all the time, and they rarely intend these assertions to contain eternal truths. To the contrary, any sensible reader will interpret writing in the present tense as meaning that the relevant facts are asserted to be correct at the time of the research (i.e., usually about a year or two prior to publication).
In terms of which tense is better, that is contextual, and you will need to use your best judgment as to what sounds clearer and more accurate. Either tense should be legitimate so long as it is clear to the reader (often from context) when the findings were made. Unless there is a good reason to the contrary, present tense will usually be interpreted as referring to the time at which the research was conducted. Past tense is a bit trickier --- depending on context, it might be interpreted in this same way, or it might be interpreted as meaning that the asserted fact was true at some time prior to the research being conducted. If you are using past tense, you should be careful to ensure that you are not implicitly suggesting a contemporaneous change in facts occuring at the time of the research --- e.g., saying "Group A was taller than group B" might suggest that they are no longer taller now.
Upvotes: 2 <issue_comment>username_4: The results of a paper aren't really observations about how the world is: they are the results of measurements made, or analyses done. I think it's more natural to report these in the past tense, because even when you are writing the paper, the analyses were done in the (hopefully recent) past.
For example, you wouldn't really write
>
> Group A is taller than Group B.
>
>
>
You would write something like
>
> The average height in Group A was 3.7cm [2 SD] greater than the average height in Group B.
>
>
>
I want to write "was" here, because it could be replaced with "was found to be" or "was calculated to be". It is not wrong to say "is", but it feels unnatural to me.
---
There are some situations where "is" feels more natural - when you're really reporting on something out there which doesn't require any new analyses. For example:
>
> In Smith et al.'s data set, every member of Group A is taller than every member of Group B, which is a striking difference.
>
>
>
The data set is fixed in time and eternal; a "was" here would imply that the data set was corrected later. But we'd write
>
> Smith et al. found a statistically significant difference between the heights of Group A and Group B
>
>
>
because they found this difference in the past.
Upvotes: 1 <issue_comment>username_5: Both are common. The present tense is more lively and it has one other advantage: It allows you to separate what **you** did from what previous authors have done. "The chemical reactions are divided into three groups, whereas Adam et al. (2021) divided them into two groups."
Unless an event definitely occurred in the past, such as "the comet impacted Jupiter", I always use the present tense: "The results show ...", "The values are calculated with ...". The choice of tense should be uniform; unnecessarily switching between tenses would be confusing.
Upvotes: 0
|
2021/12/03
| 1,630
| 6,818
|
<issue_start>username_0: I am a PhD student in a program where everyone is funded by the department by default, generally through teach, but many students are sometimes funded their advisor. The upside to being funded by your advisor is basically that you don't have to teach, and funding after 5 years isn't guaranteed anymore.
I work in STEM and many people in my field get funding from the NSA, DOD, DHS, or other military groups. I personally would not feel comfortable accepting money that comes from such sources, due to my personal ethics. I am unsure of where my advisors funding comes from, this being the issue.
How do I politely bring up this issue with my advisor? It is important to me but I have a good relationship with my advisor and I don't want to seem ungrateful or like I'm criticizing them.<issue_comment>username_1: The results section, as the name itself suggests, 'reports' the findings. Reporting should take place in the past tense in a passive voice. That would be the first sentence you quote.
Additional thoughts:
While the past tense clause is difficult to argue against, some may argue that active voice is easier to read and perhaps should be preferred. It may boil down to preference, and you may have your own, as long as you stay consistent within the section/article. Make sure it does not conflict with reporting, see the other answer on that.
Upvotes: 3 <issue_comment>username_2: There is one important difference between
>
> Group A is taller than group B.
>
>
>
and
>
> Group A was taller than group B.
>
>
>
When you write in the present tense, you claim that your finding is always true, in the sense of an eternal truth. There is nothing wrong with reporting results in the present tense if that is what you want to express. However, if some other paper reports results that contradict your findings such a general statement quickly becomes wrong.
So scientist usually are careful with what they say, and a statement in the past tense, if it reflects your observations, will always be true in the framework of your paper. Conflicting findings cannot possibly invalidate your statement in any way, because you simply reported how it *actually was*.
So there is basically no rule that you follow when writing in past tense, it is a decision you take about what you want to express.
Upvotes: 3 <issue_comment>username_3: #### You can use either (so long as it is clear when your findings were made)
Contrary to other answers here, I see nothing wrong with reporting results in the present tense. When you read old newspapers from a century or two ago, and they write in the present tense, you don't take that to mean that the things in them are still true, and you don't consider it an error on the part of the writer if something they assert is no longer true --- "Even with the arrival of the username_3z Patent-Motorwagen, the horse and buggy is still the favoured method of transfort for society ladies".
Any sensible reader of an academic paper understands that the assertions made relate to research conducted *at that time* and that assertions about the state of the world related to the time and place under consideration in the research. In particular, when you refer to groups of research participants, it is understood that you are referring to a particular group of people as they existed at the time of the research. (If this were not true, how would we ever report age data for such groups?)
I disagree with the other answer here asserting that writing in the present tense makes a claim that something is "eternally true". That is simply ridiculous --- people make assertions in the present tense all the time, and they rarely intend these assertions to contain eternal truths. To the contrary, any sensible reader will interpret writing in the present tense as meaning that the relevant facts are asserted to be correct at the time of the research (i.e., usually about a year or two prior to publication).
In terms of which tense is better, that is contextual, and you will need to use your best judgment as to what sounds clearer and more accurate. Either tense should be legitimate so long as it is clear to the reader (often from context) when the findings were made. Unless there is a good reason to the contrary, present tense will usually be interpreted as referring to the time at which the research was conducted. Past tense is a bit trickier --- depending on context, it might be interpreted in this same way, or it might be interpreted as meaning that the asserted fact was true at some time prior to the research being conducted. If you are using past tense, you should be careful to ensure that you are not implicitly suggesting a contemporaneous change in facts occuring at the time of the research --- e.g., saying "Group A was taller than group B" might suggest that they are no longer taller now.
Upvotes: 2 <issue_comment>username_4: The results of a paper aren't really observations about how the world is: they are the results of measurements made, or analyses done. I think it's more natural to report these in the past tense, because even when you are writing the paper, the analyses were done in the (hopefully recent) past.
For example, you wouldn't really write
>
> Group A is taller than Group B.
>
>
>
You would write something like
>
> The average height in Group A was 3.7cm [2 SD] greater than the average height in Group B.
>
>
>
I want to write "was" here, because it could be replaced with "was found to be" or "was calculated to be". It is not wrong to say "is", but it feels unnatural to me.
---
There are some situations where "is" feels more natural - when you're really reporting on something out there which doesn't require any new analyses. For example:
>
> In Smith et al.'s data set, every member of Group A is taller than every member of Group B, which is a striking difference.
>
>
>
The data set is fixed in time and eternal; a "was" here would imply that the data set was corrected later. But we'd write
>
> Smith et al. found a statistically significant difference between the heights of Group A and Group B
>
>
>
because they found this difference in the past.
Upvotes: 1 <issue_comment>username_5: Both are common. The present tense is more lively and it has one other advantage: It allows you to separate what **you** did from what previous authors have done. "The chemical reactions are divided into three groups, whereas Adam et al. (2021) divided them into two groups."
Unless an event definitely occurred in the past, such as "the comet impacted Jupiter", I always use the present tense: "The results show ...", "The values are calculated with ...". The choice of tense should be uniform; unnecessarily switching between tenses would be confusing.
Upvotes: 0
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2021/12/04
| 1,579
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<issue_start>username_0: A few days ago, I received an email from the IEEE copyright team informing me that one of my articles had been removed from my researchgate account due to a copyright violation. However, after the 24th month of the embargo period, I published my paper on researchgate. In response to my request, IEEE stated that even after the embargo period, I am not permitted to upload articles in any public repository other than my institution's public repository.
Can a journal prohibit an author from releasing the article after the embargo in a public repository/website, such as ResearchGate?
PS: The posted article is 20~25% extended work.<issue_comment>username_1: The results section, as the name itself suggests, 'reports' the findings. Reporting should take place in the past tense in a passive voice. That would be the first sentence you quote.
Additional thoughts:
While the past tense clause is difficult to argue against, some may argue that active voice is easier to read and perhaps should be preferred. It may boil down to preference, and you may have your own, as long as you stay consistent within the section/article. Make sure it does not conflict with reporting, see the other answer on that.
Upvotes: 3 <issue_comment>username_2: There is one important difference between
>
> Group A is taller than group B.
>
>
>
and
>
> Group A was taller than group B.
>
>
>
When you write in the present tense, you claim that your finding is always true, in the sense of an eternal truth. There is nothing wrong with reporting results in the present tense if that is what you want to express. However, if some other paper reports results that contradict your findings such a general statement quickly becomes wrong.
So scientist usually are careful with what they say, and a statement in the past tense, if it reflects your observations, will always be true in the framework of your paper. Conflicting findings cannot possibly invalidate your statement in any way, because you simply reported how it *actually was*.
So there is basically no rule that you follow when writing in past tense, it is a decision you take about what you want to express.
Upvotes: 3 <issue_comment>username_3: #### You can use either (so long as it is clear when your findings were made)
Contrary to other answers here, I see nothing wrong with reporting results in the present tense. When you read old newspapers from a century or two ago, and they write in the present tense, you don't take that to mean that the things in them are still true, and you don't consider it an error on the part of the writer if something they assert is no longer true --- "Even with the arrival of the username_3z Patent-Motorwagen, the horse and buggy is still the favoured method of transfort for society ladies".
Any sensible reader of an academic paper understands that the assertions made relate to research conducted *at that time* and that assertions about the state of the world related to the time and place under consideration in the research. In particular, when you refer to groups of research participants, it is understood that you are referring to a particular group of people as they existed at the time of the research. (If this were not true, how would we ever report age data for such groups?)
I disagree with the other answer here asserting that writing in the present tense makes a claim that something is "eternally true". That is simply ridiculous --- people make assertions in the present tense all the time, and they rarely intend these assertions to contain eternal truths. To the contrary, any sensible reader will interpret writing in the present tense as meaning that the relevant facts are asserted to be correct at the time of the research (i.e., usually about a year or two prior to publication).
In terms of which tense is better, that is contextual, and you will need to use your best judgment as to what sounds clearer and more accurate. Either tense should be legitimate so long as it is clear to the reader (often from context) when the findings were made. Unless there is a good reason to the contrary, present tense will usually be interpreted as referring to the time at which the research was conducted. Past tense is a bit trickier --- depending on context, it might be interpreted in this same way, or it might be interpreted as meaning that the asserted fact was true at some time prior to the research being conducted. If you are using past tense, you should be careful to ensure that you are not implicitly suggesting a contemporaneous change in facts occuring at the time of the research --- e.g., saying "Group A was taller than group B" might suggest that they are no longer taller now.
Upvotes: 2 <issue_comment>username_4: The results of a paper aren't really observations about how the world is: they are the results of measurements made, or analyses done. I think it's more natural to report these in the past tense, because even when you are writing the paper, the analyses were done in the (hopefully recent) past.
For example, you wouldn't really write
>
> Group A is taller than Group B.
>
>
>
You would write something like
>
> The average height in Group A was 3.7cm [2 SD] greater than the average height in Group B.
>
>
>
I want to write "was" here, because it could be replaced with "was found to be" or "was calculated to be". It is not wrong to say "is", but it feels unnatural to me.
---
There are some situations where "is" feels more natural - when you're really reporting on something out there which doesn't require any new analyses. For example:
>
> In Smith et al.'s data set, every member of Group A is taller than every member of Group B, which is a striking difference.
>
>
>
The data set is fixed in time and eternal; a "was" here would imply that the data set was corrected later. But we'd write
>
> Smith et al. found a statistically significant difference between the heights of Group A and Group B
>
>
>
because they found this difference in the past.
Upvotes: 1 <issue_comment>username_5: Both are common. The present tense is more lively and it has one other advantage: It allows you to separate what **you** did from what previous authors have done. "The chemical reactions are divided into three groups, whereas Adam et al. (2021) divided them into two groups."
Unless an event definitely occurred in the past, such as "the comet impacted Jupiter", I always use the present tense: "The results show ...", "The values are calculated with ...". The choice of tense should be uniform; unnecessarily switching between tenses would be confusing.
Upvotes: 0
|
2021/12/05
| 777
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<issue_start>username_0: I recently received an invitation to review a paper for publication in an MDPI journal. This is the first time I am being invited to review. I do feel qualified to do it since I have several publications relevant to this topic. However, in the invitation e-mail, I am greeted as Dr.- which reveals to me they are under the impression I hold a PhD, when in fact I am still an undergraduate. Should I decline and correct them or should I accept the invitation? My advisor feels it would be good for my CV but I have qualms about capitalising on a misunderstanding.<issue_comment>username_1: You have several publication related to the topic.
You were selected as potential referee for your work not for your title.
One can eventually discuss the correctness of the journal (though, why the journal should know if your contributions were made by a student or a doctor?) but you can certainly accept the task if you feel that you can review the paper.
(Note that this shall be done by every referee no matter of experience).
Your supervisor is right. Eventually, you can ask her/him if you feel too soft or too harsh on some points, or whenever you feel unsure. A common behaviour of young scientists is to overestimate minor details, or asking for citation of whatever contribution they have made so far, etc. The supervisor can likely find some minutes to go through your report.
Often, while taking the final responsibility of the report, supervisors assign part of the review of proceedings or papers to suitable students in their group as a way to make them familiar with an academic research aspect. This time, you were directly invited. So have a look at the manuscript. If you have something reasonable to say, go ahead.
**Edit**:Thanks to the comment by Wettenschaap I am not so sure my answer still applies. While I can repeat every single word as far your concern (being just a student) is considered, I am not sure if it is worth putting time and energies in reviewing for a journal of that publisher. However, you won't be oblige to put your referee activity in a CV, or you can mention it without giving much details. So you can still do the task and get the related experience. If so, do it seriously.
Upvotes: 4 [selected_answer]<issue_comment>username_2: >
> I am greeted as Dr.- which reveals to me they are under the impression I hold a PhD, when in fact I am still an undergraduate
>
>
>
What probably happened is that the editor(s) searched the literature for related papers, and then assumed all the authors have PhD degrees. After all that's most probable title for the authors. "Prof" is the other title, but there are a lot of authors who are not professors. They could have researched you in more detail, but with a hundred reviewer every day and not every author being easily Googleable (in my experience, this is especially the case for Chinese authors) this assumption saves a lot of time.
I'm with your advisor here. If you are qualified to review, you should, and you can put it on your CV. Wetenschaap mentioned in a comment that you might not want to put anything MDPI-related in your CV, but it really shouldn't cause much harm if at all, because you are doing reviewing which everyone agrees is something that needs to be done.
Upvotes: 3
|
2021/12/05
| 539
| 2,150
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<issue_start>username_0: I got a job at a university in the UK. When I got the offer, the working hours were 38h per week. When they sent the contract to sign, it says, minimum of 38h and the university will from time to time ask to work extra hours without further remuneration. Is this normal in the UK? Should I discuss this with my supervisor to remove this clause?
In the salary it said 36000/ year prorata; what is prorata? As I understand it is based on hours, so should the salary increase if I worked extra hours? Is this correct?<issue_comment>username_1: I guess it's hard to answer this without seeing the detail of the contract. However, in general I think this is fairly normal language in contracts for jobs that pay a salary rather than an hourly wage. Basically the idea is that you are paid to complete assigned duties, and you are expected to manage your time accordingly. If you end up having to work late one night to finish preparing your lecture for the next day, you can't ask to be paid overtime.
Generally in UK academia nobody will track your working hours.
The phrase 'pro rata' generally implies that a job can be taken part-time. If you agree that you will only ever work 3 days a week, you would be paid 3/5 x £36000 = £21600. Unfortunately it does not imply you can work more than 100% and get more money.
By all means ask your supervisor to clarify what that part of the contract means. You could also *ask* if they will change it, but I suspect they will be unwilling to do so.
Upvotes: 5 <issue_comment>username_2: This is absolutely standard language, not just in UK academia, but most salaried jobs in the UK. Your chances of having this removed are next to zero.
The biggest decider for how much and when you work will be your supervisor, rather than any contractual terms, so it is important to glean what the working culture is from others that work with the same supervisor.
Uk academics are just starting a period of work to rule, and this stuff makes it very difficult. Another term you will probably see is when your duties are listed, it will end with "and any other reasonable request".
Upvotes: 4
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2021/12/05
| 1,497
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<issue_start>username_0: I'm joining a US university as a tenure-track assistant professor in January. I was previously told that I will teach 1 undergraduate course in the spring semester which will start in the 2nd week of January. Despite sending multiple emails, I was unable to find out *which* course I would be teaching. The only answer I got so far is that "details about the teaching assignment will be sent out in due course".
I find this a bit concerning, as I think it will be very difficult to prepare an undergraduate course in just a few weeks that I have never taught before, while moving my family (with two small kids) across the continent during the December holiday season. However, maybe this is what I should expect. Thus my question:
**How soon before the start of the term can one to expect to find out about the teaching assignment?**<issue_comment>username_1: These are not normal times but you should still normally know by now. Even if it is not yet “official”, i.e. the Dean or someone higher up has not formally assigned you course(s), the Chair should have a very good idea of what you will be teaching.
Where I work the Chair submits recommendations for teaching loads to the Dean in March for the academic year starting in September, and the Dean officially informs instructors in late June/early July.
I don’t remember when we last had a January start, and lots of people are moving (albeit not at Xmas time), so you are not unique in that, but I have a friend starting in January at another school and she was given teaching duties months ago.
Upvotes: 3 <issue_comment>username_2: It's not at all typical, but it happens, especially in the current environment of pandemic, mask mandates, mixed online classes, and uncertainty about enrollment.
Based on my experiences, the department probably has a pretty good idea of what course(s) they want you to teach. However the schedule is not set in stone until almost the first day of classes. E.g., there is a chance that some other course taught by someone more senior will be cancelled because of low enrollement, and that person might get "your" course instead, and you'll get "bumped" to some other course. On the totem pole, you're above the adjuncts, but below most full-time people. Or, e.g., it's possible that the course you're now penciled in for won't run, and you'll be given some oher course, perhaps "bumping" an adjunct.
The department probably has a pretty good idea of its second choice for your course might be. However they don't really know you yet, and, I'm guessing, perhaps based on their past bad experiences with other people, are afraid that if they give you too much information in writing, you will then complain (or even sue) if you end up teaching something other than what they originally planned. Perhaps next semester, after they get to know you better, they'll tell you more earlier. Or perhaps they don't tell anyone, in order to increase their flexibility to re-schedule at the last moment.
Upvotes: 3 <issue_comment>username_3: My experience is that in “normal” circumstances you know what you’re teaching well before the academic year starts, but that as soon as you’re in an “unusual” situation (eg your original class gets cancelled for under-enrollment, or your situation of getting hired mid-year) then it’s likely to get decided very last minute. The point is that you have to cover all the classes and you don’t want to re-assign someone who is already assigned a class, so you need to keep flexibility for those last few classes.
Upvotes: 2 <issue_comment>username_4: The actual answer to the question is, sadly, sometime between when it is possible and when it is convenient. But, I think that in your case it is approaching the time when it amounts to abuse (maybe too strong a word). It is possible that the administration doesn't understand the constraints of moving and such that are making the problem harder than it would be otherwise.
Most faculty (not newbies) usually know long in advance unless there are special circumstances. Some last minute changes do happen, since, for example, people leave or die. A scramble ensues. But usually the last minute changes are reasonable, as an experienced instructor can be found for that course, even someone who has taught it before in many cases. But an experienced instructor also has many tricks for ramping up a course quickly, especially if there are materials available from earlier instantiations.
It is much harder for a new, inexperienced, instructor, so they should be given longer than usual notice. For an experienced instructor, a couple of weeks is usually enough to "throw together" enough materials to get started and have an overall plan, even if some things still need development.
But, ideally, two things should happen, and they often do. First, a university does well to ease new faculty into the classroom with easier, and even lighter, assignments for a year (say). There is a lot for a tenure track professor to work in to in the first year or so. Also, ideally, such folks should be given a say in what they will teach, even if others need to yield favorite courses.
I'm assuming, of course, and hopefully not in vain, that people like department heads and deans really want the educational process to be done well and for new faculty to become productive in a *mutually beneficial* way. I worry that this is being neglected in your case.
However, as soon as you know what you are to teach (and accept it), try to get, from other faculty, any materials they have on the course, assuming it is regularly given. Consult with anyone available to get their sense of how to make it work. Don't neglect that the first few class sessions are important in setting the tone of a course as well as the expectations of the students.
Without all the other hassles (moving, etc) a month should be sufficient, but expect to have to lean on other people for help in this situation, both at home and at work.
Upvotes: 3 <issue_comment>username_5: For what it's worth, my department sent around teaching assignments for most everyone last week. Mine was for a course that I suspected would not make it because of low enrollment, and we pulled the plug on it on Friday. So I only learned my real assignment on Friday December 3.
I won't say that that's "typical", but what's typical anyway these days.
Upvotes: 0
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2021/12/05
| 1,322
| 5,476
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<issue_start>username_0: The university I'm attending for gradaute school offers programs that give you official certification in university teaching. The program consists of taking teaching workshops, participating in teaching sessions, and things like this.
My question is, how much attention would a hiring committee pay to something like this, on a scale from "don't care at all" to "mildly care about it"? I certainly don't expect it to be a big factor, but I want to understand how much of a factor it is.<issue_comment>username_1: Obviously different individuals, and different hiring committees, will have different responses. On the whole I doubt they will care very much about the certificate itself.
However, if the course helps you think more critically about your teaching, or introduces you to different ways of doing things, or even just teaches you some pedagogical jargon: it may allow you to write a stronger teaching statement, and talk more intelligently about teaching matters during an interview. This can be a significant advantage, if the school cares about such things.
Upvotes: 3 <issue_comment>username_2: In the UK, some universities require new faculty members to complete one of these certifications as a condition of passing probation. If you've already got a certification at a sufficient level [\*] from your previous institution, that can save you some time and effort during a period when you would, in any case, be very busy.
[\*] There are two levels of certification in the UK: one leading to associateship of the Higher Education Academy, one leading to fellowship of the Higher Education Academy.
Upvotes: 4 <issue_comment>username_3: If you've earned that certificate then certainly cite it an application for an academic job. It may help and shouldn't hurt.
If you're considering signing up then I suggest you do, because you might become a better teacher - a worthwhile goal whether or not it strengthens a job application some day.
Upvotes: 3 <issue_comment>username_4: I was at a name-brand R1 (in the US) and did one of these certificates. In my experience, more teaching-oriented positions (SLAC and R2, mostly) saw it as a positive signal of my commitment to teaching vs research only (which would usually be assumed given my university). It was especially useful since my university didn’t let students work as instructors of record and TA appointments were also pretty rare.
I was often asked about it and I was told by certain faculty that it assuaged concerns about using an interview slot for someone from my university. After that point, it was more about the answers I gave to teaching-oriented questions that got me through…which I felt the teaching certificate helped me prepare for in terms of my knowledge of pedagogy etc.
Upvotes: 5 [selected_answer]<issue_comment>username_5: Apart from teaching institutions, and teaching oriented colleges, universities etc., such accredited teaching certifications bear **NO** significance, and don't add normally any advantage to your applications.
Hence:
>
> My question is, how much attention would a hiring committee pay to
> something like this, on a scale from "don't care at all" to "mildly
> care about it"?
>
>
>
the answer is (apart from teaching institutes) "*Don't care at all*"!
Upvotes: -1 <issue_comment>username_6: Qualification inflation is everywhere in academia. I think the correct answer to your question is: Attitudes are changing rapidly.
The concept of teaching certifications seems to have originated with the 1997 [Dearing Report](https://en.wikipedia.org/wiki/Dearing_Report). Ten years ago, nobody had heard of university teaching certifications, at least in the USA. The related [CIRTL](https://www.cirtl.net/about) was created in 2003. The [UKPSF](https://www.heacademy.ac.uk/sites/default/files/resources/UKPSF_Impact_Study_Report.pdf) was introduced in 2006. I expect that in 10 years, 90% of new faculty will have a certificate, simply because faculty supply exceeds demand in most of higher education.
Upvotes: 0 <issue_comment>username_7: It will have next to 0 impact if you apply at most Canadian universities. Canadian institutions (and no doubt others) are desperate to monetize everything they can and show ”value added” for various reporting requirements.
As there is no clear and commonly accepted guidelines on what one is required to do for such certificates, they are largely meaningless except possibly internally. Basically, it’s the Wild West.
As practical examples, many Canadian universities are now creating EDI certificates (Equity, Diversity, Inclusiveness) so that staff can have proof they have completed some EDI training. Some universities will ask that you participate in “mentoring workshops” in order to supervise graduate students; some give certificate for this as well. Some now offer certificates of English as second language for international students as a requirement for admission.
Don’t get me wrong: some of the stuff out there is useful. You can get certificates in a kinds of stuff - say - Excel, Word, basic html, basic Python, etc and you have proof of completion. However, the value of these would be primarily personal.
If you have heard good things about this or that teaching certificate, then you should consider it as you might get some insights into teaching, resources, some techniques etc, but this would be highly dependent on the actual contents and the instructor.
Upvotes: 1
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2021/12/05
| 1,070
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<issue_start>username_0: On [1 to 3 December 2021](https://www.bbc.com/news/education-59415694), the [University and College Union (UCU)](https://en.wikipedia.org/wiki/2018%E2%80%932021_UK_higher_education_strikes#Industrial_action_December_2021) initiated industrial action. This affected my daughter because her tutorial instructors went on strike. Her Department confirmed the 3 tutorials she missed will not be made up or restituted.
My daughter pays the pricier Overseas fee around £30,000. Is she entitled to a pro rata refund of her International fee? E.g. the cost of these three tutorials?<issue_comment>username_1: I seriously doubt that any refunds will be given and also doubt whether they are warranted. You attend university for an education and learning isn't measured in "seat time".
It would be proper for the instructors to compensate somehow so that learning isn't impaired, but that doesn't necessarily mean holding lecture/tutorial sessions. There are a lot of ways to assure that students learn when there is some disruption. I suspect that the overall effect or intent isn't to just chop off the learning after a certain point.
It would be too easy to argue the above in any legal proceeding and, I think most people could be convinced, even if they haven't thought of it before.
And three days is a very short period of time in any case. I suspect that the three missed tutorials weren't all in the same class/subject.
It also seems to be the case that some of the things that the strike was seeking would actually benefit students; workload, for example.
---
Note also that higher education is heavily subsidized by government (tax funds) in most places, so what you might be "due" in any case is likely a lot less than you'd think. It isn't like buying Cadbury Chocolate.
Upvotes: 2 <issue_comment>username_2: UK Universities are regulated by the [Office for Students (Ofs)](https://www.officeforstudents.org.uk/). The OfS have released a [statement (briefing note)](https://www.officeforstudents.org.uk/media/5c773fe4-3902-43c4-8aaa-778c048538ae/provider-briefing-note-industrial-action-nov-2021.pdf) regarding the industrial action and what Universities must do to minimise any negative impact on students. Quoting from this document:
>
> We expect providers to take all reasonable steps to avoid or limit disruption to students. We also expect providers to make up for any teaching time or learning that students lose. **For example, providers might make up for lost teaching time later in the academic year or offer full or partial fee refunds**. Any changes made to examinations or other assessments should not disadvantage students, while also maintaining standards. Providers should communicate regularly and clearly with students to ensure they understand the impact that disruption will have on their studies and the steps being taken to mitigate the impact of any disruption.
>
>
>
So fee refunds are an option for universities, but probably very unlikely since the strike is 3 days and relatively little teaching has been lost which can be made up for in other ways. There have been regular strikes like this over the last 5 years or so and I don't recall any tuition refunds being made in the past.
If the University's response is not acceptable to a student they must first raise this with the appropriate body at the University. If a satisfactory response is not received the student may make a complaint to the [Office of the Independent Adjudicator for HE](https://www.oiahe.org.uk/).
Realistically it is better to work with the Student Union at the university in question who exist to represent students both at the University and national level. Interestingly, according to the [National Union of Students](https://www.nus.org.uk/), students are generally [supportive of the UCU strike](https://www.nus.org.uk/articles/student-views-on-ucu-strikes-revealed-by-nus). At present there doesn't appear to be any action planned by student unions in response to the strike.
Note: the topic of fee refunds has also come up with regards to Covid interruption and as far as I'm aware no refunds have been made.
Upvotes: 5 [selected_answer]
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2021/12/05
| 1,105
| 4,668
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<issue_start>username_0: **Background**
I am a postdoc in theoretical physics and have severe [dyslexia](https://en.wikipedia.org/wiki/Dyslexia). A consequence of my dyslexia is that I have a very low reading ability and comprehension level - in the lowest 1st percentile.
It is very hard for me to read a single paper - to learn new topics I often find it easier to jump around different sources of information extracting key bits from each (something I believe is common in dyslexics).
(Note: I want to make it slightly clear that the struggles of someone with dyslexia are different from those who are not native speakers)
**Situation**
I have recently been asked to do my first peer-review - something I knew would eventually happen and something I have been dreading. I know the importance of peer review for academia and therefore it is not something I want to try and get out off.
**The question**
Are there any (well-tested) techniques to aid in good, efficient and fun peer reviewing for someone who has difficulty with comprehension?<issue_comment>username_1: Let me suggest a strategy. It depends on the paper to be reviewed not requiring extreme confidentiality. A variation on this technique is used fairly often by senior professors.
Find one or two students at the university. I'd suggest two, actually, and work together as a team to analyze and discuss the paper. Depend on them for the written stuff and use your own knowledge and background to fill in things they need to know to understand the work.
Having two students lets you encourage them to work together to explore the topic further without you needing to always be in the loop. Meet as necessary, say an hour per week.
The students will actually benefit from this if the paper is at all related to their studies. Even undergraduates can benefit from a deep, but guided, look at current work. They will benefit not just from reading the paper and trying to understand it, but more, I think, in trying to explain it to you and each other.
Some places will find a way for them to get a bit of academic credit for such things.
Upvotes: 5 <issue_comment>username_2: >
> Are there any (well-tested) techniques to aid in ... fun peer-reviewing
>
>
>
Disregarding the rest of your question, if you are not comfortable peer reviewing something, just decline the invitation to peer review. In my experience, peer reviewing is not fun.
If you want to be helpful, you can be very helpful by suggesting a few alternative peer reviewers.
Physics documents are not accessible to people with disabilities - it's good that you're working to fix this with your text-to-speech side project.
Upvotes: 4 <issue_comment>username_3: **Just don't peer review.** It is not mandatory to peer review anything. It's not in your contract, nobody will complain to your boss, and you will not get fired because of it. You can even decline, saying that you do not review any papers due to your disability, reducing the number of invites you get.
The consequence will be that you (probably) won't be asked to become an editor, and your papers might be judged a bit more harshly by a spiteful editor, and in your CV, you won't be able to claim that you reviewed for XYZ. You might feel like you owe it to the community or publishers (you don't), in which case you can just do something else to ease your conscience, like organizing a conference.
Upvotes: 3 <issue_comment>username_4: It looks like you are a better in-person reviewer.
Don't waste your time doing peer reviews, but be active and pro-active at conferences and workshops: you can give a strong feedback there.
Additionally, look hard into your network and try to find a suitable reviewer for the paper you have been asked to peer review. Helping the editor by providing fitting reviewers is very important: the peer review is an epxensive process (in terms of time), everyone should be bound to increase its efficency.
Upvotes: 2 <issue_comment>username_5: If automated text readers are not up to snuff, but you still wish to review the paper, perhaps it's possible to find someone who can read the text to you? Probably someone with enough maths background to be able to read formulas, but it doesn't have to be someone familiar with the field. You could pay them for their time.
Upvotes: 2 <issue_comment>username_6: I'm surprised no one has suggested this but you could also request the editor for more time to do the review.
I don't mean to apply any label to you which you might not be comfortable with, but in many countries dyslexia is considered a disability and therefore would entitle you to reasonable accommodation.
Upvotes: 2
|
2021/12/05
| 378
| 1,632
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<issue_start>username_0: I am a first year grad student, studying abroad, and there is a conference in the country where I am from which I think can be a good experience (I have never presented in a serious conference) to present the research being carried in my group. Is it OK for me as a student to propose my supervisor to present our research there?
A bit of context: there are like 8-9 people in my group, I thought of attending the congress as I would probably be in vacation anyway there, so my group would not have to cover the travelling expenses. The only thing is that I dont think that anyone from my group would travel with me, as my country is like 20 hours away from where I'm pursuing my grad studies.<issue_comment>username_1: Yes it is fine to submit to a conference as a student. But it is up to the committee whether your paper/proposal is accepted. Some conferences have special sessions for student work, actually.
It is also fine to seek advice from your advisor on this. In particular, you might get good advice about whether your work is actually ready for presentation. But, in general, don't hesitate to ask.
Make sure you give proper credit to the others in your group.
Upvotes: 3 <issue_comment>username_2: Some of the best conference presentations I've seen are from first year grad students. I think it's great to get a feel for the process as early as possible and should speak to your advisor, who would probably be a co-author on the abstract submission. Even if you don't get selected to speak, it's good practice for learning how to apply to speak at conferences.
Upvotes: 2 [selected_answer]
|
2021/12/06
| 401
| 1,568
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<issue_start>username_0: So I'm currently a university undergrad, and I was notified that I was among the top students (out of ~200) in one of the modules that I took, let's call it CS4321. I'm also thinking of applying to grad school in an area that is related to the content of CS4321. Would this achievement be worth writing on my resume or somewhere in my application, or is it too minor to be of use?<issue_comment>username_1: Don't put it on your resume as 'top student in CS4321'.
This has two reasons. First of all, it implies you were **the** number one top student in the course. Which is not the case, as you say in the question. Second, even if you'd write something like 'one of the top students in CS4321', this is not an official definition so this can mean anything or nothing at all. Top 1%? Top 10? 90th percentile? All different implications.
Like <NAME> suggest in a comment, let the course instructor mention this in their letter of recommendation. Because it is of course good and notable to be a top students in a 200 person class.
Upvotes: 4 [selected_answer]<issue_comment>username_2: The right approach probably varies by country. Here in the UK, you would typically get a score for each module, and 70%+ is considered a first-class grade. I'd rather hear about your score for the module rather than the percentile against your peers.
e.g. 'I scored 96% in my dynamics module' would look good when applying to grad school to study dynamics. I would prefer to see that rather than a comparison against the other students.
Upvotes: 0
|
2021/12/06
| 905
| 3,815
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<issue_start>username_0: I'm an undergraduate student, and I've been reading various academic papers for a Computer Security module I'm currently taking. Occasionally I run into papers with very strange/difficult to read sentence structure for example:
>
> Vigenere cipher is a substitution technique
> of polyalphabetic substitution. This cipher is
> easy to understand and implement, therefore
> the vigenere cipher is very well known.
> Although (with the help of computers), many
> computer security programs that use this
> cipher [6]. The encryption process is carried
> out by this cipher, by substituting plaintext
> letters for the characters (letters or numbers)
> of the key used and vice versa the decryption
> process substitutes the ciphertext letters with
> the same key (symmetric key). If the key
> length is shorter than the length of the
> plaintext, the key will be repeated, the
> mathematical model of the vigenere cipher
> encryption and decryption process is:
>
>
>
From <https://arxiv.org/abs/1912.04519>
Or this:
>
> WEP try to use from five operations to decrypt the
> received side (IV + Cipher text).At first, the Pre-Shared Key
> and IV concatenated to make a secret key. Secondly, the
> Cipher text and Secret Key go to in CR4 algorithm and a
> plaintext come as a result. Thirdly, the ICV and plaintext will
> separate. Fourthly, the plaintext goes to Integrity Algorithm
> to make a new ICV (ICV’) and finally the new ICV (ICV‘)
> compare with original ICV.
>
>
>
From <https://ieeexplore.ieee.org/abstract/document/5234856>
I feel like the intended meaning for both of these examples is seriously obscured by the writing style and I'm curious as to why they are written like this.
My obvious instinct is that this is some kind of language translation issue, since the papers are from departments in non-English speaking countries. I'm not sure though whether large journals might "bulk-translate" papers in a journal, or whether they require submissions in English in the first place and academics have to perform their own translation?
Does anyone have any insight as to how language translation issues are generally handled in academia, and why awkward writing styles like this make it through?
Many thanks.<issue_comment>username_1: Not all researchers care about the written word, even within their own papers. Not all people who are talented in doing research are also talented in language learning, or writing. As a consequence, many manuscripts are submitted for review even though their language usage is suboptimal at best.
If a reviewer is confronted with a paper containing interesting new ideas but written in a suboptimal way, what should they do? Should they reject the paper, therewith running the risk that the interesting idea never sees the light of day? Or should they accept the paper, therewith accepting that the interesting idea is published albeit with suboptimal language use? There is no good answer here; the choice is to pick the least bad answer.
Some reviewers will choose to accept awkward writing styles, and hence they make it into published papers.
Upvotes: 1 <issue_comment>username_2: From my experience with peer review: the (english) language quality of some papers is very low - most often the result of the authors not being native speakers.
While it is possible to address some of those issues during review, some problems will remain simply because peer review is not copy editing and if, after several rounds of review all important content-related issues have been resolved, the paper is most often not send in for another round just to fix spelling and grammar.
As for the translation suggestion: the vast majority of (english publishing) journals will require you to hand in your manuscript in english.
Upvotes: 0
|
2021/12/06
| 3,316
| 12,949
|
<issue_start>username_0: I am a postgraduate in biology. I haven’t had an opportunity to learn mathematics beyond secondary school. In my current project I have to use differential equations, ordinary differential equations (ODE), and trajectories to understand kinetics and modeling mechanisms. Unfortunately, I have zero experience in these mathematical topics.
What is the best way to learn and refresh these mathematical skills?
Are there any user friendly math books — with simple examples and figures (rather than a lot of text)?<issue_comment>username_1: I fear that there is no easy way. My advice would be that you should try to get your hands on course notes or textbooks on dynamics for undergraduate engineers (for example), as in these the basic principles (time derivatives, kinematics, the basics to vector algebra, differential equations, etc.) are often included to some extent. From then on, however, you have no other option in my eyes than to try and work through such a textbook/lecture, tackling mathematics problems in a target-oriented manner when they arise.
It's certainly not very easy to get into the topic without prior knowledge, especially since (in my personal experience) engineering students also tend to struggle with the topic of dynamics very much.
Upvotes: 3 <issue_comment>username_2: I recommend that you take a look at
<NAME>. (2007). Differential equations: A modeling approach. Thousand Oaks, CA: Sage Publications.
It's targeted at social science undergraduates, so I think it would be understandable to a postgraduate student of biology. It uses more words than equations and even has some examples that might apply to you (predator-prey systems). Its focus is on qualitative analyses of the behavior of two-dimensional systems of ordinary differential equations. It's quite a thin book, and covers the basics.
Upvotes: 5 <issue_comment>username_3: ***tl;dr*–** Consider a session with a tutor – not to learn math from them, but rather to get some perspective. Sorta like asking them to sketch a map of Math-Land, including pinpointing where you're currently at, helping you to identify where you'd like to go, and how to get there. Plus bonus if they can suggest helpful software/tools that could speed things up.
---
### Hire a tutor.
Tutors are great for learning a new topic.
I mean, by the time you're a grad-student, presumably you ought to be able to self-teach. So maybe you don't need a tutor to really teach you the subject.
Instead, you'd probably want to get a session or two with a tutor just to get advice. They can read where you're at, what you know, etc., and then kinda sketch out the field and discuss the topics you'll want to study. Once they sketch a basic roadmap and suggest some potential resources (such as software and learning-resources that might be helpful to you), then you'd be predisposed toward an easier learning-pathway.
Upvotes: 4 <issue_comment>username_4: There are some good courses at [Complexity Explorer](https://www.complexityexplorer.org/courses). I'd recommend the two differential equation tutorials, followed by <NAME>'s [Non-linear dynamics](https://www.complexityexplorer.org/courses/136-nonlinear-dynamics-mathematical-and-computational-approaches), provided the latter fits your schedule.
I second <NAME>'s recommendation for username_8e Strogatz. There is also a [very good book](https://www.stevenstrogatz.com/books/nonlinear-dynamics-and-chaos-with-applications-to-physics-biology-chemistry-and-engineering)
Upvotes: 2 <issue_comment>username_5: Another suggestion that could help is to learn to code. Some languages are better for Math than others. I could highly recommend [R](https://cran.r-project.org/). Compared to other languages, it focusses a little less on software engineering and a little more on statistics. It's also completely free and open source.
Some things you'll be able to do *very* quickly:
* Run statistical simulations
* [Plot](https://www.google.com/search?q=ggplot2&tbm=isch) the results
* Work out summary statistics (e.g. 'average', 'median', 'mode') for small or large datasets easily
* Machine learning
You could browse [kaggle](https://cran.r-project.org/) for some inspiration!
---
Afterthought: I just realised you already code in R! I'll leave the answer here in case it can be helpful to others.
Upvotes: 3 <issue_comment>username_6: This is going to perhaps sound "un-academic" to some, but with your background and stated goals:
* No mathematics beyond secondary school
* Need to learn to use differential equations
* Looking for user friendly math books — with simple examples and figures rather than a lot of text...
When I have been in similar situations, or have had students that are, I always recommend a book from one of the *For Dummies*, *Idiot's Guide*, or *Demystified* series.
These books are very accessible, thorough enough to give you a "working level" understanding of the mathematics and tecniques, and are designed for rapid self-study. They also have good practice problems.
They aren't designed for a rigorous treatment of the subject (you won't be deriving the proofs of any theorems with these), but that doesn't sound like it's your goal.
Here's one for Differential Equations: <https://amzn.to/31DZ3Xw>
Upvotes: 3 <issue_comment>username_7: Books make a great reference, and others have listed just a few of the many great ones on calculus, but they can get a bit dry. So I'd recommend supplementing your reading with some MOOCs (massive open online courses), the grand-daddy of which is [Khan Academy](https://khanacademy.org), which is free (donations are encouraged but not required), has a logical structure and progression, and has quizzes and achievements. [Brilliant](https://brilliant.org/) is pretty good I believe, but is a paid-for subscription.
On top of that, I'd say get a good calculator and lots of paper, and just solve problems the old-fashioned way.
Upvotes: 3 <issue_comment>username_8: In my experience, as other commenters have mentioned, Khan Academy is pretty decent and constantly embiggening its resources.
From what I've seen, Brilliant.org is good in higher-level maths, but I do not have personal experience that I can use to vouch for it.
In my Discrete Math, Beginning-level Engineering, and C++ programming classes, I use Zybooks.
Zybooks is very interactive and tells you how to do the problems in ways to where one can actually understand why things occur the way they do - in contrast to the typical textbook approach where they provide methods that never seem to be helpful (to me at least).
Here's a Zybooks [book catalog](https://learn.zybooks.com/catalog). Yearly subscription is around $50 USD - much more affordable than $120+ for a physical textbook that you use one time in your life.
If you want to keep notes since it's a subscription, I recommend the Snipping Tool (should already be installed on your computer) in addition to Google Docs/Ctrl+C/Ctrl+V.
I agree with others about getting a tutor to assess where you're currently at, and where to advance, but I personally feel that a long-term personal tutor for continuous learning will probably not accomplish what you're seeking.
I love learning and I've learned that the most difficult thing to self-learning is knowing what words to use to search (usually esoteric language...), which is where the temporary tutor should help you a significant amount.
E.g. "How does electricity work?" versus "What is the difference between Wattage and Amperage?". The latter quotes will give you significantly broader and more helpful information.
Lastly, not only are Wikipedia pages helpful for info through the articles themselves and the sources listed at the bottom, but the articles usually have many hyperlinks of prerequisite/corequisite topics that can lead you down to what you need to know.
Don't forget about YouTube and public PDFs that some universities post online.
In summation: [Khan Academy](https://www.khanacademy.org/math/differential-equations), [Brilliant](https://brilliant.org/), [Zybooks](https://learn.zybooks.com/catalog), a tutor only to assess current knowledge and what else there is to learn (so you can get those keywords to use for self teaching), [Wikipedia](https://en.wikipedia.org/wiki/Calculus) (article, in-text references, sources), YouTube, university PDFs
Upvotes: 1 <issue_comment>username_9: I would recommend [Paul's Online Notes](https://tutorial.math.lamar.edu/) as it was very down to earth while also being rigorous.
Similarly I would recommend the [Demystified series of books](https://www.booktopia.com.au/the-demystified-series/series2695.html).
Upvotes: 1 <issue_comment>username_10: **Step 1** Obtain a note-taking device. It can be your notebook and pencil, tablet and stylus, or your laptop. You will need to take notes and study them in order to learn about the subject.
**Step 2** Choose your learning environment. It can be a private tutor or an online course. If you choose to consult with a paid tutor, then I believe that nobody here can give you proper advice.
If, on the other hand, you intent to go with online material, then there are some decent options. These options are, and not limited to, the following.
**Free**
Taking a [MIT Open Courseware course](https://ocw.mit.edu/courses/mathematics/18-03-differential-equations-spring-2010/). Completing this course has a perk. Upon finishing all the assignments, you obtain a digitally signed certificate from MIT.
Watching [Differential Equations Playlist from Khan Academy on Youtube](https://www.youtube.com/watch?v=-_POEWfygmU&list=PL96AE8D9C68FEB902). Unlike the MIT course, this course starts from very basics and gradually goes into the complicated stuff. No certificates, though.
**Paid**
Taking the [course offered by Math Sorcerer](https://www.udemy.com/course/differential-equations-with-the-math-sorcerer/) on Udemy. Not everyone will agree, but I really find this particular content creator's teaching very user-friendly. You will get a complimentary certificate -- probably of no use in your case after completing this course.
**Step 3** Study. Probably the step which seems the most trivial but ignored by a lot of individuals. Unfortunately, learning a skill (in your case being able to identify and solve the problems which require differential equations) takes some time and effort. You may need to take vigorous notes and study those notes periodically.
On a side note, I want to appreciate your desire to learn. Instead of saying "that's not my area of expertise," trying to learn a brand new topic deserves respect, in my opinion.
Upvotes: 2 <issue_comment>username_11: For a well organised and comprehensive introduction, I warmly recommend you to take a look at this book:
<NAME>.; <NAME>, 2007. [*A Biologist's Guide to Mathematical Modeling in Ecology and Evolution*](https://press.princeton.edu/books/hardcover/9780691123448/a-biologists-guide-to-mathematical-modeling-in-ecology-and-evolution). Princeton University Press, Princeton.
It doesn't just teach you the mathematical tools you can use for modelling, but it shows how to actually use them for modelling. It was like a Time-Turner for me. I was pretty much in the same situation as you. My feeling is that it has saved me long years of building a systematic mathematical modelling knowledge from small pieces of information here and there on the Internet. I will defeat the (sky-high) barrier to entry of mathematical content much earlier than I would have without this book. The flip side of this is that it has a good amount of text. So it doesn't really fit all your requirements.
One doesn't need any serious mathematical training to understand it other than basic algebra and maybe very basic calculus, for which I can recommend this website (even for just refreshing):
<https://www.mathsisfun.com/algebra/index.html>
<https://www.mathsisfun.com/calculus/index.html>
But it's very rare for the book to take it for granted that you know something. It keeps on holding your hand. So – just to smuggle in a funny little quote here – it's **not** like Alf<NAME>:
"*Like most mathematicians, he takes the hopeful biologist to the edge of a pond, points out that a good swim will help his work, and then pushes him in and leaves him to drown.*"
(<NAME>, 1935, in reference to a work by Lotka)
And a final piece of advice (however unoriginal it is): **work on the problems in the book!** Studying maths is like studying a language or a musical instrument. You can gain a certain level of understanding by reading about it, but in order to apply/speak/play it, you have to practice doing it.
Upvotes: 2 <issue_comment>username_12: If you want to "understand" the subject watch [3Blue1Brown's DE series](https://www.youtube.com/watch?v=p_di4Zn4wz4&list=PLZHQObOWTQDNPOjrT6KVlfJuKtYTftqH6). Just brilliant.
Upvotes: 2
|
2021/12/06
| 848
| 3,458
|
<issue_start>username_0: I write to ask how to renege on a signed postdoc position in the US, and whether there should be legal consequences.
During the embassy interview waiting time, the health of one of my close family members deteriorated and it would be very difficult for me to travel even for one year.
I have not applied for the visa yet.<issue_comment>username_1: I would guess that most universities would accommodate you in some way if you just ask and explain the situation. There is little benefit to anyone to try to force the issue.
But, you should ask in person if possible (zoom, say) and also ask what your options are. Some places will be able to put off your appointment for a year, others not. But you can ask.
While legal issues might technically be possible, there seems little point in it.
Upvotes: 2 <issue_comment>username_2: What field? You might be able to “save” the postdoc by working remotely from your home country if you feel up to caring for your family member and doing the postdoc work at the same time. No US legal consequences can reach you, wherever you are since those kinds of treaties don’t exist for failure to fulfill a contract. If you feel up to it, try asking. Worst case is that some day you move to the US and get sued for them having to spend time finding a different person. That’s a loser of a case for them as it will cost them more than they could get out of you, and it’s not illegal for one private party to fail to hold up their end of a contract. That’s what lawsuits are for.
Upvotes: -1 <issue_comment>username_3: I'm not a lawyer and do not give legal advice, but in academic culture, nobody reasonable will be upset with you if you decide you no longer want a job because you need to take care of someone else.
>
> Dear Future Supervisor,
>
>
> I regret to inform you that I will not be able to take up the position of Postdoc in your group. I have recently learned that I must care for a family member instead. I am sorry for the inconvenience and I wish you the best of luck filling the position.
>
>
> Sincerely,
>
>
> ...
>
>
>
HR might ask you to sign something. If they do, only sign it if you are sure you understand it and agree to it.
Upvotes: 0 <issue_comment>username_4: Do not rush. You signed the contract, at the time you were perfectly fit for the proposed job. Now, between the signing of the contract and the official start of the employment, you had some event of major cause that *may* prevent you doing the job.
The event was not under your control, so you have good ground to cancel the contract (there is probation time, there is always the issue of visa to be sorted out). I would proceed carefully, completing the visa procedure and at the same time asking for a posticipation of starting date.
Under the employment contract'terms, there may be special conditions to assist close relatives falling ill, or having disabilities (temporary or permanent) needing special and constant supervision.
First things first: be clear and transparent with your future supervisor, call him/her and tell him/her what you told us here, be as detailed as you feel like but as precise as possible. What would be your "dream" plan B? working from remote part-time, assisting your relative? does it make sense for such a plan (were you going to take over a lab position? or something else that can be done remotely?).
Good luck, and all the best for your family.
Upvotes: 0
|
2021/12/06
| 1,347
| 5,648
|
<issue_start>username_0: I have a paper that was accepted for publication and we the authors have already filled out the copyright transfer. There was a disclaimer saying we're not allowed to share the paper publicy before 2 years.
However, I received an email by a PhD student saying his institution doesn't have access to the journal and that he'd like a copy.
So... Is sending a copy of the paper to a single person ok? Or does it already count as "sharing online" and therefore is illegal?<issue_comment>username_1: You seem to have discovered that you have a specific license to do this, so all is well. Most authors will get such a license whin they give up copyright. In the absence of that it isn't permitted.
There was a time when an author got a quite large number of "offprints" of their article specifically intended for limited sharing. I vaguely remember about 100 printed copies from an article in an ACM journal.
However: Such "very small scale sharing" is widely done, and unlikely to be objected to if you do it in a very limited way. In particular, sharing within a working group is "considered" fine.
While it might be, for some, a technical violation you can lessen the likelihood of any complaint by sharing a physical copy only, not a pdf or other electronic version, with instructions to not pass it on,
and,
sharing an older version rather than the one formatted for publication. The version you originally submitted would likely be "ok". Caveat: User <NAME> points out, correctly, in a comment that sharing older versions need to contain correct results and will, in any case, complicate citations. But note that some publishers are sensitive about final, formatted, versions.
Note that, while it is, in some cases, a violation, it will likely be ignored. It might not be ignored if done by someone else, but author relations are considered.
Don't consider the above to be legal advice, but just a description of how the world works in practice. One of the main reasons for copyright is to protect financial interests. But they are so small here that ["the law does not concern itself with trifles"](https://www.thefreedictionary.com/de+minimis+non+curat+lex) is likely to apply.
Upvotes: 2 <issue_comment>username_2: **Take home:**
Generally speaking, *you can share **any** version of your article with individuals via **private communications*** (e.g., email).
---
If you want to be sure and/or you'd like to share in other ways/places, you should check the **publisher website**/the **author guidelines** for the specific journal/the **form you signed** for information about *how, when, and where* you can share various versions of the article in question.
Most publishers and journals have guidelines posted for how/when/where you can share various versions of a paper submitted for publication. It's important to note that the **preprint/author's original manuscript**, the **accepted manuscript** (including any edits from the review process), and the (final, formatted) **published journal article** all typically have different restrictions.
As far as I'm aware, nearly all academic journals allow authors to share even the final **published journal article** with individuals via **private communications** (e.g., email). The key here is that you *aren't posting it somewhere that anyone can download it anytime*.
As far as **preprints** and **accepted manuscripts** go, there are usually even looser restrictions on sharing. For example:
* [This is Elsevier's website](https://www.elsevier.com/about/policies/sharing) showing their article
sharing policies, including **preprints**, **accepted manuscripts**,
and **published journal articles**. However, they note that sharing
policies may vary in some of their journals, so if the journal you
submitted to is published by Elsevier, you should check the author
guidelines for that journal.
* A [similar website for Taylor & Francis](https://authorservices.taylorandfrancis.com/research-impact/sharing-versions-of-journal-articles/) also shows that you're allowed to share both the **preprint** and the **accepted manuscript**, but it also has some suggestions for using a Creative Commons license if you plan to post the **accepted manuscript** online.
---
**Other Notes:**
* [This website](https://guides.library.queensu.ca/c.php?g=704790&p=5014948) has a little more information on using the CC
licenses if you do want to post the **accepted manuscript** online
(assuming your publisher/journal allow you to do so).
* [ResearchGate](https://www.researchgate.net/) kind of cleverly allows you to share [private versions](https://explore.researchgate.net/display/support/Copyright) of your **published journal articles** in a very efficient manner by allowing you to host a copy of the PDF which only you (and perhaps co-authors) have direct access to, but with just a few clicks you can share it with other members *who specifically request access*. In practice, this is easier than digging up a PDF of your own article whenever someone emails you asking for a copy, and it does not violate the "no public sharing" requirements. There is [controversy](https://www.enago.com/academy/researchgate-gets-sued-copyright-infringement/) though, regarding "public" versions of articles hosted illegally on ResearchGate (which, to my understanding, refers to the versions that have been posted that *don't require others to request access*).
* Lastly, I stumbled across the website [HowCanIShareIt.com](https://www.howcanishareit.com/) while looking for the publisher links and it may be of interest to others here.
Upvotes: 6 [selected_answer]
|
2021/12/06
| 844
| 3,627
|
<issue_start>username_0: Is it generally acceptable to ask how many applicants there were to a position I applied for, and does it depend on the current stage of my application? For instance, immediately after applying, at an interview, after receiving an offer, etc.<issue_comment>username_1: I would recommend not doing this. It is probably done rarely and when done not always responded to. The numbers also change, both up and down during the process.
But, it also makes you sound a bit desperate rather than confident.
Some places will publish some numbers from prior years, so you can get an idea.
Upvotes: 3 <issue_comment>username_2: You should generally stick to asking pertinent questions whose answers are meaningful to you, rather than asking questions simply to satisfy your own curiosity. The number of other applicants will usually not have a major effect on your own interview process, and knowing that number won't make you any more or less likely to get the job. The hiring process is usually not something that's shared outside of a company, so you may come off as asking about irrelevant information that the company would be reticent to share anyway.
I could see asking about the general number of other applicants if you're trying to get a sense of the interview process time frame. If they tell you they'll call back after a first phone interview with other applicants, it might be reasonable to ask in a general sense how many there are and if that will take days, weeks, or months. But idly asking just for the heck of it serves no real purpose, and may not be received well.
Upvotes: 5 <issue_comment>username_3: 1. **After a position is filled, it is fine to politely inquire about how large the applicant pool was.**
2. **If you are interviewed or short-listed, it is fine to politely ask how many other interviewees or short-listers there are.**
The basic parameters here are that you don't want to do anything to compromise your application, and you don't want to be a bother, but you do want to get information that might help you in future applications.
Asking right after applying is probably going to seem overly forward, and will probably be incorrect information since the application hasn't yet closed.
If you are (unfortunately) rejected, there is probably no downside to asking whoever communicates with you regarding the rejection how large the applicant pool was. Most hiring committees will be fine with sharing this information. The worst that will happen is that your request will be ignored.
If you advance in the process, it is OK to ask how many applicants are at the same stage. In fact, many hiring committees will proactively share this information. In academic hiring there is often a short list (on campus interviews) of 3, and applicants may want to know if the short list is more or less. Long lists are often more variable (e.g., 8 phone interviews). Hiring committees may proactively share this information (i.e. "We are doing four on campus interviews."). I might not ask this during a phone interview, but if you get an on campus interview, there is probably little harm in politely asking how large the applicant pool was. For example, "Do you mind if I ask how large the applicant pool was?" If the person asks why--and, frankly, anyone on a hiring committee will know why--you might say something like "I'm just trying to get a handle on how competitive hiring in physics/economics/English/sociology/biochemistry is this year."
**In short, it's probably OK to ask, but be polite, and ask after you have advanced in the process or been rejected.**
Upvotes: 2
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2021/12/07
| 479
| 1,947
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<issue_start>username_0: I made a mistake in my grad application.
I have around 10-15 publications/under review/conferences put together.
For 2 papers, I didn't add all the author names.
For 1 paper, I didn't provide the latest version of the paper. Gave the wrong journal name. (for the new submission of this paper, only the format is changed and nothing else).
I have mailed the university regarding the same.
Does this mistake mean that they will disqualify me from the pool? or Does this show my lack of attention, and because of that they won’t bother to check anything my application at all?
The mistakes are in my CV.<issue_comment>username_1: If you are clogging the email of your future supervisor with such requests, corrections, second thoughts and generally "anxious" requests, you can be almost sure that you will be discarded.
On the other hand, if you applied through some formal way (application portal, HR email, secretary of the professor), it is good to (try to) rectify every error as soon as possible.
Do not stress out because chances of getting a PhD are infinitesimaly small, give them all your concentration and efforts **before** delivering the application (to avoid the mistakes you made), then when submitted, **forget** about them and for your mental health consider them always rejected, unless proven contrary but ... good luck with your applications!
Upvotes: 2 <issue_comment>username_2: >
> I have around 10-15 publications/under review/conferences put together.
> For 2 papers, I didn't add all the author names. For 1 paper, I didn't provide the latest version of the paper. Gave the wrong journal name. (for the new submission of this paper, only the format is changed and nothing else).
>
>
>
These sound like minor inaccuracies in a PhD application that will have no effect on the decision made. I wouldn't worry much about them and I wouldn't bother the potential supervisor either.
Upvotes: 2
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2021/12/07
| 801
| 3,301
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<issue_start>username_0: Recently I've been invited to a PhD interview, for a three-year program.
They are asking me to book two whole days for the interviews. The invitation asks me be avaliable "from 9am on Day X to 3pm on Day X+1", for a large number of talks, one-on-one interviews, and meetings with current employees.
In addition, they are asking me to prepare a "job talk" describing my papers.
The whole thing is very similar to how my senior colleagues describe faculty interviews.
I am doing a research internship in industry during interview season. As I've applied to several programs, I am not able to take two full days of vacation for every application.
This is a well-established program in my field.
* Is this particular program an exception, and other positions I've applied to will have less time-consuming interviews?
* Or, is the whole field like this? I am afraid of how faculty interviews will look like for my cohort, given the PhD interviews.<issue_comment>username_1: I have seen this type of interview strategies especially for PhD schools rather than individual projects. In those schools the students still need to be matched to potential advisors. So in those days the candidates can see what (funded) projects and advisors are available, while the advisors can see what candidates are available. The meetings with current students is there to be informative for the candidates.
Whether or not you can get around that, or reduce the time you are there, depends on the program (and the number of candidates).
Upvotes: 1 <issue_comment>username_2: >
> Is this particular program an exception, and other positions I've applied to will have less time-consuming interviews?
> Or, is the whole field like this?
>
>
>
I believe this rigid and formal process is an *exception* to the rule, though may be relevant these days to some machine learning programs, as you attest.
On the other hand, it is *not* exceptional and to be expected that PhD application process is a long one. Usually it is long, but takes a much less formal form, like many informal discussions between the potential supervisor and the candidate.
Note: PhD applications are sometimes more risky than faculty positions: a *single* staff member invest a lot of their time, and sometimes their own grant money, and failure to complete the PhD is at times more damaging than letting off a staff member.
Upvotes: 2 <issue_comment>username_3: I know the answer is tagged [europe](/questions/tagged/europe "show questions tagged 'europe'"), but I will answer for the [united-states](/questions/tagged/united-states "show questions tagged 'united-states'") for future readers.
Yes, multi-day processes for PhD interviews are common. Two days is probably the median, at least pre-COVID, where the program would typically fly you out, and wine-and-dine you. (Probably the best they'll ever treat you, but I digress ...)
It is not usually 8 hours of intense interviewing, but a mix of interviews, meeting students, information from administrators, social events, etc.
This can mean taking a lot of time off, but if you are coming from an academic position, they are usually understanding. If you're coming from industry, unfortunately there's little I can suggest other than turning some down.
Upvotes: 1
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2021/12/07
| 2,133
| 9,146
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<issue_start>username_0: I am an international student trying to contact a potential PhD advisor in the US. I believe I have solved an important question in my field. To contact the potential PhD advisor, I will mention that I am working on some important problems and made some progress, that I am interested in becoming their student, and then I attach my resume. I hope to impress them with my work. However, I can imagine it may backfire, maybe they think I am a crank, maybe they become interested and request my work to view it, only to find out it is wrong, and lose faith in me. What should I do?
**Update**
Thank you for all the answers and comments. I decided NOT to mention my work in the email, just mentioned it in the resume with only the title. I receive positive feedback from the professors.<issue_comment>username_1: Note that, unless your field is exceptional, for most purposes in the US, an application for a doctoral program doesn't require (or expect) that students contact a potential advisor. Likewise, in most places/fields, an individual professor has no say in who will be admitted unless they happen to be on the admissions committee. Even then, the rules require that they make decisions on the required, submitted, materials.
Instead, what you do is prepare required documents, including a Statement of Purpose, and get good, positive, letters of recommendation. The committee then chooses those that it thinks will fit well with the program and are most likely to succeed.
It is only after you arrive that you need to think about an advisor, and in most fields (some exceptions), the first task is to pass comprehensive exams. Only then is an advisor essential, but by then you have had a chance to meet some people and choose your best option.
The implication of this is that by trying to impress a professor before there is any benefit to be gained, you put yourself at risk needlessly if you are wrong. I suggest that you don't do it until you are already admitted.
True, however, that the process is a bit more compressed for those with a masters at time of admission. But, unless you know specifically otherwise for the program you are applying to, the contact is both unnecessary and unlikely to be fruitful. So, in the general case, you get a chance to sit down and have an actual conversation with any potential advisor.
For more on doctoral admissions, see [the answer for the US to this question](https://academia.stackexchange.com/q/176908/75368). In the general case, an email to a potential advisor might well go unanswered or you get a standard/boilerplate reply.
Upvotes: 2 <issue_comment>username_2: I will not go into details on how to get a PhD scholarship in US. All I did in my time was look universities up and go through their application process.
Related to what you're saying, it could go into your statement of research.
I would be skeptical to anyone trying to contact me and tell me they solved some important question in a field. Professors in US, and even postdocs get that kind of letters every day. Most of them are from mentally deranged people who simply have no scientific background. But if you're not one of those people, the chances that a potential supervisor would ignore your mail as scientific spam are high, precisely because of those people.
But, I remember I taught some course at a summer school this year. The way it was organized, I got to select the applicants I would work with myself. After I carefully read all the normal things (CVs, letters of recommendation, etc.) I made my final decision based on their research interests as they were reflected in their statements.
They were young people and they were gushing about how much they love their field of study and what interests them and so on, but I only looked at how well they explained what they did themselves and how. And I think I selected the best applicants.
So, if you think you solved an important problem, you should talk about it in your research statement. You should be succinct and honest. Even if your solution is not as great or as important as you originally thought, if you present your main result in a clear and logical manner, with easy to follow arguments, your application will be very good. If you already are in contact with some strong researchers, ask them for a model of a cover letter they sent when they published their work in a top journal. That's how you should present your research result in your statement.
Another thing that comes to mind is that you could have already submitted your research to a top journal, if it is as good as you say. Even if it isn't it's worth getting the opinion of an editor and of some referees. A good published work, at this stage in your career, would help your application a lot.
Finally, if you wish to contact a potential adviser, you could sent them an email saying you applied to their school's graduate program, and given your research interest, and their expertise in your field, you think you would be a good fit in their research group. You tell them what you've been working on, and attach that research statement, if they want to read it. If they are looking to hire a PhD student, they might be happy to have you, especially if your work is as high quality as you think.
Upvotes: 2 <issue_comment>username_3: Sorry to say so, but, yes, it may certainly backfire. From my own experience, if I get a PhD candidate claiming they "solved a major problem", I'm very cautious about them, and I tend not to recruit them, usually after seeing their "proofs". I definitely see it as a strong indication of being a crank, and in every case I've experienced myself the person was indeed a crank, or at least lacked the sufficient ability of judgment to evaluate basic rigorous scientific arguments.
Upvotes: 5 <issue_comment>username_4: The effect that showing your work to the professor will have is a function of several things:
* Did you actually solve the “important question in your field”?
* If not, did you make any meaningful progress? Or if not, do your ideas have any value at all (even if they are not novel), or are they complete junk?
* Is there a significant gap between what you are claiming to have done and what you actually did?
In the best case scenario, you did solve the question — the professor will surely be very impressed. The problem is that this scenario is also statistically the least likely.
In the worst case scenario, you *claim* to have solved the question but your solution is complete nonsense. That will certainly leave a very poor impression.
Between those two extreme scenarios lies a spectrum of quite plausible situations in which you did have some interesting ideas, novel or not, publishable or not, and do not make any outlandish claims about solving famous problems but instead show yourself capable of recognizing that you cannot entirely evaluate their correctness and/or importance by yourself. As a professor, I would view such a situation somewhat positively and think that it likely says good things about you. In other words, I would be (mildly) impressed.
Basically the things to keep in mind are that these sorts of in-between situations are somewhat common, and that from the professor’s point of view, their expectations of what a student at your level can come up with through independent work are pretty low to begin with. So showing the professor anything that shows you to be a non-crackpotty, curious, independent-minded student, can be useful, and unlikely to harm your prospects. Good luck!
Upvotes: 5 [selected_answer]<issue_comment>username_5: PhDs are not about solving major problems, breakthroughs, etc. They are about learning research methods and making some real contribution to a really small sub-field. You will also need to deal with bureaucratic issues and the financial aspect.
Einstein's PhD was not about general relativity theory, special relativity theory, space-time, the nature of light, Brownian motion, or the photoelectric effect. It was not about any fancy stuff. If was "A New Determination of Molecular Dimensions."
Consider focusing on something that is a good match to you, your situation and your potential advisor/university.
Upvotes: 3 <issue_comment>username_6: As you mentioned the key undertone that's going to happen is the professor might think you are a crank. So your first job is to convince the professor you are not a crank. The easiest and possibly best way to do this is to get an expert to vouch for you. If you are able to write something like the below, then it might become impressive:
>
> Dear Professor [name],
>
>
> I'm a prospective PhD student intending to work in [field]. I work on [topic] and have made some progress during my Honours year. My supervisor, Prof. [name2], recommended I pursue a PhD to develop these ideas further. [name2] specifically mentioned you as an appropriate supervisor. Would you ... [yada yada here's my resume blah blah]
>
>
>
Here Prof. [name2] is indirectly vouching for the credibility of your work. If Prof. [name] knows [name2], then it's even better.
Upvotes: 3
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2021/12/07
| 399
| 1,723
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<issue_start>username_0: I applied for a tenure track job recently. There were two deadlines mentioned in their advertisement (on mathjobs), one was Oct 1 and the other was Oct 15. I did not notice the Oct 1st one and applied on Oct 15. I never received a call from them, so out of curiosity, I looked at their job ad and found out about the two deadlines. Can I email the hiring committee chair and let them know about this situation and ask whether or not my application is being considered? If so, what would be the appropriate language? I do not want to come across as someone who wants to take advantage of it. I genuinely overlooked the earlier deadline.<issue_comment>username_1: Yes, you can just ask, saying that you noticed two deadlines listed but only after you applied by the second one. Ask if there is any problem with your application because of this.
A short email is really all that you need.
Upvotes: 2 <issue_comment>username_2: It is likely the search chair has already received 30 emails about their typo. Reminding them of their mistake is unlikely to benefit you. Do not email.
Upvotes: 1 <issue_comment>username_3: You can send an email but I suggest to put effort for searching other positions that are currently open and accept applications, instead of trying to recover the one that probably would lead to dead end. I don't wanna be so pessimistic but you should become used to not hearing back from whatever job that you applied regardless of if your application is strong or weak, or if it is submitted within deadline or not, or it has all the required documentation or not, etc. Unfortunately it's the way it works for pretty much everyone these days inside/outside of academia.
Upvotes: 1
|
2021/12/08
| 401
| 1,710
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<issue_start>username_0: I'm an undergraduate student applying to graduate schools. A few weeks ago I sent my application plans to the professors who will write me the reference letter. However, recently I decided to cancel some of my applications. In my reminder email, I just wrote to the professor "I cancelled my plans for XX university after consideration, but other applications are due...thanks for the help!" Is this okay? Do I need any further explanations? Thanks!<issue_comment>username_1: At least in fields I'm familiar with, it is very late to be cancelling letters, such that many might have started your letters. If you are able to offer a reason for while you are cancelling late that makes sense without making you uncomfortable to share, it might make people less upset with you.
That said, most people will probably respect your privacy and just be happy there's less work to do.
Upvotes: 3 <issue_comment>username_2: The major component of work for the recommender is generating the recommendation letter, not in going to each school's site to submit, so I don't believe your letter writers will have put major time into a school you opt not to apply to that they wouldn't have needed to do anyway.
What *might* be annoying is if I'm trying to submit a recommendation, and there's no place to do it when I log on to a site. That would start an email exchange that I didn't have to have.
I think notifying your recommenders that you've opted not to apply to every school you've told them about is fine, and can prevent confusion later.
For what it's worth, last week I had a student send me just such a letter, and it didn't annoy me at all (and I'm a pretty crotchety guy).
Upvotes: 2
|
2021/12/08
| 398
| 1,707
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<issue_start>username_0: I'm in the process of doing my PhD applications. A few weeks ago, I filled out the Letter of Recommendation section, which sent out emails to all of my referees asking them to upload their letters via an external link.
They have since submitted their letters. Today, as I was submitting an application, I browsed through the LOR tab one more time just for good measure, and lo and behold, one of the boxes that I filled changed from "Assistant Professor" to "Associate Professor". In a panic, I went through the other applications and it looks like I made the same error everywhere, and this professor silently fixed everything (wherever possible) before submitting.
* Should I send them an apology email for misentering their academic rank? I don't want to send them more spam about my applications when they've gotten so many emails from me already in the past week.
* Will it affect my admission chances if the admissions committee sees that I entered a professor's academic rank wrongly?<issue_comment>username_1: No, you're fine. Your instinct to not spam their mailbox is correct, and it is doubtful anyone can see that you entered it wrong to begin with.
Upvotes: 0 <issue_comment>username_2: As for your first question: I wouldn't send a standalone apology email. You're right, it's too bothersome. Instead, I would wait until you have another reason to email that professor -- maybe a thank you email once all your applications are done, or an update email when you get accepted/rejected. In *that* email, you can casually apologize for that mistake.
As for your second question: no. Avoid "applicant's hypochondria", don't worry about this.
Upvotes: 3 [selected_answer]
|
2021/12/08
| 371
| 1,615
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<issue_start>username_0: Because of words limitation, I put many of important things in supplementary material. So, is it okay to ask the reader to visit our supplementary material in manuscript? For example,
>
> We encourage the one to visit Supplementary Material to avoid misinterpretation.
>
>
>
If it is okay, where is the best to put this clause?<issue_comment>username_1: Concerning your main question: I would expect that you refer to every part of the supplementary material somewhere in the text. So yes, it is okay to direct the reader to the supplementary material. But I recommend to be specific.
However, it is not okay to "put many of important things in supplementary material". The really important things should be part of the main manuscript.
Upvotes: 2 <issue_comment>username_2: Your paper, *without any of the supplementary material*, should be clear and not easily misinterpreted, even if it must be superficial due to word limits. It should also be clear as someone reads along *when they can view supplementary material to find more depth* if they are interested. You should not need to inform the reader separately that they should read the supplementary material, your references to it should be sufficient on their own.
An exception may be journals that move substantial entire parts of the paper to supplementary material, like all or most of the methods section. In that case, usually the journal has its own way to direct the reader to "supplementary methods section" or "online methods" or similar; look at other papers published in the same journal for guidance.
Upvotes: 2
|
2021/12/08
| 918
| 3,952
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<issue_start>username_0: I am a math postdoc. I have recently finished a good paper, but I want to make sure about it before I put on arXiv. That is why I have sent it to some good and great mathematicians to know their opinions.
Right now, I am a bit worried that they might steal my ideas as they have not answered my emails yet. On the other hand, I want to make sure that my paper is correct and good, which means I want to hear other opinions on it.
My question: Should I put my paper on arXiv or I should wait for their answers?<issue_comment>username_1: If you're a math postdoc, at this point you should probably have good relationships with other mathematicians. Those are the people you can & should talk to about your paper -- not because you should be afraid of plagiarism, but because unsolicited emails to review a paper will probably just get ignored by the faculty you sent them to. They're not going to be bothered to read it, let alone plagiarise it. "Good and great" mathematicians get these kinds of emails all the time, and they're usually from cranks and amateurs (because trained mathematicians know better than to cold email professors to review a paper). So they just ignore all such emails in general.
That is why they haven't answered, not because they're busy plagiarizing your work.
I think it's best if you can find someone in your circle, and failing that, in your institution. If no one you know does research in the relevant topic, it's much easier to approach people in your institution and get taken seriously than with total randoms. Again, plagiarism isn't something I'd be concerned about, rather you should worry about getting someone to pay attention to it at all.
But if you're really really worried about plagiarism, an alternative to posting on arXiv (which is permanent) is to post somewhere else, e.g, your personal website -- where there can still be a verifiable record of your work, but you can take it down if you find out something is garishly wrong with it.
Postscript: if you absolutely positively have to send it to someone not in your (extended) network, "good and great" should not be your criteria, rather it should be "highly relevant" -- someone in your subsubsubfield you know would be very interested in your work (for example, you're extending their results, solving an open problem they posed/have great interest in, etc.). You might still get ignored, however.
Upvotes: 5 <issue_comment>username_2: I would suggest you to post it on arXiv, which will address both of your issues —
1. Unavailability of reviewers: Some experts might find your paper on arXiv and give feedback.
2. Risk of stealing: The world will know that you are the first one to come up with these results using your method.
Best of luck!
Upvotes: 2 <issue_comment>username_3: There is nothing wrong with sending a new math paper to colleagues, including people you don’t know personally, and either before or after you put the paper on arXiv. I am on both the sending and receiving end of such messages on a somewhat regular basis.
However, it is unrealistic to think that the people you’re sending the paper to will immediately sit down and check its correctness, or that they will do so even within several months. That’s simply not going to happen unless there is something extraordinarily exciting about your results. People might respond with minor feedback, point out a missing reference or some typos, make some general comments about your approach etc. but “good and great” mathematicians are simply very busy people. You should not expect anyone to validate your work if they have not been assigned to do so as a referee on behalf of a journal.
Your dilemma is not so unusual, and has a standard solution, which is to carefully reread and check everything you did, and then share the paper publicly on arXiv, submit to a journal and let the normal process play its course.
Upvotes: 6 [selected_answer]
|
2021/12/08
| 898
| 3,857
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<issue_start>username_0: I finished my report and want to submit it. What should I write in the email?
**My version:**
>
> Please find attached the research paper.
> I have attached it to the body of this email in doc format, plus an extra version in pdf format in case you have difficulty accessing the file.
>
>
>
I want to end it with something like this: "I will wait your comments."
Should I add the sentence above to the email?<issue_comment>username_1: If you're a math postdoc, at this point you should probably have good relationships with other mathematicians. Those are the people you can & should talk to about your paper -- not because you should be afraid of plagiarism, but because unsolicited emails to review a paper will probably just get ignored by the faculty you sent them to. They're not going to be bothered to read it, let alone plagiarise it. "Good and great" mathematicians get these kinds of emails all the time, and they're usually from cranks and amateurs (because trained mathematicians know better than to cold email professors to review a paper). So they just ignore all such emails in general.
That is why they haven't answered, not because they're busy plagiarizing your work.
I think it's best if you can find someone in your circle, and failing that, in your institution. If no one you know does research in the relevant topic, it's much easier to approach people in your institution and get taken seriously than with total randoms. Again, plagiarism isn't something I'd be concerned about, rather you should worry about getting someone to pay attention to it at all.
But if you're really really worried about plagiarism, an alternative to posting on arXiv (which is permanent) is to post somewhere else, e.g, your personal website -- where there can still be a verifiable record of your work, but you can take it down if you find out something is garishly wrong with it.
Postscript: if you absolutely positively have to send it to someone not in your (extended) network, "good and great" should not be your criteria, rather it should be "highly relevant" -- someone in your subsubsubfield you know would be very interested in your work (for example, you're extending their results, solving an open problem they posed/have great interest in, etc.). You might still get ignored, however.
Upvotes: 5 <issue_comment>username_2: I would suggest you to post it on arXiv, which will address both of your issues —
1. Unavailability of reviewers: Some experts might find your paper on arXiv and give feedback.
2. Risk of stealing: The world will know that you are the first one to come up with these results using your method.
Best of luck!
Upvotes: 2 <issue_comment>username_3: There is nothing wrong with sending a new math paper to colleagues, including people you don’t know personally, and either before or after you put the paper on arXiv. I am on both the sending and receiving end of such messages on a somewhat regular basis.
However, it is unrealistic to think that the people you’re sending the paper to will immediately sit down and check its correctness, or that they will do so even within several months. That’s simply not going to happen unless there is something extraordinarily exciting about your results. People might respond with minor feedback, point out a missing reference or some typos, make some general comments about your approach etc. but “good and great” mathematicians are simply very busy people. You should not expect anyone to validate your work if they have not been assigned to do so as a referee on behalf of a journal.
Your dilemma is not so unusual, and has a standard solution, which is to carefully reread and check everything you did, and then share the paper publicly on arXiv, submit to a journal and let the normal process play its course.
Upvotes: 6 [selected_answer]
|
2021/12/08
| 868
| 3,824
|
<issue_start>username_0: I am going to present a paper at a conference for the very first time. Given the COVID-19 scenario, that conference is being held online. I have prepared a slide for my presentation. Can I annotate my slide during the presentation to help the audience get a better understanding? My topic is quite complex and full of protocols which I believe I can explain better if I can annotate.<issue_comment>username_1: If you're a math postdoc, at this point you should probably have good relationships with other mathematicians. Those are the people you can & should talk to about your paper -- not because you should be afraid of plagiarism, but because unsolicited emails to review a paper will probably just get ignored by the faculty you sent them to. They're not going to be bothered to read it, let alone plagiarise it. "Good and great" mathematicians get these kinds of emails all the time, and they're usually from cranks and amateurs (because trained mathematicians know better than to cold email professors to review a paper). So they just ignore all such emails in general.
That is why they haven't answered, not because they're busy plagiarizing your work.
I think it's best if you can find someone in your circle, and failing that, in your institution. If no one you know does research in the relevant topic, it's much easier to approach people in your institution and get taken seriously than with total randoms. Again, plagiarism isn't something I'd be concerned about, rather you should worry about getting someone to pay attention to it at all.
But if you're really really worried about plagiarism, an alternative to posting on arXiv (which is permanent) is to post somewhere else, e.g, your personal website -- where there can still be a verifiable record of your work, but you can take it down if you find out something is garishly wrong with it.
Postscript: if you absolutely positively have to send it to someone not in your (extended) network, "good and great" should not be your criteria, rather it should be "highly relevant" -- someone in your subsubsubfield you know would be very interested in your work (for example, you're extending their results, solving an open problem they posed/have great interest in, etc.). You might still get ignored, however.
Upvotes: 5 <issue_comment>username_2: I would suggest you to post it on arXiv, which will address both of your issues —
1. Unavailability of reviewers: Some experts might find your paper on arXiv and give feedback.
2. Risk of stealing: The world will know that you are the first one to come up with these results using your method.
Best of luck!
Upvotes: 2 <issue_comment>username_3: There is nothing wrong with sending a new math paper to colleagues, including people you don’t know personally, and either before or after you put the paper on arXiv. I am on both the sending and receiving end of such messages on a somewhat regular basis.
However, it is unrealistic to think that the people you’re sending the paper to will immediately sit down and check its correctness, or that they will do so even within several months. That’s simply not going to happen unless there is something extraordinarily exciting about your results. People might respond with minor feedback, point out a missing reference or some typos, make some general comments about your approach etc. but “good and great” mathematicians are simply very busy people. You should not expect anyone to validate your work if they have not been assigned to do so as a referee on behalf of a journal.
Your dilemma is not so unusual, and has a standard solution, which is to carefully reread and check everything you did, and then share the paper publicly on arXiv, submit to a journal and let the normal process play its course.
Upvotes: 6 [selected_answer]
|
2021/12/08
| 1,287
| 5,561
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<issue_start>username_0: Basically the title says everything. I came from a very low ranked university outside the UK (Africa). During my PHD, I worked as a part time lecturer at another University in my home country for 1 year and I have a lot of experience in supervising and a very good research background with good publication output (7 papers in moderate journals).
I say this first because it had a lot with how I handled my salary negotiation: 1) I received a feedback that I need to start on higher quality journals (at least Impact factor 4 or more). The best journal I published in was IF 1.1 and that phd students in that new university could easily get a journal with IF 3. This clearly hit my self confidence and I know it does because I am a bit nervous although EVERYONE in my new team are really really satisfied with my current progress and results. 2) The second issue is that I read everyone that postdoc salary are simply not negotiable. A recently graduated PHD will start at the lowest scale point.
So during the meeting with HR officer, she basically asked if I am working right now and I simply replied "no" and she said "Ok, you don't have experience so you will start with this" and quickly moved to other things. I was nervous to bring the issue so I just went a long with it. Now, 5 months later in my postdoc, I know that my PI is really good at bringing money and he has a lot of project working on. So money is not an issue. I recently learned that the project I'm working on had a higher budget allocated to the researcher to be recruited (and that's me) but I started at the lowest pay scale. I really think I deserve more but I really don't know if I should bring this or maybe I missed my chance.
I still have one probation meeting where I will talk to the PI. What do you think? Is this too late? If you think I could try, how can I approach the situation with the PI? At first, I knew that I can't justify why I need more because I come from another country, so I decided to wait and let them see how I work to bring it.<issue_comment>username_1: Almost all postdocs in the UK will get a 1 pay scale point increase each year more or less automatically. Most universities have a mechanism for awarding a two point increase in exceptional circumstances, where the individual has made an outstanding contribution (usually awarded for a specific achievement, rather than just doing well). Its almost unheard of for anyone to increase by more than 2 points at a time.
The other alternative is a promotion. If you believe that your duties don't match your job description, such can apply for a promotion from one grade to another (ie from grade 6 to grade 7, where grade 6 will be called something like research assistant and 7 something like research associate). Again, there is generally a formal process for this.
In both cases, there is almost certainly a specific time in the year when these processes happen. For example, for us promotion cases are submitted in August, and then go through various panel meetings in October (departmental), November (faculty/school) and December (university). Its unlikely an increase will be possible outside that time scale unless there was something written into your probation agreement, but it can't hurt to ask.
Upvotes: 4 [selected_answer]<issue_comment>username_2: I agree with everything in [Ian's answer](https://academia.stackexchange.com/a/178938/4249) and would like to add a couple of things.
Reading your question, I notice you haven't actually given a reason for **why** you think you deserve a salary increase:
* (Note that "I could use the money" is not a good reason; we all could.)
* (Also "Supervisor is good at bringing in money and has a lot of funded projects" is not a good reason; unless you are planning to reapply and switch to a position in one of the other projects)
* You say that your postdoc is progressing well; again this is the expected turn of events, and the reason you were offered the position following the interview (if they expected you would not do well in the position, you would not have been offered it).
* Your past working experience in Academia is "1 year as a part-time lecturer". So less than 1 full-time year; and also it seems in teaching rather than research, so not directly relevant to a research-oriented postdoc position.
You might have better reasons than the ones you outlined in the question which we don't know about. That said, I would condition Ian's suggestion that "It can't hurt to ask" on having solid, specific reasons why you deserve a bump up the pay spine. **These usually have to do with demonstrating research independence.** Typically this refers to time spent in research positions, but the duties and responsibilities you hold can serve this purpose too.
I would also suggest you consider a couple of other points:
* Climbing up the pay spine and skipping over a point on the pay scale is typically much easier when finishing up a contract and switching to your next position, either at the same University or a different one.
* If your supervisor indeed has a generous budget for this and other projects (and maybe a small discretionary budget of his own if he is so good at bringing in money), **consider other ways you could benefit from his budget.** Consider whether your research and professional development would benefit from e.g. new equipment, books, or attending events (still virtual for the most part but I live in hope that we will one day be encouraged to meet people again).
Upvotes: 2
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2021/12/09
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<issue_start>username_0: Today I've just been told by my advisor that she thinks it would be better for me to quit after this quarter. I asked her why and she told me she thinks I don't have what it takes to complete grad school. I am a second-year Ph.D. and currently, I am doing great coursework-wise. I really really don't want to quit. She told me she'll give me some time to think about it. I wonder what should I do? Would it still be possible for me to stay under her mentorship?
Also, I wonder how I should approach our next conversation.
Here are some additional information:
I am in a 5-year program in the US, I am funded by my department not my advisor. I have passed my first year qualifying exam.<issue_comment>username_1: Although we don't have any information about why your supervisor wants you to quit, I find it inappropriate to state to students, or people in general, that "they don't have what it takes" to do something (assuming she indeed said this). This expression refers to a *permanent lack of innate abilities* and is different from simply assessing whether a student is suitable to a given project or has made enough progress.
First, it's patronizing (who is she to tell you that?), second, it's irresponsible (how would she know? She's not a cognitive profiler), lastly, it's a breach of her authority: she's not there to assess personalities and eternal innate, everlasting capabilities, she's there to assess your concrete past track record and achievements to date.
She *could* say: "*you have not made enough progress, and this indicates you will not be able to complete your PhD in a timely manner under my guidance*". But insulting people by saying "you don't have it" is unacceptable in professional situations.
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Again, we don't have enough information to help here, but I suppose by trying to convince her you do "have what it takes". Say these words precisely: "I believe I do have what it takes", and explain in detail why, if you can.
Upvotes: 5 <issue_comment>username_2: If your advisor says you should quit after the current quarter, it likely means that if you do not quit, the advisor will stop advising you. That means any funding that comes from your advisor will be lost.
It is likely that your options are to find a new advisor or to find a job elsewhere.
Upvotes: 4 <issue_comment>username_3: In any case, it would be unwise to stay under the mentorship of someone who has bluntly expressed lack of confidence in you. If nothing else, knowing that they think you will fail will be a bad psychological situation for you.
You can still get some possibly-useful information from this person, though. Ask "why do you think so?", and get as many details as possible.
Some of the answer to that could be that you have some misconceptions about either technical things or bigger-picture things, and acquiring that info could help you.
My own philosophy about advising grad students is that a big part of my job is to *help* them achieve what they want, perhaps despite their own misunderstanding about "what the game is", and/or despite unhelpful intellectual/scientific habits they've acquired somehow. And, really, for youngish people, especially with less-than-advantaged/privileged previous trajectories, it is not at all easy to predict future trajectories, ...
Plus, if you really want to do this, it's certainly worth the risk of *actual* "failure" (whatever this means), rather than pre-emptively bailing out due to the "prediction" of a not-so-subtle person.
Upvotes: 6 <issue_comment>username_4: The assumption of a few of the other current answers is that the advisor is telling you what they really think; that they are giving you a candid, honest appraisal. Another is more agnostic on that point instead suggest that if an advisor says this, then it's probably not a good idea to try to stick around irregardless.
There is another possibility to consider, that the advisor is saying this as a *motivational technique* or as a *test*, a bit like being called worthless scum and hopeless by a drill sergeant initiating [Stress and punishment in boot camp](https://en.wikipedia.org/wiki/Recruit_training#Stress_and_punishment).
Before you act, give this explanation a review and see if it might fit. Check with coworkers, other students in the group or outside the group who may have some second-hand knowledge to see if your case is unique or perhaps this advisor has given this kind of talk to other students in the past as well.
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It sounds like there is genuine curiosity about how you will respond to this challenge, and there is a possibility that a push back, a doubling down on your focus towards your research and away from classes is the response hoped for, and an "okay, you're right, I'll go" is, despite what was said, *not the response hoped for.*
See for example [username_1@'s excellent answer](https://academia.stackexchange.com/a/178981/69206):
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> ...Again, we don't have enough information to help here, but I suppose by trying to convince her you do "have what it takes". Say these words precisely: "I believe I do have what it takes", and explain in detail why, if you can.
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Perhaps it's simply a test to see if your convictions and passions for completing your program are strong. Perhaps it just looks like you are not putting enough work into your research or too much on classes and your advisor wants to either drive you to switch the focus of your effort, or if you can't or won't, *only then* get you to leave or move to another group.
Upvotes: 2 <issue_comment>username_5: Make sure you understand what it is that makes your advisor thinks this. One possibility that no other answer has mentioned yet is that you do have what it takes but have not prioritized showing that, because you thought different things were more important.
I am just a graduate student, so I have no specific experience to this scenario, but I believe it is important to consider whether it might be mostly a misunderstanding: If you focus on getting great grades in the coursework and your advisor mostly cares about how independently you do research, for example, that will make her think you are bad at it even when you would not be. Clarify what the specifics are that are most important in her view. Ask if it could be worth seeing how you improve when you focus on these.
Upvotes: 3 <issue_comment>username_6: I would like to contribute just an anecdote from my personal experience that I would like you to consider...
Before I became a professor, I was only really ever around highly talented students. I went to a pretty good school, and I guess I just implicitly assumed that all students were like us. Thus when I started as a professor, I was under the impression that, "Anybody can get a PhD if they tried hard, and wanted it enough". However, that hypothesis was quickly disproved by one of my first PhD students. After about a year of lots and lots of effort on my part, it was clear that one of my students lacked the fundamental skills (programming, mathematics) needed to graduate during the funding period I had allotted. Although it must be said, they were by far the most enthusiast student, and "really wanted it".
How did I come to that conclusion? After working with them for a few months, it was clear that they had a really bad grasp on some core mathematical principles and were extremely bad at programming, both of which were core components of the work. Still, being young and naive, I thought that I could just do some extra mentoring to bridge the gap. However, after a year, the student was only falling further behind where they should have been, and so I had a sit down meeting to inform the student that I did not think that they would be capable of getting a PhD. But I left the door open for them to stay if they wanted to stick it out and try...
Well long story short... they said that they wanted to stay and put in the extra work. However, years later, the funding that I had secured for them expired, and they did not have a PhD. At that point they transferred to another advisor and to my knowledge, they never obtained a PhD.
After transferring to another group, the student harbored a lot of anger toward me, feeling that I should just "give them" a PhD because of all of the work they put in. In fact, it is not uncommon for professors to do this even if the work is not really up to snuff. But really there is a threshold that should be met, and the fact is that I did not believe that the student met that requirement. People seem to be handing out PhDs freely these days, and I despise the grade-inflation in academia. The insidious side effect of this is that giving PhDs to everybody devalues the degree for everyone else.
I do not have contact with the student anymore, but I wonder what they think now. Should they have heeded my advice?
Honestly, I would expect that they would blame me for their failings, saying that I did not give them enough mentoring. But if you take such an answer at face value, then it ignores the fact that I was already putting much more time into mentoring that student than the others, and it was at the point that mentoring that student was taking away from my other responsibilities (grant writing, teaching, mentoring other students). This while I was already working more hours than most of my other colleagues. I had no more time to give.
One parting thought that I would like you to consider...
Do you think that your professor came to this decision lightly?
It took me a week to finally work up the courage to tell my student this. It was nerve-wracking. It was an admission that *I* had failed to get the student up to speed, and that I did not think that I ever could. I was devastated. I had failed.
If your professor got the courage to tell you this, I doubt that they did this lightly. I would guess that they came to this decision upon seeing repeated issues. You should certainly talk to them about this. But please take to heart what they are saying. How will you feel if you are there for 2,3,4 more years, and still don't have a PhD? Make sure that you are not just falling into the sunken cost fallacy. And make absolutely sure that you are clear that lots of people do lots of hard work every day. It just does not rise to the level of warranting a PhD.
Upvotes: 6 <issue_comment>username_7: We really need more information. Your current situation, previous plan, country and field would be helpful.
From the United States:
What is your current status? Did you receive a Masters degree? or straight to PhD program? If you dont have a Masters, now might be a good time to 'pull the parachute cord', drop the Phd program, leave with a Masters and regroup. You can still pursue the Phd after reaching that milemarker. Do not waste the last 2 years (sheesh). Even a second masters would be preferable to leaving empty handed. I emphasize to not view this option as failure but a very good option professionally and personally. PhDs are simply not *that* valuable outside of Academia.
What is the comprehensive/qualifying exam situation? If you can pass that exam, you (unofficially) have earned the opportunity to finish. Your committee --for practical purposes-- should move on from you staying or going if you pass that exam. If that exam exists in the future, I would hinge everything on that exam... not by choice... but you are running out of options. quick. Pass and stay, Fail and get a Masters. Its a simple conversation to have.
What was the original plan? was this a 2 year program? a 5 year program? The context here would definitely inform the tactics and strategy of the path forward.
What is the funding situation? transparent? lacking? abundant? There are a lot of variables that contribute to your fit in that program.
Your situation seems awful and I wish you the best. Dont let your program consume you. One day the program will be over and you will still be here. Take care of yourself first. If you stay, its likely to get worse before it gets better.
With the additional information, you stand at a crossroads. If you are going to succeed in your program, I suggest you change your posture. Your school isnt *giving* you a Phd. You are *taking* it from them. Phds are masters of their own destiny. They are masters of their own research, their schedules, all that they survey. Everybody wants a PhD until its time to do Phd stuff. Now is that time. If you are here to stay, and your advisor pushes you. You push back. You meet requirements as they are laid out. You identify areas of weakness and you develop them. Carve your destiny out of your will. Just put one foot in front of the other until all options are expended. Theres no other way. Or quit. Like I said, its simply not that valuable, and the cost is very, very real.
Upvotes: 1 <issue_comment>username_8: I would reevaluate what you are best at in terms of research skills and repivot to that. I will say from personal experience that I started a PhD in a more theoretical discipline 10 years ago. I struggled and eventually dropped out. I didn't get to the point that I was told that a PhD is not for me, but I started getting comments about being not as good as the rest of the students in my cohort and I also failed half of the qualifying exam (it was comprised of two sections).
I did not want to give up on the dream of a PhD and after a 4 year break from academia, I found a program where the research was more applied. This was a much better fit for me. I passed the qualifying exam in this program and am now working on my dissertation.
Try to talk to other faculty with funding in the department or in adjacent departments. Look at the research you have done so far and figure out what parts of the research you found more rewarding.
Upvotes: 1 <issue_comment>username_9: Assuming you have an open line of communication with the advisor, they really should give you a breakdown of why they feel that way, what concrete expectations they have that you aren't meeting (publication count, milestones, etc.), and what they think it would take for you to get from where you are to where they think you need to be by the end of the PhD and why they feel you won't reach that.
**You said they gave you time to think about it. You can't reasonably be expected to make the decision to leave a PhD program after investing more than a year without being fully informed of why you are making it.**
Also, in my experience some advisors are just unreasonable in their expectations or in their assessment of others. Academia tends to reward a lot of people who had some relatively privileged background (went to excellent prep schools, were trained in prestigious departments with lots of resources, had talent nurtured from an early age, etc.), and a lot of those who have had great success in academia have a very self-confident conviction that they are where they are through sheer hard work and talent and merit. These people tend to have a high view of their own intellect. While I was doing a Master's one of the profs in a course I was taking, who had attended a prestigious university starting at age 16 and had a very narrow view of the type of talent required for academia, advised at least two of my friends not to do a PhD. One of them is now doing quite well in a PhD program despite that.
I have no idea if the above paragraph has anything to do with your advisor, but it may be good to get a second opinion if you have a close enough relationship with anyone else in the department.
One more thing, in my PhD experience I found that a lot of issues with my advisor arose from lack of communication, where my advisor was largely out of the loop with what I was doing. At some point they indicated to me that they were concerned about lack of progress, but (at least in hindsight) this was largely due to not communicating often enough for them to have a clear view of where I was, and thus thinking I wasn't getting anything done. I have heard many stories of people who seemingly make little progress during the bulk of their PhD, but culminate in a highly productive period towards the end.
Only you can really assess your own capabilities, and if you do find that you have some personal flaws which are holding you back then it's good to be honest about that and then *get help to improve*, I'm sure your campus has career resource or counseling services which you could utilize. Personally, I think if you want it and are passionate and feel it's worth the risks (as you judge them to be), then you should pursue it with a clear conscience. Impostor syndrome is definitely a real thing that affects most graduate students. It helps to have a large number of fellow grad student friends who you can commiserate with, so you can boost each other.
In any case I think that if you do want to stay and believe you are capable, you should consider finding a new advisor who doesn't think you are not capable of success, particularly if your advisor's opinion does not change in the near term.
Upvotes: 3 <issue_comment>username_10: This is similar to <NAME>'s and username_9's excellent answers, but here's my two cents as someone who dealt with a similar situation at some point and managed to survive (PhD, good publication record and currently a postdoc at an R1). I had a really tough time with my first supervisor, which ultimately concluded with them failing me on my candidacy exam. The process leading to that and the event itself were devastating and it's still something I am working on. I don't think your situation should get to that point.
I think you're in a good position given that your funding doesn't depend on your current advisor. Here's an outline of how I would approach the situation:
1. Take your current advisors words as feedback. Are these things well-founded? Perhaps it's a work chemistry thing? Do they have unrealistic expectations? Are they on a power trip? All these and more things are possible. Advisors hold a lot of power over PhD students, but remember that this is only their opinion. Don't believe everything they say at face value, but be honest to yourself.
2. **Start looking for a new advisor**. Let everyone involved know what's going on (including the grad student advisor/equivalent), no need to hide any details. Faculty will talk before making any decisions, so it's better to **be open about it with everyone involved**. Be open to work on things that are unrelated to what you've done so far. Discuss graduating plans. Ask questions about other possible advisors: Do they have a project that can be finished in a reasonable time? Do you know any of their current students? What's their experience? How often do they meet? etc.
From my own personal experience, and that one of other people in my program, it's more important to have an advisor with whom you have good chemistry and has confidence in you than working with some hot-shot or whatever.
3. Do your best and don't let this experience take too much of your head space. This won't guarantee you'll get your degree, but I would bet it will improve your quality of life.
I honestly hope everything works out.
Upvotes: 1
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2021/12/09
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<issue_start>username_0: Inspired by [Tutoring is depressing because my students are struggling too much with my exercises. What do I do?](https://academia.stackexchange.com/questions/87737/tutoring-is-depressing-because-my-students-are-struggling-too-much-with-my-exerc)
The text of that question says:
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> I am a tutor for first year math majors at a European university. By "tutor," I mean that I have office hours that all math students can attend. I am paid by the university.
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> Now, this is not the case anymore. Exercises consist simply of paraphrasing the definitions, and almost all the students are struggling pretty hard on these very simple exercises. Typically, they think that solving Ax = 0 when A is a 3×3 matrix is too hard. They have very little intuition about what is going on, especially in algebra. When they ask me questions, I try to answer so they see a way of thinking that can be generalized. But sometimes they just look at me as if I was an alien.
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This is very surprising because I cannot imagine doing a math major without knowing algebra or matrix multiplication. Since they're commonly taught in high school, one would naively expect college-level math majors to not only know them, but to know them well. Without them, one cannot start learning the "real stuff". The obvious path of action seems to be to deny the student admission - if not to the college then at least to the major - due to the prerequisites not being met. But in this case, the linked question would be moot because it doesn't arise in the first place. Why doesn't this happen?
The only answer I can think of is that the students pay money to study math and the colleges are happy to take that money - but that sounds very cynical.<issue_comment>username_1: First of all, these students are almost all not math majors. In the US, college education includes a lot of general education, because we think all adults should have a broad range of knowledge.
Isn't adding fractions a basic life skill that everyone needs? If you are in court, wouldn't you want the people in the jury deciding your case to know how to add fractions? (Most cases do rely on some basic mathematics!)
As for why these people are admitted to college, what's the alternative? Remember that, for the most part, it's not that they don't know how to add fractions but are particularly adept at something else. Most of them probably could not handle the drive through line at a busy Macdonalds. (That's not an easy job!) What do we do? Put them on disability for the rest of their lives? It's not like there are lots of jobs out there that they can do.
Upvotes: 4 <issue_comment>username_2: The question is about teaching math in U.S. universities. However the situation with English/communications and other subjects that people from other countries expect to be covered in secondary school is similar.
Students entering the first year of university in the U.S. can vary a lot in terms of math preparation, because many secondary schools really don't do a good job teaching the children that they eventually graduate.
Most U.S. universities administer some kind of math placement test to the incoming class. Depending on their results, a student may be placed in:
* a "remedial" math class (not always called that, and sometimes non-credit) that covers very basics, like the number line, and adding fractions.
* a "pre-calculus" class - definitions of functions...
* "Calculus" - differentiation and integration...
* A few students take "Advanced placement" (AP) calculus in high school and are allowed to take more advanced courses like differential equations right away.
Surprisingly many students need "remedial" math even at the most "prestigious" and exclusive universities.
Some universities have other verions of placemnent. Universities' requirements also differ in how many math is required for different majors. E.g., after a placement exam, non-math majors might take a "math for liberal arts" terminal class. However you can see how many students (not necessarily math majors) end up taking math courses that they don't want to take, but only need in order to graduate. They are not motivates. Often they barely got placed into this class, struggle, and would have been better off in remedial math.
Even among math majors, a university might have different concentration areas - "pure math" (who like proofs), "applied math" (don't care for proofs), and "math education" (want to become secondary school math teachers). It's common for some to start at a very basic level, even remedial.
Upvotes: 3 <issue_comment>username_3: >
> The only answer I can think of is that the students pay money to study math and the colleges are happy to take that money - but that sounds very cynical.
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I think this is effectively right, but it's maybe not as cynical as you would suggest. Consider: Bob is a student who has learning disabilities and spent most of high school experimenting with drugs. At the age of 27, Bob has gotten clean, gotten therapy, and wants to pursue a career as a programmer. He decides to start by studying math at a community college. At first, he is way behind and has to take remedial math. But over time, he builds his skills and eventually gets an associates degree in math. From there, he is admitted to a software engineering program at a reputable, four-year college. And after that, Bob earns a master's degree and a high-paying job.
I think lots of people -- from instructors to administrators -- pursue teaching less-qualified students because they want to help people like Bob. The problem, of course, is that students like Bob are vanishingly rare. In practice, most students taking remedial-level math courses will never achieve proficiency in basic math, and only a few will achieve anything useful (e.g., a better job) from their studies. And the college cannot help people like Bob if it goes bankrupt, so it's easy to rationalize difficult choices in the name of "we have to keep the lights on so we can help people like Bob."
So: is it exploitive that colleges take money from desperate people who (statistically) have little chance of getting a return on their investment? Or is it a good thing that colleges make opportunities available to students who would otherwise have no opportunity of pursuing higher education at all? Or are the students and colleges merely symptoms of a deeper problem? Opinions will vary.
Upvotes: 7 [selected_answer]<issue_comment>username_4: Everyone has an area of struggle. Sometimes prerequisites are needed, sometimes it's just filler. I've seen students struggle with prerequisites, yet excel in the subject they came there for.
Also, on the opposite note. Why do some schools make people stay the whole semester even if they know all the coursework?
Upvotes: 1 <issue_comment>username_5: @username_3's answer is excellent, but there's an additional issue (UK, or more specifically England-and-Wales, perspective, but may apply more widely): how would the university know, at admissions stage, that the students lack those prerequisite skills? In my experience, the students who do lack the skills @DanielR.Collins lists have, nevertheless, almost always passed the public examination (GCSE Mathematics) whose officially-listed assessed learning outcomes include those skills. A few of the higher-ranked universities have flirted with working around this by setting their own entrance examinations and/or using admissions interviews, but it turns out to be extremely challenging to set this up in a way that doesn't introduce unacceptable social-class, ethnic, and gender bias into the admissions process.
Upvotes: 4 <issue_comment>username_6: My experience is outdated but the core idea is probably still valid about 60 years later.
There is tremendous variability in the quality of secondary education in the US. Some high schools teach a lot (lot) of college level subjects. Others none at all. Philips Academy Andover (no connection) is one of the outstanding secondary schools. But I went to a very academically poor school. This was before the AP program existed, of course, but I was deficient in many subjects.
In particular, I knew nothing of trigonometry, much less Calculus or matrices when I graduated. I was fascinated by geometry (my first true educational success, actually). Some of the math courses were taught by a golf and football coach.
I did well enough that I was accepted into a very good, but small, teaching focused university. The first course for majors was Calculus and while I was permitted to start, I was also required to take a makeup trig course. I worked hard and was able to pass out of that by exam, freeing up some time for calc.
Eventually I wound up with a math doctorate from a State University (R1) institution that had some of the top professors in the world in a number of fields.
But, in my university and graduate education, luckily, none of my professors (few anyway) had the attitude that "here it is, take it or leave it". The best and those I followed as mentors, were available for questions and would occasionally even give unsolicited advice.
The why of it isn't surprising. For those interested in education, it is a mission to nurture those who show promise, even if it is largely unrealized at the time. For state universities, such as my graduate program, it is an economic imperative to educate the citizenry for the future. So, even at top R1 institutions, a lot of effort goes into building an undergraduate program that is accessible to most people willing to put in the effort. Not everyone has the Philips Andover advantage (nor the money to attend, of course).
Sadly, secondary education isn't improving fast enough. There is tremendous reluctance to fund it properly. Thus, the variability in quality is probably worse now than in my youth. There are too many forces that don't seem to recognize any value in the "common good" (and not just in education funding).
Currently, my school taxes are very high and I don't have kids in the system anymore. But the future depends on my willingness to pay them so that today's youngsters can have good teachers and teachers get both a decent salary and the ability to increase their skills.
And it also depends on the willingness of colleges and universities to deal with the realities. I am thankful that it still seems to be the case.
Upvotes: 5 <issue_comment>username_7: The OP quotes username_11 saying:
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> most students entering U.S. community colleges do not have 8th grade algebra skills, nor even 6th grade arithmetic skills (e.g., fractions, proportions, negatives, estimations, times tables).
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The OP says:
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> The obvious path of action seems to be to deny the student admission - if not to the college then at least to the major - due to the prerequisites not being met.
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So it sounds like the OP isn't from the US and doesn't know what a community college is or how it works.
Community colleges don't just provide instruction in traditional college subjects, they also provide vocational education. They don't want to exclude someone who wants to study welding or cosmetology just because that person's algebra skills are nonexistent. They also serve the function of helping people to remedy their inadequate high school educations, so that they are not just excluded forever from any further educational progress. I don't know about other states, but in my state, California, CC admissions are open to anyone "able to profit from instruction," i.e., anyone with a pulse and respiration. Selective admissions are part of the missions of the Cal State and UC systems, not the California community colleges.
Excluding someone from majoring in math at a community college would be sort of silly. The type of student who wants to major in math is one who intends to transfer to a four-year school and get a four-year degree in math. That student does not need to declare a major while at the CC, nor do they need a two-year degree in order to transfer. Some CC students do care about their AA degree, especially those who are the first in their families ever to attend college.
However, declaring a major at a CC and getting an AA degree in an academic field are both basically a joke. At the CC where I taught before retiring, students would make a final visit to a counselor before transferring, and the counselor would have been told to make sure to get the student to apply for as many AA degrees as possible. This is because the number of degrees awarded is one of the criteria for state funding. The requirements for an AA in math are a proper subset of the requirements for a physics degree, which in turn are a proper subset of those for an engineering degree. Therefore every engineering student would walk out the door with at least three AA degrees. It wasn't uncommon to see students getting four or five of them.
One could exclude students from calculus if they didn't have appropriate arithmetic and algebra skills. My school used to do this by administering a placement test when the student was admitted. This worked very badly. You could get a student who was 35 years old, returning to school after having had a job and kids. She doesn't remember her algebra on the day she walks up to the window at Admissions and Records, but that doesn't mean she needs to languish in remedial courses for years. Remedial math education simply doesn't work. The success rates are nearly zero. That's why my state abandoned it.
What would make more sense would be for community colleges to get tougher with students who don't make appropriate academic progress or who take the same class over and over without ever passing. California did this to a slight extent ca. 2010 by instituting a limit of 3 repetitions of a class; this was a response to the overloading of the CC system during the economic crisis following 2008. There are genuine abuses, such as students who will habitually drop a class at the 13th week, even if their grade is a B, because they want to retake it for an A. In general, though, the system is run by people with bleeding hearts, and the school also benefits in terms of state funding by having as many butts in seats as possible.
Upvotes: 4 <issue_comment>username_8: OP does not state which university it is, or which country. I can report from Germany, from Baden-Württemberg where I live.
If a person finishes Gymnasium (the academic stream of secondary school) with an Abitur at any level, that person can apply to any university to study any course. This is obviously absurd, but that's the law.
But some of the popular universities (e.g. Tübingen) are so overfilled that they have a limit of people for courses (e.g. German) and actually make applicants sit exams. This is a good thing. However, the "better" universities such as Freiburg have no restrictions whatsoever, so people sign on for Maths or Physics and flop at the first round of exams.
Of course they are pleased to get the money. They need it. But Tübingen seems to manage, because German etc is so popular. Maths, Physics, Chemistry are not so popular, and they can't afford to be choosy where their money comes from.
We all know stories of people who pulled themselves up by their bootlaces and managed to finish Engineering after a bad start. But we know many more who failed miserably. Universities should have minimum requirements for difficult subjects. There is no problem with the most popular "hard" subject of all, Medicine, which is always over-subscribed and thus can insist on high entrance standards.
However, I do not see that this is going to get better. B-W has a Green government now, and they are trying to stamp out selective secondary schools. Students of history can see that this always means falling standards, so in a decade or so B-W will no longer have one of the best education systems in the country.
Edit:
Obviously absurd: Try studying Electrical Engineering if you don't know Kirchhoff's Law, or Maths if you don't know Algebra. This may not be a problem when studying Psychology or Politics or English, I don't know what they do all day.
Upvotes: 2 <issue_comment>username_9: Considering OP does not mention which country, I can explain the situation in India.
A large part of Indian education system (unfortunately) relies on [learning by rote](https://en.wikipedia.org/wiki/Rote_learning). While the top schools and universities in the country do their best to ensure that their students do not pass their exams by rote learning, this is not the case in most schools. This is not a requirement of the Education board as well.
For example, students in India give exams known commonly as "Board exams" to pass their Grade 10 and Grade 12. The exam is designed by the Education board (a famous one throughout India is the Central Board of Secondary Education) and applies to all students in the nation/state who register for the exam under that Education board. Even these "Board exams" rely mostly(1) on questions directly from the textbook, the reference book or previous year's exam questions. Students have access to all these through various sources, especially print media. **A significant(2) number of students attempt to rote learn the answers and repeat them during the exam, thus, fulfilling the pre-requisite for the university course without gaining the skill to solve such problems in math.** While the grade/marks vary from one Education board to another, scoring well above the passing mark/grade can easily be achieved through this rote learning.
(In my answer, I rely on relative quantifiers such as (1) and (2) because I am neither an educator nor an expert on the statistics. I am merely a recent, but former student of this system.
Also, this may not be the case for every Education board in India, but a majority of them.)
Upvotes: 2 <issue_comment>username_10: Given that the quoted question talks about a "major european university", there is the very real possibility that the answer to the OP’s question simply is: “because they have no other choice. In various European countries (e.g. the Netherlands and ( parts of Germany). Successfully completing the appropriate high school exam gives access to any of the country’s universities. This means the universities do not have the option of not admitting these students. Moreover, one of the metrics that universities get judge upon is the percentage of students that make it to the finish line and get a degree. This means that there is a strong incentive for universities to teach the students any requisite skills they are missing.
Upvotes: 2 <issue_comment>username_11: Absolutely it's money. Re: "deny the student admission"; note that most students in the U.S. are attending open-admissions community colleges. There is simply no such thing as denial of student admission in those cases. And they can sign up for any major they like.
Full disclosure: I teach math at a U.S. community college that's won national awards for high quality. (I also wrote the selected answer in the motivating question linked by the OP.) My college is regularly announcing more initiatives to expand enrollment: (1) recruiting people who have failed out of other universities, (2) turning F's and incompletes into withdrawals so students never drop in GPA and can always register for more classes, (3) programs to invite intellectually disabled and autistic students into college courses, etc.
I just wrapped a basic algebra course where the students (N = 32) couldn't read, write, subtract, add negatives, identify written operations, tell if 0 = 100 was true or false, match a given answer to multiple-choice items, retain information from day to day, etc. Median score for all students for the semester: 3%. All of those students will presumably be registering for more courses next semester.
Everyone in the pipeline is telling students they need to go to college, and can do anything they want there. Our department's been forced to greatly mangle our sequence, being obligated to arrange it such that any student, even one entering without 4th-grade arithmetic skills, has a pathway to achieve a mathematics degree inside 2 years. Whether the student had legitimate skills or grades in high school is a complete nonissue to administrators, advisors, and thus students.
Upvotes: 3 <issue_comment>username_12: It's certainly not an ideal situation that these students at university don't know the basic stuff that is taught in high school. However, one does not need to start at the basics and build up from there.
It's a bad practice in math education to stick to the dogma that one must first master the basics perfectly before being exposed to more advanced concepts. This is not how I learned many math and physics topics. Quite a few of the people I know who did well at university, learned a lot of math and physics themselves from advanced math and physics books long before they had mastered the preliminary stuff needed for a rigorous understanding.
Many math topics were in fact developed by mathematicians and physicists when they themselves didn't understand it properly. So, mathematics is a flexible topic, it allows people to step in and work with advanced concepts when they have not mastered the basics. It's then possible for them to master the basics later, simply by working their way through the course.
This is how I mastered complex analysis. I had mastered ordinary calculus at the age of 12 in a non rigorous way. At the age of 14, I browsed a book on complex analysis, it looked like a boring book containing lots of theorems that I was not interested in. So, I had no intention of reading the book. But I did see one interesting theorem in the middle of the book, it was the residue theorem. I could understand what it was saying, as I was able to figure out what was meant by the residue of a function.
I could then calculate contour integrals with the reside theorem, but I lacked a proper understanding of why the theorem is true. I only had a heuristic understanding, basically that the integral of 1/z is Log(z) and this should pick up a term 2 pi i if you go around the singularity. But this deficient background in the topic was good enough for met to start computing integrals using the residue theorem. Failure due to improper understanding, like in case of functions with branch point singularities motivated me to study the subject more properly later.
Six years later I was a third year theoretical physics student. We had to choose a few optional math courses given to math students and pass the exams. One of the subjects I chose was complex analysis. So, this was a proper, rigorously taught math course by a math professor for math students. I was familiar with most of what was taught, so I did not study much for the course. But I was a deficient student compared to the other math students who followed the course, because I had not studied measure theory and topology rigorously (I had vague familiarity with these topics, but physic students were given special math courses for physics students that did not include topology and measure theory).
The exam questions were mostly contour integration and summation questions. I made one minor mistake and scored 95%. One other student passed the course, he scored 70% out of 10. The rest, about ten other students all failed the course (they scored less than 60%).
I had a similar experience with other topics, I tended to do extremely well when I had studied in this sort of a non rigorous way years earlier. I ended up getting a more mediocre score when I had studied according to the curriculum, starting at the time the course was taught at university.
The way I studied math myself when I was in high school would not be considered to be a serious form of studying by educational experts. It's perhaps best described as playing. So, I think insisting on studying in the official way is not justified as it doesn't yield good results. We should be more open to alternative approached to learning math.
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<issue_start>username_0: My professor sent out an email saying he had evidence of me cheating in a Physics class. Exam was done on gradescope. And I don’t really know what evidence he has.
He is requesting a zoom meeting with him, I don’t know if it’s a good idea to meet him because he said he will be filling a report and would like to know if I would like to meet with him<issue_comment>username_1: First of all, these students are almost all not math majors. In the US, college education includes a lot of general education, because we think all adults should have a broad range of knowledge.
Isn't adding fractions a basic life skill that everyone needs? If you are in court, wouldn't you want the people in the jury deciding your case to know how to add fractions? (Most cases do rely on some basic mathematics!)
As for why these people are admitted to college, what's the alternative? Remember that, for the most part, it's not that they don't know how to add fractions but are particularly adept at something else. Most of them probably could not handle the drive through line at a busy Macdonalds. (That's not an easy job!) What do we do? Put them on disability for the rest of their lives? It's not like there are lots of jobs out there that they can do.
Upvotes: 4 <issue_comment>username_2: The question is about teaching math in U.S. universities. However the situation with English/communications and other subjects that people from other countries expect to be covered in secondary school is similar.
Students entering the first year of university in the U.S. can vary a lot in terms of math preparation, because many secondary schools really don't do a good job teaching the children that they eventually graduate.
Most U.S. universities administer some kind of math placement test to the incoming class. Depending on their results, a student may be placed in:
* a "remedial" math class (not always called that, and sometimes non-credit) that covers very basics, like the number line, and adding fractions.
* a "pre-calculus" class - definitions of functions...
* "Calculus" - differentiation and integration...
* A few students take "Advanced placement" (AP) calculus in high school and are allowed to take more advanced courses like differential equations right away.
Surprisingly many students need "remedial" math even at the most "prestigious" and exclusive universities.
Some universities have other verions of placemnent. Universities' requirements also differ in how many math is required for different majors. E.g., after a placement exam, non-math majors might take a "math for liberal arts" terminal class. However you can see how many students (not necessarily math majors) end up taking math courses that they don't want to take, but only need in order to graduate. They are not motivates. Often they barely got placed into this class, struggle, and would have been better off in remedial math.
Even among math majors, a university might have different concentration areas - "pure math" (who like proofs), "applied math" (don't care for proofs), and "math education" (want to become secondary school math teachers). It's common for some to start at a very basic level, even remedial.
Upvotes: 3 <issue_comment>username_3: >
> The only answer I can think of is that the students pay money to study math and the colleges are happy to take that money - but that sounds very cynical.
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I think this is effectively right, but it's maybe not as cynical as you would suggest. Consider: Bob is a student who has learning disabilities and spent most of high school experimenting with drugs. At the age of 27, Bob has gotten clean, gotten therapy, and wants to pursue a career as a programmer. He decides to start by studying math at a community college. At first, he is way behind and has to take remedial math. But over time, he builds his skills and eventually gets an associates degree in math. From there, he is admitted to a software engineering program at a reputable, four-year college. And after that, Bob earns a master's degree and a high-paying job.
I think lots of people -- from instructors to administrators -- pursue teaching less-qualified students because they want to help people like Bob. The problem, of course, is that students like Bob are vanishingly rare. In practice, most students taking remedial-level math courses will never achieve proficiency in basic math, and only a few will achieve anything useful (e.g., a better job) from their studies. And the college cannot help people like Bob if it goes bankrupt, so it's easy to rationalize difficult choices in the name of "we have to keep the lights on so we can help people like Bob."
So: is it exploitive that colleges take money from desperate people who (statistically) have little chance of getting a return on their investment? Or is it a good thing that colleges make opportunities available to students who would otherwise have no opportunity of pursuing higher education at all? Or are the students and colleges merely symptoms of a deeper problem? Opinions will vary.
Upvotes: 7 [selected_answer]<issue_comment>username_4: Everyone has an area of struggle. Sometimes prerequisites are needed, sometimes it's just filler. I've seen students struggle with prerequisites, yet excel in the subject they came there for.
Also, on the opposite note. Why do some schools make people stay the whole semester even if they know all the coursework?
Upvotes: 1 <issue_comment>username_5: @username_3's answer is excellent, but there's an additional issue (UK, or more specifically England-and-Wales, perspective, but may apply more widely): how would the university know, at admissions stage, that the students lack those prerequisite skills? In my experience, the students who do lack the skills @DanielR.Collins lists have, nevertheless, almost always passed the public examination (GCSE Mathematics) whose officially-listed assessed learning outcomes include those skills. A few of the higher-ranked universities have flirted with working around this by setting their own entrance examinations and/or using admissions interviews, but it turns out to be extremely challenging to set this up in a way that doesn't introduce unacceptable social-class, ethnic, and gender bias into the admissions process.
Upvotes: 4 <issue_comment>username_6: My experience is outdated but the core idea is probably still valid about 60 years later.
There is tremendous variability in the quality of secondary education in the US. Some high schools teach a lot (lot) of college level subjects. Others none at all. Philips Academy Andover (no connection) is one of the outstanding secondary schools. But I went to a very academically poor school. This was before the AP program existed, of course, but I was deficient in many subjects.
In particular, I knew nothing of trigonometry, much less Calculus or matrices when I graduated. I was fascinated by geometry (my first true educational success, actually). Some of the math courses were taught by a golf and football coach.
I did well enough that I was accepted into a very good, but small, teaching focused university. The first course for majors was Calculus and while I was permitted to start, I was also required to take a makeup trig course. I worked hard and was able to pass out of that by exam, freeing up some time for calc.
Eventually I wound up with a math doctorate from a State University (R1) institution that had some of the top professors in the world in a number of fields.
But, in my university and graduate education, luckily, none of my professors (few anyway) had the attitude that "here it is, take it or leave it". The best and those I followed as mentors, were available for questions and would occasionally even give unsolicited advice.
The why of it isn't surprising. For those interested in education, it is a mission to nurture those who show promise, even if it is largely unrealized at the time. For state universities, such as my graduate program, it is an economic imperative to educate the citizenry for the future. So, even at top R1 institutions, a lot of effort goes into building an undergraduate program that is accessible to most people willing to put in the effort. Not everyone has the Philips Andover advantage (nor the money to attend, of course).
Sadly, secondary education isn't improving fast enough. There is tremendous reluctance to fund it properly. Thus, the variability in quality is probably worse now than in my youth. There are too many forces that don't seem to recognize any value in the "common good" (and not just in education funding).
Currently, my school taxes are very high and I don't have kids in the system anymore. But the future depends on my willingness to pay them so that today's youngsters can have good teachers and teachers get both a decent salary and the ability to increase their skills.
And it also depends on the willingness of colleges and universities to deal with the realities. I am thankful that it still seems to be the case.
Upvotes: 5 <issue_comment>username_7: The OP quotes username_11 saying:
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> most students entering U.S. community colleges do not have 8th grade algebra skills, nor even 6th grade arithmetic skills (e.g., fractions, proportions, negatives, estimations, times tables).
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The OP says:
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> The obvious path of action seems to be to deny the student admission - if not to the college then at least to the major - due to the prerequisites not being met.
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So it sounds like the OP isn't from the US and doesn't know what a community college is or how it works.
Community colleges don't just provide instruction in traditional college subjects, they also provide vocational education. They don't want to exclude someone who wants to study welding or cosmetology just because that person's algebra skills are nonexistent. They also serve the function of helping people to remedy their inadequate high school educations, so that they are not just excluded forever from any further educational progress. I don't know about other states, but in my state, California, CC admissions are open to anyone "able to profit from instruction," i.e., anyone with a pulse and respiration. Selective admissions are part of the missions of the Cal State and UC systems, not the California community colleges.
Excluding someone from majoring in math at a community college would be sort of silly. The type of student who wants to major in math is one who intends to transfer to a four-year school and get a four-year degree in math. That student does not need to declare a major while at the CC, nor do they need a two-year degree in order to transfer. Some CC students do care about their AA degree, especially those who are the first in their families ever to attend college.
However, declaring a major at a CC and getting an AA degree in an academic field are both basically a joke. At the CC where I taught before retiring, students would make a final visit to a counselor before transferring, and the counselor would have been told to make sure to get the student to apply for as many AA degrees as possible. This is because the number of degrees awarded is one of the criteria for state funding. The requirements for an AA in math are a proper subset of the requirements for a physics degree, which in turn are a proper subset of those for an engineering degree. Therefore every engineering student would walk out the door with at least three AA degrees. It wasn't uncommon to see students getting four or five of them.
One could exclude students from calculus if they didn't have appropriate arithmetic and algebra skills. My school used to do this by administering a placement test when the student was admitted. This worked very badly. You could get a student who was 35 years old, returning to school after having had a job and kids. She doesn't remember her algebra on the day she walks up to the window at Admissions and Records, but that doesn't mean she needs to languish in remedial courses for years. Remedial math education simply doesn't work. The success rates are nearly zero. That's why my state abandoned it.
What would make more sense would be for community colleges to get tougher with students who don't make appropriate academic progress or who take the same class over and over without ever passing. California did this to a slight extent ca. 2010 by instituting a limit of 3 repetitions of a class; this was a response to the overloading of the CC system during the economic crisis following 2008. There are genuine abuses, such as students who will habitually drop a class at the 13th week, even if their grade is a B, because they want to retake it for an A. In general, though, the system is run by people with bleeding hearts, and the school also benefits in terms of state funding by having as many butts in seats as possible.
Upvotes: 4 <issue_comment>username_8: OP does not state which university it is, or which country. I can report from Germany, from Baden-Württemberg where I live.
If a person finishes Gymnasium (the academic stream of secondary school) with an Abitur at any level, that person can apply to any university to study any course. This is obviously absurd, but that's the law.
But some of the popular universities (e.g. Tübingen) are so overfilled that they have a limit of people for courses (e.g. German) and actually make applicants sit exams. This is a good thing. However, the "better" universities such as Freiburg have no restrictions whatsoever, so people sign on for Maths or Physics and flop at the first round of exams.
Of course they are pleased to get the money. They need it. But Tübingen seems to manage, because German etc is so popular. Maths, Physics, Chemistry are not so popular, and they can't afford to be choosy where their money comes from.
We all know stories of people who pulled themselves up by their bootlaces and managed to finish Engineering after a bad start. But we know many more who failed miserably. Universities should have minimum requirements for difficult subjects. There is no problem with the most popular "hard" subject of all, Medicine, which is always over-subscribed and thus can insist on high entrance standards.
However, I do not see that this is going to get better. B-W has a Green government now, and they are trying to stamp out selective secondary schools. Students of history can see that this always means falling standards, so in a decade or so B-W will no longer have one of the best education systems in the country.
Edit:
Obviously absurd: Try studying Electrical Engineering if you don't know Kirchhoff's Law, or Maths if you don't know Algebra. This may not be a problem when studying Psychology or Politics or English, I don't know what they do all day.
Upvotes: 2 <issue_comment>username_9: Considering OP does not mention which country, I can explain the situation in India.
A large part of Indian education system (unfortunately) relies on [learning by rote](https://en.wikipedia.org/wiki/Rote_learning). While the top schools and universities in the country do their best to ensure that their students do not pass their exams by rote learning, this is not the case in most schools. This is not a requirement of the Education board as well.
For example, students in India give exams known commonly as "Board exams" to pass their Grade 10 and Grade 12. The exam is designed by the Education board (a famous one throughout India is the Central Board of Secondary Education) and applies to all students in the nation/state who register for the exam under that Education board. Even these "Board exams" rely mostly(1) on questions directly from the textbook, the reference book or previous year's exam questions. Students have access to all these through various sources, especially print media. **A significant(2) number of students attempt to rote learn the answers and repeat them during the exam, thus, fulfilling the pre-requisite for the university course without gaining the skill to solve such problems in math.** While the grade/marks vary from one Education board to another, scoring well above the passing mark/grade can easily be achieved through this rote learning.
(In my answer, I rely on relative quantifiers such as (1) and (2) because I am neither an educator nor an expert on the statistics. I am merely a recent, but former student of this system.
Also, this may not be the case for every Education board in India, but a majority of them.)
Upvotes: 2 <issue_comment>username_10: Given that the quoted question talks about a "major european university", there is the very real possibility that the answer to the OP’s question simply is: “because they have no other choice. In various European countries (e.g. the Netherlands and ( parts of Germany). Successfully completing the appropriate high school exam gives access to any of the country’s universities. This means the universities do not have the option of not admitting these students. Moreover, one of the metrics that universities get judge upon is the percentage of students that make it to the finish line and get a degree. This means that there is a strong incentive for universities to teach the students any requisite skills they are missing.
Upvotes: 2 <issue_comment>username_11: Absolutely it's money. Re: "deny the student admission"; note that most students in the U.S. are attending open-admissions community colleges. There is simply no such thing as denial of student admission in those cases. And they can sign up for any major they like.
Full disclosure: I teach math at a U.S. community college that's won national awards for high quality. (I also wrote the selected answer in the motivating question linked by the OP.) My college is regularly announcing more initiatives to expand enrollment: (1) recruiting people who have failed out of other universities, (2) turning F's and incompletes into withdrawals so students never drop in GPA and can always register for more classes, (3) programs to invite intellectually disabled and autistic students into college courses, etc.
I just wrapped a basic algebra course where the students (N = 32) couldn't read, write, subtract, add negatives, identify written operations, tell if 0 = 100 was true or false, match a given answer to multiple-choice items, retain information from day to day, etc. Median score for all students for the semester: 3%. All of those students will presumably be registering for more courses next semester.
Everyone in the pipeline is telling students they need to go to college, and can do anything they want there. Our department's been forced to greatly mangle our sequence, being obligated to arrange it such that any student, even one entering without 4th-grade arithmetic skills, has a pathway to achieve a mathematics degree inside 2 years. Whether the student had legitimate skills or grades in high school is a complete nonissue to administrators, advisors, and thus students.
Upvotes: 3 <issue_comment>username_12: It's certainly not an ideal situation that these students at university don't know the basic stuff that is taught in high school. However, one does not need to start at the basics and build up from there.
It's a bad practice in math education to stick to the dogma that one must first master the basics perfectly before being exposed to more advanced concepts. This is not how I learned many math and physics topics. Quite a few of the people I know who did well at university, learned a lot of math and physics themselves from advanced math and physics books long before they had mastered the preliminary stuff needed for a rigorous understanding.
Many math topics were in fact developed by mathematicians and physicists when they themselves didn't understand it properly. So, mathematics is a flexible topic, it allows people to step in and work with advanced concepts when they have not mastered the basics. It's then possible for them to master the basics later, simply by working their way through the course.
This is how I mastered complex analysis. I had mastered ordinary calculus at the age of 12 in a non rigorous way. At the age of 14, I browsed a book on complex analysis, it looked like a boring book containing lots of theorems that I was not interested in. So, I had no intention of reading the book. But I did see one interesting theorem in the middle of the book, it was the residue theorem. I could understand what it was saying, as I was able to figure out what was meant by the residue of a function.
I could then calculate contour integrals with the reside theorem, but I lacked a proper understanding of why the theorem is true. I only had a heuristic understanding, basically that the integral of 1/z is Log(z) and this should pick up a term 2 pi i if you go around the singularity. But this deficient background in the topic was good enough for met to start computing integrals using the residue theorem. Failure due to improper understanding, like in case of functions with branch point singularities motivated me to study the subject more properly later.
Six years later I was a third year theoretical physics student. We had to choose a few optional math courses given to math students and pass the exams. One of the subjects I chose was complex analysis. So, this was a proper, rigorously taught math course by a math professor for math students. I was familiar with most of what was taught, so I did not study much for the course. But I was a deficient student compared to the other math students who followed the course, because I had not studied measure theory and topology rigorously (I had vague familiarity with these topics, but physic students were given special math courses for physics students that did not include topology and measure theory).
The exam questions were mostly contour integration and summation questions. I made one minor mistake and scored 95%. One other student passed the course, he scored 70% out of 10. The rest, about ten other students all failed the course (they scored less than 60%).
I had a similar experience with other topics, I tended to do extremely well when I had studied in this sort of a non rigorous way years earlier. I ended up getting a more mediocre score when I had studied according to the curriculum, starting at the time the course was taught at university.
The way I studied math myself when I was in high school would not be considered to be a serious form of studying by educational experts. It's perhaps best described as playing. So, I think insisting on studying in the official way is not justified as it doesn't yield good results. We should be more open to alternative approached to learning math.
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<issue_start>username_0: Is this possible?
If you are funded under a T32 and they provide a stipend are you allowed to raise your salary with additional money from a PI or other smaller rewards? I know I wont be rich on a postdoc but looking to have a little breathing room with soft money from other sources. I am looking for 10K - 20K bump.
Thanks in advance.<issue_comment>username_1: With the caveat that you should definitely check NIH regulations yourself, my understanding is there's not a ban on supplemental salary for the same job/effort, but you can't use NIH funds to increase the stipend and you run into issues if 100% of your effort is supposed to be on the grant and you're adding a separate position with a separate effort expectation.
See <https://grants.nih.gov/grants/policy/nihgps/html5/section_11/11.3.10_stipend_supplementation__compensation__and_other_income.htm>
>
> Recipients may supplement stipends from non-Federal funds provided the supplementation is without any additional obligation for the trainee. An organization can determine what amount of stipend supplementation, if any, will be provided according to its own formally established policies governing stipend support. These policies must be consistently applied to all individuals in a similar training status regardless of the source of funds. Federal funds may not be used for stipend supplementation unless specifically authorized under the terms of the program from which funds are derived
>
>
>
If you read further, it seems they allow people to take on an additional 10 hour per week position paid for services performed in some circumstances.
In practice, good luck finding anything. Institutions in higher cost of living areas especially can go above grad student stipends using their own funds, but I don't know how common this is for post docs. It's unlikely to be something you can negotiate, though, it has to be policy to give the supplement to everyone in an equivalent position.
Upvotes: 2 <issue_comment>username_2: From experience this is possible. I currently have a T32 and my PI pays me an additional stipend.
There are stipulations on where the additional funding comes from. A really important one being that they can't come from a funding source for the same work being done on the T32.
Good luck!
Upvotes: 1
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<issue_start>username_0: Developing useful software products is becoming an increasingly important research activity in many fields.
However, it seems the proper credit/incentive system has not been fully worked out.
The situation becomes particularly problematic when large and complicated software products depends on many individual components developed by different research teams.
Consider a situation in which a researcher spend years of effort to develop a software component *C* that solves a very specific but very difficult fundamental problem. This researcher then publishes a paper on *C*.
Another group then develops a more general software *B* in a few weeks, which is a thin wrapper for *C*. It basically reduces a more general class of problems to specialized problems that C can solve and then feed to *C*. With everything being open source, *B* can directly incorporate *C* into itself in various ways. Let's assume this is done legally, and the README file in *B* contains flattering acknowledgement to *C*. This group then publishes a paper on *B*, which properly cites the original paper on *C*. (Best possible situation)
Fast forward a few years. Since *C* solves only very specific problems, no one uses it directly (other than *B*). The more general class of problems that *B* can solve (thanks to *C*) happened to become a hot topic. And the citation tally is now:
* *C*: 1 citation (just the paper on *B*);
* *B*: 1200 citations.
This seems like a terrible situation for the author of *C*. And this is not purely hypothetical. I have seen this happen to several people already.
More broadly, this credit/incentive structure may be bad for a field. In particular, any one in tenure track position probably shouldn't be developing software for solving specific but fundamental problem (even though they are likely in a career stage in which they are most capable of doing exactly that).
My question is, taking what I described as given (I know it happens, so there's no point explaining why such situation does not exist), *how original developer of fundamental software components could position themselves (other than keeping things closed) to get proper credit*?
More broadly, *how can a field setup proper structure to incentivize the development of such software*?<issue_comment>username_1: Create a culture where evaluation of researchers is done by expert judgement rather than crude benchmarks.
Upvotes: 5 <issue_comment>username_2: One thing is getting journals (and referees) better at referencing software dependencies. I've seen similar situations where large code B depends on some code C, everyone cites B but forgets to cite C. The only way is start yourself, making sure sure to cite everything, then when you referee papers, if they only cite B then request they cite C as well.
At the end of the day people should be citing the relevant literature, when they don't then your job as a referee is to request they do. Also when giving talks make sure to be more explicit that while you used B, that it is based on C to remind people about the link.
Upvotes: 3 <issue_comment>username_3: >
> how original developer of fundamental software components could position themselves (other than keeping things closed) to get **proper credit**?
>
>
>
This is a very subjective question, since "proper" will be defined differently by different people. In the original Q OP mentions citations.
But citations are not even a measure of how useful something is. It is a combo of visibility of the original paper, PR campaign, having friends in the field, and how useful is the final product. That is not bad, because awesome but invisible or unusable software should not be rewarded.
So, the original developer should realize that *current scientific system* rewards very specific behaviors, where generating valuable products is only part of the equation.
If the want to develop fundamental components, they should:
* integrate their work into larger eco-system through collaborations
* spend time not only coding, but building community around their solutions or ideas
* they should not ship just the bare-bones solution, but a valuable toolkit that can be applied, or at least a protocol that will help others develop applications.
Upvotes: 2 <issue_comment>username_4: Perhaps you should look at your software license. Why shouldn't it have a clause requiring that software that is using it require that papers that cite that (using) software *also* cite it?
If there was sufficient interest in a project group, or the community at whole, an open source software promoting organization, or a university, could task lawyers with creating such a license and the whole community would benefit.
(It would be not much different than, say, current BSD, which requires all using software, when distributed, to properly cite the copyrights of all BSD-licensed software it depends on, directly or indirectly.)
Upvotes: 0 <issue_comment>username_5: I support the answer of username_1, but would like to elaborate on "expert judgement rather than crude benchmarks". In my opinion the benchmarks will always be there, whether we want it or not. This is simply not practical to pull experts from their main jobs to do evaluation of other scientists.
Benchmarks deserve their existence. However, it is up to experts to devise clear criteria for the evaluations. One such criterion could be to exclude engineering and software engineering from the academic evaluations. We should evaluate academicians according to academic criteria, scientific programers according to 0.5 x software engineering + 0.5 x academic criteria, and programers according to industrial standards.
The problem is in the self-perception of scientific programmers. Very often they position themselves both in academic field and industry to maximize their chances of finding a job. Pure mathematicians, string theorists, philosophers, or social scientists do not have such an escape.
Upvotes: 0 <issue_comment>username_6: The NIH asks applicants to fill out a "Biosketch" that is used to assess the qualifications of the PI (and other key members) of the proposal.
It asks for up to five "Contributions to Science", each of consists of a half-page of text and up to four references to "research products", which need not be publications or even your own work. This would be an ideal place for the authors of *C* to explain how their work underpins the more popular package *B*. Indeed, I've heard that people have had success doing something similar with data resources: "I collected/curated data set X, which others have used to do impactful things Y and Z." The one important caveat is that NIH does *not* allow hyperlinks in grants, so you can't directly link to the README, but I imagine you can allude to it.
Here's the [Biosketch Instructions](https://grants.nih.gov/grants/forms/biosketch.htm), which include a sample.
Upvotes: 0
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<issue_start>username_0: My co-authors and I are preparing to submit a manuscript and have a problem regarding authorship.
Several months ago, a grad student on the project became upset and quit. We just discovered that, after quitting, the student apparently decided to publish results from the project under their own name, without including or informing any of the other co-authors, without listing the funder, etc. What the student published is incorrect (decent journal, but peer review failed to catch the issues) and bears little relation to the final work, and obviously that journal is being informed about the need to withdraw that paper.
We now have a dilemma regarding the student's authorship on the intended publication.
The student is listed as a co-author because they did make contributions before quitting the project. Since they are a co-author, we had planned to send a copy of the draft to the student before submission. Now we do not want to do this, because we fear the student might decide to again inappropriately publish the work under their own name or otherwise foul the publication. The journal we are planning to submit to, however, requires that you indicate that all co-authors have given consent for a submission.
What is an ethical way to navigate this dilemma?<issue_comment>username_1: Other people behaving unethically never justifies you behaving unethically. It's very clear from an ethics perspective what you need to do: You need agreement with all coauthors before you can submit. If they contributed in a meaningful way, they are a coauthor.
We actually often see the dilemma from the other side: Students wonder how to proceed if their estranged advisor does not agree with the publication. Obviously, your former student decided to do the wrong thing. Don't follow their example because consequences could be the same.
Upvotes: 3 <issue_comment>username_2: Two things should be clear:
* it is not ethical to publish without them on the list, and
* it is not ethical to publish without obtaining all authors' positive consent.
So, the only possible course of action if you want to publish the results is to show them a draft and obtain such a consent.
I don't think there's real risk of the student trying to steal the draft. It's one thing what they did so far: the student can maintain plausible deniability that they honestly judged they were the only one who really merited co-authorship. Stealing someone else's draft is a different level of misconduct completely.
On top of that, the student knows that it will not work: you already started a process of retracting their paper, hopefully successfully, and with the new draft, your case would be bulletproof. If you wish, you can also make it harder for them by only providing the final PDF without Latex sources, pictures etc.
So, from rational point of view, the student has two option, either write "I agree", click "send", and have a publication out of that, or engage in a risky activity with unlikely benefit. Of course, not all people are rational, but if it has come to the point that they will obstruct publication even at a cost of self-harm, nothing can be done.
Upvotes: 4 <issue_comment>username_3: I don't think the answer is as obvious as the other posters make it sound—I can't find any guidelines indicating an explicitly malicious coauthor should be enabled to tank a research study that they are no longer a part of. Imagine a scenario where six authors collaborate on a study that concludes guacamole causes oral cancer. A coauthor, who works for a guacamole company, refuses to participate in the publication process, in an attempt to suppress the results. *They are breaking the agreement between authors, so your obligations to them change.*
The coauthor has already committed scientific misconduct, with public evidence of their fraud, and has given you no reason to think they wouldn't do it again. Personally, I would absolutely not send the new manuscript to this person without getting a third party involved first. It's not necessary to allow yourself to be repeatedly defrauded by a bad actor while you hope—again, for no reason—that they suddenly begin to behave ethically.
Authorship disputes are common, though this one does seem exceptionally tricky. Is it possible to get your institution involved to settle this? If the coauthor quit the project but is still in school, I would hope there was an official mediation process for situations like this—I know of at least one person who was recommended for expulsion from undergraduate studies for more benign fraud than this. For what it's worth, Wiley, one of the largest academic publishers in the world, recommends "Authorship disputes will [often need to be referred to institutions](https://authorservices.wiley.com/ethics-guidelines/index.html) if the authors cannot resolve the dispute themselves," as does [the Committee on Publication Ethics](https://publicationethics.org/resources/discussion-documents/discussion-document-authorship) (COPE). I imagine this is usually regarding authors who want to be added to a publication, but it's still an authorship dispute.
One potential approach, particularly if your institution doesn't seem particularly interested in intervening, is to communicate (in writing!) with the coauthor about the situation and your desire to keep them as a coauthor. If they respond, great! Hopefully it will be a productive conversation, and they can offer you some reassurance that they won't steal your work. If they do not respond, and you're for some reason unable to contact them some other way, then your problem may actually become a little less tricky: Removing a coauthor who refuses to respond is [a more common issue](https://academia.stackexchange.com/questions/21574/is-it-ethical-to-submit-a-paper-with-the-name-of-a-co-author-who-cannot-be-conta) that journal editors may be more willing to deal with once the manuscript gets to them. If you submit the manuscript without them as a coauthor, the journal can then use this correspondence, and the retracted stolen results, to make a decision about the final author list.
Upvotes: 7 [selected_answer]<issue_comment>username_4: This is not a full answer, but here's what I suggest you *start* by doing:
Try reaching out to that graduate student and asking them about the prospect of publication. That is, tell them that you plan on publishing the group's work, , and see how they react. If they don't burst out shouting, ask whether they are ok with it. If they don't specifically demand being listed as an author, propose a "The authors would like to thank" note; if they do demand authorship, or do get into a shouting match, then you might want to either offer authorship or say you need to confer with the others about it.
It's best to let the author with the *least* history of animosity vis-a-vis the student make the call. Perhaps even sacrifice familiarity for non-animosity, since the grad student is less likely to feel the right to make demands and get angry at someone they don't really know (and who may be their senior academically).
PS - Try to have a voice conversation, not on-the-record exchange of letters or formal-sounding emails.
Upvotes: 2
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<issue_start>username_0: I have submitted a manuscript to a journal. After submitting it, I found mistakes in the manuscript and corrected them. I tried to send the revised version of the manuscript to the journal, but it is not available. I tried to withdraw the manuscript, but that seems impossible too. Under this situation, is it appropriate to submit the revised version of the manuscript to another journal?
I am not sure if the original manuscript is under review since the status is "submitted to the journal" for a long time.<issue_comment>username_1: The problem you're facing is down completely to the lack of response from the first journal. Therefore you should contact them (I would contact the publisher, not the editorial board). Tell them what you have written in the question and see what they say. It's fairly straightforward for them to withdraw your paper so I would assume that's what they will do.
You could add something to the tune of "if I don't hear from you in the next \_\_\_ weeks I will submit to another journal", if they don't respond.
Do not submit to another journal until you have made a real attempt to resolve the situation with the first journal - it would be duplicate submission in that case.
Upvotes: 3 [selected_answer]<issue_comment>username_2: It is your right to simply withdraw the paper by giving notice. The copyright is still yours and they have no rights to it at all. You don't really require a response. Tell them unequivocally that you withdraw the paper from all future consideration. You don't need to give them "deadlines" for a reply.
They have no right even to string you along by not replying. That is their poor process. Being "under review" makes no difference in your ownership.
Once you do that you are free to submit it elsewhere. But don't submit until you make the withdrawal final.
---
Note that I can't judge whether you are doing the right thing by withdrawing or would be better off waiting. And you don't say how long this has been since first submission. But as long as you still hold copyright, you hold all rights.
Upvotes: 2
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<issue_start>username_0: I obtained my PhD from a very low ranked university in Africa. Research was really hard due to a lack of many resources. But by working hard I managed to land a postdoc at a top world research intensive university. It wasn't easy to get the job as I had good papers but published in "average" journals. My PI even told me that I need to publish in top quality journals because that was the main issue in my profile and other candidate.
6 months later, my previous PHD supervisor wants me to do research with him. There were a couple of research papers that I was working on with a PhD student in my previous lab, my ex-supervisor also had an idea for another paper. I don't how to approach this situation because I have the following issues:
1. I need to publish in top quality journals and I don't think I would be able to do so if I helped my previous team. To be honest, the "average" journals I published in were the best ones my previous teams published in.
2. I also need to publish!
3. I don't know how my PI will take this. Perhaps I need to use my old affiliation!
4. This will probably steal a few weekends from me. I am not planning to dedicate a lot of time to my previous team.
Sometimes it looks that doing research with my old team has more harm than good for my profile. Sometimes, I say "why? it's just research". Should I do research with my previous team? What advice would you give me?<issue_comment>username_1: Well, definitely talk to your PI rather than speculate about what they might or might not think! It is not uncommon for people who have left one research position to still collaborate on finishing work they started in their previous positions (I have published a number of papers with my former postdoc PI despite no longer working in academia, or even in a remotely related industry field!)
However, you probably should be choosing based on if you are, or are not, interested in the research your former group is doing. Finishing off work started during your PhD is one thing, and is good for maintaining relations with your old supervisor. Starting something completely new with them depends on if you have interest in the collaboration and the time to dedicate to it.
Ultimately if you have a bunch of papers in whatever your field deems as top quality journals, and also some in lesser quality journals, nobody is going to dock points for the latter. Nobody's publication record is 100% in Nature or Science, variation in where you publish is normal!
Upvotes: 3 <issue_comment>username_2: I agree with @josivg that there is a big difference between finishing papers (depending how far along the research/writing is) and starting new ones. If the part-written papers are mostly done, then I'd consider finishing them, especially if other PhD students are relying on you.
I think it's fine to say no to new research though. I assume you're doing a postdoc now? Or at least have some fixed term position? In which case, I think it's fine to be selfish in your writing & collaboration strategy. Once you have a permanent position you can think about 'giving back' to your old collaborators. By then you will have experience to lead high-quality work, and may be able to include your old collaborators in top quality publications, which will help them much more than another 'average' publication (especially if that helps a future PhD student the kind of publication profile that international universities are looking for).
Upvotes: 2
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<issue_start>username_0: A layman wants to help people in science. How useful would it be for him to join for some [BOINC](https://boinc.berkeley.edu) project? I somehow think that many researchers gets computing power from their universities so I am unsure why do we need [BOINC](https://en.wikipedia.org/wiki/Berkeley_Open_Infrastructure_for_Network_Computing).<issue_comment>username_1: Well, definitely talk to your PI rather than speculate about what they might or might not think! It is not uncommon for people who have left one research position to still collaborate on finishing work they started in their previous positions (I have published a number of papers with my former postdoc PI despite no longer working in academia, or even in a remotely related industry field!)
However, you probably should be choosing based on if you are, or are not, interested in the research your former group is doing. Finishing off work started during your PhD is one thing, and is good for maintaining relations with your old supervisor. Starting something completely new with them depends on if you have interest in the collaboration and the time to dedicate to it.
Ultimately if you have a bunch of papers in whatever your field deems as top quality journals, and also some in lesser quality journals, nobody is going to dock points for the latter. Nobody's publication record is 100% in Nature or Science, variation in where you publish is normal!
Upvotes: 3 <issue_comment>username_2: I agree with @josivg that there is a big difference between finishing papers (depending how far along the research/writing is) and starting new ones. If the part-written papers are mostly done, then I'd consider finishing them, especially if other PhD students are relying on you.
I think it's fine to say no to new research though. I assume you're doing a postdoc now? Or at least have some fixed term position? In which case, I think it's fine to be selfish in your writing & collaboration strategy. Once you have a permanent position you can think about 'giving back' to your old collaborators. By then you will have experience to lead high-quality work, and may be able to include your old collaborators in top quality publications, which will help them much more than another 'average' publication (especially if that helps a future PhD student the kind of publication profile that international universities are looking for).
Upvotes: 2
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<issue_start>username_0: If I turn in a test with my work on it, is that work under copyright by me or the teacher? If the teacher does not want to give me the test contents, can I ask for my answers to the questions as intellectual property?
Also, my goal is to be able to see my answers on a test after I have taken it.
While Googling I could only find blogs/posts on avoiding copyright infringement, I had a hard time finding other resources.<issue_comment>username_1: Copyright can only be applied to "creative works". Its purpose is to protect the financial interest of the creator in such works for a period of time.
It is doubtful, but not impossible, that a court would consider student assignments and exams as "creative" in any sense. Most such things deal with "common knowledge" even though not yet known to students, perhaps.
But an assignment to "write a poem on subject X" would end up with a creative work, though, perhaps, of questionable quality. Likewise some "open ended questions" might qualify, even in something like CS.
But an instructor would have no rights to any creative work produced solely by a student. If it is subject to copyright at all, the rights are held by the creator.
---
See: <https://copyright.uslegal.com>
---
The separate question, unrelated to copyright, is whether you have a right to feedback on what you write in a test. My opinion is that you do, indeed, and any sensible system will have a way to provide that. It doesn't mean, however, that you have a right to carry away a copy of what you turned in, but you should at least have an opportunity to speak with a professor on the quality of what you write there.
And if you think something you write for an exam is worthy of publication, there is no reason that you can't take those ideas and produce something based on it. For that, you will have copyright.
Upvotes: 2 <issue_comment>username_2: To the extent that there is creative work, such as a nontrivial mathematical proof or computer program, you most likely hold the copyright. The only exception would be if you explicitly relinquished that copyright. That does not, however, mean that an instructor is required to return their copy of the work to you. If you didn't make a copy before turning it in, or if you turned it in under the condition (known to you) that you would not be permitted to copy or publish it, you will have no recourse.
Upvotes: 4 <issue_comment>username_3: I think this question should be interpreted according to the goal you have:
>
> my goal is to be able to see my answer on an assessment after I have taken it.
>
>
>
You could ask a lawyer about your precise rights under copyright law, this Q&A site is not a place to ask for legal advice and any answer is going to depend on your jurisdiction and the relevant law/case law for that jurisdiction.
However, regarding your goal, I think the approach trying to compel your instructors under some legalesque framework to return your assignment so that you can see your answers is a bad way to proceed.
Your instructor likely has a reason they do not want to return the completed work to you; I'm guessing the reason is to protect future exams/assessments by making it more difficult to share past years' responses with a future class. Alternatively it could be that they don't have the time to provide this to everyone and see it as unfair to provide the service just for you.
Maybe they have a good reason, maybe not, but you're best off explaining to your instructor the reasons *you* would like to see the assignment. You'll probably make more progress if you have pedagogical reasons ("I'd like to understand what I did right/what I did wrong") rather than grade-grubbing reasons ("I'd like to argue for points back").
Consider that a reasonable response by an instructor to a student who argued that their assignments must be returned to them for some legal reason might be to simply not have that student anymore. (my understanding of copyright law is that there is no basis for such a request, but I'm also arguing that there's no good reason for you to pursue that argument even if there was)
Upvotes: 6 [selected_answer]<issue_comment>username_4: Where I work, the issue you raise is not a matter of copyright but of university policy: students are given the right to collect marked assignments and midterms, and keep said work, precisely for the reasons you give and so they can assess their academic progress through the class. Thus I would start by searching for such a policy at your school. (Note that students can ask to see their marked copy of final exam but not keep it.)
IANAL but it seems highly unlikely that submitting an assignment paper transfers the copyright to the instructor, although the instructor holds the copyright to the actual assignment *questions*.
Upvotes: 2 <issue_comment>username_5: In my country (Sweden), the test is part of a government decision (a grade), and is therefore technically a document which must be publicly available upon request.
That is, anyone can ask for (a copy of) this document (other students, other teachers, etc). All finals are scanned and stored, but the duration required to keep it is 2 years, I think.
Note, though, this does not mean you lose copyright of your work; just that it must be available.
Upvotes: 2 <issue_comment>username_6: Your question must be interpreted with right to information law but not intellectual property rights etc. I have been in research work to place such a petition before the Concerned court as in Pakistan ( I'm from Pakistan) rule of law is a big challenge and I want to help my countrymen in this regard and had been in research works since 2-3 months. I found some rulings of Indian supreme court which had allowed the candidates to inspect as well as get certified copies of their answer papers. (Aditya case). It's all about the right to information. The only defence point from the opposite is it's the fiduciary rights thus cannot yeild the copies or allow the inspection of answer papers to the candidates this view is not covered by the right to information act.
Advocate High Court Malak Usman Rumi Tareen Pakistan.
Upvotes: 0
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<issue_start>username_0: I do not have prior experience in research in academic institutions but I do work at research and development as statistician in a top multi national company. Do I need to do some research in academic institutions before applying for phd in a top school ?<issue_comment>username_1: Generally speaking, prior research experience is not necessary for applying to a Ph.D. program because a doctorate program is supposed to teach and train you the research skill. Often, a researcher gets the first (real) research project done in his Ph.D. thesis. However, prior research experience is (always) a plus to get into a doctorate program.
Upvotes: 1 <issue_comment>username_2: The top schools in the US do require some research experience. Ph.D. is a research degree. The number of seats are few whereas many people who are applying, already have publications. Hence, even if they don't mention research as a requirement explicitly, people who have that, definitely have an advantage over others who don't.
However, if you have a degree from a top institution and a good GRE score (above 320), it will help. Your industry experience in a top multi-national company will be beneficial too.
I don't think that you need to have academic research experience per se, industry research experience will do as well. If you have done dissertations during your undergraduate or graduate studies, those are research experiences too. Add them to your resume. Just remember getting at least one or two academic recommendation letters, especially from your dissertation supervisor.
Last but not the least, do not put all your eggs in one basket. Besides applying to some top schools, also apply to tier 2 schools and have some safety options. For a Ph.D., the reputation of the school is not as important as the faculty fit. Perhaps a tier 2 school will be a better fit according to your research interests.
Try your best and you might have a shot.
Upvotes: 3 [selected_answer]
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<issue_start>username_0: I teach in a college and I have a small annual fund allowing me to purchase textbooks. If I do not use this fund, it will expire every academic year and thus I am considering creative ways that I can make good use of this fund.
I use textbooks which the authors have passed away so that I do not need to worry about newer editions. Also, I teach lower-level mathematics and the content of these courses will not change much over time.
I am considering purchasing a few copies of the textbooks of the courses I teach. I am considering one of the following two:
1. Allow needy students to use these books for free on a first-come, first-serve basis. I will not check the student's background; instead, I will just trust his/her words on the neediness.
2. Allow (any) student to rent these textbooks at a very low fee, say $10.00 per semester.
I am checking here if doing this is legal (especially about the renting part: Do I need any permission/lisence?) and appropriate. Or will it cause some potential problems?
Thank you.<issue_comment>username_1: Your first suggestion is almost certainly allowed, legal, and admirable (caveat below). The second one opens issues of what happens to rental fees. You shouldn't really be accepting money for use of your classroom materials beyond the cost of production.
But a loan program would be feasible. If you have more students than books, you could even loan a book to, say, a pair of students to share.
When publishers give you books for your consideration in adopting them, you can also pass those on to students.
Note that some people who use their own textbooks will return the per/copy royalty to their students if the book is required.
---
Caveat. You don't say the source of the funds. If they come from the university, then you should get approval from someone in the administration. The intent of the grant might be to increase your own knowledge and so have some restrictions.
Upvotes: 2 <issue_comment>username_2: (2) seems a bit fraught to me. Could be iffy or against policy if not outright illegal, and just puts you and your students both in a weird position.
I'd recommend working through your college's library; it's typical for academic libraries to reserve some materials to only be checked out by students taking a certain course, and I suspect your library would be happy to manage some donated textbooks that way.
Libraries are also quite familiar with the process of lending out books, including offering sufficient carrots and/or sticks to get their books back. For a library affiliated with a college/university, that might include preventing registration, graduation, or transcript release for students who haven't returned a book or paid a fee.
Upvotes: 1 <issue_comment>username_3: Renting for a fee something you were given funds to buy is IMO unethical. If you want to be creative along the lines you suggest:
1. Donate a copy (or more than one) to the library of your institution. This will maximize the reach of your donation;
2. If you want to get rid of extra copies, you *could* sell them making it clear that the proceeds go to a scholarship fund or a student food bank or some other student-centred cause.
Upvotes: 0 <issue_comment>username_4: As others have pointed out, the rental fee is problematic. The question to answer is who actually owns the book and, consequently, who is entitled to the rental fee if you charged one. Legally, it is almost certainly the case that whatever you buy from university funds is owned by the university, and it is not up to you to decide what to do with it. In your case, that would mean that you can't just rent out books for a fee in the same way as you can't just rent out your office to a student to live in -- it's not yours to rent out, but the university's. Thinking in the same direction then makes it clear that whatever money would come in from such an arrangement would have to go to the university, not to you.
I tend to think that the rental scheme is not only legally, but also ethically fraught. Imagine that you had enough books to rent to all of your students. Then the students would have the option of paying the publisher $80 for a new book, or pay you $10 for a rental. They'd probably go to you for the rental, but that would mean that you are deriving a secondary income from your primary job, for which the university already pays you. That income presents conflicts of interest: For example, you will no longer be interested in changing the text book used by that course, even if there is a much better one, and that means that you may not be providing your students the best education. One can certainly conjure up other ways in which the scheme provides you with conflicts of interest.
So, no, don't do that. If you happen to have a few spare copies of the book, let the students borrow it instead.
Upvotes: 2
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2021/12/10
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<issue_start>username_0: I'm a PhD student at a university that is in the process of evaluating updates to stipend policies and one of the students involved in providing feedback on said policy updates. During a meeting a few weeks ago with the PIs in our department, our department's official policy on minimum student stipends and how they should be adjusted if the student wins a funding award was discussed. As a student with a large funding award I learned I should have been topped up by $5,000 above my original stipend amount, however, my supervisor had only topped me up by $500 annually. As my supervisor was in the meeting as well they are aware they have not been matching policy and acknowledged they need to fix things.
While my supervisor is trying to figure out how he can manage his lab budget to change things going forwards he hasn't said anything about making up for mistake of the last few years. I've had my award for 2.5 years now, meaning I'm effectively out $11,000 he should have been paying me all this time. I know lab grants are tricky and finding money for students in existing ones can be quite hard, but this should have been budgeted in if he had followed the policy properly.
How do I go about asking my supervisor if he is considering paying what are effectively back-wages from the past two years without ruining our relationship? It's been very good up until now and while I don't want to put a strain on it that money would really help me a lot financially.<issue_comment>username_1: I don't see how you can do anything other than schedule a meeting and have the conversation directly.
You're probably best off if you assume this was an honest mistake and treat it as such in your conversation, as accusations otherwise might prompt defensiveness. You'll have to decide how you want to act going forward depending on what the response is like - it's possible your advisor will do everything in their power to remedy this for you, and it's possible they won't. It seems like a good sign that they agree and understand that something is wrong, though.
I'd say that while this is ultimately the advisors' responsibility, I'd also note that professors are not really experts in this sort of thing, they're experts in their field, not HR. Departments usually have support staff in HR or as part of graduate programs to help professors keep track of their students' salaries/stipends/benefits. It's quite possible they handed this off to an administrative person "Hi, CS won this award, can you make sure that this is taken care of with their stipend?" Other people could have also caught this mistake and didn't. In some cases, professors may even have students in different programs/departments with different policies applying to each one, so I think it's forgivable that they not be on top of everything.
This also seems like the sort of policy that would be available to students, so I'd certainly advise to make sure you're being an advocate for yourself and reading any materials available to you about compensation and benefits due to you in this position and all positions you hold going forward. It's almost always easier to fix such things ahead of time rather than retroactively.
Upvotes: 4 [selected_answer]<issue_comment>username_2: I would first contact the graduate coordinator in your department. They prepare many of the contracts, for e.g.- TA contracts or funding plan for the year, etc (at least in my department they do). Let him know about your situation. He might be able to resolve it himself or might contact your supervisor on your behalf or he might refer you to the HR.
If this doesn't work, then I will setup a meeting with my supervisor to talk about it.
Upvotes: 2
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<issue_start>username_0: I imagine it is fairly common for students (at the PhD level) to produce work of lower quality than their advisors. Indeed, even excellent students must start somewhere, and if they were able to produce work of the quality of professors, then they need not be a student. Moreover, not all students will be exceptional. At the same time, it is often the case that papers of a student would be co-authored by the advisor. How are such papers are evaluated by the broader community. Does taking on students who publish papers of lower quality (relative to the advisor) impact the advisor's reputation in any meaningful way (e.g. by "diluting" the quality of their work)?<issue_comment>username_1: While the practice of adding advisor's name to student publications varies by field, as does the interpretation of it, the advisor in such fields has no incentive to have low quality work published with their name as "author" (whatever that might mean).
Thus, an advisor will, for their own purposes, push the student to do more so that the quality is high.
You are likely correct that most students, at that moment, are less skilled in research and publication than their advisors, but that is only at the moment. If it were generally true over time then the quality of research would decline as time goes on and nothing significant can be done any more. Person A (good) produces student B (less good) who produces student C (sort of bad), etc until all is garbage. Only Euclid's work in math would be worth reading.
Also, the advisor has the opportunity to feed ideas to their students, which can be a justification for advisor authorship in the first place. Thus, the quality can be as good as what the advisor could produce - at that moment.
My dissertation was a fine piece of work. I was congratulated by members of my defense committee on its quality and completeness. My advisor (an eminent, senior mathematican) could have done it himself, certainly, but he expressed pride in my work. This being math, he wasn't a co-author though the idea for the original exploration was his. He had an idea that "such and so might be true", which is IMO the highest form of math insight and I hadn't attained that yet. But doing the work led me to that level. The overall trend is upward, not downward.
---
So, if you ask how such work is judged in general, then the answer is that it is judged by the research community like any other. On its merits.
But the judgement by the university for matters of promotion and salary advancement is probably a bit different. In that case, more is better, I suspect.
Upvotes: 1 <issue_comment>username_2: No. For a supervisor to coauthor papers with a student, which are lower quality than the supervisor's solo work, does not harm the supervisor's reputation.
The researchers judged to be most successful publish both quality and quantity. Publishing somewhat lower quality research with a student contributes to the quantity.
Publishing in disreputable journals or presses will harm the supervisor's reputation.
From an ethical point of view, routine and unremarkable research provides great value to society even when it does not get judged a "success" by the research community. Much technological achievement comes from boring, systematic experimentation.
Upvotes: 0
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<issue_start>username_0: After our first Zoom meeting, my potential supervisor asked me to prepare a PowerPoint presentation about my thesis or any research I've done (it doesn't matter if it's not related to her research area), and present it in another Zoom meeting to the rest of the lab members. She said it will also be an opportunity to meet them and ask them questions about the lab environment.
She says she wants to see how I communicate about research. I found this request weird. I'll still do it of course.
However, I'm afraid because in our first Zoom meeting, even though the current went well between us, I feel likeI wasn't able to talk about my research project as well as I'd have liked to due to stress and some language issue, so she may have regretted answering my email in the first place, and now doesn't have the heart to just reject me.
Am I overthinking it?
She said that with the next meeting she'll be able to make the decision.<issue_comment>username_1: Seems like you are overthinking this. At my institution, prospective grad students often are asked to give talks about their current research. This is a good way to get to know the candidate, and evaluate how well they can communicate ideas (obviously very important for grad students), how committed they are (here via how "good" the presentation is), how it is to discuss research with them (which your prospective supervisor would be doing a lot with you) when discussing the contents afterwards, etc.
Upvotes: 5 <issue_comment>username_2: Short answer: you are overthinking this. Do the presentation. Keep it short and to the point. I have been on both sides for such presentations. Introduce your research and spend some time talking about the contributions that you made. Important to consider some things that you would find interesting to research and link them back to your research. Good luck!
Upvotes: 3 <issue_comment>username_3: You are in the best possible situation for this job. You are already an expert on the research topic of your choice. Now spend some time studying which concrete projects, they are working on in the lab. Round off the presentation of you topic, telling them how your research relates to concrete, current research activities in the lab. I am stressing 'concrete and current' because by referring to those, you demonstrate that you are really interested in their work.
Upvotes: 2
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<issue_start>username_0: I am in a bit of a bind. With institutional background, I've managed to formalize a novel way of approaching a problem. It is not really a groundbreaking thing, but it works, and I've only seen it as a high-level idea in blogposts so far. I have spent a year on this, wrote the whole code, and wrote a technical paper of 6 pages on my own.
Recently an otherwise not-involved academia professional from another institution offered his help in this project. We have a formal relationship with one of his coworkers, and we were grateful for his advice and help. He made three significant contributions (other than brainstorming, talking issues through):
1. Uncovered a code error, which improved the results marginally, but was an objectively faulty line - my bad understanding of how a specific method worked.
2. Added a feature which I didn't do on my own, because it was recommended us at an open workshop and he simply was faster in pushing the commit.
3. He reformatted the code in a way which is more professional, but not better in any way and not useful at all for our purposes (notebook-like structure with markdown).
These took him probably 2-3 hours at the very most. **No one asked him for these contributions, he did it on his own.**
My boss decided that he will absolutely not be the second author, this is my work, at least 99.9%. Even before his inclusion the paper was in a publishable state. However I have no clear answer whether his contributions to the code are his intellectual properties. The only thing I can agree with is Item 1 from the list above, as I missed that completely when writing code. Item 2 is a thing I didn't have the option to work on as he was faster and I had other things to attend to. Item 3 is irrelevant, I will not use the code in that version and structure.
He is relaying to us that he will not "allow" (that doesn't mean a thing in real life) the publishing with his contributions. But the only clear contribution he made was Item 1. My questions to you:
**Am I right in thinking he does not own concepts, especially ones which came from a 3rd party as a recommendation?
Should I leave out his correction, rewrite it to achieve the same in a different manner, or just leave it in and don't care?
What do you think about the whole situation?**<issue_comment>username_1: First, you don't "own" concepts or ideas. They aren't "property". You are due recognition for discovering them and you can copyright things you write based on them. You don't really "own" code, either, though it is normally subject to copyright, which is a limited right to prevent others from exploiting it by republishing it (or some things closely related to it).
Second, the "time" spent on a work is immaterial to the value of the contribution. A few minutes of conversation can break the dam holding back essential insights. The work might not have been possible without that insight.
You have two options, I think. One is to publish your own work, not including contributions of the other person. In some fields this might be possible or not, (insights, again). The other is to include the work of the other person and credit them appropriately, probably with authorship in this case. This is based on your first two points. The third is a more mechanical (less creative) task in most cases.
Your boss seems to have a "time in the saddle" view of the worth of things. It is hard to fight an adamant boss, so you may just be left with publishing the version you had before the other person got involved. Publishing their work, even as part of yours, is plagiarism.
Well, a third option is just to bury the work, but that isn't really necessary.
---
Note that copyright law is written in such a way as to encourage extensions to published material. Patent law does the same, but in a different way. Both give limited (time and scope) to creators, but work to prevent the inhibition of further creation.
One sort of IP is ["trade secrets"](https://www.justia.com/intellectual-property/trade-secrets/) and there are something like ownership rights in these. But it really only applies if they are "stolen" in some formal sense through industrial espionage. Independent development is still possible.
Upvotes: 2 <issue_comment>username_2: You seem to say you're explicitly not interested in what seems to be the meat of your question, which is simply an authorship dispute. I'd feel remiss not saying that it seems you and your "boss" seem to have, charitably put, miscommunicated with your colleague regarding authorship related to this project.
Giving a colleague commit access to a code repository and wordlessly accepting commits from them is a tacit indication from you that this level of contribution is within expectations. For instance, you say of your colleague's contribution of a "more professional" code format:
>
> These took him probably 2-3 hours at the very most. No one asked him for these contributions, he did it on his own.
>
>
>
From my experience it's common to make contributions to projects where one expects to be a co-author even if "no one asked for" them. People occasionally feel strongly about what components are required to achieve their personal quality standard, regardless of their co-authors' level of investment.
My overall point is that you should approach this dispute *professionally*. Assume that your colleagues have all acted in good faith unless you have overwhelmingly clear evidence otherwise. Your phrasing in this question seems to assume unsubstantiated ill-intent on your colleague's part, an assumption I doubt will be helpful to you.
>
> Should I leave out his correction, rewrite it to achieve the same in a different manner, or just leave it in and don't care?
>
>
>
Regardless of yours and your co-authors' decision on how to handle the authorship dispute, it's true at least in the US that a code's author holds copyright to the code. This is a serious enough problem that large open source projects require contributors to sign license agreements before accepting a contribution (<https://ubuntu.com/legal/contributors/faq>).
You simply do not have the legal right to copy, distribute, or use your colleague's code unless you have permission or obtain it in the future one way or another. If you cannot obtain permission and you need similar functionality, you could write code that performs the functionality yourself.
>
> He is relaying to us that he will not "allow" (that doesn't mean a thing in real life) the publishing with his contributions.
>
>
>
Getting sued for copyright infringement is a thing in real life.
However the authorship dispute resolves, it would be very poor form from an academic conduct standpoint to omit a clear acknowledgement for their help. They pointed out a substantial error in your work that you missed.
Upvotes: 2
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<issue_start>username_0: Two months ago I was notified that I did not receive a full-time position. I was also informed of who was hired and why. Two weeks ago I was called for a final interview with the president of the university. I think this is odd. Does anybody have any ideas of why I would be invited for a final interview when the decision about who is being hired has already been made?
The chair of the department in the USA institution is the one who notified me, and everyone else, about who is receiving the position and why.
Any chance this might be a fake interview so the university can say they followed protocol? Does this happen in academia?<issue_comment>username_1: The possibilities would vary from
* the miscommunications between university administration and the department and/or HR employee making an appointment by mistake
to
* the chance that the person who was initially offered a position ended up rejecting it for some reason. And you [and potentially several other runner-ups] are being called up for the next interview round.
Can you ask about it? Sure. Can you simply go for an interview and find out about the situation there? Definitely, especially if it is a video interview or an interview that does not involve traveling. Both strategies are viable and have their advantages and benefits.
Upvotes: 6 <issue_comment>username_2: Another possibility than those mentioned by [username_1](https://academia.stackexchange.com/a/179086/75368) is that there is another position that might be open. In such a case it might be quite different from the one you applied for, especially if you have some special skills. It might be one that the president has the authority to fill without a search.
Follow it up. It might be a unique opportunity.
Upvotes: 6 <issue_comment>username_3: If you are asked to attend for a final interview, presumably there is *some* position on offer that they think you might be suitable for (unless this is an administrative mistake). This can occur when another candidate was initially selected for the position but then can't take the position for some reason. It can also occur if they hire a candidate or the position you previously interviewed for, but then identify another position where they think you might be suitable. In any case, you can certainly contact the adminsitration and they will be able to tell you what you are interviewing for, so that you can prepare adequately.
Upvotes: 5 <issue_comment>username_4: Some time ago, I was offered a job by a multinational engineering company. I had done a phone interview and attended a set of in person interviews and tests.
Two weeks later, they called me again and asked me if I would be interested in taking an initial phone interview. I asked them why this was, given that I had already been offered a post - this was something of a surprise to the lady on the phone and she said she would look into it and get back to me.
She never got back to me, and I never heard anything further about the job offer.
I took this to be a useful red flag about this workplace and moved on.
In short, it probably doesn't hurt to ask - at the very least it means you can turn up to your interview appropriately prepared.
Upvotes: -1 <issue_comment>username_5: I suspect they could trying to comply with HR rules where it might be required that 3 candidates are actually interviewed for every position offered. If they interview you they can tick the boxes to say they followed the HR process.
Alternatively maybe the other person offered the job did not take up the position so they're still looking.
Upvotes: 0 <issue_comment>username_6: I was on the hiring committee for a university position a couple years ago. People withdraw from offers fairly often and for a number of reasons. We had a woman that was our top candidate who we offered the position to. In her last interview, after accepting the position I might add, she said she could only work here if we found a position to hire her husband for as well. We refused and she withdrew her acceptance. It was late enough that we couldn't contact the runners up had to start the faculty search again the next year.
Accepting on the condition that your spouse is hired is fairly common in academia as we have a few couples hired in our department for just that reason. They likely have the same position or a very similar one available that they are offering you.
Upvotes: 3 <issue_comment>username_7: My situation was similar. I applied for a position at a university. I was told that they liked me but decided to go with another candidate.
A while later, they reached out to me again and told me that the other candidate was not working out and they would like to extend an offer to me. It had been sufficiently long that I had forgotten a lot about them - so I requested another interview. After talking with them, I decided to take the position.
They did not tell me who the other candidate was, but considering the university's transparency ... you can look up on their website who has been hired to what position ... I could have figured it out had I been motivated.
I have no idea if my situation is the same as yours, but it seems likely. Regardless if you are curious why not ask the President at the interview. I think the President should be happy to explain the unique circumstances that caused the University to give your application a second chance. However, if the President bristles at that question, this would be to me a strong hint that the opportunity is not good.
Upvotes: 2 <issue_comment>username_8: Summary of all the answers:
* Another position opened. There's a separate role, and they think you'd be a good fit from the first interview.
* First candidate did not work out. Despite the interview going well, the new candidate wasn't able to do the role, or had some fatal character flaw that made them unworkable.
* First candidate resigned. The job environment wasn't suitable for them and they decided to pursue another opportunity.
* First candidate wanted extra accommodation. For example, hiring their spouse. Whatever they asked for wasn't possible to accommodate and was brought up last minute.
* Appointment by mistake. For example, there was a communication issue between departments, they overlooked a key piece of information, or the full hiring process wasn't followed.
You definitely would not be unreasonable to ask the reason of what happened, as there are lots of possibilities. Do drop back to let us know as I'm sure we are all curious.
Upvotes: -1
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<issue_start>username_0: This might not be the best place for this question, but I don't know where else to turn. I'm a 32 year guy currently doing a bachelors in biochemistry. I'm definitely doing a masters after this, and maybe a phd.
My problem is that I am an insanely slow reader, and learner. I can easily spend an hour on 1-2 pages of something complex like physical chemistry, statistics or biochemistry. With the steady rise in difficulty and curriculum, I can't see how I am going to get by, considering I already spend 75 hours a week of active studying/labs/reports etc. (don't get my wrong, this is my life, and I do love it!).
Slow reading speed is an issue, but I believe the problem mostly comes down to processing what is being said. I need to go super slow to understand. The problem is also compounded by the fact that I am a perfectionist, with a very strong urge to "get it right", and "cover everything". It should be noted that the problem is also present during lectures, so it's not quite the written word that seems to be the main problem.
Questions I ask my self are:
Am I being too meticulous? Do my peers actually understand the stuff faster than me, or do they simply accept failing to understand, and then move on? Should I be doing the same? Is my reading technique wrong? Am I just not intelligent enough for this?
Does anyone have any tips on how to tackle this problem? Can anyone relate, and if so, what helped you?<issue_comment>username_1: Perhaps you are putting too much focus on reading. But, especially, too much focus on *learning* something from a single reading. Reading is fairly passive. The goal is to make the learning more "active". In particular, a single reading provides no reinforcement of what is read, leading at best to shallow learning.
So, working over a paper in the way you suggest seems to be a way to achieve some reinforcement, but by looking through a microscope. You have something like the [blind wise men encountering an elephant](https://academictips.org/blogs/the-blind-men-and-the-elephant/) problem.
There are a couple of ways to attack this. The first is to do multiple readings with different objectives each time. The first is mostly just a skim to get to the author's main results or claims. Then several re-readings go deeper, filling in what you pick up on earlier readings. It helps, in multiple ways, if you take notes on each reading, especially noting questions that you have and things that aren't yet apparent. Subsequent readings try to answer some of those questions, though they may also generate more questions.
The second way is to try to apply what you have read in some way. Textbook learning comes with exercises that are intended to reinforce the learning and you don't have that available, but you can discuss a paper with a colleague or two and try to explain it to them.
Note that all of these suggestions are reinforcement mechanisms, and reinforcement is essential to learning. The second one also provides the opportunity to get feedback, another essential element.
And I recognize that this may not reduce the required time. Its focus is on effectiveness, not false notions of efficiency. Some things are hard.
Upvotes: 1 <issue_comment>username_2: I think the situation you describe is common.
From my perspective, I think there is a diminishing return of comprehension in the sense that (generally speaking), the percentage increase in understanding from 0%-75% can typically be down fairly quickly, the next 10-20% takes longer, and it's that final 5% than can take years or a lifetime.
Having worked in industry for close to 10 years and now pursuing a PhD, I try to balance the executive mindset ('get me the main idea as fast as possible') and the specialized researcher mindset ('understand it enough to discover something new') depending on the purpose of my reading. If it's to complete a mandatory task/assignment I don't find interesting, I'm 'executive reading'. If it's to improve my thesis or for something I'm going to publish, I'm 'researcher reading'. I have no doubt you'll learn this balance with experience.
Finally, I'd close with a joke that I think highlights how slowly one must process information can vary by application:
*A mathematician, a physicist, and an engineer are riding a train through Scotland.
The engineer looks out the window, sees a black sheep, and exclaims, "Hey! They've got black sheep in Scotland!"
The physicist looks out the window and corrects the engineer, "Strictly speaking, all we know is that there's at least one black sheep in Scotland."
The mathematician looks out the window and corrects the physicist, " Strictly speaking, all we know is that is that at least one side of one sheep is black in Scotland."* ([Source](https://users.cs.northwestern.edu/%7Eriesbeck/mathphyseng.html))
Upvotes: 2 <issue_comment>username_3: I had a similar problem while studying and gave myself a really hard time about it until I realized a few things. First, the way you read is very important. I’m also a slow reader so I try to draw out as much information from the text without actually reading it. I would just read the first sentences in each chapter to get the context and write down all words marked with bold letters. Then I would try to understand the definition of these. Not completely understand them, but enough to join them with the context. Before I learnt this technique I would postpone this until the end of the semester. However, it is very important to have a clear idea of the terms that are used as early as possible.
Second, I would try to read more into the context and try to link things together.
Third, I would look at the questions asked in that weeks assignment and see if I had an idea of wether I knew the answer or knew where I could find it.
Fourth, if I felt the need to to read the text multiple times I would rather try to do something else to let it process in the back of my mind. Before that I would write down what I had gotten from the text by now, so that I would have something to look back on later.
I could add things to this list, but in general I would say to try to not overwhelm yourself with information. If you are slow at processing the information you could get easily lost in the text and miss the most important information. Reading the text from a to z may be interesting, but it takes a long time and you should practice ways to extract the most important information first. If your interested you can dive deeper into some topics of your choice.
I also want to say that study technique is very individual and comparing yourself to your peers is a bit unreasonable. I think that as long as you feel like the hours you put in are worth your time, that’s what matters. I you feel like it takes away time from other things you’d rather be doing, then you should explore other options.
You may be right that some of your peers are not learning the subject properly. This is at least my experience. I think that our urge to read thoroughly is the best in the end in terms of learning outcome. Also I find that reading the first chapters of a book well makes it easier to understand later chapters inthe book. However, if you don’t learn how to also use some short-cuts, this technique ends up becomming very exhausting and can lead to burnout. The best is therefore a bit of both.
Upvotes: 1
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<issue_start>username_0: **Some background**
Dyslexia is a specific learning disorder, which is often characterised by a e.g. difficulty reading (e.g. comprehension), writing, and with pronunciation. A common misconception about dyslexia is that it has something to do with vision (it doesn’t). Dyslexia is not correlated with intelligence
**The question**
What strategies can be used by a student starting a PhD in maths related disciplines who have dyslexia to reach their full potential?<issue_comment>username_1: **Reading papers**
When it comes to reading papers, my strategy was simply not to. I find reading difficult, and if forced to do it I would not get anything from it. Instead I’d recommend:
1. Use lots of different resources of information, don’t use just one. Google Books is a life-saver in this regard.
If you have to read a full paper
2. Use text-to-speech software. This definitely leaves somewhat to be desired, especially in papers with lots of maths. I would recommend trying to find a HTML version of the paper for this - one can try <https://www.arxiv-vanity.com>, although I think they currently have problems with maths rendering.
3. Get access to the LaTeX source code if it exists - if the paper is on the arXiv, this information can be obtained from there. Use this to put the paper into a font and style that you want. One can go very far done this route if one wants, see e.g.: <https://tex.stackexchange.com/questions/131883/>
**Getting your daily dose of the arXiv**
The arXiv for certain disciplines may be the source of all important information. You will hear endlessly how it is important to make sure that you read the arXiv every day. For someone who struggles with comprehension, this can be difficult to do.
1. Find somewhere that produces the arxiv summary in a different format. I would link to some, but I actually don’t know of any. An example of what I have done to aid in this can be found here: <https://www.youtube.com/channel/UCjIsl9vgzOW3YAHeek9KUog> (though this is a working progress).
2. Form an arxiv discussion group with other people
(Rant: I wish video abstracts were as common in maths related disciplines as they are in some of the biological sciences)
**Writing papers**
Despite been really bad at it, I do find writing to be an enjoyable part of academic life. Here are some strategies I’ve used when writing papers:
1. Use speech-to-text software. Dragon Naturally Speaking is the gold standard here, but annoyingly they have discontinued their mac version. That said the built in dictation software on mac’s is actually pretty good. This does require a quiet space though - for your co-workers' sanity.
2. Look at parts-of-speech. I found this helpful, one can study the parts of speech of different sentences, and can determine if one is using certain types of words too often. I once wrote a little LaTeX command to highlight certain parts of speech.
To be continued…
Upvotes: 2 <issue_comment>username_2: In addition to all the things you mention in your own answer, let me suggest that you find a way to depend on other people to help you with important papers that have to be understood.
There are a variety of ways to do this, but the best, I think, is collaboration and frequent discussion. Small working groups and seminars can help, even using things like Zoom. And, collaboration has its own benefits. These small working groups are unlikely to be all one sided.
I don't have dyslexia so can't offer deep help, but I wonder if you can make better sense of notes you write yourself. If that is the case, then a discussion over a paper, not just someone reading it to you, while you take notes might help.
Some professors, in fact, assign papers to students and then have the students explain it to them. Dyslexia isn't involved here but it is a way to get the students reading more as well as easing the path to understanding new papers themselves. So, it can have a mutual benefit.
You seem to have a good grasp of the needs and some solutions already, but for people struggling even more with this I'd suggest talking to a knowledgeable professional about techniques available. I suspect that there is research on this.
Upvotes: 1
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2021/12/12
| 857
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<issue_start>username_0: I am currently in the final stages of my PhD and am planning on looking for a post-doc position soon, preferably in the **US or in Europe** in theoretical research (theoretical physics).
Ideally, once accepted to a post-doc position, I would relocate and live close by the hosting academic institution.
Due to personal circumstances, I won't be able to relocate during the *first half* of my planned post-doc. Instead, I plan on having trips every once in a while to the hosting academic institution, and during all other times to work from home, i.e. **from a different country**. During the second half of my post-doc I will relocate and do a "traditional" post-doc.
For personal reasons, I want to start my post-doc relatively soon (so while other solutions may be possible to this situation, e.g.postponing my post-doc training to a later time, I do not want to consider these at the moment).
Putting aside practical issues such as whether I will be able to find a PI who will be willing to take a post-doc according to this plan, I was wondering whether:
1. Pursuing a post-doc position **in the US/Europe while working from a different country** is possible at all?
I imagine during the COVID era, people got stuck in foreign countries, disabling them from working near their hosting academic institution, but this was a temporary issue. I wonder whether such an agreement is formally possible in the US/Europe (in terms of tax regulation, university regulations, or state law).
2. Does the answer to question 1 above depend on the specific academic institution? The state/country where it is located?
3. Does anyone know who this question should be addressed to - the hosting PI? student affairs? HR division?
4. Has anyone had any experience with such a post-doc plan?<issue_comment>username_1: I've done something similar before COVID. I had a postdoc at a British university while actually working in the United States. This was legal because I am a United States citizen and have the right to work in the United States; on the side of the university, they had to make sure they don't violate any labor laws, which took them a bit of time to check. I did have to come to the UK for three months, to get a British residence permit and for collaboration; however, I heard about another similar case more recently (also a postdoc working in the U.S., but with a different British university), where a stay in the UK was not even required.
Whether or not this would be possible for you depends on the country in which the employer is located. From what I heard, in some countries (e.g. Switzerland) the employee must reside in the same country, and at least keep up with the official criteria for that.
My understanding is that you would first have to find a PI that agrees to work with you like this, and then they will discuss the matter with the HR and obtain the permission for that. It would help if you have a local institution that can be considered your location of employment; in my case, it was a local lab that already collaborated with the British university.
Upvotes: 2 <issue_comment>username_2: Based on observing the postdocs in the lab where I did my PhD, I would say that this is very much down to the PI. My previous PI was OK with this (after the postdocs had spent the first half of their postdoc while present in the lab), but the university HR might not have been. My old PI's main fear was that a working-by-distance postdoc may become a "ghost-doc". Inquire with potential PIs - the changing landscape of distance-working, brought about by COVID, will likely help you here.
Upvotes: 1
|
2021/12/12
| 320
| 1,146
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<issue_start>username_0: Usually, for Statement of Purpose (Ph.D. application), the standard length is 1000 words or 2 pages. However, the University of California, San Diego asked for a 2500 words limit. Does this mean I am expected to write closer to that length since my already written 1000-words length essay is less than half the word limit?<issue_comment>username_1: Yes, you should probably aim to get closer to their limit, I would imagine they have found 1,000-word SoPs to be insufficient, especially if that is some sort of standard in your field. I don't think you need to go all the way to 2,500 exactly, but less than half would probably not be a good look.
Upvotes: 1 <issue_comment>username_2: If you can write something useful in those 2500 words then yes. If you've written 1000 or 1500 words and you are 'filling' the rest to 2500 words by repeating stuff or being overly verbose, then no.
Do try to make it longer than 1000 words, they do give you all that extra room to elaborate so use it if you can. But when you really don't have anything else to say, you're simply done, whether it is at 1200 or 2400 words.
Upvotes: 2
|
2021/12/13
| 686
| 2,746
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<issue_start>username_0: I submitted a pure mathematics paper (my first paper!) to a journal in September 2020. It is now December 2021 and I have received zero reports. A few months ago I sent an enquiry. I got a response saying that I should hear back soon and that there is a very large backlog due to administrative issues. My thesis adviser told me that this is extremely unusual (I'm not sending it to the Annals). What is the correct protocol for how one should proceed?<issue_comment>username_1: They have responded, and there is not much you can do to *force* their hand, especially if they have "a backlog of papers" to choose from. You likely have expedited your process by messaging them already. It could have been lost in the shuffle, assigned to reviewers who are tardy, or the reviewers could be hard to find for your sub-area.
If this paper is particularly important, you may be able to inform them of why. Editors have ways of expediting processes for those who need it. You could potentially skip the queue or get assigned fast and trustworthy reviewers. For example: "I am up for (tenure review)/(dissertation defense) on XYZ. Is it possible to get an estimate of about how long it will take for a response?"
If you are particularly in a rush, you can even threaten to withdraw the paper. Only do this if you *really* would do so and *really* do need a response soon. Some sample text might be: "This timing is extremely important to me, and I may need to withdraw if I cannot have a response by then."
However, this is your first paper - don't rush it. You want a response now, but don't need it. If this journal was your top pick, the best end destination for this article - **do not withdraw because you are impatient.** You have plenty of time to rush articles later. Start your career off right with the best publication(s) you can. The months it takes to get a response will be worth it.
Upvotes: 4 <issue_comment>username_2: >
> A few months ago I sent an enquiry. I got a response saying that I should hear back soon and that there is a very large backlog of administrative issues.
>
>
>
You *did* hear back. You just did not get a review report.
What to do is a difficult question (see e.g. [this question](https://academia.stackexchange.com/questions/178056/should-i-withdraw-my-paper-because-review-is-taking-too-long)), but in your case there's an easy answer. Ask your thesis advisor and do whatever they say - they are after all much more experienced than you, know the contents of your paper, know the review process of your field, and know what tier of journals to aim for. If they're an author on the manuscript, you'll also need their approval to submit elsewhere, per standard protocol.
Upvotes: 5
|
2021/12/13
| 668
| 2,850
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<issue_start>username_0: A few days after two rigorous interviews for a postdoctoral position at a highly reputable UK university, I received an email from HR, along the lines of:
>
> Could you please send us your passport details, so we can confirm you for the role?
>
>
>
I wasn't quite sure what the email implied. While I was cautiously optimistic, I was not certain whether it is just bureaucracy, or if it indeed suggests that I have secured the role. After immediately sending the requested documents and not hearing anything else from the HR person, I contacted the interviewer, who mentioned that the email implies that I will be receiving a formal offer soon. I started celebrating for securing said position and sent an email in response to the interviewers, to thank them, and to express looking forward to work with them. A few days have now passed (4 to be specific), and I have yet to receive a formal offer; although, one of the interviewers who was CC'ed in the email that I had sent days earlier, just congratulated me in response this morning, and also expressed looking forward to work with me.
I wrote the HR person this morning, asking whether they could confirm that they have received the passport details that I had sent them days earlier, and if they need any other documents - I have yet to receive a response (albeit the email was sent this morning). I have started to get somewhat nervous and wondered if this delay by the HR is normal?
**Additional info:** I am a UK national, so while I could have appreciated delays due to visa requirements etc, this does not apply to me.<issue_comment>username_1: Relatively, yes. Absolutely, no. Don't turn down other opportunities until it is formalized. The formal offer might not be possible until they confirm some details such as they have requested.
Action within a day or so might not be possible. Relax.
Upvotes: 3 <issue_comment>username_2: Hiring in universities can be very slow at times, and I had about a month between my informal postdoc offer and my formal offer.
In general, if the professor/interview panel has decided you are the candidate they want to hire, that can only really change if HR finds something wrong with the application (e.g. you don't obviously meet the requirements and the panel didn't explain why you are still their choice), if you won't be able to obtain legal permission to work, or if the funding for the position falls through.
The best thing to do is to keep in touch with the PI who is hiring you. They can advise you on where in the process things are (e.g. if it is with department chairs for review/approval, forwarded to finance for approval, forwarded to HR for action, etc.), and if it becomes a long time after the informal offer they can also try to chase HR to get them to make the offer.
Upvotes: 3 [selected_answer]
|
2021/12/14
| 629
| 2,489
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<issue_start>username_0: I am an assistant professor outside the US. I want to email an associate professor in another university in the US, who I haven't talked to before. He's American. It's just because I want to discuss his paper. I agree with his paper, so the discussion will be most likely "nice".
Which is better? "Dear Professor {last name}" or "Dear {first name}"?
Does your answer change if he's a young assistant professor or an old almost-retiring full professor?<issue_comment>username_1: When in doubt, play it safe.
Addressing the professor using "Professor (lastname)" will do no harm to anyone, while some *may* take offence to using the first name. In any first instance of communication, I always advocate the formal tone of "Dear Professor", and keep an eye on *their* articulation of the salutation. If they write
```
Email content bla bla ...
Best regards,
First-name
```
then that is your sign to start addressing the person by their first name (in case they are superior/senior). If they do not, continue with the formal tone. In the other case, if you happen to be senior, use the common tactics in military: address an unknown junior officer with a formal tone, then when they reply, start using their first name to show that the seniority has been established.
Upvotes: 5 <issue_comment>username_2: **Prof.**
In my experience this is the standard academic address to someone you don’t know. E.G., This is what journal editors tend to use when asking for reports. No one is likely to be offended. Even in countries where more complicated/formal titles are the norm.
Of course, “Hi” or “Dear” are mostly fine too. But I have heard of (older?) people being offended on occasion.
Upvotes: 0 <issue_comment>username_3: In the US, the only time "Dear {first name}" is appropriate is when communicating between established friends, coworkers or family. It is never appropriate in any professional setting -- academia or business -- until you actually are established friends.
Upvotes: 3 <issue_comment>username_4: I'm in CS, and my exchanges are always like this: I start with "Dear Dr X, my name is First-name Last-name, and here's who I am and what I contact you about. Best regards, Firstname". This is both respectful and, at the same time, sets the tone that you aren't interested in pointless formalities. Without exception, the exchange continues like this: they reply with "Dear Firstname, ..., Regards, Charles", I reply with "Hi Charles".
Upvotes: 3
|
2021/12/14
| 599
| 2,531
|
<issue_start>username_0: I have signed a book contract with a reputable academic publisher a while back. I have finished half of the work and so far it's right on schedule. Now I'm about to give birth and after a discussion with my doctor, it will be a c-section. My doctor said that I would need a much longer time to recuperate because of it, but he cannot tell how long exactly. The agreed deadline in the contract is still in six months, but now I know that I will not deliver on-time. This is my first time publishing a monograph of my own. Is it fine to ask for a six-month deadline, or is it too long? I prefer to be safe. Is there a big risk that the contract will be cancelled? I suppose a medical certificate would also be necessary? What is the best way to ask for the extension? Thank you for your tips.<issue_comment>username_1: It's absolutely fine to ask for an extension, especially for medical reasons which everyone can relate to. Most probably they'll just extend the deadline and forget about the book project for another six months. In fact, for most book projects, the deadline is just a very flexible date, and the publisher will be happy as long as you deliver the book eventually.
>
> Is there a big risk that the contract will be cancelled?
>
>
>
No. They want the book, after all.
>
> I suppose a medical certificate would also be necessary?
>
>
>
They're highly unlikely to ask for a medical certificate because they want the book.
>
> What is the best way to ask for the extension?
>
>
>
Write to the editor assigned to your book (i.e. the person who sent you the contract) and tell them you need more time because [reasons]. That's all.
Upvotes: 2 <issue_comment>username_2: The problem for your publisher is the "publishing cycle," which requires advanced planning on their end for the complicated sequence of steps to create and market the book, including knowing which books will get placed in their catalog next year.
However, please know that in publishing, like in life, things don't usually go exactly as planned. There are all kinds of hiccups and delays, and extending deadlines is common. I don't think you should hesitate to ask for an extension in your case. I doubt that the publisher will ask for a medical note as it's easy to understand your situation. Do, however, ask for a deadline that you're reasonably sure you can meet. As username_1 points out, this is a mutually beneficial relationship and so the publisher is likely to want to accommodate you.
Upvotes: 1
|
2021/12/14
| 2,003
| 8,082
|
<issue_start>username_0: We have a journal paper that got correction requests and need to be resubmitted. The changes need to be highlighted in the manuscript. How do you mark the changes? Is changing the text color enough? What if the reviewer/editor does not have a colored printer? or has color blindness?
I tried underlined text but the manuscript looked ugly and I am afraid this journal has early version that goes live after acceptance as is. Any suggestions from experience?
**Edit:**
Thanks for all the responses. Just for clarity: I assumed that the changes need to be highlighted in the manuscript. The editor did not specify.<issue_comment>username_1: I'm assuming the editor hasn't actually required you for a marked up document. In that case, follow their instructions.
Otherwise, I would just write the new version, making the changes you feel warranted. Don't bother to mark it up. When you resubmit it, send the editor a separate communication that says something like "We addressed all of the reviewer comments except...", and detail the ones you left undone along with a bit of reasoning.
The new reviewers might or might not be the same as the old ones. What they want to see, in either case, is a good, publishable, paper, not obeisance on conformity to their earlier comments. The editor can pass this document along with the paper.
If you start to mark it up with many changes you then get faced with indexing the changes to the reviewer comments. Messy, hard to read, and, moreover, it can force the reviewer into a mind-set that isn't optimal for a good paper. Comparing the old to the new isn't the point.
Upvotes: -1 <issue_comment>username_2: If you are writing in Latex, I recommend [Latexdiff](https://ctan.org/pkg/latexdiff?lang=en); its default seems pretty good:
(Image shamelessly stolen from [Track changes with latexdiff](https://texblog.org/2018/08/14/track-changes-with-latexdiff/)).
Sometimes it chokes on some equations and complicated nested environments, but in general it's a great tool that does not require you to track changes by hand.
So, what I am suggesting including in a revision:
1. a clean, "publishable" version of the revised document;
2. the output of latexdiff (between the previous and current revision), to display changes;
3. a separate "response to reviewers" document that addresses the major points raised by the referees (there's no point in describing minor changes such as "yes, we have corrected typos 1, 2, 3, 4, 5").
Upvotes: 5 <issue_comment>username_3: **TL;DR Explain the changes in a different document**
Send the new article without any marks and a separate document where you detail how you have included the changes suggested or why you have decided not to include them.
For instance:
* Reviewer suggests including topic X, we have done so in Section 6.4
* Reviewer suggests including topic Y. However, we disagree because of Z.
I agree with @username_1 on the need of having a publishable paper without modifications.
I don't find it necessary either to have the changes marked letter by letter.
However, I believe it is convenient to mention in which part of the paper the changes have been made. If the reviewers are the same, they will find the resubmission easier to follow. If they are different, they will still find a publishable paper to read.
Upvotes: 5 [selected_answer]<issue_comment>username_4: There is more than one way to do this. Often the journal editor states exactly what you should do. If not, you can always ask the editor.
The most common and most accurate method is to use the change tracking function of MS Word (under the Review tab). That way you have an exact record of everything you deleted and inserted. The big disadvantage of this is that if you delete a large section, it gets moved to the right margin and is pretty messy. An alternative is to track only your insertions, not deletions.
Some journals ask you to highlight your changes. I don't think you have to worry about color printers as the reviewers will most likely read your revised paper on the screen, not hard copy. Color blind reviewers might see your changes in gray, which is OK too.
The final important step is to submit a separate document that describes your changes persuasively. Set the document up like this:
**Reviewer 1**
**Comment:** Please clarify your argument about xx on p. 3.
**Reply:** I have reframed the argument as follows: "xxx"
Do this for every comment from every reviewer to show that you've done everything they asked you to do. If you disagree with a comment, explain why (diplomatically). Including this document also helps the journal editor detect unfair and incorrect criticism from reviewers, which happens a lot, including when the reviewers don't really read the paper.
Upvotes: 2 <issue_comment>username_5: Other answers have addressed the workflow and submission aspects, but regarding the actual marking up, underlining is a very useful way of showing changes
This is precisely because it's too ugly to make the final version and not routinely used for emphasis (bold and italic may appear in the final document). It also prints well whatever your printer. I've used it quite a bit in internal reviewing, where the reviewer, e.g. co-author, may be working on screen or paper depending on whether they're in the office or travelling when they get time to have a look (even in one case on a Kindle with B&W e-ink display).
It also pairs well with strikethrough for removed text.
LaTeX packages `soul` and `ulem` (with the `[normalem]` option) will allow you to do this if you're using LaTeX and don't want to use a more specific change-tracking package.
Upvotes: 1 <issue_comment>username_6: Aside from a separate document, where you can much better and in a more focused manner reply to the requests of the reviewers, I tend to prepare a full diff, even if only for myself.
`latexdiff` was already mentioned, but if you use some kind of a version control for you paper (you rather should if you use it anyway for your code), there is another option. Here, I use `git`.
```
git diff --word-diff --color HEAD file1 file2 file3
```
will give you a difference output, colored, on a terminal. Let's improve that with `ansi2html` and few tweaks:
* use [a script](http://www.pixelbeat.org/docs/terminal_colours/) to convert terminal colors to HTML
* adjust it a bit with `sed`
* use a `make` rule to generate it automatically, e.g. when building a PDF:
Here is the complete rule for your `Makefile` (if you have one).
```
diff.html : content.md content.tex full.bib Makefile
git diff --word-diff --color submission1 HEAD content.md full.bib | sh ~/bin/ansi2html.sh | sed -e 's|
```
Upvotes: -1 <issue_comment>username_7: If you are using Microsoft Word, then you can use the compare documents feature. Simply use the original submission and the updated submission in the compare documents dialog. Put label changes with "Author" to ensure anonymity (i.e., blind review). This will generate a track changes version of the document showing the changes made between the original and revised documents.
You can then upload this track change version as part of your submission (perhaps in addition to the final version without track changes) to highlight the changes you have made.
[](https://i.stack.imgur.com/Ipgm6.png)
Upvotes: 2 <issue_comment>username_8: One option that clearly indicates the changed parts, is colorblind-safe, and doesn't look ugly would be to highlight the changed portions with vertical black change bars along the outside edge of the page.
[Example of this type of change-highlighting in the wild](https://www.ntsb.gov/investigations/AccidentReports/Reports/AAR0101.pdf):
[](https://i.stack.imgur.com/8RuQF.png)
Upvotes: 2
|
2021/12/14
| 427
| 1,538
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<issue_start>username_0: I am from India and I want to pursue a PhD in statistics in the US. In each university the application fee is at least $60 which is around 4,000 Indian rupees which is a significant amount to pay for each application. It is not possible for me to apply in 50 or 100 universities. I need some guidance that how should I select universities to apply?<issue_comment>username_1: My suggestion is that you don't apply to a lot of places, but act to distribute your applications over universities at different levels. If you are really good and have a lot to offer, then one or two in the top 10, one or two with rankings around 50 or so and some in between. Some state schools, some private.
If you make a broad search you will likely hit on something. And see the [answer for the US to this linked question](https://academia.stackexchange.com/q/176908/75368).
Note that the university ranked, say, 50th in the US is still a marvelous place to get a degree. And, most state universities typically have a lot of openings.
Upvotes: 2 <issue_comment>username_2: 10 is a good number. The idea is to have some (~3) universities in the "50-50 chance I'll be admitted" range, some universities in the "I'll be surprised if I'm admitted but if I am admitted I'm definitely attending" range, and some "safety schools" where you expect to be admitted.
You can apply to less than 10 universities as well, if you have backup plans in case of rejection everywhere (e.g. you are happy to attend an Indian university).
Upvotes: 2
|
2021/12/14
| 1,155
| 5,125
|
<issue_start>username_0: I have recently been invited to peer review an article for the first time. I must admit I went into the process expecting to find at least a number of faults with the manuscript and the idea that I could rely at least somewhat on the number of reviews I have received on my own work to structure my own review.
However, it turns out that while this is in my field, this is a vastly different paper from the ones I ve been publishing. I tend to submit manuscripts that present some new kind of design or method, when the one I have been asked to review is an extraction and analysis of data, and it seems to me well done.
The target and the reason it was chosen is clear, they clearly present their methods and the reason they chose certain tools, the vast majority of references are recent and relevant, the topic current, and the results very clearly presented and formatted, accompanied by a great amount of figures and tables that either make it more comprehensive or condense data that would be tiring in-text. Even the level of english is good.
I find that I have no negative comments to make, but I am afraid I'll come off as unhelpful and too naive. However it seems to tick all the common boxes and even the fact that I have to search for something negative to write seems like it should be testimony enough that this is good work. The only thing that makes me less confident is that this is my first review. Is there such a thing as too positive? And what kind of impact would there be if, say, the view of the other reviewer was vastly different from mine?
Note: I am still a student but with significant research experience.<issue_comment>username_1: The purpose of a review isn't to praise or condemn a work, but to help the authors improve it as needed and to help the editor make a decision about publishing.
Your review should say what you think and if you don't find things to improve, you can say that. But for the editor's benefit, say what it is that makes you recommend publishing: correctness, utility, innovation,...
The only way you sound naive is if other reviewers disagree with you, which could happen, of course, if you are new to a field. You suggest that isn't the case, so you should be fine.
I know people who write things that are very difficult to improve. It is a combination of skill, insight, and experience that puts them in that position.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Do you feel qualified to judge this paper? The journal believes you're qualified, since they asked you to review it. If you feel qualified, then don't hesitate to express your enthusiasm for the paper and don't worry about how you will appear to others. I think you could only appear naive if you don't really understand the paper and you think it's wonderful when it's not. Only you can be the judge that.
It's quite common for reviewers to disagree about a paper, sometimes rather strongly. That can be confusing for an author, so be thorough and clear in your feedback so the author understands your reasoning, especially if you request changes (which isn't the case here).
The purpose of your review is to help the author, the journal, the field, and readers by offering commentary that ensures that only high-quality papers get published and that the author has made the paper as good as it can be. If you can't think of even one way to improve the paper then say that. That would be unusual, but it's certainly possible.
Thank you for being conscientious. That will be appreciated by all concerned.
Upvotes: 3 <issue_comment>username_3: You can recommend accept from the first review. Something like:
>
> The target and the reason it was chosen is clear, they clearly present their methods and the reason they chose certain tools, the vast majority of references are recent and relevant, the topic current, and the results very clearly presented and formatted, accompanied by a great amount of figures and tables that either make it more comprehensive or condense data that would be tiring in-text. Even the level of english is good. I am happy to recommend acceptance as-is.
>
>
>
is good. It wouldn't be too positive either, since accept recommendations (either at once or later in the review process) generally read like this.
What if the other reviewer thinks very differently from you? Then there'll be a problem for the editor to solve. Chances are they'll make a revise decision and the authors will concentrate on the other reviewers' comments. There's a chance you'll be invited to review the revision in this case, although the editor can also decide not to invite you since you've already recommended acceptance.
It's unlikely the editor thinks less of you even in this situation. After all, you clearly read the paper. Divergent reviews are also not that rare - as a very rough estimate there are a few per 100 manuscripts handled. The editor might get suspicious if the other review goes "this paper is so bad I'm outraged the other reviewer recommends acceptance", but given your assessment that seems very improbable.
Upvotes: 3
|
2021/12/14
| 927
| 4,062
|
<issue_start>username_0: One of the questions posed to me as a peer reviewer is:
>
> Is the research design appropriate?
>
>
>
In my understanding, that would be an applicable question if the manuscript I am reviewing was presenting some kind of novel design or methodology.
In this case, I am reviewing a paper that is mainly doing analysis of extracted data. Is the question no longer applicable (that is an optional answer) since there is no new scheme presented, or could it still refer to the chosen methodology for the data extraction and analysis, even if it is still not a new approach?<issue_comment>username_1: The purpose of a review isn't to praise or condemn a work, but to help the authors improve it as needed and to help the editor make a decision about publishing.
Your review should say what you think and if you don't find things to improve, you can say that. But for the editor's benefit, say what it is that makes you recommend publishing: correctness, utility, innovation,...
The only way you sound naive is if other reviewers disagree with you, which could happen, of course, if you are new to a field. You suggest that isn't the case, so you should be fine.
I know people who write things that are very difficult to improve. It is a combination of skill, insight, and experience that puts them in that position.
Upvotes: 6 [selected_answer]<issue_comment>username_2: Do you feel qualified to judge this paper? The journal believes you're qualified, since they asked you to review it. If you feel qualified, then don't hesitate to express your enthusiasm for the paper and don't worry about how you will appear to others. I think you could only appear naive if you don't really understand the paper and you think it's wonderful when it's not. Only you can be the judge that.
It's quite common for reviewers to disagree about a paper, sometimes rather strongly. That can be confusing for an author, so be thorough and clear in your feedback so the author understands your reasoning, especially if you request changes (which isn't the case here).
The purpose of your review is to help the author, the journal, the field, and readers by offering commentary that ensures that only high-quality papers get published and that the author has made the paper as good as it can be. If you can't think of even one way to improve the paper then say that. That would be unusual, but it's certainly possible.
Thank you for being conscientious. That will be appreciated by all concerned.
Upvotes: 3 <issue_comment>username_3: You can recommend accept from the first review. Something like:
>
> The target and the reason it was chosen is clear, they clearly present their methods and the reason they chose certain tools, the vast majority of references are recent and relevant, the topic current, and the results very clearly presented and formatted, accompanied by a great amount of figures and tables that either make it more comprehensive or condense data that would be tiring in-text. Even the level of english is good. I am happy to recommend acceptance as-is.
>
>
>
is good. It wouldn't be too positive either, since accept recommendations (either at once or later in the review process) generally read like this.
What if the other reviewer thinks very differently from you? Then there'll be a problem for the editor to solve. Chances are they'll make a revise decision and the authors will concentrate on the other reviewers' comments. There's a chance you'll be invited to review the revision in this case, although the editor can also decide not to invite you since you've already recommended acceptance.
It's unlikely the editor thinks less of you even in this situation. After all, you clearly read the paper. Divergent reviews are also not that rare - as a very rough estimate there are a few per 100 manuscripts handled. The editor might get suspicious if the other review goes "this paper is so bad I'm outraged the other reviewer recommends acceptance", but given your assessment that seems very improbable.
Upvotes: 3
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<issue_start>username_0: Is it normal to be put down in your first year of a PhD?
I won't lie, there's been a massive learning curve for me this year to get used to how things are done at this level. Even simple things like writing papers, reports and presentations demands a standard I'm not very used to.
Maybe I'm just being self-conscious and potentially reading the situations wrong but I always leave supervisor meetings feeling exhausted and somewhat put down if that makes sense? Like yesterday, my supervisor seemed very cold and distant, only offering criticisms of my work. Maybe it's just me?<issue_comment>username_1: Dimitri, this is a very big question that has probably generated a large number of research studies on questions like dissatisfaction and bullying in academia. The way that you're feeling is sadly very common among graduate students in relation to supervisors and dissertation committees. And new scholars at their first job, in relation to mature scholars. And mature scholars in relation to the administration.
You have to have a tough skin in academia. For a variety of reasons, academics are not a uniformly happy lot. They live in a power hierarchy governed by politics where the people at bottom are not always treated well. I have seen people's careers threatened by others who preferred to sabotage rather than support them.
I'm sure this occurs across all kinds of work, but conditions for academics have gotten worse under neoliberal economic policies that led to cuts in university funding, delegating much of the teaching load to underpaid adjuncts, and a lack of open tenure-track positions. People who feel undervalued pass their resentment off onto the people under them.
What can you do about it? Be tough. Don't let criticism get you down. Translate it into strategies for improvement. Stay positive. Do your best possible work. Ask for clarification and suggestions when you're criticized. Show a sincere desire to improve and ask for feedback to see how you're doing.
Know the difference between supportive criticism, unwarranted grouchiness, and abuse. You do have a right to be supported by your supervisor. The fit between you and your supervisor is important. Personally I wouldn't tolerate a cold, critical supervisor. I would find someone with the qualities that make graduate students feel confident and motivated.
You could always just say to the supervisor, "I sense that you don't really enjoy working with me. Is that something we could discuss, to make sure this is going to work well for both of us?"
Upvotes: 0 <issue_comment>username_2: The first year of a PhD program is very different to the years of your undergraduate program. During an undergraduate degree, you are working through a fixed set of coursework and most of your exposure to the knowledge of your professors is merely that they know the content of this coursework very well. Since you are able to learn the material in each course in a semester (hopefully), this means that you make regular observable progress in bridging the gap between yourself and your professors. Moreover, in this environment you are not really exposed to the full gap in your knowledge compared to your professors.
Contrarily, once you begin a PhD program, you are exposed to an entirely new and difficult set of research skills that will take years to obtain basic competency and decades to master. The yawning chasm between your own knowledge and the knowledge of your professors now becomes much more obvious. Note that the gap is not actually larger than it was before --- it is smaller but it now *seems* larger. This can cause some first-year PhD students to become depressed or feel inadequate or stupid (e.g., this [related question](https://academia.stackexchange.com/questions/170569/)). In regard to what you are feeling, there are a number of things you should bear in mind:
* **Virtually every PhD student starts out being *incompetent* at research:** Most PhD candidates enter the program having one or two undergraduate degrees and maybe a small amount of practice in research. There are a few rare one who start the program from a position where they are already a professional researchers, but this is not the norm. In the standard case, the student coming into the program is not competent enough to do research, and the goal of the program is to teach them enough that they can go on to do unsupervised research work. The entire reason we have PhD programs that last 4-5 years is that it takes this long to teach competency in research (and that is for a student cohort consisting mostly of the top undergraduates who aced their degrees). Not every student completes the program successfully and becomes a competent researcher, but virtually every student *starts* as an incompetent researcher.
* **This feeling is common for early PhD students:** It is extremely common for first-year PhD students to feel overwhelmed by the task ahead of them, and to observe that they are incompetent in comparison to their professors. Indeed, first-year of a PhD is probably the most common time where students go through this kind of crisis. What you are experiencing is a natural reaction to being assigned a difficult multi-year task for which you are presently incompetent, coupled with regular exposure to people who are experts at that task.
* **You are there because the *university* thinks you can handle this:** You would not have been accepted into the PhD program unless you have the underlying skills and track-record to make you a good prospect. Getting through a PhD program is difficult, and there is a substantial drop-out rate, but the students who are selected into the program are the ones that have a good enough track-record in their undergraduate work to give confidence that they have the ability to complete the program. The university professors and selection panels have a lot more experience in this than you, so if they think you are good enough to enter the program, that suggests that you are good enough to enter the program.
* **Good education necessarily involves scrutiny and criticism of your work:** Since you are in your first year, it is not surprising that most of the feedback on your work is criticism. At this stage it is common for the student to be doing a lot of things wrong, and you are correct to observe that there is now a standard of work that you are not used to. As a secondary matter, feedback from supervisors is often biased towards the bad parts, because they feel the need to go through criticisms in detail, whereas there is little need to talk about the parts of your work that are good. This means that it is common in PhD supervision to deal with a regular stream of criticisms of your work, and a standard that may seem unattainable when you first start.
Incidentally, there is a wonderful quote by the psychiatrist [<NAME>](https://www.goodreads.com/quotes/18795-every-act-of-conscious-learning-requires-the-willingness-to-suffer), that "Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily; and why older persons, especially if vain or important, cannot learn at all." I try to bear this in mind whenever I am the recipient of a criticism of my work.
* **Take breaks when you need them:** Because scrutiny and criticism of your work is such a fundamental aspect of a PhD program, it is important to take breaks and recharge when you are feeling run down. If you talk to the other PhD students in your department, and have open and honest discussions of the criticisms you are encountering, you will probably see that you are all in the same boat. If necessary, you can also ask your supervisor to brief you on what aspects of your work are good, so you can keep track of aspects of your work where you are doing well.
* **It is best not to *infer* put-downs merely from "coldness":** Academics have busy jobs and many stresses and concerns outside of their supervision activities. They frequently have to worry about the progress of papers they are writing, grant funding, administrative responsibilities, teaching work, and various other issues. Like other human beings, academics may be cold or distant in meetings for a range of reasons that have nothing to do with you. Consequently, it is best not to *infer* put-downs unless they are obvious. (You read questions on this site you will see that some students have had to deal with explicit put-downs from academics; try not to infer put-downs unless they are obvious.)
* **Ultimately, self-confidence comes from competency:** In the long-term, feeling self-confidence in your abilities is going to hinge on whether or not you can actually attain competence in a set of skills you can feel proud of and use these to do something of value. Presumably you already have an undergraduate degree (maybe more than one) so you can feel some self-confidence in having attained the skills in those programs. Try to work through the challenges in your present program and be realistic about expectations of progress. Competency will come in time, and self-confidence will follow.
I hope this advice provides you with some perspective on common experiences and expectations for an early PhD student.
Upvotes: 3 <issue_comment>username_3: Some studies suggest competence and confidence correlate opposite to expectation; the most competent people lack confidence because of their over awareness of what they don't know and the skills they don't have. Might you have imposter syndrome? Many academics do. Combining that with the increased expectations of graduate level work is really tough.
Feeling down through to depression and anxiety are very common in graduate school. It is hard, often isolating, frequently we don't have access to the social supports of our past, and it involves a lot of criticism of work and the academic identity you are deeply invested in. I suggest you take advantage of any support offerings your university has as early as possible so you can develop the complementary psychological skills that will help you thrive, in academia or if you move into an alternative career. It is not just a matter of 'toughen up'. Additionally, a third party who can spend more time with you, can help you work out whether there is a real issue going on with your advisor as a seperate issue. Maybe a co-advisor who you get on well with could provide the balance you need.
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<issue_start>username_0: My advisor is currently in hospital waiting to have an operation. It is nothing serious but nevertheless he is away from work. I've noticed that some of my lab mates continue messaging him despite him being in this situation. I wonder if this is a cultural thing and whether this is actually normal? I am in Canada but my background is European if that makes sense.<issue_comment>username_1: It's appropriate to contact your supervisor to wish them a speedy recovery.
It's not appropriate to ask your supervisor to help you immediately while they are hospitalized or ill.
It may or may not be appropriate to let your supervisor know you need help with something when they are feeling better.
Personally, I prefer for students to let me know about their progress while I am sick. At least it's more pleasant than thinking about my own progress.
Upvotes: 5 <issue_comment>username_2: ### Messaging, yes. Expecting replies, no.
If people tend to "take their work home with them", they may well want to keep in touch with what's going on. Your supervisor may be one of those people, which is why his students/colleagues are in the habit of messaging him.
However you do need to recognise that responses when they're out of office will depend on what they're currently doing. If they're sat watching TV, perhaps they're fine responding to messages. If they're on a date, not so much. If they're asleep, of course not. If they're unwell or going through some medical issue, it will completely depend on how they're feeling.
So if you want to send an update on your status, that's probably fine. If you're asking a question and expecting a reply within any kind of timescale, that's a big no-no.
Upvotes: 5
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<issue_start>username_0: I started my PhD 2 years ago and I was my supervisor's first PhD student. He had no funding for any of the projects he promised me at the time. Later, he received a grant and so I was able to switch focus but I've had this weird feeling that he wants me gone for almost a year now. Here are some things that have happened:
1. I didn't have a solid project, to begin with. When I finally was given something solid to work on, it turned out that it is a 5-year project - I was given this during my 3rd semester of joining the program;
2. In my department PhDs are normally about 4 to 4.5 years;
3. He hired me and another student when I started but the other student had taken all the funded projects our lab offered at the time. This student also receives all side projects in the lab;
4. In my first year I worked on a review, which he barely looked at. When he submitted it he essentially edited my parts 2 days before submission. I heard about this the day before he submitted the paper;
5. When I suggest doing one practical training or a workshop so that I can expand my skillset he declines. He only provides me with information about pieces of training that don't interest me (and aren't very much in line with what I want to do in the future).
6. I've suggested having a second supervisor but he has refused to say that he "knows how to do his job" and that I should leave if I am not happy;
7. I've caught him lying about a few things. The project he decided to give me after 3 semesters is a new type of project for his lab and we had to purchase equipment and find the space for its storage. For 2 months he kept saying that the orders have been placed and everything has been arranged. But it turned out that the order wasn't placed.
8. during committee meetings he has asked me to tell my committee that I am working on papers when in reality I was busy reading a textbook he had given me (after asking him 100 times about recommendations because he doesn't recommend anything on his own);
9. It is now almost a year since I've last heard from anything else I've written;
10. The lab next to ours is understaffed. I was asked to help out with a couple of their projects but he hired a BSc student to help them out;
11. He allows other students to contribute to my new project. But I am not allowed to contribute to anything extra - essentially my tasks are taken away and they are not replaced with anything;
12. He doesn't communicate with me. When I started working on the new project I had to write a proposal for it to the department, it had turned out (I found out about this 2 weeks ago) that I had messed up some of the timelines in the proposal -not on purpose, I thought they were the correct timelines. He never communicated anything with me.
13. In general, he is never interested in my development and often says he doesn't have time, doesn't have time to review my work, doesn't have time to train me on some methods, doesn't have time for pretty much anything. The only thing he does find time for is a weekly more or less 1h meeting over Zoom.
I've tried talking to my committee, the department, him. He says he is not interested in talking about such matters because they are pointless discussions that don't lead anywhere. I feel extremely guilty for what is going on, yet I don't know what to do. Is this normal in academia? Do you have any advice for a lost grad student?<issue_comment>username_1: I have to assume you aren't exaggerating. In that case, this is not the advisor you need. You should find an alternative using the shortest and simplest path.
I don't normally recommend inexperienced advisors, and especially non-tenured ones (though you don't say that). They have other things to do and advising isn't their top priority. Some people haven't yet learned how to be helpful.
In addition, if they are abusive in any way they can stall you forever.
I was once in a situation not nearly this bad, but my advisor was simply not helpful in any meaningful way. I wound up changing universities and found a completely different environment and a much more competent and compatible advisor.
It wasn't without cost, however. My original plan was to complete in four years and took seven ultimately. With a different advisor I would probably have met my goal. My problem, however, was really that I was too "shy" to insist on a change. I paid the price, and learned to give up inaction when it was required.
Upvotes: 3 <issue_comment>username_2: I am going to play devil's advocate here and give an alternative answer. It's a little bit "sympathy for the devil" but never attribute to malice what can easily be explained by...
Before you judge your supervisor, make sure you are judging him based on his actions and not on the intentions that you have attributed to him. Your supervisor may not think badly of you simply because, most of the time, he may not even be thinking about *you* at all.
Right now, your PhD is your entire life, you live and breathe it. You spend every waking moment (exaggeration, I hope!) thinking up ways to impress or even just please your supervisor. For your supervisor, though, you are only one of several students in a lab working on one of several projects. He has set you to work on a 5 year project, but he knows you only have 3-4 years left of study. Therefore, he is assigning other students to the project not to usurp you, but to get the project done. He may be "defending" your time by ensuring you are not assigned to tasks that can be completed by an undergrad. Your example of him lying: could it have been that he was just mistaken (and/or covering himself when he realised his mistake)? Paperwork can get lost or delayed. The uninteresting training options might be something that he thinks are useful for "some of his students", and you are one of his students. I'm sorry to say that he just might not know you that well, or maybe he thinks you are going in a different direction of research. I have to say, though, the submission of a review paper with only a few edits seems somewhat lazy on the part of the supervisor, but maybe it was a genuinely good draft. He should have told you about it, though, so I hope there was some sort of deadline or major distraction involved for your supervisor. But it might not be malice, just thoughtlessness. He has a 1 hour meeting per week with you and it might be all the time he has allocated in his schedule for you and your research.
One day, you will fly on your own. You will find your own learning opportunities, discover the textbooks that you need/enjoy, find your own research projects, submit your own papers and grant applications if you like. At some point you will stop asking your supervisor things and start telling them things because you will be more expert in that (very particular) area. But that day won't just suddenly happen by magic. You have to practise these things and it will be a gradual process.
So, look on your supervisor with a little pity - one day you might be better than him, let's hope he is not insecure about that. BUT if you're genuinely in a toxic atmosphere or if your supervisor just isn't living up to your expectations, then the step you have to take as an independent researcher is as in username_1's answer.
Upvotes: -1
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<issue_start>username_0: I am finishing my masters, and my advisor wants me to stay to do my PhD. My advisor is also the department head. We have a very good relationship, he’s invited me over to his house for dinner and even thanksgiving.
Here’s the dilemma:
The city I am in feels like home, my long time girlfriend has a career in CS in the private sector in our city that pays close to what my advisor is paid,and this is her first year working. I would like to stay for my PhD, but I also know that I want to stay in academia, and really love the department I am in. I actually have had the pleasure of teaching 4 sections of elementary statistics during my masters, and absolutely love teaching. I have received a lot of praises from my students, and my advisor says that I check all the boxes to continue on for my PhD. So my question is to everyone is:
Should I be blunt with my advisor and tell him my wishes that I have concerning staying upon finishing my PhD, and also how does this affect me doing a post-doc? Is it possible to skip the post-doc and continue on as a Professor but put on some type of probationary period before tenure track?<issue_comment>username_1: The vast majority of people after they finish a PhD do go somewhere else for postdocs or tenure track positions (assuming one even gets one). Worrying about this now doesn't really make sense. If you are comfortable there and work well together, then you should strongly consider finishing your PhD there, and worry about anything else when it is much closer to happening.
Upvotes: 6 <issue_comment>username_2: In software engineering there is the notion of [premature optimization](https://softwareengineering.stackexchange.com/questions/33020/when-is-optimization-not-premature-and-therefore-not-evil), which is when a programmer spends much time and effort on code and design decisions that are supposed to lead to hypothetical performance improvements to the software at some unspecified time in the future (which often never materializes), when it’s more productive to focus on more immediate concerns.
I feel like your thinking about this situation is the real-life analogue of this pattern — a type of overthinking, or of putting the cart before the horse.
You do have a reasonable concern, in the sense that people in academia generally do not end up in the department where they did their PhD. In the US it’s vanishingly rare to see someone pull that off; in some other countries it’s a bit more common.
On the other hand, you need to take into account that in fact the likelihood that you’ll end up with a tenure track position in this university that you like, or even in the same city, is already very small whether you stay there for your PhD or not. Even the chances that you’ll end up in academia are not as high as you think they are — a large fraction of people starting a PhD say that they want to stay in academia, and most of them don’t — some change their minds, and some are unable to find a position that’s as attractive as they were imagining.
To be clear, I’m not saying that you’re wrong to take the future into account in your decision-making. Just be aware of the pitfalls of premature optimization. People are generally pretty bad at predicting what choices they will be confronted with a few years into the future, and what preferences their future selves will even have.
And yes, it’s perfectly reasonable to discuss these issues with your advisor, who is best positioned to give you accurate, locale-specific and discipline-specific information about the career implications of any choice you make. Good luck!
Upvotes: 4 <issue_comment>username_3: *Trailing spouse* is a rather common problem in academia: while one person engages in building their academic career, having to move between the universities and countries every few years, their spouse is obliged to follow, looking for local short-term jobs or being a house-spouse. The alternative is living separately for many years, before securing a permanent position.
I concur with @username_1 that doing one's PhD, postdoc, and securing a permanent position in the same university is extremely rare and is usually viewed with suspicion by peers. On the other hand, there is nothing wrong with continuing for PhD with the same supervisor that you had during your masters, and many things may change/clarify in your life before you graduate.
Finally, an alternative is leaving the academia and looking for a job elsewhere - there are plenty of opportunities out there, and people with recent masters or PhD degree (without postdoc luggage) have good chances to build a career. Don't expect it to be easier than getting a tenury though.
Upvotes: 3 <issue_comment>username_4: In general, starting a PhD is not the time to carve your own career path in the way you describe.
#1 the probability of your *opportunity* to stay is low. there are only so many positions. those positions are competitively awarded. Right here, your plan starts to wobble.
The real problem is
#2 No No and Nope. Once you get a PhD, its time to go. If you stay in your home institution, the system has broken. Once you finish, it is time to bring your knowledge to the world and and the world to you.
What you describe is possible, but be weary of anyone that chooses to go along with it. Additionally (honestly), it sounds like a bad plan with low chance of success.
Definitely have this talk with your mentor, she/he sounds nice and willing to work with you on a plan that is more likely to succeed. My approach would be a focus on funding, rather than appointments. You demonstrate an ability to attract funding, and your options get much better much quicker. This is a conversation your mentor would likely be happy to have.
Upvotes: 0 <issue_comment>username_5: If you would like to pursue the PhD, and it sounds like you are in a very good position to do so, then go for it. If after 4-6 years you obtain your degree and still don't want to move, then you'll probably have to look for a job outside academia. But that's a long time away and there are no guarantees, so you have to be prepared for the fact that you'll have to make that decision when you come out the other side. The chances that you have a strong postdoc and then get hired all at the same institution are vanishingly small, practically unheard of.
Upvotes: 0 <issue_comment>username_6: Be blunt with yourself: apply for the PhD, if you get it, in 3-6 years from now you will have to figure out your options. If you want to have an insight, check how many of the current people in the department (assistant professor, postdocs) are from the city you are now and transitioned from PhD to PostDoc in the same department or university. If more than 2 (two), then you have some chances in pursuing your plan (but do not forget surviorship bias, and the fact that for every 5-10 PhDs there is 0.5-1 position as assistant professor ... worldwide).
However, if your main concern is staying in the city where your partner is having her/his career, the academic career is probably one of the **worst** possible choice. The fact that you have a great relation with people at the department does not mean that they are the *only* great people in the city.
Plus, if you have a good relationship, you will be able to keep the connection if you start woking in an area closely related to this department in your city (you will be able to offer small contracts, thesis, internships from the industry side...).
Upvotes: 0 <issue_comment>username_7: This career path applies to the top 2 percent of the people in academia. These are the people who, even as PhD students, are stronger researchers than the average assistant professor. I know of a few people like that in my field. Even those people did one postdoc stint somewhere else before returning as professors to their alma mater.
But, the situation is different if you move from US to Europe. For instance, in my eastern EU country, it's unusual for a university to hire professors who didn't graduate there. Most of them have been with their university since undergraduate.
To answer your question, I think you should be very clear to yourself and your adviser about what you want. I do not agree with the advise that you should wait for a few years before you formulate a plan. You should have a plan, and it should be updated at least once a year. The plan should also have a B option: what will you do if you can't take you favorite A option. Without the B option, you set yourself up for a ton of stress, that will reflect negatively on your family relationship.
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<issue_start>username_0: I graduated under the supervision of two professors, one of whom acted as *main* supervisor. To indicate this, I wrote the following sentence:
"I graduated under the supervision of Prof. A and the cosupervision of Prof. B."
Does the sentence correctly indicate that Prof. B was *not* the main supervisor? Or else "cosupervisor" simply means "to supervise jointly", so without any reference to the degree of supervision offered? After all, if I say that I *coauthored* a paper with somebody else, I am not giving any information as to whether or not I was the first author, right?<issue_comment>username_1: I think this is clear in context. If you just said "I was cosupervised by Professor B", all that would necessarily imply is that Professor B was not the only supervisor.
However, since you mention "supervision of Professor A" as well as "cosupervision of Professor B", that makes it clear that they have different status (and Professor A was the main supervisor).
Upvotes: 5 [selected_answer]<issue_comment>username_2: There are two different aspects to your questions:
* You probably have one (or multiple) "formal" supervisor(s) from the perspective of your University (on paper),
* One (or multiple) person is mentoring you (in practice).
In my case, one of my advisor did not have their "habilitation" (which is required to mentor PhD student in France, it's the equivalent of being a graduate member in the US), so I was *on paper* mentored by a different advisor that played a more modest role in my training.
But, even if one advisor *in practice* mentored me more than the other, the manuscript indicated their roles *on paper*.
So, I believe:
* In every official document, use the "on paper" description (if they have equal roles, don't distinguish between them, if they have different roles, report them as indicated, even if this is not the reflect of the situation *in practice*).
* In informal communication, your sentence is just fine.
Upvotes: 2 <issue_comment>username_3: I think the distinction is clear for most of the world. There are people who will read your sentence as:
* "one main and one co-supervisor, a smaller one" (the majority I guess)
* "two supervisors at the same level" when "co-supervising" has a special meaning. This is the case for instance in France where "cotutelle" (co-supervision) has a [legal meaning](https://www.legifrance.gouv.fr/loda/id/JORFTEXT000032587086/) (link in French)
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<issue_start>username_0: I expect to finish my BSc in Mathematics this year so I am going through the process of applying to Master Programmes. Apparently, if you want to study as an international student a letter of recommendation is a key component to the application, however I am a bit lost in this.
I was thinking of asking one of my lecturers from last year, the problem is that last year I was a Visiting Student in other institution, so I do not know how usual is to get a letter of recommendation as an undergraduate from a institution different from the one you are graduating with.
Why don't ask someone from my home institution? I met most of my lecturers know this year so they could only evaluate me on a semester that will not have finished for the moment of writing this letter of recommendation, also in my previous year of my undergrad I did not show much interest or motivation, so I do not think they can evaluate me fully, plus it was three years ago.
Why do I think a person from another institution is more appropiate? Most importantly because it was last year and for a full academic year, also I was highly active in their courses (got First Class in both of them) and in one of this courses, despite not having some of the prerequisites, I managed to do it properly by independent learning. Why do I have some doubts? Because it was fully online so I do not know if they even remembers me, plus I have not talked/written them since last semester ended so I feel that starting communication again, after almost 6 months, with this request could be viewed as opportunistic.
Thanks for your attention.<issue_comment>username_1: I may be wrong on this, but I would say that as long as the person writing the letter
* has some form of external recognition (a title, a position, a reputation, publications, …),
* is willing to write a good letter and
* actually knows you,
you're fine. I don't think their "home" institution matters.
In any case, a good letter generally starts by describing how and for how long you know the applicant, so you can probably ask that person to briefly explain how they know you.
This way, the MS committee reviewing your application will know why the letter is from a different institution (if they even notice it).
Upvotes: 3 [selected_answer]<issue_comment>username_2: Yes it is appropriate.
Since you received excellent grades, it is likely that the person from the other institution remembers you, when you will introduce yourself ("who is this Partizanki? ah the visiting one doing a good job, now I remember").
Write a polite email, do not boast about your grade, write some remarks that you enjoyed the course you attended and passed them with good marks (you can write you were in the top 1%, or 5%, or whatever is First Class) and you would ask if they would be available to write you a recommendation letter to apply for the future Msc programm.
There are two possible scenario:
* your email goes unanswered, maybe even unread, and forgotten in the mailbox of the person you contact;
* you receive a positive answer and you obtain a recommendation letter.
I may be wrong, but it seems to me that this recommendation letter to access a Master program can be thought as a minimum requirement, to filter out the students who are not able to get one, rather than something providing a huge bonus in the application process.
Good luck and congratulations for being so active even during pandemic times, don't overstress yourself!
Upvotes: 0
|
2021/12/15
| 571
| 2,343
|
<issue_start>username_0: On my programming midterm, my teacher gave me one of the codes for the question on accident. I did not mention this to the teacher and used it as my answer and deleted where he gave it to me. The reason I did this was because, each student had to answer 10 out of 13 of the questions and I answered exactly 10. So if I were to go ahead and tell him during the test he would have told me I was not allowed to answer it. However, I was not as confident in the other two options so just hoped he wouldn't notice. Now I understand that I am at fault for using the code. However, my professor took off all the points for that question. This is the part that I do not see is fair. He is at fault for giving me the code but again it is my fault for using it. I do think a more fair approach was to do just grade the test as if that question was not there. Being that it is also his responsibility to check the test beforehand. Do you think this is fair or should he have just taken the question off my test.
Also forgot to mention everyone had a different test and was taking it at different so the other student who take the same test as me was not with me while I was taking it.
What appropriate options do I have?<issue_comment>username_1: If the professor gave you the code as part of the exam then there was no fault in using it. However, removing it without comment, was deceit. Had you not done that then there would be no basis for any complaint against you.
I can't say your professor was wrong in denying points, nor do I know exactly why he did so. But it would be worthwhile, for a lot of reasons, to ask for a meeting with him to see if there can be a happier resolution than losing all the points. Don't complain that he is unfair, but explain what happened, even admitting that you removed the code he included.
But deceit in any form is an offense.
Upvotes: 2 <issue_comment>username_2: >
> I do think a more fair approach was to do just grade the test as if
> that question was not there
>
>
>
You are absolutely **right**, one should **always** judge with the maximum objectivity other people fairness avoiding to bring his/her own bias.
In fact I do think a more fair approach was you to notify the teacher, and you answer one of the other questions, instead of the one with the code.
Upvotes: 0
|
2021/12/16
| 1,296
| 5,303
|
<issue_start>username_0: I'm a graduate student in Physics. The past semester was online due to the current situation. We had a particular course named "Workshop course" which is about the metal shop where usually they teach about how to use essential equipment for various purposes. This course, like others, was online. It hasn't been any online classes, no doubt classes, etc. They just sent five youtube videos to watch, and that's it. We had to write a report about the two topics given in the final examination. One of the topics wasn't even in these videos.
Most students have used online material to write the report and plagiarized. Now I admit this to be misconduct. The instructor warned everyone about that and postponed the exam for the same reason.
I'm sure what everyone has done is wrong. But by what means, the course and its organization wasn't a misconduct. How could they expect someone to come up with something original? We aren't engineering students, and we don't have any background in this. I wanted to ask if *the course was misconduct by the institute*. Shall I ask the instructor to organize the course with proper classes (physical)?
---
Edit: It seems everyone thinks that our plagiarism is justified by the way course organization was done. But I'm not saying that. The only purpose for me to mention is that the institute does care about a good research in their domain. Hence they consider it to be very big misconduct. Therefore, after submitting everyone's report, it is given X grade to everyone, which means this examination will be conducted again after some time. Considering the institute cares about a good research, how do they justify their own organization, of course? Isn't that misconduct also? Isn't it a contradiction?
Also, just to add, I haven't plagiarized.<issue_comment>username_1: This seems like an instance of the [*tu quoque* logical fallacy](https://en.wikipedia.org/wiki/Tu_quoque). You admit that "most students" committed plagiarism, and that plagiarism is wrong. But you try to mitigate their culpability by pointing out unrelated ethical shortcomings on the university's part. This is indeed a logical fallacy; even if it is true that the university committed misconduct, that does not make it OK for students to commit misconduct.
I would also suggest that outrage at the poor course design is rather opportunistic. I suspect that if this plagiarism had not been detected and you had gotten an easy A, the students' outrage would be minimal.
At any rate, to your questions:
>
> But by what means the course and its organization wasn't a misconduct....I wanted to ask if "The course was misconduct by the institute".
>
>
>
A poorly-designed course is not misconduct. You might feel "ripped off" if you were paying money for an expensive course that turned out to be some Youtube videos. But such things are not actionable (and you are presumably not paying tuition in any case).
>
> How could they expect someone to come up with something original? We aren't engineering students and we don't have any background in this.
>
>
>
Sorry, I really have no sympathy for those who commit plagiarism. Did they attend (virtual) office hours? E-mail the professor to ask for help? Look for relevant books or videos? Grad students in physics should be well capable of finding ways to solve difficult problems without committing academic misconduct.
Moreover, they should be well catechized in how serious plagiarism is by now. If they had been transparent about the origin of the ideas they presented, they might have gotten a bad grade -- or maybe not, maybe the professor wasn't expecting original work and would have been happy with a *pro forma* summarization of something they read. But trying to argue that your professor's poor teaching somehow "entrapped" them into committing plagiarism is nonsensical.
>
> Shall I ask the instructor to organize the course with proper classes (Physical)?
>
>
>
You can ask, but presumably the department has already had extensive discussions about what is possible given the "current situation" (as you put it). As should be clear by now, trying to imply that plagiarism was somehow a reasonable reaction to the virtual courses would not reflect well on you.
Upvotes: 2 <issue_comment>username_2: To some extent, yes. You pay money to attend classes, and the institution commits to teaching you. If they don't do that, then you have a legitimate grievance. In this case the "standard" thing to do is file a complaint with your university. This could ultimately lead to the university paying you your money back. If your complaint fails, you could involve the courts (see [this](https://www.theguardian.com/money/2010/dec/18/refund-if-university-fails-deliver)).
If you do file a complaint, you'll probably have to deal with the perception that you're complaining *because* you were caught plagiarizing - i.e. if the teacher hadn't caught you and you passed the course, then you wouldn't think the teaching is poor.
>
> Shall I ask the instructor to organize the course with proper classes (Physical)?
>
>
>
You could, although if the reason you're doing remote learning is because of COVID, it's unlikely the instructor will be able to conduct physical classes.
Upvotes: 0
|
2021/12/16
| 475
| 1,948
|
<issue_start>username_0: I have searched my university's site to see if there's a submission or packet I could send to nominate a professor for her amazing abilities as a professor. She's exemplary in teaching, and is professional, understanding, and above all, an amazing person.
How should I go about nominating her or simply, having her recognized.
I've already thanked her for the amazing year, and so have other students, but we want to do more to show our appreciation to her.<issue_comment>username_1: Depending on where you are, there may be other awards for which you could nominate her (e.g. by professional societies). I don't know if any of these awards accept nominations by students, but if not you could write your institution that you would like to suggest to nominate our professor for this specific award. In case you can't find such an award you could still do what was suggested in a comment: CC the head/dean/dean of student affairs in an appreciation letter for her.
Upvotes: 3 [selected_answer]<issue_comment>username_2: You could just contact the head of your department or the university and ask them this very question. Having enough people ask if such awards exist might even inspire them to to actually establish one.
Upvotes: 3 <issue_comment>username_3: I had the exact same case for my PhD supervisor. An exceptional supervisor on all aspects and great mentor. I contacted several past students (who are now very successful in academia or industry) and we nominated him for a mentorship award via a professional society (in our case via an [award from the Acoustical Society of America](https://asastudents.org/mentor-award/)). Scientific journals also sometime have mentorship awards (see [this example](https://www.nature.com/nature/awards/mentorship) from the journal *Nature*). So perhaps, look for the different awards offered by the professional societies/associations and journals in your domain.
Upvotes: 2
|
2021/12/16
| 639
| 2,693
|
<issue_start>username_0: I recently completed a MSc. I would like to start a PhD. I would like this to be at an institution that is different to where I did my MSc. I have reviewed the academics in my area (London) and several are doing research in the area I'd like to focus on.
I would like to send a "Thank you" email to my MSc supervisor. Would it be appropriate to mention that I'd like to do a PhD with supervisor X or Y at institution A? Or would it be expected that I'd ask my MSc supervisor for PhD positions with him first etc.?
In the same email I'd also want to ask him if he would be interested in getting a paper out of my MSc thesis - me doing most of the work there. Would this be appropriate too?<issue_comment>username_1: All of these things are good to do. You are not expected to stay at the same institution for your whole academic career, it is normal to move around.
Definitely send a thank you, tell them about your plans for the PhD and paper. If they have other ideas for your future, they can certainly share their thoughts as part of their response if they have anything they want to share. There is no harm in asking about the paper. If they are not interested, you can always see if there are other ways to pursue this.
Upvotes: 1 <issue_comment>username_2: Congrats on getting your MSc! This is a great achievement.
* I would definitely suggest to write a thank you email to your MSc supervisor (if you truly mean it of course). It will be gratifying for your supervisor and it is always good to maintain these connections. Networking is an important part of research/academia and you may be collaborating with him/her in the future. I still communicate with my MSc supervisor 15 years after I graduated. [Here](https://www.northeastern.edu/graduate/blog/biotechnology-networking-tips/) is a blog post with useful networking tips for scientists.
* I would also encourage you to tell your MSc supervisor about your PhD plans. He/she may have good advice for your PhD application and may even be able to write recommendation letters for future scholarship applications etc. My MSc supervisor was happy to write recommendation letters for several PhD scholarships I had applied to. It is often recommended to do your PhD in a different institution than your MSc., so changing supervisor/institution is almost expected.
* If you can, I would also definitely mention to your supervisor the paper you want to write. It will be good for your CV and it is also good for your supervisor, so I don't hesitate to push that through if you can. Having a MSc. publication can make a big difference when you apply for scholarships or for your career in general.
Upvotes: 2
|
2021/12/16
| 515
| 2,269
|
<issue_start>username_0: I am using some images from the National Archives in my article, and it is my understanding they are in the public domain. I wrote to the National Archives requesting confirmation on usage rights and how to cite, and they don't need a citation, but a credit line, example: "Courtesy National Archives, photo no. 26-G-3422". That means the original author of the photographs, date, and other details don't need to even be included in my article.
An image might contain as much value to readers as writing, or at least support the information given. So why is it that information needs to be cited, but images are instead credited?<issue_comment>username_1: If we agree that a picture is worth a thousand words, then the situation is not as asymmetric as it appears. If you were to include, verbatim, a thousand words from another work, you would need permission and a credit line due to copyright.
A credit line does not always mean you do not need make a citation to the source. In many cases, you will want the caption of the figure to include information that puts the image in context, and so often will need a citation in the caption. I like to find a way to cite the paper in addition to putting in the credit line. In my view, the credit line keeps the journal's lawyer's happy, while the citation is for the benefit of the reader and the authors of the other paper.
Upvotes: 4 <issue_comment>username_2: The idea that "information needs a citation and images need a credit line" is incorrect. The choice of attribution by citation, credit line, or nothing, depends on the type of publication.
Books and news media typically use credit lines for images. The journals I publish in typically use citations for images. Some journals also include a "used with permission" statement, which is not like a news media credit line. The National Archives do not deal with the journals I publish in, but they do deal with news media frequently. So the National Archives recommends a credit line as that's what they are used to.
I recommend including both the citation and the credit line, unless the journal objects. Since the image is public domain, only the opinion of the publisher of your article really matters.
Upvotes: 6 [selected_answer]
|
2021/12/16
| 826
| 3,620
|
<issue_start>username_0: I want to do a 'research stay', but I have no idea how to arrange it.
I don't need to go to another laboratory or country to do my own experiments, because I have already finished most of my studies.
I want to do a research stay in a different country but I have no idea how I can do it.
I am hesitating even about what I should write while applying.
For example, I will apply to a professor, 'I want to do a research stay in your group for 3 months'.
But, what I will do there, if they accept me? I don't want to be like a tourist. My aims are networking, gaining knowledge, experiencing how things work in other labs, etc.
I thought may be I am late, but with the covid restrictions, I am thinking to do it next year.
What is your advice to me, or your experience, should I talk to my advisor?<issue_comment>username_1: Your question is very broad so I will give a broad answer as well. Specifics include your country, field of study, interests, future career plans, etc.
You will find it harder to find a research stay if you just contact people randomly and ask for a 'research stay'. Ask yourself: what are *they* getting out of it?
My suggestion is as follows. Come up with a plan for what kind of research you want to do, find someone in another country (using their recent publications) with whom you can potentially work, and then combine the two: propose a visit with a project in mind. Make sure they feel they are getting something out of it, that is how you will get them interested in the first place.
Talk to your supervisor and career counselling team (if there is one) and figure out a list of scholarships that offer such research stays (e.g. Mitacs in Canada). Then apply to these with a strong proposal. If you already have funding, this will make things easier since money is mostly an issue for hosting supervisors.
Upvotes: 3 <issue_comment>username_2: I have three suggestions, though the first won't help you most likely.
The most common way to have such a position is to get invited to it. The most common way for that to happen is for you to already have a collaborative relationship with someone there who is interested in working with you more closely that remote communication allows. The way to make that happen requires a long term plan to develop such relationships. So, not much help in the short term.
The second way is to have something to offer to the host institution. This would, perhaps, be something like an interesting project that some faculty member there was interested in. In other words, if you are asking for something then it is good to be able to offer something back. Collaboration can certainly be that thing. This is more possible than the first in the short term.
To make that happen, though, you have to search around for people who are interested in the same thing you are. The authors of papers you use in your research are a good place to start, but (less useful) note that some universities publish lists of faculty that includes their research focus. Large universities in particular will do this, and possibly also links to individual faculty pages. If you can, somehow, find a person who might want to work with you then they might be worth contacting.
But, it might take some time to arrange a slot in the best case.
Third, some universities will advertise for short term appointments if they have a need, but no continuing budget for a regular position. These positions are likely to be paid, but also likely to have some requirements such as teaching an advanced course. That might make it less useful to you.
Upvotes: 2
|
2021/12/17
| 540
| 2,224
|
<issue_start>username_0: Last week I applied for two postdoc positions (one in the US, one in Germany). The deadline for both was 10 December. A few days ago, I got the acceptance letter for a paper (JCR Q1). I have two more Q1 articles in my CV (which is quite positive in my field).
Would it be necessary or appropriate to send an updated CV?<issue_comment>username_1: If I were you, I wouldn't send them an updated CV. Instead, let the strength of the CV you sent them speak for itself.
If I were you, I would keep this ace up my sleeve. If either of these applications leads to an invitation for an interview, you might be asked to give a presentation. That would be the ideal moment to tell them: "look, just after I sent you my application, this other paper of mine also got accepted at a top-level journal".
I wouldn't say it's necessarily *inappropriate* to send an updated CV, but the message this would send to me is "I'm not confident in the strength of my initial CV, so I need to tell you immediately of anything that can boost it". I don't think it's wise to do this. Conversely, if you can tell them in the interview that you achieved more between the application moment and the interview moment, you show that your CV is *even stronger* than the committee/professors already thought when they invited you for the interview.
Upvotes: 5 <issue_comment>username_2: If you are permitted any updates at all to an application, then an alternative to sending a new CV is just to inform *whoever* that you had a paper accepted in that journal.
This actually makes it stand out a bit more than making an additional entry in a new CV, which might be overlooked.
You can also, in such a communication, offer to send an updated CV.
But it seems sub-optimal to just "hide" the information.
Upvotes: 6 [selected_answer]<issue_comment>username_3: I would save this for future reference. Double-check if they accept update letters. If they *do* accept them, you can send them an update after your interview or if it has been too long since your last communication with them.
This way it comes across as something new that you would like to share with them. Keeps you fresh in their minds. Hope that helps.
Upvotes: 0
|
2021/12/17
| 462
| 1,836
|
<issue_start>username_0: For an assignment we were told
>
> "You may make use of any code from the lab classes, even code appearing in the solutions".
>
>
>
Would it be recommended I cite the lab code I have used or not?<issue_comment>username_1: For something not for publication, citation may not be necessary. But you seem to be asking about an assignment that will be evaluated/judged by a professor. In such a case, self-protection suggests that it is safer to cite than not.
You don't want to end up in the situation in which you lose points that you could easily have gotten by taking a bit more care.
The informal definition of plagiarism in the classroom context is quite different from that in the wider academic world. I suggest citing, even if quite informally: "taken from code of lab exercise x" or something.
---
For context: In the world of research and publication, you also have "permission" to quote (sparingly) from the work of others. But citation is required.
Likewise, extending the work of others is permitted, but the earlier work needs to be cited.
The permission there may not be explicit from the authors but from the system itself. So, it isn't vastly different.
But professors can be picky.
Upvotes: 3 <issue_comment>username_2: If you must submit a list of cited works with your assignment, then it won't hurt to cite.
However, if not, then you could simply cite it informally as a comment. Something like `\\ Taken from the lecture notes`.
Best advice is to just ask. If I were to guess whether or not to cite, I would say no. You typically don't cite course work unless it's a very formal report -- you wouldn't include an APA reference for a midterm, for instance. However, best practice is, if in doubt, ask, since you won't get into any trouble/lose any marks for doing so.
Upvotes: 0
|
2021/12/17
| 764
| 3,399
|
<issue_start>username_0: I had in-person interview for a tenure track faculty position with great feedback from the search committee and even the chair. They mentioned that I am a good fit for their position and they are excited that I applied. They mentioned their timeline for making an offer which was 1 week from now. However I haven't heard anything from them yet. I asked the search committee chair about the probable decision but he replied "Unfortunately I have no information to share at this point, but will let you know as soon I can". What does this mean? Are they rejecting me?<issue_comment>username_1: It means they have no information to share at this point regarding their decision, and that you will be informed as soon as they know otherwise, exactly like the committee chair's words say. Presumably that's because they haven't made the decision.
If you keep pestering them, maybe they'll decide to reject you based on that.
I would very strongly recommend against trying to read secret signals that let you know what someone's decision is going to be. Positive feedback does not guarantee you a job - hiring decisions often come down to a choice between more than one candidate that the hiring committee would very much like to hire, yet they have only one position available. Delays do not mean a rejection, they often come because busy people have to meet with each other; meetings can be delayed because of unexpected events.
Continue seeking other positions until you have accepted a formal offer.
Upvotes: 4 <issue_comment>username_2: It means exactly what they said. They have not made a decision yet. Even if the search committee has decided on their recommendation, it would be irresponsible for them to tell you anything until it has been approved by enough higher-ups to make a change in the decision highly unlikely.
With the holidays coming up, realistically, you should forget about the whole thing and expect to hear back some time in mid-January.
If you have another offer or some actual reason you *need* to know, then tell them.
Otherwise, go meditate or work on your next paper.
Upvotes: 3 <issue_comment>username_3: That means the search committee chair hasn't heard from the decision makers about their final decision.
I had gone through a similar situation a few days back. I had an interview, where I could sense 50% chance of them selecting me. Over time they confirmed rejection for all other candidates except me. Keeping patience in this type of situation is really tough. However at the end of that worrisome period, I got to know they selected me.
I would suggest (in order to forget this worry), assume they might not select, and continue with your other interviews. In case they get back with positive decision, that will be a sweet surprise to you. Best of luck!
Upvotes: 2 <issue_comment>username_4: In addition to the scenarios already raised is the possibility that you are on the list of people they want but not ranked number 1. In my institution we usually send a list of acceptable candidates, from those who had visits, to the Provost. At that point there are various discussions and then negotiations with the first person start. At that point we are giving vague answers to the other acceptable candidates because fairly regularly the first one does not work out. But we'd be happy with anyone on the final list.
Upvotes: 1
|
2021/12/18
| 1,322
| 4,746
|
<issue_start>username_0: I really like to use the phrase "ladies and gentlemen" while teaching. The reason is not necessarily to be formal, but to gather the attention to a particular point.
For instance, I'd occasionally say "this algorithm, ladies and gentlemen, was only discovered 30 years ago" in order to stress the fact that although the algorithm I am mentioning seems very trivial, people were not able to discover such a way until 30 years ago.
I choose this phrase to occasionally address the students simply because I find it interesting as opposed to "guys" or "folks," both of which are daily language. Also, I came to a realization that these kind of phrases really stimulate the listeners to pay attention even if they lost concentration.
Considering that this phrase might be perceived as a generalization of a group of people, that is there are no non-binary people in the audience, I would like to replace it with a similar toned phrase. Are there any phrases that you know or heard, and think that sounds as cool?
I understand that the question seems off-topic. Please let me clarify. The reason that I am asking this question in Academia.SE is because the phrase I am using considers academic environment, not daily language or some arbitrary presentation. Thus, the potential replacement should be suitable for a classroom. This is why I find it more proper to ask the question here rather than a community where academics are not overwhelmingly populated.<issue_comment>username_1: I just use the word **everybody**.
>
> Hello everybody.
>
>
>
Or
>
> This algorithm, everybody, was only discovered...
>
>
>
Suits all cultures, genders and is universal without offending.
(perhaps a question for English Usage SE really)
Upvotes: 5 <issue_comment>username_2: Actually, most such phrases are little more than a "clearing of the throat" and can be eliminated altogether. They introduce a pause, but little more.
Phrases like "by the way" or "as a matter of fact" or "as is well known" serve the same purpose.
If you really want to draw attention to a point, be more explicit. "It is important/interesting to remember/know/consider that...". This wakes them up a bit, hopefully.
But, "dear students" or similar might work in some cultures.
I once had a colleague who thought of herself as a sort of "mom" to her students and often interspersed "darlings" or "children" in such cases. It was just a personal quirk that worked for her, though it is hard to recommend.
---
The comic in me wants to suggest "slackers" or "you hiding in the back row", but it would be wrong ;-)
Upvotes: 5 <issue_comment>username_3: My favorite podcast, [Good Christian Fun](https://www.goodchristianfun.com/), switched their intro from “ladies and gentlemen” to “friends and folks.” I think having an “and” in there helps with the rhythm, and feels better than “everybody.” If friends is weird in class you could try something like “students and scholars”? I realize these are all a little cheesy, but so is the original phrase, so it’s nice to maintain that tone.
Upvotes: 6 [selected_answer]<issue_comment>username_4: A good answer can be 'Hello There' or 'Hello People'
Upvotes: 0 <issue_comment>username_5: Here are some ideas:
* "Ladies and gentlemen and gentlepeople"
* "Gentlefolk"
* "Dear/esteemed students"
* "All ye who attend my class"
* "Friends and folks" or "Students and scholars" (as suggested by @username_3)
* "People of any and all variety"
* "Thou bunch of remarkable renegades"
* "Esteemed chaotic villains and ne'er-do-wells"
* "Those who are in possession of souls"
* "My delightful crumpets"
* "Academic appreciators"
* "Distinguished personages"
* "Kiddos"
* "Buckaroos"
* "Class-hoppers"
Upvotes: 4 <issue_comment>username_6: You've said that you want emphasis. How about this?
>
> This algorithm, was only discovered 30 years ago: now, why do you suppose that was?
>
>
>
**Addendum**: I had forgotten my Shakespeare: he solved the problem in [the Prologue to Henry V](https://shakespeare.folger.edu/shakespeares-works/henry-v/prologue/).
>
> this algorithm, gentles all, was only discovered 30 years ago
>
>
>
Upvotes: 3 <issue_comment>username_7: Friends, Romans, countrymen, lend me your ears.
Upvotes: 4 <issue_comment>username_8: This does not work as a 1-1 replacement for your term in all situations, but I start sentences that I want to emphasize with "Okay people, [...]" which serves a similar purpose.
Upvotes: 1 <issue_comment>username_9: I like the simple
Listen, All!
============
It gets attention, and includes, well, all.
Upvotes: -1 <issue_comment>username_10: fellow human beings
fellow contestants in the game of life
fellow travelers on starship Earth
Upvotes: 1
|
2021/12/19
| 487
| 1,784
|
<issue_start>username_0: I am an undergrad student and I always get/send emails that start with "Respected Sir/Madam", or, "Dear Sir/Madam". But, I always wondered how I can be more gender-inclusive. "To whom it may concern" sounds a little bit old-schooled. So, is there any modern phrase to help me out with this problem? Thank you very much.<issue_comment>username_1: I would suggest either using the person's name if sending to one person and when sending to a group, the group's names i.e Dear Search Committee or Dear Students as appropriate. Anything else looke like you haven't done any research on who you are sending the email to.
Being specific in the name also helps the person reading the email to know why they got it, i.e Dear students of physics 101 . Lets me as a reader know why I got the email ( i.e as a member of that course)
Upvotes: 3 <issue_comment>username_2: If you're emailing a man and refer to him as such by using
"Sir" or "Mister" there's nothing conceivably wrong with that.
If you don't know who you're emailing, then you can't go wrong with "to whom it may concern" (just because it's dated doesn't mean it's bad, although it's more formal) but since you insisted on other greetings, the following also work:
* "Dear [Last Name]/[Name of group]/[first name]" works very well for first-time correspondence, and works equally well if you're well acquainted with the person(s) you're emailing
* "Hello, I hope this email finds you well" is good when you don't know who you're writing to
* The standard "Good afternoon/morning/..." are good if it's a slightly less formal setting
* "Greetings, [name]" is one that's hard to misuse
I'll also add that, being a young adult, I'm rather flattered when people refer to me as "sir" or "mister."
Upvotes: 2
|
2021/12/19
| 922
| 3,643
|
<issue_start>username_0: I am writing a research paper in mathematics. I am proving a theorem. I have two proofs for the same statement i.e., the theorem. I want to embed both proofs. How should I do this?
Do I make it two different theorems in the paper, keeping the same statement? Or, should I state it just once and, under the proof section, mention Method 1 and Method 2?
For example, we maintain the following procedure:
```
\begin{thm}
(statement of the theorem)
\end{thm}
\begin{proof}
(proof of the theorem)
\end{proof}
```
Should I repeat the above syntax twice, keeping the same statement both times but with different proofs? Or, should I follow the below procedure?
```
\begin{thm}
(statement of the theorem)
\end{thm}
\begin{proof}
Method 1: (proof here with 1st method)
Method 2: (proof here with 2nd method)
\end{proof}
```
Is there another way to do this?
This is not a latex question. This question is based on the orientation of mathematics paper that includes a theorem with two different proofs.<issue_comment>username_1: First, make sure you have a reason for doing this. For the validity of the theorem itself you only need one proof. But, often enough the value of a proof is that it gives some insight into the inner workings of things and that insight can lead to other advances.
So, I suggest the second method, provided that both proofs have some unique characteristic, but, in that case, you should also say at least a few words about why you think this proof has value. You don't have two theorems.
But if both proofs use known and standard methodology, I'd only give one of them. Two different "standard" proofs don't really add anything.
Note that special insight can come two ways. One is an insight that leads to this particular proof (insight first). The other is an insight generated by the proof (insight last).
Upvotes: 5 [selected_answer]<issue_comment>username_2: Personally, I would present one proof directly below the theorem, and then later something like this:
```
\section{Alternative proof of Theorem~\ref{thm:main}}
Here we present an alternative proof because... (state reasons
why you think this is useful)
\begin{proof}[\protect{Alternative proof of Theorem~\ref{thm:main}}]
(Write your second proof here.)
\end{proof}
```
I used Latex syntax also to show how this can be done: the optional argument to `proof` changes the label printed before the proof, and I think `protect` is needed here, which may be tricky if you've never used it --- and the Latex error messages you'd get otherwise are horrible to read.
(This assumes that you are using the standard packages `amsmath,amsthm` --- but I have seen journal styles that use their own abominations instead of them.)
Upvotes: 3 <issue_comment>username_3: It really depends on how the rest of the paper (results downstream from your Thm, applications etc) relates to the ideas contained in the two proofs. If both are about equally indispensable, then by all means use any of the double-stacking methods suggested above; as long as you signpost clearly that the proof is done and the next one begins. Else choose one, preferably the one that makes the other stuff in the paper easiest to understand. The alternative proof can be (1) relegated to an Appendix; (2) Sketched if and when the ideas are needed in only one place; (3) mentioned (or briefly described) in the Discussion; (4) saved for another publication (I am not suggesting you publish the same Thm twice; I am suggesting that the basic idea of the alternate might be more appropriate within the context of a related but genuinely distinct paper).
Upvotes: 1
|
2021/12/20
| 606
| 2,093
|
<issue_start>username_0: I received a fellowship from my university, its full name is very long:
>
> "[Name 1] Endowed Fellowship Fund, in Memory of Professor [Name 2]."
>
>
>
On my university's website, I've seen multiple ways to call this fellowship:
>
> [Name 1] fellowship awards;
>
> [Name 1] endowed fellowship awards;
>
> [Name 1] fellowship
>
>
>
So my question is how to include this fellowship on my CV? Do I need to provide the full name in the description? If I use the abberviated name, should I use the singular form ("award" instead of "awards", "fellowship" instead of "fellowships")?<issue_comment>username_1: There is no reason for shortening the fellowship name in an "official" place like your CV. Even if you are dealing with a page limit on your CV, this is not going to make any meaningful difference.
Not using the full name can lead to potential for confusion, as it will not be clear to the reader whether the shortened name refers to a different scheme or not.
Finally, it seems that [Name1] gave a lot of money to keep the memory of [Name2] alive, and it would feel somewhat disrespectful to me to sabotage this by leaving out [Name2].
Upvotes: 2 <issue_comment>username_2: Luckily, CVs can usually be as long as you want, so the name length doesn't matter too much.
It would be weird to put "Endowed Fellowship Fund" on your application, because you didn't receive a "Fund," you received a "Fellowship."
I would also ensure you put "Fellowship," not "Award" as the former is less ambiguous and more prestigious. An award could just be an acknowledgement.
With internal awards, it's important to use the full name so that people in other institutions can find it, if they wish. Also, if Professor Name2 has a good reputation, that can only help you.
So in summary, I would write:
>
> Professor [Name2] Endowed Fellowship, in Memory of Professor [Name2]
>
>
>
If you really want to, you could (1) drop the "Endowed," since it is named without it elsewhere, and (2) use only last names instead of full names.
Upvotes: 2 [selected_answer]
|
2021/12/20
| 765
| 3,405
|
<issue_start>username_0: In computational research, authors of publications are often required to open-source their code. However, while having open-sourced one's code improves chance for journal/conference acceptance, reviewers in general do not read code (for obvious reasons, as reading code is very time consuming). As a result, code are usually poorly written / badly documented.
If I'm unable to understand/run a codebase (provided that I'm quite familiar with the language/framework it is using) even under good intentions, and my own implementation fails to reproduce its results, who's responsible?
This is a real concern since, as students/researchers, our time is a scarce resource and we all have a life outside academia. I don't want to spend an unlimited time on a codebase that I cannot understand.<issue_comment>username_1: If you cannot reproduce a result as a student, then that can mean two things: the code is wrong or you are wrong. Both are likely: mistakes happen and students are students because they don't know everything they need to know (otherwise they would not need to be students). Authors are obviously not responsible for a lack of skills of students, but they are responsible for their own mistakes.
What the consequences are, or should be, are two completely different questions. If you are responsible, but there are no consequences, then ...
Upvotes: 3 [selected_answer]<issue_comment>username_2: No, you aren't responsible for reproducing the results of others. You are responsible for producing good and accurate results. Reproducing the results of others is good if, but only if, those results are correct.
It is possible that the code you found has led to an incorrect result. The code, *per se*, isn't the issue, but the results.
If your code produces different results, they may be correct or not and your own code may be good, or not. But if you want to know why there is a divergence a well designed set of tests might tell you exactly why. They may tell you where the results diverge and if you can use that to call the paper you've found in to question then you have the basis for a publication.
The diversion, of course, might also show you where your own code went wrong.
And, even if you don't have code yourself, you can use such a set of tests to verify the validity of the found code.
But, at the end of the day, it is hard to trust results produced by crufty code.
Upvotes: -1 <issue_comment>username_3: >
> ... reviewers in general do not read code ... fails to reproduce its results, who's responsible?
>
>
>
Peer reviewers and editors are collectively responsible for ensuring published work includes enough information that the work can be reproduced. If the code is deterministic, already published, and it does not reproduce, that is a failure of the reviewers and editors.
If the research in question is statistical in nature, it's normal for small samples not to reproduce. Only physics is responsible.
If the typical PhD student in the field does not have the expertise to reproduce the research, it has been poorly presented and the peer reviewers should have pointed that out.
If the code does not reproduce because the PhD student does not have typical PhD student skills, then the faculty who should have trained the PhD student are responsible.
My advice: peer review better, when it's your turn to review.
Upvotes: -1
|
2021/12/20
| 231
| 949
|
<issue_start>username_0: In various peer-reviewed scientific journals, there is usually a word count limit for the abstract, e.g., 250 words in one such journal I am submitting my paper. I am confused whether I need to count all the words, including the *articles (a, an, the)* used with the nouns. Also, are there any other exceptions that need not be counted?<issue_comment>username_1: It depends on the individual journal you are writing to. There is no other possible answer.
Upvotes: -1 <issue_comment>username_2: You should assume you need to count all the words, short and long. You can count an acronym or initialism as one word, but these are frowned upon in an abstract. The only exception I can think of is if there are written instructions to the contrary.
Do not play tricks to limit the word count, for example, not putting an article before a noun.
Upvotes: 3 <issue_comment>username_3: Articles are words, so they count.
Upvotes: 4
|
2021/12/20
| 1,985
| 8,847
|
<issue_start>username_0: In our curriculum we have several courses that students fail a lot. One of the reasons which we suspect leads them to fail is that a lot of students do not do the exercises that we advise them to do. A possible solution we are considering, is to give students who successfully solve several exercise problems a few bonus points on the exams.
My question is:
First, do people here have experimented with such a technique? Did it work? What are the pitfalls? Is there any literature that could be helpful here?<issue_comment>username_1: There is a course design that goes something like this:
>
> Here is a bunch of information and some suggested activities. You can take it or leave it. And, by the way, every couple of months we will give you an exam that can affect the rest of your life. Good luck.
>
>
>
There is another course design that actually cares about how students do and helps them to achieve their best results. This requires a bit (lot) of prodding with required exercise and projects along with points toward grades and individual feedback.
I predict that the change you suggest, if you use the first design, will have little effect since there is too much elapsed time between the exercise "advice" and the sort of magical awarding of points. There is little "in the moment" motivation.
Sure, it will work with a few students, but they don't need such things anyway. The ones you need to actually "teach" are the ones that don't find everything you say completely trivial and obvious. But for those who really need your actual guidance, not so much.
At a minimum, give the points when the work is done, not later when the exam is taken. And inform the student that the points are "in the bag".
Sorry to be so harsh, but I think laissez-faire teaching isn't really teaching at all. Those who thrive don't really need you.
I hope that your system doesn't force this sort of thing on you with too-large classes and no help.
A better plan would be to actually require that those exercises be done and submitted, with a given number of points, known in advance and earned or lost at given deadlines. My personal practice is to make such things the major part of any course grade with exams having much less influence. People learn by doing things that reinforce learning, not by just sitting exams that they can cram for with little long term learning possible.
The path to success needs to be well marked with achievable goals that the student can use as signposts to success. It should never be necessary for a student to wonder how they are doing. It should be a seemingly random process depending much on things like which particular questions are asked on an exam vs which particular things the student focused on.
See the book [*The Art of Changing the Brain*](https://rads.stackoverflow.com/amzn/click/com/1579220541) by Zull for how the brain, and thus learning, actually works. This book was once gifted to every participant in a major Computer Science Education conference (SIGCSE) by one of the major tech companies. I can't remember which.
Upvotes: 0 <issue_comment>username_2: I was involved in teaching such a class a few years ago and I would say that this approach is better than nothing, but most of the times there might be better options. Keep in mind that all of this is anecdotal and I might misremember things.
The setting
-----------
The situation was a sequence of some large "mathematics for engineering students" classes. The first problem was that this was taught by people from the maths-department (including me), but the engineering department effectively had the final say on anything not related to the actual mathematics. And for that class they insisted (and we definitely tried to convince them otherwise), that we were not to force the students to do anything apart from the absolute minimum.
Specifically the requirement was that any student should be realistically able to get the highest possible grade by just attending and acing the final exam, because that was how all of their other classes were run. The net result of course was that a lot of students (not all, but certainly a large percentage) completely ignored the class until a few days before the exam, crammed whatever they could and then either barely passed or failed and tried the same approach next time.
Even of those that passed, many forgot most of what the learned immediately afterwards, which was an additional problem, since later classes relied on material from the earlier ones (e.g. dealing with systems of linear ODEs in semester 2 needs eigenvalues from semester 1.).
The second problem was that the class was indeed large (close to 1k students enrolled in some years), so the ratio of TA-time per student was also severly limited. Even if we would have had the money to hire more, we would quickly have run out of capable people to hire. So we had enough TAs to hold weekly exercise classes of about 30-40 people each, but e.g. not enough to grade problems regularly. (And we always stressed the mathematical approach to problems, not the numerical calculations, which meant that machine grading was not a good option).
The approach
------------
With these constraints, the solution we came up (which was the one thing the engineering department allowed us to do) was indeed bonus points for the exam, totalling to a maximum of something like 10% of the grade.
The explicit goal here was purely to boost engagement, without straining our resources too much. So the metric for the students was "reasonable attempts" at solving a problem, even if the result was wrong or the solution incomplete. We varied the details a bit between the classes but roughly the idea was that each week the students would self-report to which problems they had something on and the TAs would spot check this and have some present their solutions in class, more or less at random. But they were told to be lenient.
Anyone who at least tried 50% of the problems and presented one attempt in class got some of the bonus points, up to the full points for 100% of them (there were some optional problems, so it was possible to get 100% even when missing some).
Some results
------------
It is always hard to evaluate such a system and we did not attempt a scientific study. But the overall grades increased slightly after introducing it, but it is hard to conclude that this was not due to differences in the difficulty of the exams.
The actual exams of people who got bonus points were generally better than
the exams of those that did not get them, but that also might have been self-selecting.
The attendance in problem classes certainly went up, as did general student participation, but there still was a sizable minority that only showed up to miserably fail the exam.
Most of the students liked the system. It probably also helped that most that tried were able to obtain all of the bonus points with a managable amount of work.
There was a lot of blatant copying and questionable "attempts". We fully expected this but reasoned that even someone who only copies at least has to spend some time looking at the problem and that it is impossible to fully police something like that. So we only intervened if it got so blatant that others complained.
Some things to keep in mind
---------------------------
The administrative side of things should not be underestimated. Even if there is no actual grading and your university supplies a usable system for keeping track of the raw numbers, they have to be entered by someone and now that it suddenly matters there will be a continuous stream of emails that need to be dealt with (e.g. correcting mistakes, accounting for illnesses). Accounting for bonus points in the exam is also another extra step.
Depending on how you implement the system there might also be unintended side-effects. If people think that there is something to be gained from gaming the system, some people will try to game the system. Sometimes people only game themselves (copying solutions and then studying before the exam is probably more work than attempting the problems directly), but you still need to be careful that no-one sees the system as unfair.
As a particular example, initially we let people hand in what they did directly before class to minimize workload. Since the classes were spread over the week, that lead to people in the later classes attend the earlier ones, get the solutions from there, and then present them in the latter classes. People complained and we had to resort to having everyone hand in their attempts at solutions in the beginning of the week.
tl;dr
-----
Such a system can work and surely beats doing nothing, but depending on the circumstances, there are often better options if you have the ressources.
Upvotes: 2
|
2021/12/20
| 5,732
| 23,940
|
<issue_start>username_0: I graduated with engineering and physics degrees last year, and started a PhD program in theoretical physics. While the program is a good one, it is not top-15 in the US or top-50 in the world. This means that, statistically, there is very little chance of me ever being a professor at a school with a comparable ranking. I get the sense that my program isn't really respected, and that our own professors don't expect us to accomplish anything significant. (At times it even feels like we are mostly here to fulfill the need for teaching assistants.) Since I am not in an applied discipline, I can't really motivate myself with the prospect of a research career outside the academia either. Furthermore, when I look at my peers who got into top programs either in engineering or in physics, I see that they are much more productive than I am. Whether this is because they are smarter/more creative/more motivated/more hardworking than I am matters little. Honestly, I am suffering from a deep inferiority complex due to this coupled with a few more things in my personal life, but that is a separate issue that is not really relevant here.
My question is, what exactly is the point of continuing the program? I suppose I am the one who should have an answer to that, but the best I can come up with is to view this as "entertainment" without tying it to any specific career outcome. Is it better if I just drop out and get a "real job" without delay? The demand for theoretical physicists is already low, and everything seems to indicate that I wouldn't make a good one anyway.<issue_comment>username_1: I think this is an excellent question that really cuts to the heart of the US university system (and other Anglosphere HE systems, namely UK, Canada, Australia, etc.). A strongly hierarchical HE system that clearly delineates between "top" and "non-top" universities inevitably invites such questions about doing research in "non-top" institutions.
My short answer is this: if you are *extremely motivated*, you can still make it to a tenure-track position in a good research university. You simply need to work harder than your peers and be more active. Not only this, a person who started at a low-ranking school and ended up in a higher-ranking one, is bound to be one of the strongest researchers around. So the challenge is quite appealing in this sense.
Upvotes: 5 <issue_comment>username_2: There are so many things wrong with your question :-)
* The point of a PhD is not only so that you can become a professor. A PhD is also both an education that opens doors for future jobs in industrial research, and it is a set of letters that open door to promotions that would otherwise be more difficult to achieve (for example, to be the head of a research department in which a substantial number of PhDs are employed). In all of these regards, where exactly you got your PhD does not matter very much. Furthermore, it's not true that only those in "applied" areas are sought after by industry: theoretical physicists have long made a good living in quantitative finance, for example.
* Even if your goal is becoming a professor, having your PhD from one of the top universities is neither necessary nor sufficient. It is probably true that the majority of those who are offered assistant professor positions in the top-50 universities of the US are in fact PhD graduates from top-50 universities, but the best people often find ways to move up over the course of their careers and find ways to be hired by top universities even though they were initially employed further down in the rankings, or got their PhDs further down the rankings. And even then, being a professor can be (and often is) a very rewarding career even if you are not employed by a top-50 university -- in fact, maybe even more rewarding than actually being at a top-50 university.
Upvotes: 6 <issue_comment>username_3: Focusing on the career reasons here (i.e. not academic ones like "you learn things"):
* PhDs enable new career options. If you go to your local jobs portal, chances are you'll find results that specifically ask for a PhD degree. That means completing the PhD lets you do jobs you won't be able to do with a Bachelor's or Masters degree. This applies regardless of which university you did your PhD at.
* You could still be the biggest fish in your local pond even if you are not the biggest fish in the ocean. For example if you're in Kenya, then the "best" university is the University of Nairobi. If you have a degree from that university then you're good in Kenya, even if your international prospects aren't that good. The same goes if you have a degree from a top-100 university in the US, since even the rank 100 university in the US is more highly ranked than the University of Nairobi.
Upvotes: 3 <issue_comment>username_4: Having a Master's Degree in Engineering, spending much of my career working with other engineers with PHDs, and talking to a few colleagues about the relative merit of a PHD, I believe I can provide some relevant feedback on this question.
First, when it comes to technical degrees, the school you went to has much less importance than it does for a liberal arts degree. It all comes down to where the rubber meets the road: what do you know and how well can you apply it. I got my undergrad degree from University that is not especially known as a top engineering school, but when we competed in a national engineering design competition, we placed very high (4th place) among our peers (over 100 other major schools), yet some very famous "top-tier" engineering colleges only placed in the middle of the pack. I later found out through a good friend who took a couple graduate level courses at one of those "top-tier" schools that those students were actually being short-changed because they were exposed to a lot of different glitzy programs but didn't get a very thorough exposure to those topics. On the other hand, our "mid-level" engineering programs, with much smaller budgets, focused heavily on the fundamentals with examples of practical applications, so we were well prepared to apply what we learned.
The next point has to do with how a PHD is viewed by the rest of the world. Those 3 letters tell people that you had the determination and endurance to go through a prolonged and intense program of study and see it through to the end. It opens doors, oftentimes without questions from those in non-technical fields, and even technical types will recognize what it took to get that degree, even if it wasn't from a "top-tier" school. In other words, the degree itself has value no matter where you got it from.
Third, there are lots of places where an advanced degree in a theoretical field is not only desired, it's necessary. Several colleagues of mine with PHDs are looking at how to do things and build devices that haven't been built before. Major corporations trying to solve some big problems need people that know the theoretical side of things to come up with new materials, new processes, or new applications for existing devices. For example, take some of the work that's being done in the areas of superconductors and other electronics, high temperature tolerant materials for aviation and space applications (think propulsion, heat shields, electronics, etc.), and more. The people doing the work in those fields are mostly PHDs. Another advantage of working in industry is that they usually have much bigger budgets than universities, even when accounting for government funding and research grants. And several of those colleagues I mentioned earlier have transitioned to university positions at prestigious institutions primarily because of their experience (and accomplishments) in industry.
Finally, the process of getting the advanced degree itself has value. I was an officer in the military, and I was told point-blank that even having a bachelor's degree demonstrated that I have the capacity to learn. Having an advance degree shows that you have an even bigger capacity to learn, and a greater capacity to conceive of big new ideas and (hopefully) be able to find solutions to big problems.
That pretty summarizes my experiences, but of course, your mileage may vary.
Upvotes: 4 <issue_comment>username_5: There are already pretty good answers out there, so I would not add much so just take some time to read along.
Well there are two main issues that should be addressed separately. First the school you go to and your motivation, and I think they are or should be mutually exclusive.
Talking about the school, there are hundreds of schools in the USA alone where PhD level research is being done. And in the current times, most of the PhDs are based on some industrial projects so you get a chance to enhance your practical knowledge while expanding your professional network. And that is what counts during PhD that how significant and practically relevant is your topic. Theoretical PhDs are boring!
Regarding the motivation, yes you said it right that you should be the one who could answer the best. But yes it is lifetime learning experience where you can independently do research and present it to the outside world. And as someone said PhD is difficult in start, messy in the middle and rewarding in the end. So, I hope the same would be in your case as well.
Good Luck!
Upvotes: 0 <issue_comment>username_6: I believe that the quality of the school is correlated to the quality of the students. But there are outliers... that is, good students at bad schools and bad students at good schools.
You can certainly still make a name for yourself. The only thing holding you back is you, not the school.
FWIW... I went to a community college before becoming a professor at a big German university.
Upvotes: 2 <issue_comment>username_7: Your question is a great one, but it's also in a sense wider in scope than academia. And it's also one that may get biased answers on Academia StackExchange. You need to first ask and answer the wider question of what would make you happy career-wise, then you'll have a simpler question: how to spend the next years of your life to optimize the chances that you reach those goals.
Regarding the first question, ideally you want something at the intersection of what you're good at, what you're passionate about, and what you can get decently and reliably paid to do. Would you make a better engineer or theoretical physicist? How passionate are you about theoretical physics (setting aside your other concerns)? (This is important, because if you want an academic career, you'll be competing with people who are really passionate about it.) Are there other things you are or might become passionate about? Regarding income, you already know the answer to the last question (prospects are not good, with little location flexibility), though potentially you could develop mathematical and statistical skills in your PhD that are lucrative in finance, for example.
Once you've answered the above questions, it'll hopefully be easier to determine whether to spend the next years finishing your PhD vs embarking on an industry career.
Upvotes: 2 <issue_comment>username_8: The university you get hired at will depend significantly less on the university you graduate from than it will on the quality of your research and the "prestige" of your publications.
That said, the advisors that you will have access to at "top" schools are often engaged in prestigious research and have access to large pools of money that provide resources and collaborators for quality research. Science costs money and takes time, and doing research with 6 other grad students who are as ambitious and bright as you, and having access to all the data, computational power and equipment you might need will prove invaluable as you do research. This is more important in some fields than others.... some areas of physics are notable outliers where a lot of research is a worldwide collaborative effort, and not the cloistered race for antecedence that often marks some trending fields.
In short, the thing that you should really be considering here is "will attending so-and-so university give me access to the resources and collaborations I need to fulfill my research ambitions?" It is possible that a university's prestige leads you to suspect that you will find just these sorts of resources and collaborations there. If your peers seem to be finding those things at other universities, and you aren't finding them here, perhaps you should consider a transfer.
Upvotes: 3 <issue_comment>username_9: Statistically speaking, one is a lot less likely to find a good faculty position if they graduate from a weaker school. It's down to luck and how you exploit your fewer chances when they show up. And they always do, even if you start from a much crappier place than the weakest American PhD school.
But, knowing a lot of people who overcame the odds, I always wondered what was exactly they did that helped. And that thing is that they made a lot of good connections. In addition, they worked hard on good problems and believed in their chance.
To give an example. One of my people I worked for as a postdoc, graduated from a very small school. He went as a postdoc to a stronger school, working with someone very famous. He found there a few strong colleagues to collaborate with, and, to the best of my knowledge, they still collaborate. This helped so much, that after that first postdoc, he had enough good results to show for and get hired as an assistant professor.
Not so long after he got the position, he worked with some of his collaborators on a problem which made him famous in the physics community. Then he found another problem of that kind and another and eventually he became full professor and lives happily ever after, or so he should, but he's too much of a workaholic. More than half of his former students and postdocs are themselves professors and researchers in strong places, and I don't know of any of them who left science after working with him.
To conclude, your chances are slimmer, but there is a recipe for success, and you can learn it from the people who are successful. If your goal is to be a faculty, better start building your network of collaborators, start learning to create good research projects, and don't underestimate how much you can do even from a weaker school. I myself had colleagues whom I thought they would never graduate, and some of them are now at top 10 schools in the world.
Now that you're in graduate school you may not see much beyond the course work, and the research projects you work on with your colleagues and/or adviser. But, opportunities will come, sooner or later, and you need to be ready and in a proper mental shape to recognize them for what they are and seize them.
Upvotes: 2 <issue_comment>username_10: I don't normally ever answer here, as I am not an Academic, and in fact, hold no higher degrees at all. This answer has to do with non-academic employment.
A little background of myself, first.
I went to a community college and got an Associates. I was then in the military for 23 years as an electronics technician and ended up a senior non-commissioned officer.
Leaving the Army, I then changed fields completely and began my next career as a systems administrator in IT.
Now for my point.
Many times during my current career I have applied for a new job or position with a company. Every single time the position included the requirements of a Master's or PhD, *or equivalent experience.*
Now, as I am approaching retirement age, I have 21 years of experience in IT. Sounds like a lot. If I cared to enter management, my years of experience might get me a position at the lowest level. But advancing in the management track would *require* me to go back to school, to get a Bachelor's, Master's, etc. That is just the way it is.
Let's say you make it through your schooling and are granted your PhD. You would have zero experience, and yet with that PhD, would immediately meet the requirements of jobs I am distinctly uneducated for. There is a mid-level management position available within my company right now, and looking at the requirements I see Masters, or PhD, and nothing about experience. If you and I were up for that position, I am unqualified while you would be.
Nowhere have I discussed from *where* you may have received your degree. The requirements for many positions are: *have a PhD*, not *have a PhD from a top-tier university*.
Upvotes: 3 <issue_comment>username_11: >
> Furthermore, when I look at my peers who got into top programs either in engineering or in physics, I see that they are much more productive than I am. Whether this is because they are smarter/more creative/more motivated/more hardworking than I am matters little. Honestly, I am suffering from a deep inferiority complex due to this coupled with a few more things in my personal life, but that is a separate issue that is not really relevant here.
>
>
>
This is absolutely relevant to finishing anything you start. It's also better known as "imposter syndrome".
>
> To put it simply, imposter syndrome is the experience of feeling like a phony—you feel as though at any moment you are going to be found out as a fraud—like you don't belong where you are, and you only got there through dumb luck. It can affect anyone no matter their social status, work background, skill level, or degree of expertise.
>
>
>
<https://www.verywellmind.com/imposter-syndrome-and-social-anxiety-disorder-4156469>
If you don't have the drive to finish something because you are (falsely) comparing yourself to others you see as better than you, then it doesn't really matter what logic, statistics, job availability, or anything else say. Without that drive, you simply won't finish or, if you do finish, you'll likely resent finishing. The flip side is that if you don't finish your degree, you'll likely regret that decision, but your imposter syndrome will convince you that it is "proper", since "you wouldn't have been any good at it anyway".
Of course, that "logic" is all a load of bull.
>
> Some of the common signs of imposter syndrome include:
>
>
> * An inability to realistically assess your competence and skills
> * Attributing your success to external factors
> * Berating your performance
> * Fear that you won't live up to expectations
> * Overachieving
> * Sabotaging your own success
> * Self-doubt
> * Setting very challenging goals
> and feeling disappointed when you fall short
>
>
>
That list comes from the same article I listed above. I see a lot of that in your question. The fact is that you are doing better than you think you are. The simple fact that you got into a PhD program shows that you have more drive and intelligence than most people.
You are simply having a moment (or more) of self-doubt and probably some burn-out. This is natural, especially when people push themselves as hard as you are for as long as you likely have been.
Often, people with imposter syndrome will try to overcorrect by boasting about how well they are doing in public, then feel like crud in private. So the people you see as "smarter/more creative/more motivated/more hardworking" are likely also suffering the same problem you are.
There's also the opposite of imposter syndrome, which is the [Dunning-Kruger effect](https://www.tikvahlake.com/blog/what-is-the-dunning-kruger-effect/), which says that people will over estimate their own importance, intelligence, or smarts in a topic when they are actually ignorant in the field. Those people who boast about how good they are might not actually be any good at all. This effect also states that people who are very informed about a subject will know better how much they don't know, so will underestimate their skills.
The bright side is that you can recover from imposter syndrome and the Dunning-Kruger effect to build your self-image back up to where it needs to be. There are a lot of [online](https://impostorsyndrome.com/10-steps-overcome-impostor/) [resources](https://www.healthline.com/health/mental-health/imposter-syndrome) as well as going to therapy, or simply talking to your friends and colleagues about it. Likely, they'll remind you about how well you are doing, even when you get negative feedback from advisors, professors, and whomever else is in a authoritative role over you. Even talking to some of them may help you find out that they are simply trying to push you to do better, since they may believe you can do better. They may just be pushing too hard or in the wrong way without realizing it.
>
> My question is, what exactly is the point of continuing the program?
>
>
>
Why did you get into the program in the first place? Did you look at employment opportunities beforehand? I'm sure you did. I'm sure you got into it because you enjoy the subject. Not many people get into a PhD program just because they were told to. You just need to find those reasons again and they'll be your answer.
Also, you will want to finish your program to avoid the regret of not finishing it and the resentment of paying all money & spending all that time to waste it by not finishing. I have regret and resentment about not finishing my bachelors degree. I can't imagine how bad it would be to not finish a higher degree, so do yourself a favor and avoid that problem.
All of this stress, imposter syndrome, Dunning-Kruger effect, burn out, and negativity can lead to depression, and depression can lead to worsening depression. You need to get help with this. Society seems to make people think they need to handle everything without help, yet a common phrase is that "it takes a village". Generally, this is referred to when talking about raising a child, but really it's about anything. People help each other do many things. Farmers help others when they are sick and can't plant or harvest their fields. Neighbors help with performing house repairs or loaning tools, or simply watching their house when they are away.
We've lost a lot of that sharing responsibility in the past few decades, but there are plenty of people who still volunteer. What I'm trying to say is that we were never intended to "handle everything" by ourselves. This is why we live in communities, so we can share responsibilities as well as resources. We need the help of others to do our jobs, live our lives, or do anything, really. We shouldn't be pressured to deal with mental health issues on our own, either.
So yes, talk to you friends, colleagues, family, a therapist, get into group therapy, find a hobby, something to help you deal with the stress and insecurities of your life. They can help show you that you are doing better than you have convinced yourself you are. They will help you remember why you are doing what you are doing.
The people you love and respect, who love and respect you, will help you answer your questions far better than random anonymous people online are going to.
Upvotes: 1 <issue_comment>username_12: >
> My question is, what exactly is the point of continuing the program?
>
>
>
If you feel you are doing meaningful research, which will advance human knowledge or have useful consequences/applications (or itself is a useful application); and if you draw satisfaction from doing your research work, at least most of the time - then those are the points of continuing your research work. Hopefully there will be a Ph.D. in it for you, but the title is really not the point.
Upvotes: 0 <issue_comment>username_13: No.
It depends somewhat on what you hope to get out of it, but in general the answer is no.
You could decide that my answer is blunt, abrasive and horrible, but two, three decades down the line you will come to understand why the answer to your question is quite simply: no.
Upvotes: 2
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2021/12/20
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<issue_start>username_0: I am an adjunct professor. For some reason, I seem to draw out student complaints about full-time faculty from the students.
The complaints include:
* Slapping a student’s hand out of the way when the student wasn’t performing a lab fast enough.
* Calling a student “deaf and dumb” in front of the whole class.
* Reducing student grades for being “disrespectful”.
* Not grading any homework until the last week or so of semester, and then not being available because they have too much marking.
The students tell me that they have complained to the Chair, the Dean, and the President --- to no effect. I'm not privy to the contents of most of these complaints, but the ones that I have seen are quite thorough and professional.
The complaints I have seen:
* Identify specific problematic faculty behaviors.
* State specific times and places where the problematic behaviors occurred.
* Suggest (partial) remedies for the behaviors.
* Request action from the hierarchy.
Is there anything else that the students can do, given that the college management structure seems unable or unwilling to deal with the problems?<issue_comment>username_1: First, it isn't your place to get involved directly, especially if the administration isn't dealing effectively with the problems. It jeopardizes your own position.
But, you could mention to the students that joint action is more effective than individual complaints. If half a dozen students go to the dean as a group with a valid complaint, things are more likely to happen than if one does or, possibly, if they went individually.
Some complaints, of course, are nothing more than misunderstandings by students of the proper roles of faculty and students. I'm assuming that you handle those quite differently. Some students have a hard time adjusting to the college environment and its expectations.
Upvotes: 5 [selected_answer]<issue_comment>username_2: Student complaints about faculty behavior are common. University leadership does not and *usually* should not address these complaints publicly.
Publicly addressing complaints
* invites more complaints
* encourages faculty to lower their standards to reduce complaints
* is unprofessional
It's not your concern how complaints are addressed privately.
For tenured or unionized faculty, some complaints simply cannot be addressed.
You should use complaints as a learning opportunity. Students can learn how to use additional resources besides faculty. Students can learn how they can behave ethically during their careers. You can teach these things without directly addressing the other faculty member's behavior.
In rare cases of criminal conduct, you may be ethically and/or legally obligated to report the student complaint to an authority. Check your local "mandatory reporter" laws. In some cases, you might refer the student to an omsbudsperson or a union that represents student interests.
Upvotes: 3 <issue_comment>username_3: Sounds like the students have made very sensible attempts to make individual complaints. It's frustrating that has not worked.
Do you have a student union?
Student unions vary a lot. Most of them are run by students and recent graduates who really like advocating and activism. Some of them are well established and have good communication with the university faculty. Some of them are quite minimalist or very disorganised. Provided you have one that is not too disorganised you might recommend that the students raise their complaints with the union.
That they are normally staffed by students/graduates who enjoy advocating makes them likely to try to do something with the complaint (unfortunately enjoying advocating isn't always the same as being good at it). Unions stick around longer than individual students, so they may know of a history of complaints that should be raised. This longevity can also lead to better communication with the university, they might know who would be worth contacting in the central administration.
It's certainly not guaranteed success, but if there is a student union available, it should be tried.
Upvotes: 3
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2021/12/20
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<issue_start>username_0: I am currently looking for a postdoctoral position.
The PhD I did was quite multidisciplinary, and among the fields within there is a field "A" that I would like to investigate further during my postdoc in order to get specialized into it.
However, while I found postdoc opportunities in other fields, it is relatively hard for me to find positions in this field (I think one of the reasons is that my main papers related to this topic are not yet published). A good news is that I have an opportunity in doing a postdoc in this field with someone I collaborated a lot during my PhD and with whom I enjoyed working (it is of course not my advisor, but some permanent researcher from a laboratory of another country).
My issue is that I have heard that it is not good to do a postdoc with someone you already worked with during your PhD. For an academic carreer, people want you to show "independency", and it is from what I understood translated in "you need to work with people you did not work with during your PhD". I wanted to know if it is true (to be honest you could lack total independency working with a completely new person this is why I don't understand this claim). During my PhD I worked on four papers and my two main ones are done in collaboration with this person. Also, what I would do in this postdoc couldn't be considered as being the same job as what I did during my PhD: it could really be seen as a strong specialization in a subfield.
**My question:**
Is it really a bad idea to do a postdoc with someone you already collaborated during your PhD? In the worst case, what if I do a first postdoc with this person and another one with another person? How will this be viewed for my future academic career? The work done in this postdoc will allow me to be specialized in a subfield that was among the fields I work on during my multidisciplinary PhD. In case it wasnt clear: my goal is to find a permanent academic position later on (ideally in France or in neighboring countries).
Additional info: What I know for sure is that doing a postdoc in the same group you did your PhD can be seen as a red flag by recruiters. I know this from various permanent researchers. The context of my question is to ask if it is the same for a collaborator you worked with. Or if it wouldnt be seen as "too close" (and hence, fine).<issue_comment>username_1: >
> Is it really a bad idea to do a postdoc with someone you already collaborated during your PhD? In the worst case, what if I do a first postdoc with this person and another one with another person? How will this be viewed for my future academic career?
>
>
>
Not at all in my experience. Why would it be?
* You still are broadening the *academic environment* in which you worked by going to his/her new institute.
* It is natural to work with someone who you have strong common interests.
* You gain something, by being secure in your postdoc choice. While loose a bit indeed, by having one less potential reference for your job application. But this is a small loss if at all.
Upvotes: 3 <issue_comment>username_2: I'm a big believer in building a wide circle of people that you can collaborate with. A postdoc at a new place can do that, but it isn't the only avenue.
As you describe the opportunity it sounds to me to be entirely positive. You are balancing the opportunity to do something interesting against a "feeling" that other people "might" think it is better to do otherwise.
But a postdoc in a new place is a bit of a crap shoot also. You don't really know enough about how the collaboration will go when you start or whether you will be taken away from core interests.
If you have a drive to succeed then you can make it work. Don't choose a direction based on fear.
Upvotes: 4 <issue_comment>username_3: Is it a bad move? Not necessarily, and the other answers make some solid points why.
Is it the optimal move? Not necessarily. In the end, the goal of a post-doc is to build a track record in which you are a serious competitor in a tough job market, where the level of toughness, depending on the field, varies between "tough" and "insanely tough".
By extending their group of close collaborators, your peers who start with a fresh advisor might gain a competitive advantage that you won't have to the same extent.
Upvotes: 1 <issue_comment>username_4: Usually a Post-doc position is limited in time. You can use your first offer to get all your papers and results published and talk about them on conferences. After two years you might find a position in your actual field.
If you are in good terms with your boss that offered you a position, you might get the chance to leave the position early, once you find a better suiting position. Not sure whether this is a good move with regard to a next deployment, but it might help you with your fear of missing out some other opportunity.
Upvotes: 2 <issue_comment>username_5: I would encourage a postdoc with this previous collaborator. This person was not your previous supervisor. You know you work well with them -- this is academic gold. You'll likely have the opportunity to catch-up on publishing your PhD papers too. Perhaps branch out further for your next postdoc, but don't sweat what is a short-term post anyways.
Upvotes: 2 <issue_comment>username_6: There are some practical considerations for doing or not doing a postdoc with a person that you have worked with:
**Why move on**
* To find a job in future you will need recommendation letters - at least three of them, from the people that you have closely worked with (a letter from a department director or a professor that gave you a course suffice only for recent PhD graduates). Doing a postdoc in a different groupusually adds at least one name to your list of references.
* If your field is so narrow that you cannot even find a postdoc position in it, then finding the next postdoc position or a professor position might be pretty challenging as well. Doing a postdoc in a somewhat different field is a good way to increase your versatility. I know it seems hard when you are deeply in love with yoru current subject, but it is because you have never worked on anything else - there is plenty of interesting stuff out there!
* Doing a postdoc in a new place may be a good opportunity to travel, meet new people, learn a foreign language, and perhaps even decide to make a career in a different country (where the academic system may be very different from what you are used to).
**Why stay**
* Sometimes being a big expert in a specific field may make yoru carrier. In some areas it takes more than 3-4 years of PhD to produce something valuable or learn a high-notch approach to solving problems (depending on your field).
* If the people you work with have enough clout to assure your professional advancement, this might be a good reason as well.
* Finally, there are also personal reasons that may motivate one to stay or not go too far - sometimes one have to balance career and personal life.
Upvotes: 0
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2021/12/20
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<issue_start>username_0: During a time-limited **closed-book final exam**, I was asked to write an essay summarizing what I learned in this course. I used a lot of key knowledge points and conceptual explanations from the memorized textbook in the essay (about 20% of the 1000 words), but did not add a citation for the textbook, since I did not have the opportunity to find the accurate citation format in the closed-book exam.
Would this be considered plagiarism by the professor?<issue_comment>username_1: While it is difficult to predict what the professor will do, a reasonable professor should not consider that plagiarism.
Was this exam part of an essay you have to write that needs to be professionally written with all possible citations? If yes, and this was made clear, *and* the professor is able to find the plagiarized content, you might be in trouble. In such a case, I would not expect more than a small proportion of a reduced grade.
Did you have to sign a declaration of independent work? I am guessing "No", so no legal trouble as well.
Was this exam a 'normal' written exam? I am assuming this is the case. Then no. It might also make running it through a plagiarism checker difficult. In fact, I believe your thorough reading of the literature illustrates the fact that you can write verbatim what you read. You are in very safe territory if you did not claim the verbatim text to be your own (i.e. I believe ...), but covered it up with an external source (i.e. It has been mentioned ...).
Upvotes: 3 <issue_comment>username_2: Under time-limited exam conditions, it is usual to expect that a candidate may recall a point without recalling its source or having the ability to look it up. If it is a closed-book exam, that is all the more reason to expect that they are unable to look it up. Consequently, unless there is some specification to the contrary, exams of this kind would not expect you to cite your sources. Failure to do so would not be considered plagiarism.
Upvotes: 5 <issue_comment>username_3: Occasionally, when I've recalled an odd fact to support an argument and remembered more or less where I got it I've thrown in a partial citation like this:
>
> Snails are very slow (from course textbook "Introduction to Zoology")
>
>
>
But I would imagine that a professor is more likely to be concerned that you were looking at the textbook rather than not providing a citation on an exam (which is not a common thing to do).
If you do have a problem (unlikely, I think), I would hope that they allow you to demonstrate that you've memorized the relevant passages from the textbook.
Upvotes: 2 <issue_comment>username_4: There is a difference between plagiarism and cheating. Plagiarism is taking someone else's work or ideas and representing them as your own (no matter whether verbatim or with some modification to hide their origin). Cheating during an exam, on the other hand, is using any help or sources of information you are not supposed to use (like peeking at a hidden cheatsheet or textbook, or having someone read it to you via a small earbud).
In your case, it appears that you are supposed to *summarize* what you have learned from lectures and the textbook. This implies that your answer can contain information taken from the textbook, so plagiarism is not an issue here (unless you were asked to come up with your own examples demonstrating the application of the knowledge you learned, but you took your examples from the textbook or some source rather than creating your own).
Now, about cheating. Unless you did peek at a textbook or other source of information you were not supposed to use, reproducing parts of it from memory is not cheating. But your professor might *suspect* cheating if you reproduce large fragments from the textbook verbatim, because it is unusual to have such a good memory (unusual, but not impossible—I knew a person who could recite many pages of text verbatim after reading it once or twice). If you have such a good memory, then it is likely that either your professor has already noticed it or that you can prove your unusual abilities. To avoid suspicion and possible need to explain yourself, I would recommend asking your professor about it beforehand.
Another concern that your professor might have is that, although you can reproduce large portions of learned material from memory verbatim, your essay does not show that you understand the material or can apply it in practice when the need arises. Make sure your essay includes your own thoughts that demonstrate your understanding.
Upvotes: 3
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2021/12/21
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<issue_start>username_0: As part of a thesis, I paraphrased a text from a peer-reviewed research paper and cited it at the end. But one of my friends thinks it's plagiarism. I wonder if anyone can make a comparison between the source and paraphrased sentences and let me know if that can be considered plagiarism.
Main source
>
> Resorption begins with the migration of partially differentiated mononuclear preosteoclasts to the bone surface where they form multinucleated osteoclasts. After the completion of osteoclastic resorption, there is a reversal phase when mononuclear cells appear on the bone surface. These cells prepare the surface for new osteoblasts to begin bone formation and provide signals for osteoblast differentiation and migration. The formation phase follows with osteoblasts laying down bone until the resorbed bone is completely replaced by new. When this phase is complete, the surface is covered with flattened lining cells and a prolonged resting period begins until a new remodeling cycle is initiated. The stages of the remodeling cycle have different lengths. Resorption probably continues for about 2 weeks, the reversal phase may last up to 4 or 5 weeks, while formation can continue for 4 months until the new bone structural unit is completely created.
>
>
>
Paraphrased text
>
> The migration of partly differentiated mononuclear preosteoclasts to the bone surface, where they become multinucleated osteoclasts (OCs), starts the resorption process. There is a reversal process after osteoclastic resorption is complete, where mononuclear cells emerge on the bone surface. These cells provide cues for osteoblast (OBs) differentiation and migration, as well as preparing the surface for new osteoblasts to begin bone forming. Osteoblasts lay down bone until the resorbed bone is fully replaced by new bone in the development process. After this process, the surface is coated with flattened lining cells (LCs), and a long resting period occurs before a new remodeling cycle starts. The lengths of the steps in the remodeling period vary. The resorption process lasts around 2 weeks, the reversal period up to 4 or 5 weeks, and the forming phase up to 4 months before the new bone structure is fully formed \parencite{hadjidakis2006bone}.
>
>
><issue_comment>username_1: No, citation is proof against charges of plagiarism. Plagiarism is misattributing the ideas of others to yourself. It has nothing to do with whether you quote or paraphrase. It is about the underlying ideas.
So, if you say, more or less, that idea x comes from author(s) y, then you haven't plagiarized.
You still need to consider copyright, however, and some forms of paraphrasing can violate copyright. Usually this happens when too much of an original work is included. Perhaps your friend is confusing copyright and plagiarism, which is too often done.
---
WRT the final paragraph above. Note that lots of "fan fiction", especially videos and games get DMCA takedown notices for copyright violations.
Also note that this is an answer to the general question. Biology/medicine isn't my field, so I don't attempt to analyze the specifics of your paraphrase.
Upvotes: 2 <issue_comment>username_2: The single citation mark at the end of the paragraph does not fully convey just how close your paraphrased text is to the original paragraph. It would make a lot of sense to assume that the reference is just the source for the numerical values in the last sentence. As such, the charge of plagiarism isn't absurd here, as one could consider you to be misleading the reader into thinking that much more of the paragraph should be credited to you than it really should.
If you take an entire paragraph almost literally from a source, you should ideally make it much clearer. I'd usually recommend having a (half)-sentence at the beginning of the paragraph explaining its relationship to the source material.
Upvotes: 5 <issue_comment>username_3: This is where different styles of writing and standard bump into each other in unpleasant ways.
In scientific writing, we generally do not directly quote unless the exact words of the original author have some importance. The strong preference is to paraphrase and cite.
That said, some assert fairly arbitrary rules, such as "four words that are the same require direct quotation". I think that's silly, as sometimes there really is no other cogent way to say something, but if a prof, institution, or journal wants to write down such a silly rule in official guidelines, I'll certainly enforce it that way if it comes before me in an honesty hearing.
[username_2](https://academia.stackexchange.com/a/180417/20457) offers a perfectly valid point. I think in this case, because the synopsis offered by your source is so succinct, and it looks like you're bending over backwards to avoid directly quoting, a block quote might certainly be in order. To make it look less silly, I might start it with something like: "Source X offers a succinct synopsis of this process:"
and then go on to block quote.
If you choose NOT to block quote, you can address username_2's point by starting out the same way, and then adding "In brief, ....", and that way everyone knows the whole summary comes from your source (though, in this particular case, that looks a bit silly to me, as well). Just make sure that you're not working under a silly set of "not four or more consecutive words"
Copyright and plagiarism are two distinct issues having little to do with each other. You can violate copyright without plagiarizing, and vice versa. I don't see any real copyright issues in any approach in this particular thread.
Upvotes: 4
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