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12,195 | <p>I've found a mistake in a published paper, and am unsure what to do now.</p>
<p>I was looking at all cited articles from a paper over 10 years old, and found one that is citing the paper in error.</p>
<p>A variant of a certain protein and a fusion protein made of 2 proteins have been confused, that is the citation points to a paper on a protein which shares an abbreviation but is entirely different - this is a pretty big mistake and suggests they haven't actually read the paper they referenced!</p>
<p>The Elsevier journal published this in 2013 and I don't know how to report it, or what the etiquette is here. I can't see contacting the authors to be of much use as it is already printed, and they could very easily delete my email and forget about the error, whereas an editor or some such person would surely be able to take reasonable steps to address it.</p>
<p>For the record I'm an undergrad and have no professional link/competition/other conflict of interest with this researcher or department!</p>
| [
{
"answer_id": 12196,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 4,
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"text": "<p>I think it would be wise to bring the matter up with a researcher who may have the insights you have and beyond. You (two) can then discuss if something should be done and if so what. The error you describe sounds like it is significant but it could also be a typo or have less impact than what appears because of other factors. So getting someone to backing up your observations could be good.</p>\n\n<p>What can be done? Depending on the severity of the problem, it may be necessary for the journal to retract a paper (if the problem negates the results). More commonly you and the researcher you pair up with could write a \"Letter to the Editor\" pointing out the problem and perhaps detailing the ramafications of the mistake. This letter could lead to a correction being made or lead to a discussion where the author will have to explain how the problem is not one.</p>\n\n<p>So there are several possible outcomes. As an undegraduate you need the support of a more senior scientist since it is unlikely journal will accept letters from persons who are not considered experts in a field (which is what a PhD can signifiy). That does not reduce the merits of your observation but will ensure the observation gets the attention it may deserve.</p>\n"
},
{
"answer_id": 12197,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 7,
"selected": true,
"text": "<p><strong>Small errors that do not affect the results or conclusions of the paper are normally handled through publication of a correction (or erratum)</strong>. This is handled by the journal editor, who will be in contact with the authors for confirmation that they agree as to it being an error, and provide for the exact correction to be published.</p>\n<p>The journal that published paper should have a policy on corrections, check it out! <em>Physical Review Letters</em>’s editorial policies and practices state, for example:</p>\n<blockquote>\n<p>Errata.— The Errata section contains notices regarding errors or omissions in papers previously published. Besides the standard Erratum, several special categories of documents may appear in this section. In the online journal, each of these documents involve bidirectional links between the original article and the document in the Errata section. The category of the corrective document is indicated in its title and in the link from the original article.</p>\n<p>The standard Erratum is a statement by the authors of the original paper that briefly describes the correction(s) and, where appropriate, any effects on the conclusions of the paper.</p>\n</blockquote>\n<p>Thus, what you should do is:</p>\n<ol>\n<li><p>Make double sure it is actually an error.</p>\n</li>\n<li><p>Then ask someone else to double check it again. Preferably someone more senior, i.e. with some experience of academic publication.</p>\n</li>\n<li><p>Write to the corresponding author, pointing out the error. Be nice, and make real sure not to assume to worst.</p>\n<p>You say <em>“this is a pretty big mistake and suggests they haven't actually read the paper they referenced”</em>: depending on context, it could actually be something minor like a copy-paste mistake (pasting the wrong reference, when they meant another paper)</p>\n</li>\n<li><p>If you do not obtain a response, or they respond but don't intend to correct the error, then consider contacting the editor.</p>\n</li>\n</ol>\n<p>I can understand why, as an undergrad, you would consider contacting the editor directly without writing to the authors first. However, as long as you remain professional in your correspondence with them, I think it's best to contact the authors first. It's more polite, and they may actually be able to provide you with some explanation you haven't thought of. Contacting the editor before the authors is somewhat overdoing it…</p>\n"
},
{
"answer_id": 12198,
"author": "Shion",
"author_id": 1429,
"author_profile": "https://academia.stackexchange.com/users/1429",
"pm_score": 5,
"selected": false,
"text": "<p>Sometime last year, a colleague of mine and I were writing a paper on scientometrics and reading associated articles. We were closely following a certain paper on preferential attachment in networks and realized that the numbers in the published tables do not add up.</p>\n\n<p>We double checked with each other and then asked our faculty adviser to double check. Upon confirmation, we emailed the corresponding author about this error. The author immediately wrote back with a note of thanks. The major conclusions of the paper were not affected by this error - it was merely a calculation error which should have been caught during the reviewing process but sometimes isn't due to so many numbers floating around in a paper.</p>\n\n<p>Since then, I have always assumed that contacting the corresponding author with a note of caution is always the best way to go.</p>\n"
}
]
| 2013/08/26 | [
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|
12,202 | <p>I would like to do a Ph.D. in CS and I will start doing research as an undergraduate student soon, and I will be applying next year (December 2014) at good (say top 15) US universities. My problem is that I have interest in many areas and I don't know which one to choose. At first, I thought that would like to do research in Machine Learning, but then I realized that there are many undergraduate students doing research in that area so it will be more difficult for me to get in a good school by having research experience at that area, as I am not coming from a highly ranked program.</p>
<p>In addition I am an international student, currently studying Computer Engineering and not Computer Science and this may affect my application as well. So I am thinking about doing research in another area that may be a little less competitive and choose my field of interest (it may be the same) after I got into graduate school.</p>
<p>So <strong>my question</strong> is:</p>
<ul>
<li>Will it be better to choose something that is less competitive (<em>that still interests me</em>) as a research area for my undergraduate thesis?</li>
</ul>
| [
{
"answer_id": 12209,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": false,
"text": "<p>Put simply: <strong>No.</strong></p>\n\n<p>Your undergraduate thesis work need not have any connection with your graduate research. Certainly, staying in the same area lets you have more of a \"running start,\" but there's always the chance that you find a new research project as a graduate student that grabs your attention and doesn't let go. </p>\n\n<p>So don't worry too much about doing research work in a less competitive area unless you want to do that research anyway. It's better to do work that excites and motivates you, because the end product will almost certainly be better than taking a project that doesn't.</p>\n"
},
{
"answer_id": 12252,
"author": "Asish Biswas",
"author_id": 8408,
"author_profile": "https://academia.stackexchange.com/users/8408",
"pm_score": 3,
"selected": false,
"text": "<p>I would suggest you to have a look at this doc written by a professor of the admission committee of Carnegie Mellon University</p>\n\n<p><a href=\"http://www.cs.cmu.edu/~harchol/gradschooltalk.pdf\">http://www.cs.cmu.edu/~harchol/gradschooltalk.pdf</a></p>\n"
},
{
"answer_id": 42978,
"author": "Stephanie",
"author_id": 32695,
"author_profile": "https://academia.stackexchange.com/users/32695",
"pm_score": 1,
"selected": false,
"text": "<p>At this point I would choose to do research that pushes you or challenges you most. The admissions panel at any school are looking for skills and evidence of excellence, if you do research that challenges you, you are better able to show that off further along the line. </p>\n"
}
]
| 2013/08/26 | [
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|
12,203 | <p>I just start writing a paper. This is also my first time doing so.</p>
<p>I have a problem describing the pros and cons of the related literature. <strong>I am not sure where I should place them.</strong></p>
<ol>
<li>Some of the papers address the pros and cons of related work in <code>INTRODUCTION</code> section so that they can claim why their research is superior. e.g. after pointing out the cons of the related work, one may claim that they work has fixed this and thus superior. So it is like the research motivation and work desctiption come directly after the pros and cons. They are all in <code>INTRODUCTION</code>.</li>
<li>The second style I have seen is writing them in <code>RELATED WORK</code> section.</li>
</ol>
<p>Both ways seem fine to me. And I am even confused with these two sections! <strong>I notice that there is usually some related work described in both <code>INTRODUCTION</code> and <code>RELATED WORK</code>.</strong></p>
<p>So where should I put them? <code>INTRODUCTION</code> or <code>RELATED WORK</code>?</p>
<p>FYI, I am in EECS field. But any generic advice is welcomed.</p>
| [
{
"answer_id": 12204,
"author": "Anonymous Mathematician",
"author_id": 612,
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"pm_score": 4,
"selected": false,
"text": "<p>One criterion is how important these comparisons are for understanding your work. At one extreme, you may be writing a paper whose sole purpose is to address a gap in the literature by doing something in a better way than other papers or using different hypotheses. In that case, nobody can really understand your paper and its purpose without an explanation of how it relates to these other papers, so you would need to discuss this in the introduction. At the other extreme, you may be mentioning related work only for completeness or because it might interest the reader, with no necessity at all for understanding your paper. In that case, you might as well not clutter up the introduction with it. Most papers are somewhere in between these extremes, in which case you'll have to make a judgment call (and may end up with a compromise, such as discussing some related work in the introduction and other papers in a section of their own).</p>\n"
},
{
"answer_id": 12205,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 1,
"selected": false,
"text": "<p>In my field (business management) this is always done in the literature review which normally follows the introduction.</p>\n\n<blockquote>\n <p><strong>Introduction</strong> This paper will show that the key to motivation within a team is.....</p>\n \n <p><strong>Literature review</strong> Jones (2012) believes that money had no influence on individual performance but this paper will show evidence\n which directly contradicts his claims. The fundamentals of his theory\n are quite strong and informed this current research; however, there\n were a few points that he did not seem to fully consider...</p>\n \n <p>Fuller (2010) had a very thorough study of motivation and which\n covered interpersonal interaction quite well, however, ...</p>\n \n <p><strong>Methodology</strong>\n ....</p>\n</blockquote>\n\n<p>I've also see some papers where people put the literature review at the end of the paper but it seems less common.</p>\n"
},
{
"answer_id": 12207,
"author": "debray",
"author_id": 7974,
"author_profile": "https://academia.stackexchange.com/users/7974",
"pm_score": 3,
"selected": false,
"text": "<p>I've seen a variety of styles used in Computer Science. One that I personally like a lot is where the Introduction has a succinct summary of the pros and cons of related work, with a more leisurely and detailed \"Related Work\" section towards the end of the paper. The idea is as follows:</p>\n\n<ol>\n<li><p>You want to set the stage for a quick summary of the specific contributions of your own work. To do this, you need to briefly summarize the related work in the Introduction -- in particular, pointing out the problems that your work addresses.</p></li>\n<li><p>The reader's time and attention is precious, and you want to start discussing your own contributions soon instead of meandering about talking about other people's work. The initial summary is therefore necessarily brief (I'd suggest aiming to get to your research by page 2 of the paper). If necessary, include a forward pointer to the Related Work section later in the paper.</p></li>\n</ol>\n"
}
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| 2013/08/27 | [
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|
12,206 | <p>I want to apply to PhD programs in English Literature this December. I have pretty good stats from a good liberal arts college + summa thesis, but I majored in Russian Lit. I took a couple of English classes in college but I probably won't do very well on the GRE subject test in British/American lit. Is it possible to get into a PhD program with a good all-around application but bad subject test scores? Should I address my lack of canon-knowledge in the personal statement or leave it be?</p>
| [
{
"answer_id": 12757,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 2,
"selected": false,
"text": "<p>Just like in the sciences, the GRE is not particularly important for admissions to humanities PhD programs. That said, the GRE can be used as a tool to decide who gets the limited funding and the most desirable TA positions. As for the personal statement, you need to address why you want to switch from Russian Lit to English Lit. In fact this should probably be the core focus of the personal statement.</p>\n"
},
{
"answer_id": 44503,
"author": "sjsyrek",
"author_id": 33829,
"author_profile": "https://academia.stackexchange.com/users/33829",
"pm_score": 3,
"selected": false,
"text": "<p>The OP is asking about the GRE <em>subject</em> test in English, not the GRE general exam. The verbal score for the general exam is arguably relevant, and I can say for certain that the subject test score is definitely important.</p>\n\n<p>This question was asked a year ago as I write this, but for those who see it in the future, I would recommend using a test prep book or similar to do some crash studying for the subject test. I took it twice, myself. The first time, with no such preparation, I got a 530. The second time, after reading the Princeton Review book, I scored a 680 (above the 90% mark, in percentile terms, which is more important than raw score). Both scores were reported to the schools I applied to. Someone at the one I ended up going to told me they were impressed by how quickly I was able to increase my score. I was impressed by how little this test must actually mean if I could just flip through a study guide and practically nail it. This was in 2001, by the way. Things may have changed. But I doubt much.</p>\n\n<p>I should add that I was, in fact, an English major. But I didn't have broad exposure to all periods and studied very little theory as an undergrad, so I was in the dark in that respect. The Princeton Review guide was very good at getting me up to speed on material likely to be on the test (as well as offering a useful test-taking philosophy). It's better and more efficient than reading the entire Norton Anthology, that's for sure.</p>\n\n<p>You have to realize that the top programs in English receive in excess of 300 applications a year, maybe more, for annual classes of a dozen or so students. To say that the GRE isn't important is suggesting that overworked members of admissions committees aren't looking for any excuse to trim the pile, which in fact they are. Everything is important.</p>\n"
}
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| 2013/08/27 | [
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|
12,216 | <p>I searched on the internet about this but found no convincing answer. I have to submit a paper to a conference where they are also asking for an Industrial Case Study. I contacted the conference chair about this, they replied:</p>
<blockquote>
<p>If there is a pragmatic solution to a problem or there is an innovative application developed then an Industrial Case Study is required. For more details you may search for case study submissions for similar conferences.</p>
</blockquote>
<p>The domain is KDD (Knowledge Discovery in Databases). I did search but did not find any good stuff.</p>
<p>Could anyone help me out with this?</p>
| [
{
"answer_id": 12236,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
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"selected": false,
"text": "<p>I could not find a specific definition; however, I found a few Industrial Case Study examples from your and similar fields that may be useful analogs for you to model your case study off:</p>\n\n<p><a href=\"http://alarcos.esi.uclm.es/doc/metotecinfinf/articulos/4-damian-casestudy-ese-2004.pdf\" rel=\"nofollow\">\"An Industrial Case Study of Immediate Benefits of\nRequirements Engineering Process Improvement at\nthe Australian Center for Unisys Software\"</a> (Damian et al. 2004).</p>\n\n<p><a href=\"http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA446147\" rel=\"nofollow\">\"http://www.dtic.mil/cgi-bin/GetTRDoc?AD=ADA446147\"</a> (Cook and Wolf)</p>\n\n<p><a href=\"http://orbi.ulg.ac.be/bitstream/2268/4182/1/Extended_T3-245.pdf\" rel=\"nofollow\">\"Process Monitoring using a Combination of Data driven Techniques\nand Model based Data Validation\"</a> (Duchesne et al. 2007)</p>\n\n<p><a href=\"http://matwbn.icm.edu.pl/ksiazki/amc/amc22/amc2213.pdf\" rel=\"nofollow\">\"Signed Directed Graph Based Modeling and its Validation from Process Knowledge and Process Data\"</a> (Yang et al. 2012)</p>\n"
},
{
"answer_id": 12266,
"author": "Animesh Pandey",
"author_id": 8324,
"author_profile": "https://academia.stackexchange.com/users/8324",
"pm_score": 0,
"selected": false,
"text": "<p>I contacted one the authors on the papers UV-D mentioned and according to the author:</p>\n\n<blockquote>\n <p>\"Industrial Case Study\" means the results presented have been validated in actual plant operation, they are not only based on theoretical considerations.</p>\n</blockquote>\n\n<p>I even asked this question on Google+'s Machine Learning Community. You can have a look at the converstaion <a href=\"https://plus.google.com/117281960538042233493/posts/JxxxvbNsXom\" rel=\"nofollow\">here</a>.</p>\n"
},
{
"answer_id": 12304,
"author": "Irwin",
"author_id": 5944,
"author_profile": "https://academia.stackexchange.com/users/5944",
"pm_score": 2,
"selected": true,
"text": "<p>An industrial case study is when you take your solutions or your processes, apply it to some situation in industry, and then report on the results. You might use the <a href=\"http://rads.stackoverflow.com/amzn/click/1452242569\" rel=\"nofollow\">Case Study Method research method</a> if what you propose can be appropriately investigated using a qualitative case study. This is appropriate if you're in management sciences, human-computer interaction, and software engineering (which is what the Damian paper referenced above is about). Note that industrial case studies of this type are VERY difficult to do and take an extremely long time to write up and report on, so I actually doubt the conference is looking for this kind of case study.</p>\n\n<p>Alternatively, in the field of Knowledge Discovery of Databases, an industrial case study may simply be applying your algorithm to a database that is used in industry to discover something novel or meaningful. This is more common for analytical fields in general and simply requires you to acquire a database or some other data source that was generated through industrial activity.</p>\n\n<p>The reason for \"industrial case studies\" is because a lot of people create methods and techniques and test it only with \"fake laboratory data\" that they happen to create or acquire. This fake laboratory data doesn't reflect very accurately the real world and people want to see that techniques in fact work on, affect and influence the real world.</p>\n"
}
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| 2013/08/27 | [
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|
12,218 | <p>I start my graduate program next week, which includes spending some of my time as a Teaching Assistant. It is my least favorite part of job, and I do not want to teach in my career after that. I don't want to become professor but get a job in a company.</p>
<p>Nobody told me how to teach and I don't even know what classes I have. I have little time to prepare, and probably don't know the professor (professors?) well. So what can I do to prepare, until I know what courses I have and can go over the material? I'm quite scared right now.</p>
| [
{
"answer_id": 12219,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 4,
"selected": false,
"text": "<p>You are off to the right start - ask questions. Next step is read... a lot.</p>\n\n<p>I have some books I've recommended <a href=\"https://academia.stackexchange.com/questions/5236/how-to-improve-myself-as-a-lecturer/5261#5261\">here before</a>. They will give you a good beginning.</p>\n\n<p>Sadly, university teachers are rarely prized for their teaching abilities. Often they are just thrown in as long as they understand the subject(s). Tertiary teaching is, more often than not, learned on the job. So, read all the posts here about teaching. If you have a chance, practice. Usually a university teacher's first semester is the worst. It gets much better (and easier) as you go on.</p>\n\n<p>One other course I would recommend is <a href=\"http://www.thegreatcourses.com/tgc/courses/course_detail.aspx?cid=2044\" rel=\"nofollow noreferrer\">The Art of Teaching</a>. It is really well done and covers so very many things you should be thinking about.</p>\n"
},
{
"answer_id": 12220,
"author": "BSteinhurst",
"author_id": 7561,
"author_profile": "https://academia.stackexchange.com/users/7561",
"pm_score": 3,
"selected": false,
"text": "<p>One part of your question I can offer very concrete advice for. You say you don't know what classes you have then go into the main office of your department and ask where to get trained on the course registration software. You say you don't know the professors that you are assisting well or at all, make appointments to go meet them and ask them what they want you to do. What they tell you will be the best starting point for your preparation.</p>\n\n<p>When you go into industry you will occasionally be asked to complete tasks that may not be to your taste. For you it sounds like teaching while in grad school is the same situation and this is ok. Treat these two situations similarly, put in enough time and effort to do it well and it should work out fine for everybody.</p>\n"
},
{
"answer_id": 12221,
"author": "Chris C",
"author_id": 7745,
"author_profile": "https://academia.stackexchange.com/users/7745",
"pm_score": 6,
"selected": true,
"text": "<p>Be honest and be yourself. Students will latch on to your discomfort and will use it as an excuse for their performance. I have found that if you are honest with them with a statement along the lines of \"I am new to teaching, so please be patient while I work out my teaching style and get more comfortable. If you have any concerns about how class is going, please speak to me as soon as possible.\" they are much more forgiving of your mistakes which you are bound to make. There is nothing worse than students who feel they cannot pass the class due to your teaching, so allowing them to voice their opinions early can both help in your teaching (i.e., \"You stand in front of the board too often.\" or \"It would be more helpful if you spent a little more time going over X.\") and in your students attitudes towards you. But be careful on this front, make no instantaneous decisions. I always will say something like \"I will think about it and get back to you next class if the policy X needs to change.\" Always get back to them about it, even if it is a no.</p>\n\n<p>Additionally, talk to other grad students and faculty if you are finding you are having problems with teaching. I would be surprised if your department or university had people did not staffed just for training of instructors for teaching duties. Talk to them and voice your nervousness, they are there to help. Even think about all your classes and what the professor did that you hated or liked and try to emulate the best attributes as best you can. But don't try to be these people, just be yourself.</p>\n\n<p>The key here is talk to everyone, do your best, and be yourself.</p>\n\n<p>Since you're just starting out, I don't believe that they would throw you in cold into a classroom and say \"teach\" without any forewarning or even knowledge of which class, but they might depending on where you are (and talk to other people about what to do quickly if possible). You will probably start out grading and/or doing recitations/review sections a few times a week until you are more capable/comfortable with maintain your own class.</p>\n\n<p>Good luck in teaching and studies! I always think being able to explain what you know to other people is a true sign that you know it yourself.</p>\n\n<p>Addendum: The books that earthling suggested will always help. If you are in mathematics, I also suggest <a href=\"http://www.ams.org/bookstore-getitem/item=HTM-2\">How to Teach Mathematics</a> by Steven G. Krantz. Even though it is written for those teaching math, it is also a good read for almost any new instructor, particularly in the sciences.</p>\n"
},
{
"answer_id": 12222,
"author": "Pat",
"author_id": 7061,
"author_profile": "https://academia.stackexchange.com/users/7061",
"pm_score": 3,
"selected": false,
"text": "<p>Accept that the first day, and probably a few days following that, are likely to feel a bit 'emotional'. It happens to everyone. It will get better from there quite quickly, though will probably take at least a term before you really get into the swing of things.</p>\n\n<p>If you haven't done so yet, try going to the admin department and seeing if they know what courses you'll be doing. They're useful people to know in general, and I've found them often to be much more on top of things like this than the faculty. The same applies to lab technicians and other staff (who will absolutely know a heck of a lot more about this stuff than you do, so stay on their good side).</p>\n\n<p>If you're not already, get familiar with the way things are generally 'done' at your uni. With undergrad courses and practicals there's quite possibly a standard way all work is assigned and graded. Look in the undergraduate prospectus and/or any webpages set up for them to get an idea what they're being told, and hence their expectations. Also look up any rules your department has on plagiarism, dealing with late work, dealing with sick days and religious holidays, what constitutes appropriate and inappropriate behaviour towards them on your part, etc. </p>\n\n<p>You will almost certainly need a calendar to keep track of when you're meant to be doing what. I've used a pocket book in the past, but these days would probably use my phone so I can sync it all online. Being organised, and <em>knowing</em> that you're organised, removes a lot of the stress.</p>\n\n<p>Once you find out what course you're doing be sure to go through all of it. If there's a practical demonstration, do it yourself as soon as possible - and once you can do it, play with the equipment and find all the ways it can fail to work (your students will discover them all). If there's questions students will be expected to do, do them all yourself, no matter how easy they look - you need to know this material better than they do, so you can deal with the thousand and one bizarre errors they will make. This will be a bit of a time sink, but you've got to do it.</p>\n\n<p>Be prepared to not be surprised if you start to find you're enjoying it. Even if teaching isn't your long term goal, seeing someone 'get' a problem thanks to your advice can be very rewarding.</p>\n"
},
{
"answer_id": 12223,
"author": "gerrit",
"author_id": 1033,
"author_profile": "https://academia.stackexchange.com/users/1033",
"pm_score": 3,
"selected": false,
"text": "<p>Before every lecture I've taught, I hand out forms to the students. The questions on the form are very simple:</p>\n\n<ul>\n<li><em>What went well?</em></li>\n<li><em>What could be improved?</em></li>\n<li><em>Do you have any other suggestions?</em></li>\n</ul>\n\n<p>I collect the forms at the end of the lecture. The feedback I get may be tremendously helpful.</p>\n"
},
{
"answer_id": 12224,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>A good number of universities (or departments) have a <strong>TA Handbook</strong>, or another sort of documentation which contains both high-level stuff (e.g., policies), but also very practical advice on being a teaching assistant. Ask around if your institution has one (ask the more senior students, or ask the administrative staff). Also, have a look at those institutions that put theirs on the web:</p>\n\n<ul>\n<li><a href=\"http://www.unl.edu/gtahandbook/preparing-teach\">University of Nebraska Lincoln</a></li>\n<li><a href=\"http://www.cidde.pitt.edu/teaching-support/ta-services/ta-handbook-teaching-assistant-experience\">University of Pittsburgh</a></li>\n<li><a href=\"http://graddiv.ucsc.edu/current-students/pdfs/ta-handbook.pdf\">UC Santa Cruz</a></li>\n<li>many others you can find with Google…</li>\n</ul>\n"
},
{
"answer_id": 68528,
"author": "Beaker",
"author_id": 49131,
"author_profile": "https://academia.stackexchange.com/users/49131",
"pm_score": 1,
"selected": false,
"text": "<p>This is a very broad question and the best answer may heavily depend on the field you are in. Nevertheless I feel there are some general principles one can try to adhere to, to be a decent TA.</p>\n\n<ul>\n<li><p>Talk to the Professor of the course about the content. Furthermore try to schedule a weekly meeting with him or his assistants, where you can discuss problems and what happened in the course that week.</p></li>\n<li><p>Find out if there are other TAs, who you can discuss problems with. They may have more experience than you, which they can share. If you need to grade some work, it is very good to have a joint session with other TAs, since then the grading for the course will become more uniform. This is especially important if you have to grade an exam at the end.</p></li>\n<li><p>Prepare your sessions well, i.e. prepare some notes about what you think should be said and solve any exercises beforehand. </p></li>\n<li><p>Be aware that you are now \"on the other side\", but are still not quite faculty yet. A TA is often a buffer between students and professors. Many students are too shy to directly talk to professors, so they may turn to you instead. Make it clear that you are open for concerns and forward these concerns to the professor, even if you do not agree. If you do agree with some concerns, you should also at least try to stand up to the professor on behalf of the students.</p></li>\n<li><p>Stick to your scheduled time. Make it clear when your session starts and when it ends and do not go over time.</p></li>\n<li><p>Try to build a friendly, but professional climate in your session, where people are comfortable posing questions and admitting mistakes, this also applies to you.</p></li>\n<li><p>If you are faced with a difficult question you are not able to answer right away, write it down and prepare a good answer for the next session. </p></li>\n<li><p>There may be students who are smarter or more knowledgeable than you and which might seem to pose a \"threat\" to your authority. Make it clear that you are in charge, but try to include them into your teaching by letting them talk or answer other peoples questions. Sometimes these people are not trying to challenge your authority, but just want to be recognized by their peers.</p></li>\n</ul>\n"
}
]
| 2013/08/27 | [
"https://academia.stackexchange.com/questions/12218",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7902/"
]
|
12,225 | <p>Currently I use Mendeley. I have heard some stuff about ReadCube, but they don't have a Mendeley quick import tool, so… before I go through the hassle of resetting up my library with them, I wondered how it compared to Mendeley. What are its extra features? What is missing? How smooth is it to use, how widely adopted is it, that sort of things…</p>
| [
{
"answer_id": 12226,
"author": "Jim",
"author_id": 7902,
"author_profile": "https://academia.stackexchange.com/users/7902",
"pm_score": 3,
"selected": false,
"text": "<p>From a short comparison of the features listed on the website here is list of <a href=\"http://www.mendeley.com/compare-mendeley/\">Mendeley</a> features that <a href=\"http://www.readcube.com/#features\">ReadCube</a> doesnt have:</p>\n\n<ul>\n<li>In-text citation insertion and formation: Mendeley has Word and other plugins, ReadCube only exports to Endnote and \"your favorite citation software\"</li>\n<li>Sharing and collaboration features</li>\n<li>ReadCube is only a desktop app (no web app), and it doesn't work on Linux</li>\n<li>Mendeley has an open API to query its huge database</li>\n</ul>\n\n<p>On the other hand:</p>\n\n<ul>\n<li>ReadCube is used as the online reader for a few publishers: Nature, Frontiers and Wiley.</li>\n<li>ReadCube suggests personalized article recommendations (dont know if they're good, though)</li>\n</ul>\n"
},
{
"answer_id": 26386,
"author": "jessa.ment",
"author_id": 19993,
"author_profile": "https://academia.stackexchange.com/users/19993",
"pm_score": 3,
"selected": false,
"text": "<p>So I'm a ReadCube user who was a Mendeley user - </p>\n\n<p>ReadCube does have a citation tool for Word and their apps make articles interactive - things like references, authors, figures are clickable - which is pretty neat. Their recommendations are pretty good too if you have enough in your library - otherwise the results can be pretty generic. I guess that makes sense.</p>\n\n<p>I personally prefer it to Mendeley - though I do miss Mendeley's web access part of it. ReadCube has a <strong>much</strong> better interface. It's like what you'd expect for mainstream tools - intuitive, slick, streamlined. I find the other tools in comparison \"science functional\" - they work - but look cludgy.</p>\n"
},
{
"answer_id": 44938,
"author": "moorepants",
"author_id": 28991,
"author_profile": "https://academia.stackexchange.com/users/28991",
"pm_score": 3,
"selected": false,
"text": "<p>Note that when getting articles via Readcube from the journals that support it, you don't actually get a copy of the article. It seems Readcube is one way big publishers are trying to \"contain\" their copyrighted articles and prevent readers from having a true copy. This article explains some of that:</p>\n\n<p><a href=\"http://rossmounce.co.uk/2015/03/19/how-to-block-readcube-and-why/\">http://rossmounce.co.uk/2015/03/19/how-to-block-readcube-and-why/</a></p>\n"
},
{
"answer_id": 82639,
"author": "Carlos",
"author_id": 67243,
"author_profile": "https://academia.stackexchange.com/users/67243",
"pm_score": 1,
"selected": false,
"text": "<p>As of now, one feature that has kept me in Mendeley is that, unlike ReadCube, Mendeley can can keep a bibtex file with all your library references. This file is updated automatically. Readcube requires manual export of selected references. </p>\n"
}
]
| 2013/08/27 | [
"https://academia.stackexchange.com/questions/12225",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8395/"
]
|
12,227 | <p>I am in the market for a (hopefully free!) grade book software and would like to see some suggestions. This would be used for a math class and I am planning for many grades (15+) per semester.</p>
<p>In particular, if a gradebook has any features that make it stand out from other gradebooks or spreadsheet solutions, I would appreciate knowing that information.</p>
| [
{
"answer_id": 12234,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 2,
"selected": true,
"text": "<p>I'm guessing this question will get closed, but there are many options (as <strong>earthling</strong> highlighted in the comment). When I taught high school, I invested in <a href=\"http://www.easygradepro.com/\" rel=\"nofollow\">Easy Grade Pro</a> and was happy with it. It is not free.</p>\n\n<p>Lately, I've been using a home-made Excel spreadsheet, which has been pretty easy to do, although I have a fair amount of experience with Excel. As <strong>F'x</strong> said, OpenOffice has a spreadsheet and it is free, and Google Docs also provide a free spreadsheet solution. You can also find pre-made Excel spreadsheets for grading, which you can tweak for your own use. </p>\n\n<p>Another option is to see if your school has a gradebook built-in to it's student-database system. This is a nice solution because you don't have to transfer grades from one system to another, and the students have easy access to grades along the way so they can explicitly track their own progress.</p>\n"
},
{
"answer_id": 12286,
"author": "Jim",
"author_id": 7902,
"author_profile": "https://academia.stackexchange.com/users/7902",
"pm_score": 1,
"selected": false,
"text": "<p>If the solution has to be webbased, I think Google Docs (<a href=\"https://drive.google.com/\" rel=\"nofollow\">https://drive.google.com/</a>) makes a lot of sense. At the very least, the learning curve is very easy and being a complete spreadsheet solution it has complete flexibility.</p>\n\n<p>I can even imagine that if you create quizzes based on online forms (created from google docs) you could have grades going automatically into your form in some way.</p>\n"
},
{
"answer_id": 32101,
"author": "Village",
"author_id": 600,
"author_profile": "https://academia.stackexchange.com/users/600",
"pm_score": 0,
"selected": false,
"text": "<p>I have found good results in using <a href=\"https://www.edmodo.com/\" rel=\"nofollow\">Edmodo</a>'s grade book. Even if you do not wish to use the site's other features, such as on-line homework submission or on-line quizzes, you can still add grades to this from work that students submitted on paper.</p>\n\n<p>Edmodo's grade book does not have a great deal of advanced grading features, however, the advantage of using this over software-based grade books is that students can log into their own accounts to check their grades as often as they like. After I began using this, I stopped getting weekly E-mails from students asking me to tell them their grade. Additionally, by providing such transparent access to grades, it gives students pressure to get their work in. If you want to compute adjustments to the grades once the grades are finished, you can export them to a CSV and analyze the figures in a spreadsheet.</p>\n"
}
]
| 2013/08/27 | [
"https://academia.stackexchange.com/questions/12227",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8400/"
]
|
12,228 | <p>I recently read a paper whose co-authors are found in the conference committee.</p>
<p>Although they are not in the executive committee, they are in organizing committee and all the committee people know each other well.</p>
<p>So I am wondering how this can happen? I mean, is there any regulation, either ethical or by law, that prohibits this type of thing? Or it's allowed?</p>
| [
{
"answer_id": 12231,
"author": "Dave Clarke",
"author_id": 643,
"author_profile": "https://academia.stackexchange.com/users/643",
"pm_score": 3,
"selected": false,
"text": "<p>In some of the communities I am in, the following processes ensure that bias is removed.\nIn one case, such papers would receive additional reviews and would be rejected if any of the reviews suggests rejection. In another case, there is an additional committee whose task in part is to review such papers.</p>\n"
},
{
"answer_id": 12232,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 4,
"selected": false,
"text": "<p>For any reputable conference, authors with a conflict of interest will recuse themselves from discussions about their paper. They won't have a vote on the paper, and if things are very well administered, other committee members won't even know that the paper is from that particular author, only that the author has a conflict of interest. Indeed, there are many reasons for a conflict of interest:</p>\n\n<ol>\n<li>Current or prior colleague at the same university.</li>\n<li>Current or prior collaboration or co-author on a paper or papers.</li>\n<li>Current advisor / student relationship.</li>\n<li>etc.</li>\n</ol>\n\n<p>These guidelines are generally spelled out in the paper submission guidelines, too (if you are an author and have a conflict, you should list them). Also, in many program committee meetings, committee members go in and out of paper discussions based on whether they have a conflict for a particular paper or not.</p>\n\n<blockquote>\n <p>is there any regulation, either ethical or by law, that prohibits this type of thing?</p>\n</blockquote>\n\n<p>Ethical: sure (see above).</p>\n\n<p>Legal: no. I'm not sure why people think there are a lot of legal rules that dictate how independent, non-government conferences and journals are administered. I've seen this in a number of questions recently, and the bottom line is that a conference has its own rules to abide by, and that's about it. Conference organizers have a vested interest in making things fair to the extent that they don't want the conference to have a bad name, but they aren't in the position to be bound by any laws pertaining to the way the conference is administered (outside of normal law-abiding behavior).</p>\n"
},
{
"answer_id": 12233,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>It would be a strange situation if you were forbidden to publish something when you organize a meeting. What usually happens is that your paper is taken on (for editing or other scrutiny) by someone else in such a committee. I agree that it can become a little sensitive if you are the sole organizer handling the reviews and submitting a paper. In such a case ethics would hopefully make you think about a co-convener or to openly state that someone with more neutral standings will handle your paper specifically.</p>\n\n<p>So this situation is common, very common, and in most if not all cases there are ways to avoid conflicts of interest. There may of course be cases where the intent is to circumvent objective handling but such cases are likely noticed in the community. In the end, I think it is bad judgement to avoid objective handling.</p>\n"
}
]
| 2013/08/28 | [
"https://academia.stackexchange.com/questions/12228",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8079/"
]
|
12,235 | <p>My name is John Smith and I'm writing a paper. In the discussion of the existing literature, I cite quite a few papers from another team, including many whose first author was a David Smith. I usually write this using heavily the “et al” style:</p>
<blockquote>
<p>Einstein et al. first established in 1976 a possible plan for eradicating world hunger by massive beet culture in Antartica,<sup>1</sup> but it took 20 years before Wiles et al. clearly delineated the challenges of such a prospect.<sup>2</sup> The earlier analyses, by Smith et al.,<sup>3–7</sup> held the narrow view that climate<sup>3–5</sup> and transportation issues<sup>6–7</sup> would be the limiting factors, forgetting to address the marketing aspects and negative implications on consumer image of the brand. In this paper, we present …</p>
</blockquote>
<p>(the journal style calls for superscript numbers for citations)</p>
<p>Now, it seems somewhat likely that the reader may think the Smith from “Smith et al.” may actually be me. How should I help avoid this?</p>
<ol>
<li>Not worrying about it.</li>
<li>Use first name or initial, “David Smith et al.” or “D. Smith et al.”</li>
<li>Choosing another author, like the last author, as in “Professor et al.”?</li>
<li>Some other formulation?</li>
</ol>
| [
{
"answer_id": 12245,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>If your references clearly can be traced to a unique paper then the name is not (or should not be) confusing. Yes, someone may mistake you for someone else or <em>vice versa</em> but then their checking of sources is out of sub-par. You can safely continue referencing the (standard) way you do it. </p>\n\n<p>If two publications exist as Smith yyyy (Smith et al. yyyy) then it is common to use letters so that the references become Smith yyyya and Smith yyyyb (Smith et al. yyyya; Smith et al. yyyyb). So not even in this case is it necessary to add initials. You may find that initials are used in older puiblications but by introducing the letters to distinguish several similar references initials have become obsolete.</p>\n\n<p>It is also possible to add indicators in the text that allows the reader to understand where your work is referenced by using \"we\" or \"I\" (as the case may be) when discussing a particular reference/result, that is use an active voice instead of passive.</p>\n"
},
{
"answer_id": 12246,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": true,
"text": "<p>Working through your list:</p>\n\n<ol>\n<li><p>Using just the standard \"Smith et al.\" is the usual standard that I've seen in my fields (physics, materials science, chemical engineering).</p></li>\n<li><p>If you feel the need to indicate explicitly that this is not your work, then you can choose to use a variant that includes the full initials of the author: </p>\n\n<blockquote>\n <p>\"D. A. Smith <em>et al.</em> found. . . .\"</p>\n</blockquote></li>\n<li><p>Using a formulation \"Professor <em>et al.</em>\" is incorrect usage of <em>et al.</em>, which is normally used to designate in \"actual\" order the authors listed. The better formulation would be \"Jones and colleagues\" or \"Jones and co-workers\"; however, if the same first author is responsible for all of the papers, then using one of the other authors as the \"focal point\" is very misleading.</p></li>\n<li><p>Other formulations, I believe, would be much less common than any of the other variants you've listed. </p></li>\n</ol>\n\n<p>However, you could always try to just avoid mentioning Smith's name by referring to the contents of the work directly without saying \"Smith et al. did X,\" by writing \"X has been observed under conditions Y\" or something similar.</p>\n"
}
]
| 2013/08/28 | [
"https://academia.stackexchange.com/questions/12235",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2700/"
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|
12,237 | <p>These days I'm going to take the subject of my master. I'm wondering how to search about the subject and how to decide which master thesis I can take and work. The one option is to go to a professor and take anything that he gives me and work with if I like it. Is any other way to search about hot topics on my research area? So far, I have search on <a href="http://scholar.google.com">google scholar</a> for related work on my area... Any other suggestion that I can do before decide for the subject is more than appreciated.</p>
| [
{
"answer_id": 12238,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 5,
"selected": true,
"text": "<p>My advice would be to go visit not one professor, but a few. <strong>Don't ask them specifically for a thesis topic</strong>, but tell them you are looking around and <strong>ask them to talk to you about their research</strong>. Ask about <strong>weekly seminars</strong> at your department, and go listen to a few of those. Get a broad view of the different topics that groups around you are working on, then decide on something.</p>\n"
},
{
"answer_id": 12253,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 3,
"selected": false,
"text": "<p>You should have a research methods teacher who will guide you through the process of identifying a good area of research for you.</p>\n\n<p>Your thesis will take a significant amount of work and you need to consider many things. For example, what are you interested in? If you select a topic which you are not interested in then you will likely lose hope and go nowhere or do a poor job, receiving a poor mark.</p>\n\n<p>Another consideration is access. This is a significant issue in research related to business management. For example, if you want to study how telecommunication companies do something specific with regards to recruitment, you need to make sure you actually have access to telecommunication company HR departments. Without that access even if you are interested, you will find yourself very frustrated, again turning in poor quality work receiving a poor mark.</p>\n\n<p>Basically, you should have a teacher who will walk you through this. If you don't, you should have an adviser who can walk you through this. If you don't have that, then I would definitely take advice from @F'x and ask <strong>several</strong> professors to get some ideas and narrow it down from there.</p>\n"
}
]
| 2013/08/28 | [
"https://academia.stackexchange.com/questions/12237",
"https://academia.stackexchange.com",
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|
12,255 | <p>During college, I decided to use my free electives to pursue a second major I had an interest in (Sociology) besides my main focus on computer science. </p>
<p>I am contemplating applying to some phD programs that intersect both of these fields. However, I know these are new programs.</p>
<p>I have e-mailed a few departments but I get the vibe that they are more focused in getting people to apply to these new programs rather than necessarily being honest about prospects. </p>
<p>So my question is essentially, are there tenure track professorships that are interested in applicants with these kinds of backgrounds? And if so is it only a very small group of institutions?</p>
<p>Example of one of the programs I am referring to: <a href="http://www.css.gmu.edu/?q=node/43">Ph.D Program in Computational Social Sciences</a></p>
| [
{
"answer_id": 12260,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 4,
"selected": true,
"text": "<p>Generally, if this is a relatively new cross-disciplinary area, this will start as a very small group of institutions. If it's a fruitful area, that number will grow quickly, and among the early adopters might well be some of the best universities.</p>\n\n<p>And yes, to set up these programmes in the first place, does indeed require buy-in from professors and top-level university administrators, so there are tenure-track professorships interested in applicants with those sort of cross-disciplinary backgrounds</p>\n\n<h2>What is it like to study in a new cross-disciplinary area?</h2>\n\n<p>There are a few things that make it different.</p>\n\n<p>You might find yourself building the foundations. A lot of the work might be much more exploratory. It can be the wild west, with few established paths and no signposts; and you may end up making up the rules as you go along.</p>\n\n<p>That is to say, established fields tend to have well-defined protocols for things like data collection; and a proven set of tools to work with. Whereas in a new cross-disciplinary area, you're more likely to be building the basic toolkit from scratch: writing your own protocols starting from bare bones. There will be things you can take from each of the disciplines that you span, but combining them will be untested ground.</p>\n\n<p>Some of the papers you write may end up being foundational for the new cross-disciplinary area, and highly-cited for years to come. Even though the work they contain, might seem fairly basic to you.</p>\n\n<p>It can be lonelier. Scarier. More exciting. Harder to get funding. Or easier to get funding. Your reading will be broader, as it will span journals across more than one discipline, and you won't find enough journals or conferences that are closely-enough targeted at your field. You might end up starting your own conference, just to help build the platform.</p>\n\n<p><sub>disclaimer: I do work in a new cross-disciplinary institute, but I do not work in computational social sciences (though one or two of my colleagues are indeed computational social scientists)</sub></p>\n"
},
{
"answer_id": 25601,
"author": "MrMeritology",
"author_id": 17564,
"author_profile": "https://academia.stackexchange.com/users/17564",
"pm_score": 2,
"selected": false,
"text": "<p>I'm in the CSS department at George Mason University, just starting my dissertation. Though I'm not primarily aimed at tenure-track academic jobs after graduating, I have some insights regarding the questions you have asked.</p>\n\n<p>First, you should know that CSS at GMU (and most other places similar to it) are not solely focused on placing their graduates into academic jobs. There's a wide diversity of career paths, both prior to entering and after graduating. To me, that creates a looseness and openness among the students. This is in contrast to discipline-focused departments where <em>everyone</em> is expected to prepare for and compete for top academic jobs. In those situations, there seems to be a strong emphasis on things other than just learning and doing good research (competition, prizes/awards, getting into the 'in crowd', elitism, etc.)</p>\n\n<p>Second, CSS would be a poor fit for many academic jobs (research or teaching) that really want depth and credentials in a single discipline -- Economics, Sociology, Business, or Computer Science.</p>\n\n<p>Finally, there is significant growth in the number of departments and jobs (internationally and in the US) that specifically call for Computational Social Science or similar interdisciplinary degree. This is driven in part by funding agencies who have become very enthusiastic for CSS and similar types of programs and projects. It's also driven by market demand -- especially for social network analysis, Big Data in social science, and programmatic research (e.g. public health, international development, conflict studies, cyber security). While the number of these jobs may not be large in absolute terms, CSS graduates could be extremely well-qualified to fill them, compared to single-discipline graduates.</p>\n"
},
{
"answer_id": 28923,
"author": "CesarGon",
"author_id": 47,
"author_profile": "https://academia.stackexchange.com/users/47",
"pm_score": 2,
"selected": false,
"text": "<p>I lead the semantic technologies and cultural heritage research line at Incipit CSIC (www.incipit.csic.es) in Spain. We are right in the cross between software engineering, philosophy of language and cultural heritage.</p>\n\n<p>To answer your question, we <em>desperately</em> seek people with a profile like yours. We just had a vacancy for a PhD position and it was (as usually is) extremely difficult to find suitable candidates. When we find them, we treat them with much care and respect, and our aim is to have tenured positions in the future for these people.</p>\n\n<p>Having said that, I must admit that this is a quite uncommon situation. Most research institutes in Spainand Europe tend to align their research lines along more conventional paths, and recruit people with more conventional backgrounds.</p>\n\n<p>I guess your will need to work hard to find a place that needs people with your hybrid profile. There are few, but you will be gold to them.</p>\n"
}
]
| 2013/08/28 | [
"https://academia.stackexchange.com/questions/12255",
"https://academia.stackexchange.com",
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|
12,264 | <p>Inspired <a href="https://academia.stackexchange.com/questions/10059/mentor-trying-to-be-first-author">this good question</a>, I think posting this question will surely benefit the next generations of students, albeit this does not happen to myself.</p>
<p>The research students will publish several papers along the research road under someone's supervision. When it comes to the issue of <strong>the author order</strong>, the student and the advisor may <strong>not always reach an agreement</strong>. i.e. Sometimes the student thinks he or she deserves the 1st author, but the advisor doesn't.</p>
<p>In such cases, the students are usually very worried and upset. Having been working on that topic for such a long time, the student feels very disappointed to be listed as the non-first author. Being the <strong>weak</strong> party, the <strong>student may not even dare</strong> to argue with his advisor. After all, the advisor is kind of "in control of" his remaining PhD life. </p>
<p>Simply put: </p>
<p><strong>How should a student defend his or her 1st authorship in front of the advisor politely and effectively?</strong></p>
| [
{
"answer_id": 12265,
"author": "Peter Jansson",
"author_id": 4394,
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"pm_score": 5,
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"text": "<p>Authorship questions inevitably end up having two threads: what should be and what happens. The \"what should be\" is that the amount of intellectual work (as described in the <a href=\"http://www.research.mq.edu.au/about/research_@_macquarie/policies,_procedures_and_conduct/documents/Vancouver.pdf\">Vancouver Protocol</a>)</p>\n\n<pre><code>1. Conception and design, or analysis and interpretation of data\n AND\n2. Drafting the article or revising it critically for important intellectual content\n AND\n3. Final approval of the version to be published.\n</code></pre>\n\n<p>that each author has put into the work. As with most agreements, it is best to discuss this in advance and agree on how to evaluate the work done. Usually the first author is in charge of writing and the other author(s) provide feedback and contribute to the writing. If everyone follows these rules then the argument is fairly \"straightforward\".</p>\n\n<p>In reality, we have to also deal with different types of personalities and other situations that affect judgement. It is not uncommon for persons to want first authorship if they are up for promotion or if they see that something they did not fully think was great actually is. The list could be made long. Straightening these cases out is sometimes (if not often) really tough.</p>\n\n<p>Being pragmatic, I often think about if the situation will hurt me and evaluate if the fight is worth it. In the case of a PhD student, having ones advisor as first author is not necessarily a bad thing since, hopefully, the advisor is well-known and respected. Hence some of that rubs off on the co-author. As a PhD student I think a valid argument is that you need first authorship on some of the work in your thesis. This is a particularly good argument if the \"switch\" occurs repeatedly.</p>\n\n<p>Arguing against irratianal excuses for first authorships will be hard or near impossible to win so I am a little pessimistic when it comes to such cases. You need to evaluate the situation yourself, gather objective arguments for your claim and possibly asking other faculty for advice and support.</p>\n"
},
{
"answer_id": 12267,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": false,
"text": "<p>In addition to Peter's answer, one should also keep in mind the accepted practices in one's field of study. For instance, in some fields, such as economics and parts of mathematics, alphabetical order is the default; in other areas, such as organic chemistry, the principal investigator of the lab—not the primary author of the paper—has traditionally been given the first spot in the list.</p>\n\n<p>If you are in a field where the order is somewhat preordained, it's going to be very difficult to change that tradition, for many reasons. In such cases, you should optimize your placement within the \"available\" options. </p>\n"
}
]
| 2013/08/28 | [
"https://academia.stackexchange.com/questions/12264",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8079/"
]
|
12,268 | <ol>
<li><p>Can one be titled "Vising Student/Scholar" at a university if one is already graduated from another institute (with BSc/MSc) and is currently not affiliated with any university? </p></li>
<li><p>Does one have to pay registration fees, etc.?</p></li>
<li><p>In this case, can one be paid for as a TA/RA by the university? </p></li>
</ol>
<p>Is it different in US and EU?</p>
| [
{
"answer_id": 12265,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 5,
"selected": true,
"text": "<p>Authorship questions inevitably end up having two threads: what should be and what happens. The \"what should be\" is that the amount of intellectual work (as described in the <a href=\"http://www.research.mq.edu.au/about/research_@_macquarie/policies,_procedures_and_conduct/documents/Vancouver.pdf\">Vancouver Protocol</a>)</p>\n\n<pre><code>1. Conception and design, or analysis and interpretation of data\n AND\n2. Drafting the article or revising it critically for important intellectual content\n AND\n3. Final approval of the version to be published.\n</code></pre>\n\n<p>that each author has put into the work. As with most agreements, it is best to discuss this in advance and agree on how to evaluate the work done. Usually the first author is in charge of writing and the other author(s) provide feedback and contribute to the writing. If everyone follows these rules then the argument is fairly \"straightforward\".</p>\n\n<p>In reality, we have to also deal with different types of personalities and other situations that affect judgement. It is not uncommon for persons to want first authorship if they are up for promotion or if they see that something they did not fully think was great actually is. The list could be made long. Straightening these cases out is sometimes (if not often) really tough.</p>\n\n<p>Being pragmatic, I often think about if the situation will hurt me and evaluate if the fight is worth it. In the case of a PhD student, having ones advisor as first author is not necessarily a bad thing since, hopefully, the advisor is well-known and respected. Hence some of that rubs off on the co-author. As a PhD student I think a valid argument is that you need first authorship on some of the work in your thesis. This is a particularly good argument if the \"switch\" occurs repeatedly.</p>\n\n<p>Arguing against irratianal excuses for first authorships will be hard or near impossible to win so I am a little pessimistic when it comes to such cases. You need to evaluate the situation yourself, gather objective arguments for your claim and possibly asking other faculty for advice and support.</p>\n"
},
{
"answer_id": 12267,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": false,
"text": "<p>In addition to Peter's answer, one should also keep in mind the accepted practices in one's field of study. For instance, in some fields, such as economics and parts of mathematics, alphabetical order is the default; in other areas, such as organic chemistry, the principal investigator of the lab—not the primary author of the paper—has traditionally been given the first spot in the list.</p>\n\n<p>If you are in a field where the order is somewhat preordained, it's going to be very difficult to change that tradition, for many reasons. In such cases, you should optimize your placement within the \"available\" options. </p>\n"
}
]
| 2013/08/28 | [
"https://academia.stackexchange.com/questions/12268",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8289/"
]
|
12,277 | <p>I'm asking what to expect after violence in my classroom, will I be fired, expelled? What is the procedure?</p>
<p>Hopefully this is the correct stack exchange for this, if not feel free to tell me where to move it where it would be more appropriate.</p>
<p>So I am a teaching assistant and masters student in the math dept. at a large state university. I was holding a discussion section this morning for the class I'm teaching and near the beginning some young man walks in with his shirt off acting verbally belligerent, he then comes up to the front of the room and just kind of stands there, not saying anything just kind of smiling in this creepy way and showing absolutely no signs of embarrassment or anything. After asking the class if anyone knew him (no one did), I told him he could either leave right now or I would get someone to remove him. I'm a small guy and he wasn't huge but he was certainly bigger than me.</p>
<p>He didn't leave upon request so I stepped out of the room to go get someone, although in retrospect I had no idea at the time who I would have gotten, but then as soon as I stepped out I realized that that probably wasn't a good idea since he could take my stuff or who knows what. So I walked back in and sure enough he's got my water bottle in his hand, so I grab it from him and say something to the effect of,</p>
<p>"!@#$ it, does anyone big want to help me get this guy out of class?"</p>
<p>And two guys stand up, and one of them is clearly super pissed at this guy disrupting class and goes straight over to the guy and BAM hits him in the face super hard and he goes down and then hits him again and then kicks him in the face all in the span of like 5 or 6 seconds, like a proper #$!%ing beat down, and there are girls screaming and I'm a bit in shock as I was expecting him to just kind of strong arm him out of the class, and one girl comes up and is like</p>
<p>"stop hitting him stop hitting him!" </p>
<p>and I don't exactly remember what happens right after but the guy who was disrupting must have left, and then somehow the assistant dean is like right there and I step outside and talk to her and explain quickly what happened but I don't say that the student hit the guy I just say he got him out of class, and she says later I will need to file a report, and then basically I hold the class which goes fine.</p>
<p>And then at the end of class I ask the student who hit the guy to wait for me so I can explain what the assistant dean said to me, and after dealing with other students who need something, I'm about to talk to him when the assistant dean comes back in. And basically I ask the assistant dean if she could step outside for a little bit while I talk to this student in private, since I'm not trying to incriminate him since I feel partially responsible since I asked for help and he did get the guy out. Well she gets super offended at this and tells me that "I shoo you, you don't shoo me, get this straight I'm your superior", and so I apologize but I think maybe the look on my face isn't sufficiently contrite and I look rather taken aback at her strong response. So she writes down my name.</p>
<p>So no one not my professor/student-teacher liaison, not my ombudsman, seems to know what I should expect from all this. I talked to the police and they did apprehend someone fitting the guys description, so I probably don't need to worry about that guy coming back. I am however morally conflicted about having to write a report to the dean's office or whoever I have to write it to, since I don't want to get the student in trouble, since he helped me when I requested it, although I certainly didn't expect him to start beating the guy up, I thought he would just strong arm him out or something.</p>
<p>I scheduled a meeting with the dean for a week from today (earliest availability), and now I'm super worried that I'm going to be fired or kicked out of my masters program. If I'm fired then whatever that's the way things go, but if I'm kicked out of the masters program that will completely screw up my life. Like I said no one (not my fellow TAs, not my professor/student-liaison, not my ombudsman) seems to know what to expect from all this, and if I should be worried about getting fired or kicked out of the program. Thus I'm turning to people here who maybe know what I should expect from all this.</p>
<p><strong>~~Update~~</strong></p>
<p>I found out that the guy who was disrupting class got arrested later that day and he was not a student. I also talked to several students who said that this is not the first time he has done this, and that several weeks ago in another class he walked in and lit a cigarette, and the professor took the cigarette out of his mouth, stomped on it, and then physically threw him out of class.</p>
| [
{
"answer_id": 12279,
"author": "Neo",
"author_id": 6898,
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"pm_score": 4,
"selected": false,
"text": "<p>While not as serious as an infraction as what you are going through, I was just recently in a bit of trouble with my school (public consumption). I was able to get past it by doing the following things:</p>\n\n<ol>\n<li>Spoke Nothing but the truth</li>\n<li>Had people from my department advocate that beyond this infraction, I was an asset to the department and the school.</li>\n</ol>\n\n<p>What you also need to do is:</p>\n\n<ul>\n<li>Explain that you were clearly in an unsafe environment, and that beyond the stranger's threat, you put your students in danger by asking for help. While you aren't much older than the students, I assume, You are responsible for them as a Teaching Assistant. </li>\n<li>Explain to them that, if you are fortunate enough to keep your job and stay in the program what you would do in similar situation, which is, call the police. Get on your phone and call Public Safety or the Police, that is their job. </li>\n<li>This may have legal ramifications, depending on the particulars. </li>\n<li>Find as many people as possible with stature to advocate for you. Does your advisor love you as a student? Time to find out.</li>\n</ul>\n\n<p>Thats all I can really think of. I really wish you good luck, as you know this is super messy.</p>\n"
},
{
"answer_id": 12280,
"author": "Nobody",
"author_id": 546,
"author_profile": "https://academia.stackexchange.com/users/546",
"pm_score": 6,
"selected": false,
"text": "<p>You should have called the campus security/police when the incident was happening.</p>\n\n<p>Had you done that, you'd worry about nothing right now. How did you know that guy did not have a gun? Why did you ask the student to help you to get the guy out? It was the security/police officer's job. You put all the students' and your life in danger !</p>\n\n<p>Now, what happened already happened, too late to change that. To answer your question, you should talk to your professor, the department chair and the assistant dean. File the report. Just tell them the truth. You can use this question as the draft of the report. Take out some improper words. Admit that you did not know the appropriate action to take when it happened and you learned a painful lesson. Ask them to provide security trainings so that you'll know what to do if this kind of thing ever happens again. They'll understand. I don't think you'll be kicked out. A reprehend action is probably unavoidable.</p>\n\n<p>To answer the question directly: It really depends on your department and school. If they had established security procedure and provided training to all faculty, staff and students as how to deal with this kind of thing, then they should also have the procedure as how to deal with anyone who did not follow the procedure. If they never had the security procedure, It's time to have one now. You can put that in your report.</p>\n"
},
{
"answer_id": 12281,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 4,
"selected": false,
"text": "<p>You clearly found yourself in a very uncomfortable and unpredictable situation (I'm assuming the school never prepared you for this kind of situation). The fact that you are young and relatively inexperienced should help you.</p>\n\n<p>You should definitely see the head of your department and ask for his/her help. The bottom line is that you were unsure of what to do, you felt threatened, you did something which seemed reasonable at the time (asked for help). Yes, the other student seems to have gone a bit too far but for his situation there are mitigating circumstances (his teacher felt he was in trouble and asked him to help).</p>\n\n<p>Basically, there are mitigating circumstances all around. Even you shooing (really?) someone whom you should not have happened only because everyone was off balance.</p>\n\n<p>Yes, it is not good but for everyone involved, any reasonable third party can clearly see that there are mitigating circumstances all around.</p>\n\n<p>So, go to the department chair and ask him/her what to do. Don't hide anything.</p>\n"
},
{
"answer_id": 12282,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 5,
"selected": false,
"text": "<p>Short: <strong>Contact a local union representative, and ask them for information and advice</strong>.</p>\n\n<p>The advice given by others (<em>speak the truth</em>, <em>contact your department head and ask for his help</em>, etc.) is good, and if cool heads prevail, you shouldn't be in too much trouble, though the experience must have left you in bad shape. Also, on that note, <strong>do not hesitate to contact the school's counsellor/shrink</strong> if you need someone to talk to in confidence. Sometimes, some of the things we cannot say in official channels (<em>“I somehow feel responsible for the guy getting beaten, after all, I set students onto him”</em>, that sort of stuff) need to be spoken.</p>\n\n<p>However, <strong>even if things are probably going to be fine, you also need to prepare yourself in case things go wrong</strong>. So, just in case serious or threatening administrative procedures are started, <strong>get informed on what your rights are</strong>, and get advice on what to say exactly. (Yes, you will speak the truth, but there are many ways to phrase it.) That's your union's job, and they can even help you further if things turn for the worse.</p>\n\n<hr>\n\n<p>If you don't have a union, you could also get good advice from a lawyer… you may have access to a legal clinic or public-funded law consultations near you</p>\n"
},
{
"answer_id": 12284,
"author": "atk",
"author_id": 7970,
"author_profile": "https://academia.stackexchange.com/users/7970",
"pm_score": 3,
"selected": false,
"text": "<p>Everyone else is giving good answers about your specific question. I want to add one thing: you need to think about how to handle such situations going forward. Set up time with campus security to learn what their policies are. You might try taking a good self defense class - not sport martial arts, and not military-go-kill-someone martial arts, but something designed for citizens who truly want to protect themselves. If you do so, you'd be well advised to learn about the different types of violence, so you can recognize whether someone is likely to hurt you vs someone who just wants your money. Rory Miller is a great starting place.</p>\n"
}
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| 2013/08/29 | [
"https://academia.stackexchange.com/questions/12277",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/-1/"
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|
12,297 | <p>I have found that while many have some appreciation of the level of research in a PhD (usually by saying "that's way over my head" or something similar) and I have not really had a problem with <a href="https://academia.stackexchange.com/questions/257/how-do-i-not-get-impatient-when-other-people-ask-me-to-describe-my-research">getting impatient describing my research</a>.</p>
<p>Edit to add: this is reflective of my own experience, mostly studying/researching part time and working full time in an unrelated field.</p>
<p>The query here is how to convince people of the time required for completion of the PhD, and the continued dedication needed in order to get the intrinsic tasks complete. In some cases, it is not 'a 1000 word book report'.</p>
<p>For example, my PhD (now just submitted) was highly experimental, each set of observations were 3 hours each, and I had to do about 100-120 of them (usually on weekends as I work full time). After which, I would have to do 6-12 hours of coding/data analysis. So many did not seem to understand that time was required to do the work properly - and were perplexed when I tried to explain. </p>
<p>Edit to explain why I felt the need to explain, this reason I would imagine is true for many - friends and family, people that you respect, may wonder why am I seem to be ignoring them, why am I 'obsessing' over this project, why did I decline the invitation to wherever. They may worry that we are 'hiding' behind the study. They question why we spend so much time on our research, often not due to any jealousy, but not understanding the time commitment needed for research.</p>
<p>I am <strong>not</strong> after opinions, but are asking what are some strategies that can help educate people of the time required to perform PhD research, particularly for part time PhD students working in an unrelated field?</p>
| [
{
"answer_id": 12298,
"author": "Peter Jansson",
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"selected": true,
"text": "<p>I often draw parallels to elite athletes since most people easily realize that athletes need to train and spend much time getting to where they are (and they usually also have some talent for their sport). The point is that to become good one has to spend lots of time and energy training. How easy it will be is unique to each person. Hence, it is also difficult to say how much time and effort each person needs to complete a PhD. Not that one has to be the best, but one has to be good enough to be at the top. Another aspect that I find useful in the parallel is that athletes usually love what they do, and it is an internal force that drives them. I sincerely believe that some such drive is necessary to complete a PhD without having to torment yourself too much.</p>\n\n<p>When trying to explain the time perspective to prospective students the parallel might not be enough and it is usually difficult to make people realize the interest driven part. This is, in my case, due to the fact that people decide on trying to go for a Phd for many different reasons other than just a genuine interest in the subject. I will add that I do not mean such a drive is the only way through but it certainly helps.</p>\n"
},
{
"answer_id": 12308,
"author": "Chris Gregg",
"author_id": 4461,
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"pm_score": 4,
"selected": false,
"text": "<p>Okay, I think I get it now. \"Science\" as it is actually practiced is not well understood by non-scientists. I.e., experiments and analysis takes a lot of time, and a lot of hard work that sometimes must happen in long, solitary periods. <a href=\"http://www.youtube.com/watch?v=9AP5Cc3lm5Q\" rel=\"nofollow noreferrer\">Popular media</a> gets it wrong all the time, which doesn't help things. Science does not (<a href=\"https://academia.stackexchange.com/questions/9769/can-one-excel-in-graduate-post-graduate-school-with-a-demanding-family-life/9776#9776\">generally</a>) follow a 9-5 work schedule, and if you're trying to shoe-horn your research activities into an already full schedule (be it another job, or family/friend considerations), you're even more prone to non-regular work hours.</p>\n\n<p>There are a number of ways you could have a conversation with friends and family about the amount of work necessary for your studies and research. You could start by sending a draft of your 100+ page dissertation and saying, \"Look what I've been working on!\" After about three pages, their eyes will glaze over and they'll realize how intricate it is.</p>\n\n<p>You could certainly invite someone into the lab (if one exists), but you might just end up boring them without the contextual background necessary to see what has to happen to get your research done. However, you can be honest by pointing out the number of hours you stared at and tweaked an experiment, or the number of hours it took you to analyze the data.</p>\n\n<p>You could use other famous examples from science and engineering, starting with the scientists who spent many years working on ideas (Galileo, Newton, Einstein, etc.) before publishing them, and peppering the discussion with the standard epigrams:</p>\n\n<blockquote>\n <p><a href=\"http://en.wikiquote.org/wiki/Louis_Pasteur\" rel=\"nofollow noreferrer\">In the fields of observation chance favors only the prepared mind.</a></p>\n \n <p><a href=\"http://en.wikiquote.org/wiki/Thomas_Edison\" rel=\"nofollow noreferrer\">Genius is one percent inspiration, ninety-nine percent perspiration.</a></p>\n</blockquote>\n\n<p>When a friend of mine was writing her PhD in history at Harvard, she had stacks and stacks and <em>stacks</em> of library books in her foyer (it was probably a fire hazard), and there was no doubt in anyone's mind that her long hours working were of necessity.</p>\n\n<p>One thing you might also consider (esp. for friends and family) is to come at the issue from a different angle: be honest about your work, but also be honest that you want to spend time with everyone, and you'll do your best to work into their schedule. Set aside time that will be explicitly for them (and without work), and do your best to meet those obligations. The time you spend on your research won't get as much vitriol if you're willing to make some effort (even if it is minor) to spend time with others.</p>\n"
},
{
"answer_id": 13748,
"author": "Joanna",
"author_id": 9226,
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"text": "<p>It doesn't have to be a Phd you are studying for. I had similar problems just doing an undergraduate degree. I'm what you call a mature student and my mother cannot for the life of her, understand why I wanted the education I wasn't able to get when younger. </p>\n\n<p>She was not amused when it was explained that I had yet another essay to complete and couldn't just drop everything to attend something or other. So it is often not about you at all, its about them and their need of you. Some of the other students faced even more difficulties, especially the women with husbands and children. So, I fear you will just have to carry on and take it on the chin but for heavens sake, don't give it up. Good luck.</p>\n"
},
{
"answer_id": 13750,
"author": "paul garrett",
"author_id": 980,
"author_profile": "https://academia.stackexchange.com/users/980",
"pm_score": 3,
"selected": false,
"text": "<p>As noted in other answers, the general public simply does not understand the level of effort, over a substantial time period, necessary to produce new knowledge. Yes, the popular media have been very unhelpful, since it is more interesting to report on \"geniuses\" than on \"hard work\", obviously.</p>\n\n<p>Of course, it is also completely unreasonable to imagine \"(re-) educating\" people about scientific/engineering processes. Rather, if one really wants to \"reach\" them, as is presumably the case with friends and family, some rhetorical devices seem necessary.</p>\n\n<p>E.g., one can mention the thousands of people working over the last 100-200 years (or whatever timeframe you want to pick), especially the (figure out an impressive number) of documents produced in the last 20 years (or number of your choosing), and the necessity of _catching_up_ and <em>adding</em> something to that.</p>\n\n<p>Even though it is somewhat misleading, a recitation of the thousands of pages of pre-existing research reports and the difficulty of reading them gives a not-unreasonable \"pop\" idea of things.</p>\n\n<p>That is, in contrast to the \"pop\" idea that \"this one weird trick\" [sic] solves problems, one must convey that extensive, time-consuming experimentation (even, truly, in \"pure mathematics\", where there is a tradition of pretending that we don't experiment... with ideas...?) is necessary to learn how to exclude plausible-but-failing possibilities. All the \"worse\" that other people have already looked at the first 1,000 more-accessible possibilities, so that a \"newbie\" is stuck with looking at far-less-obviously-accessible possibilities.</p>\n\n<p>That is, in summary, an only-slightly-hyped-up description of \"prior art\", and the need to understand it before pretending to do something new and worthwhile, might \"make an impression\".</p>\n\n<p>And, then, yes, \"it's not a 9-to-5 job\". E.g., it seems that a requirement for an academic scientist (and other academics) is a definite urge to work nearly to the exclusion of everything else, out of curiosity. If the academic topic is not one's \"job\", it'd seem that 80-hour work-weeks wouldn't be necessary... but the point is that most of the \"prior art\" was <em>produced</em> by such people, giving further (rhetorical, anecdotal) evidence to the idea that further progress will not be made \"casually\".</p>\n\n<p>The conflict with \"normal\" human social activities is partly inescapable. It is truly unacceptable in various regards that one's \"work\" could conceivably have priority over social obligations. There's really no good way to explain how \"it's ok\" that one refuses invitations from family and friends, \"to work\". If it's your own choice, you've shown that you prefer work to friends and family. Whether or not that's the case (!), it's safer and less offensive to claim that external forces require you to spend the time... this, after the \"complaint\" that there's sooooo much to learn.</p>\n\n<p>And, for perspective, we recall that very many people have unpleasant, pointless-seeming jobs, and no \"second job/hobby\" of any interest to turn to. Indeed, sometimes people take offense at one's enthusiasm or dedication to one's work (whether it's the paying job or the second one). An enviable luxury, etc.</p>\n\n<p>So, no way around it, a tricky thing. White lies may be optimal on many occasions...</p>\n"
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]
|
12,299 | <p>In order to write a lit review from papers which I already have, should I read all those papers deeply and summarize them, or can I just skim and scan and just pick the information that I need to connect it with other information available in another paper?</p>
<p><strong>The main point that I want to understand</strong>, do I have to understand the paper fully that I took some things to write from? For example, If I found a paragraph in a paper and it is good to include in one of the themes, then do I have to understand that paper fully?</p>
| [
{
"answer_id": 12300,
"author": "Jonathan E. Landrum",
"author_id": 7134,
"author_profile": "https://academia.stackexchange.com/users/7134",
"pm_score": 2,
"selected": false,
"text": "<p>If the paper you are reading is familiar material, it might be easy to assimilate the data from scanning. If it is news to you, you may have to go slower. The answer is, read as fast or slow as you have to in order to actually understand the material.</p>\n"
},
{
"answer_id": 12301,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>It really depends on your level of understanding in the specific topic you are researching. Having said that, it does not hurt (and more likely benefit) you to read each article carefully - taking notes of the important points, terminology, equations and any other relevant aspect of the paper.</p>\n\n<p>One effective means that I have found (has worked well for me), is to paraphrase these key points as you go, <a href=\"http://www.monash.edu.au/lls/llonline/writing/information-technology/sources/2.5.3.xml\" rel=\"nofollow\">this resource about paraphrasing and summarising may be of help.</a></p>\n"
},
{
"answer_id": 12306,
"author": "J. Zimmerman",
"author_id": 7921,
"author_profile": "https://academia.stackexchange.com/users/7921",
"pm_score": 3,
"selected": false,
"text": "<p><strong>Short answer</strong> Probably not.</p>\n\n<p>In order to write an effective literature review, you should definitely understand the material. So...</p>\n\n<blockquote>\n <blockquote>\n <p>[D]o I have to understand the paper fully that I took some things to write from? For example, If I found a paragraph in a paper and it is good in include in one of the themes, then do I have to understand that paper fully?</p>\n </blockquote>\n</blockquote>\n\n<p>I would say that you may not need to understand the entire paper completely, <strong>but</strong> you should be sure that you understand the primary points well enough to be absolutely sure that you are <strong>not taking the quote/paraphrase out of context.</strong> Again, as other replies point out, whether you can determine this from skimming will depend on your current level of understanding of the subject. I assume you have already read these papers, and have a fair knowledge of the content; however, I would still advise you to read carefully anything you will be quoting--this will improve the quality of the lit review you are writing (and anyway it is never fun to be called out for having misrepresented someone's paper!). Bottom line, unless you know the subject--and the relevant papers--very well, you will probably be better off with reading thoroughly.</p>\n"
},
{
"answer_id": 12324,
"author": "Rabbit",
"author_id": 7219,
"author_profile": "https://academia.stackexchange.com/users/7219",
"pm_score": 2,
"selected": false,
"text": "<p>I would add to the above answers that it also depends on what exactly you want to cite. Is it the description of methods, results, conclusions or general discussion or something else? I can think of a couple of scenarios that I came across:</p>\n\n<ol>\n<li><p>I was writing about some algorithm on networks and cited a physics paper that used similar approach. I only skimmed the paper as just wanted to highlight that the method is widely used in various fields in various contexts.</p></li>\n<li><p>I cited two papers that conducted similar studies but obtained opposing results. Here I read the papers thoroughly, especially methods section, to pick out the differences and try to understand what was the cause of such discrepancies. </p></li>\n<li><p>I cited some general discussion and future hypotheses to test from one review paper. I liked the reasoning of the guy and I knew that he is one of the leading scientists in the field. I did not hesitate to cite his opinion because I had read a couple of his previous papers and knew his contribution to the field. I would probably be careful with citing opinions/conclusions from some obscure sources. If you don't know what brought the author to conclude something, you are risking that you cherry-pick nice sentences out of context (as already mentioned in previous answers).</p></li>\n</ol>\n"
}
]
| 2013/08/29 | [
"https://academia.stackexchange.com/questions/12299",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8413/"
]
|
12,303 | <p>I am noticing that many graduate applications require a "primary spoken language" and "other spoken language".</p>
<p>For the "other spoken language", do they mean you must be proficient in writing, speaking, and reading? What if you can only do one (and you may not even be great at it...)? Does that count? </p>
<p><strong>EDIT</strong> What if I do not know any of the jargons used in my study in that language?</p>
| [
{
"answer_id": 12300,
"author": "Jonathan E. Landrum",
"author_id": 7134,
"author_profile": "https://academia.stackexchange.com/users/7134",
"pm_score": 2,
"selected": false,
"text": "<p>If the paper you are reading is familiar material, it might be easy to assimilate the data from scanning. If it is news to you, you may have to go slower. The answer is, read as fast or slow as you have to in order to actually understand the material.</p>\n"
},
{
"answer_id": 12301,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>It really depends on your level of understanding in the specific topic you are researching. Having said that, it does not hurt (and more likely benefit) you to read each article carefully - taking notes of the important points, terminology, equations and any other relevant aspect of the paper.</p>\n\n<p>One effective means that I have found (has worked well for me), is to paraphrase these key points as you go, <a href=\"http://www.monash.edu.au/lls/llonline/writing/information-technology/sources/2.5.3.xml\" rel=\"nofollow\">this resource about paraphrasing and summarising may be of help.</a></p>\n"
},
{
"answer_id": 12306,
"author": "J. Zimmerman",
"author_id": 7921,
"author_profile": "https://academia.stackexchange.com/users/7921",
"pm_score": 3,
"selected": false,
"text": "<p><strong>Short answer</strong> Probably not.</p>\n\n<p>In order to write an effective literature review, you should definitely understand the material. So...</p>\n\n<blockquote>\n <blockquote>\n <p>[D]o I have to understand the paper fully that I took some things to write from? For example, If I found a paragraph in a paper and it is good in include in one of the themes, then do I have to understand that paper fully?</p>\n </blockquote>\n</blockquote>\n\n<p>I would say that you may not need to understand the entire paper completely, <strong>but</strong> you should be sure that you understand the primary points well enough to be absolutely sure that you are <strong>not taking the quote/paraphrase out of context.</strong> Again, as other replies point out, whether you can determine this from skimming will depend on your current level of understanding of the subject. I assume you have already read these papers, and have a fair knowledge of the content; however, I would still advise you to read carefully anything you will be quoting--this will improve the quality of the lit review you are writing (and anyway it is never fun to be called out for having misrepresented someone's paper!). Bottom line, unless you know the subject--and the relevant papers--very well, you will probably be better off with reading thoroughly.</p>\n"
},
{
"answer_id": 12324,
"author": "Rabbit",
"author_id": 7219,
"author_profile": "https://academia.stackexchange.com/users/7219",
"pm_score": 2,
"selected": false,
"text": "<p>I would add to the above answers that it also depends on what exactly you want to cite. Is it the description of methods, results, conclusions or general discussion or something else? I can think of a couple of scenarios that I came across:</p>\n\n<ol>\n<li><p>I was writing about some algorithm on networks and cited a physics paper that used similar approach. I only skimmed the paper as just wanted to highlight that the method is widely used in various fields in various contexts.</p></li>\n<li><p>I cited two papers that conducted similar studies but obtained opposing results. Here I read the papers thoroughly, especially methods section, to pick out the differences and try to understand what was the cause of such discrepancies. </p></li>\n<li><p>I cited some general discussion and future hypotheses to test from one review paper. I liked the reasoning of the guy and I knew that he is one of the leading scientists in the field. I did not hesitate to cite his opinion because I had read a couple of his previous papers and knew his contribution to the field. I would probably be careful with citing opinions/conclusions from some obscure sources. If you don't know what brought the author to conclude something, you are risking that you cherry-pick nice sentences out of context (as already mentioned in previous answers).</p></li>\n</ol>\n"
}
]
| 2013/08/29 | [
"https://academia.stackexchange.com/questions/12303",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7349/"
]
|
12,310 | <p>When a junior student is doing research independently (for example theoretical), does s/he need official permission to publish a research article? In the article, s/he needs to introduce his/her affiliation. Normally, this affiliation is connected with the research funding.</p>
<p>Does studentship qualify him/her to use the university name as his own official affiliation, even if this affiliation has no connection with this independent research project?</p>
| [
{
"answer_id": 12311,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 5,
"selected": true,
"text": "<ol>\n<li><p>First, check if your university has rules/policies/guidelines in place. If so, follow them.</p></li>\n<li><p>Otherwise, use your university name as affiliation. No need to ask them. (Trust me, they are much more worried about people <em>forgetting</em> to use the affiliation, than the other way around!)</p></li>\n</ol>\n"
},
{
"answer_id": 12312,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>Basically affiliation is valid for employes to an organisation. Graduate students will belong to that category as well since their degree depends on producing publishable materials. Undergraduate students are not automatically entitled to use an affiliation. I do not think this introduces any majpor hurdles. You need to talk to the department chair or have some faculty member do so to get the permission to use the affiliation. I am assuming such affiliaiton will not need decisions higher up in the university bureaucracy; you need to find out, of course.</p>\n\n<p>Affiliation will make publication easier than using a private address so getting to use an affiliation provides a stamp of approval with it which may work to your advantage. So, if I understand your final question right, there does not have to be any connection between the research you do and the affiliation. The affiliation simply means that the department/university supports your publication and thereby your efforts in research.</p>\n\n<p>In <a href=\"http://policy.umn.edu/Policies/Operations/OPMisc/BRANDING.html\" rel=\"nofollow\">this example</a> it is evident that there is a responsibility associated with using the university name (for example as affiliation). It is clear that the affiliation cannot be used \"as you wish\" without possible repercusions, hence asking for permission is a natural first step. Particularly when the work is not done at the university. </p>\n\n<p>Universities have been very relaxed about \"brandinG\" but trust me, they are becoming increasingly watchful. This is evident by studying the visual identity and similar branding policies of many respectable universities.</p>\n"
}
]
| 2013/08/30 | [
"https://academia.stackexchange.com/questions/12310",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,314 | <p>Suppose we design a prototype for a new product that is indeed novel.</p>
<p>Would writing a paper on such a thing be useful as mostly the papers talk about new algorithms or their upgrades or some new theory ?</p>
<p>I am talking about just a new product that does something better than the existing ones but uses old algorithms and research.</p>
| [
{
"answer_id": 12316,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 3,
"selected": false,
"text": "<p>This is something that I have been doing. If I understand your question correctly, you are looking at a new product using existing algorithms and techniques. If this is the case, the answer is yes: many journals will welcome this, as I have found. I have also taken an existing technology, aspects of existing algorithms, based on existing research and developed a brand new technique.</p>\n\n<p>A couple of caveats though:</p>\n\n<ul>\n<li>You will need to make the specific context to which it will be used crystal clear, this must be the focus.</li>\n<li>You must give full credit for the prior information and techniques.</li>\n<li>You must fully justify why such an altered technique is useful, what are the implications and benefits of such a product.</li>\n</ul>\n"
},
{
"answer_id": 12320,
"author": "seteropere",
"author_id": 532,
"author_profile": "https://academia.stackexchange.com/users/532",
"pm_score": 2,
"selected": false,
"text": "<p>So basically you are finding a new (and maybe promising) <em>application</em> to an existing technique <strong>X</strong>. If that's the case then yes. You are showing a new perspective of <strong>X</strong> applicability to real domains. </p>\n\n<p>This is specially important when the applicability of <strong>X</strong> is questionable (i.e. <strong>X</strong> literature lacks real applications for it), then definitely this seems strong findings. </p>\n"
}
]
| 2013/08/30 | [
"https://academia.stackexchange.com/questions/12314",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8324/"
]
|
12,319 | <p>I am a first time faculty member straight out of grad school and I have been installed as a director for a "learning center". We hire undergraduate and graduate student "coaches" in the learning center to help students who have trouble understanding concepts in physics or math.</p>
<p>Now, I have interviewed students for the "coach" position and I have to have 10 of them sign a contract. How do I do this? I am assuming that I cannot have all of them sit in a circle and sign the contract? Should I ask them to come to my table one at a time and read and sign the contract with them? </p>
<p>I am unsure if this is really a "question" here and please feel free to re-assign it if it isn't.</p>
| [
{
"answer_id": 12321,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 3,
"selected": false,
"text": "<p>As with any contract, especially with people who have likely never signed an employment contract before, the best thing is to to give them a copy (hard or soft) so they can review it with someone they trust. Then tell them to bring it back in on/by a certain date.</p>\n\n<p>It is better if they sign in front of you. Then you sign and give them a copy immediately.</p>\n"
},
{
"answer_id": 12328,
"author": "Ben Norris",
"author_id": 924,
"author_profile": "https://academia.stackexchange.com/users/924",
"pm_score": 4,
"selected": true,
"text": "<p>I agree with earthling's answer and want to add to it. </p>\n\n<p>Since you have ten of them signing the same contract, there is nothing wrong with first explaining the contract to them as a group. Then, they can ask questions and benefit from the questions each of them asks. Tell them that they have until X date and Y time to sign the contract, that they have to sign it in front of you, and that they should feel free to ask you additional questions in private in case they did not want to ask a sensitive question at the group setting. </p>\n\n<p>Since these ten people will be presumably working together at the same job, there is nothing unethical about them all knowing that they have exactly the same contract.</p>\n"
},
{
"answer_id": 182992,
"author": "Anonymous Physicist",
"author_id": 13240,
"author_profile": "https://academia.stackexchange.com/users/13240",
"pm_score": 1,
"selected": false,
"text": "<p>If this is a big university, employment contracts should be administered through HR. There would very likely be a web app that is supposed to be used. Check with HR before you do anything. Ask them if it needs to be checked with university council. These are the people who will give you a hard time if something goes wrong.</p>\n<p>You and the student workers should not be interested in the details of the contract and how it's signed. Use normal management skills.</p>\n"
}
]
| 2013/08/30 | [
"https://academia.stackexchange.com/questions/12319",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/21/"
]
|
12,325 | <p>Here is my case, before I studied my master´s degree I managed to write a research paper jointly with a Professor (not from my university) on databases. After that I pursue my master´s degree in CS, but on neural networks rather than databases. The thing is that I would like to do my PhD in databases with the professor I wrote the research paper with. Do you think that I can have problems with the admission committee? I would not like to go to study a PhD without any financial support at all.</p>
| [
{
"answer_id": 12327,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 3,
"selected": false,
"text": "<p>I don't see why there should be any problem with this whatsoever. It is quite common for students to move around topics, particularly if you are switching between programs or universities. If everybody agrees that you are a good candidate for the position in question, then it shouldn't really matter too much that the topic is not an exact match.</p>\n"
},
{
"answer_id": 12340,
"author": "user8005",
"author_id": 8005,
"author_profile": "https://academia.stackexchange.com/users/8005",
"pm_score": 0,
"selected": false,
"text": "<p>It is possible. As long as your professor agrees. You have to work 4 years+ on the topic so it should be something that you are passionate about.</p>\n"
}
]
| 2013/08/31 | [
"https://academia.stackexchange.com/questions/12325",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/6144/"
]
|
12,334 | <p>For all that is said about the <em>wealth</em> of information that is freely available on the internet, the fact is that most of it is incomplete, dumbed down, lacking in context or downright wrong. </p>
<p>Individuals spend the best part of 20 years completely oblivious to the existence of journals and the process of peer review and even then we'd be lucky if 10% of those with access to journals (usually through an institution) actually bother to invest in them. </p>
<p>Granted that some journals will be totally inaccessible to those without a solid background in some particular field but by and large exposure is a good thing and there are many areas of research where individuals will benefit directly from having read these.</p>
<p><strong>Where does this come from?</strong></p>
<p>I decided I wanted to read <em>Popular Politics in the Late Medieval City: York and Bruge</em> in The English Historical Review today, mainly because it looks interesting and I'm hoping to invest more time into learning about British and European History. Incidentally I also wouldn't mind tucking into <em>Super Stable Clocks</em>, Nature 500, 505 (29 August 2013) and a number of data analysis and big data journals in order to advance my career. </p>
<p>Now, not being affiliated with an institution that subscribes to these journals means that I would typically have to pay between £5 ($10) and £15 ($25) per article that I read... I could probably spend £100 just to pass an hour by.</p>
<p><strong>Question</strong></p>
<ul>
<li>What's being done to address the lockdown on 'higher' education material? I've noticed that the Directory of Open Access Journals publishes open articles and other firms are doing similar, mainly with journals in new fields?</li>
<li>How could I, as an individual outside of an institution, gain journal access without it costing so much money?</li>
</ul>
| [
{
"answer_id": 12339,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 4,
"selected": false,
"text": "<p>As a preamble: maintaining a publishing system has a cost. You may shift it to the authors, or to the reader, or have it financed directly by governments or supranational organizations, but there will always be a cost. It's true that in the current system, with a mixture of private publishers and non-profit ones (academies, learned societies, some well-administered professional societies), some players may be making a bit more money than we wish. Academic publishing has not yet fully adapted to the digital age, and it will get leaner by doing so. However, we have to recognize that this will always have a cost.</p>\n\n<p>Now, answering your first question: there is a growing trend to go towards <strong>open access journals</strong> (and open access options in many other journals), which shift the cost onto the authors. Moreover, some funding agencies (for example NIH) have a <a href=\"http://publicaccess.nih.gov\"><strong>public access policy</strong></a>, meaning that they ensure that publications stemming from research they fund are publicly accessible in some form (in the case of NIH, the final version of the preprint must be made available on PubMed). Now, different fields of research are moving toward this new paradigm at various speed (biology is faster, chemistry is not moving at all). In the current state of things, it must be noted that apart from a few renowned exceptions (<a href=\"http://www.plosone.org\">PLOS One</a>, for example), most open access journals are far from prestigious.</p>\n\n<p>In some fields, the publication system has hoped earlier on the digital bandwagon, and it is routine for authors to publish only preprints of their work (and publishers have copyright transfer terms allowing it). For example, in mathematics and physics, <a href=\"http://arxiv.org\">arXiv.org</a> is a very popular source of preprints. In some other fields, most journals don't allow preprints to be posted at all…</p>\n\n<hr>\n\n<p>Regarding your second question, there are a few options for you to gain access to some paywalled journals:</p>\n\n<ul>\n<li>Public library: if you live in a big city, the local public library likely subscribes to a few major scientific journals: <em>Nature</em>, <em>Science</em>, things like that.</li>\n<li>Get a guest reader status at the closest university: some institutions allow access to outsiders in their library, either by not actually checking who gets in (as long as you behave), or in some cases by actually having an official “guest reader” status (which may require some paperwork or approval).</li>\n<li>Membership in a professional society: individual membership in the <a href=\"http://www.acs.org\">American Chemical Society</a> gives you access to their journals at a rather decent price.</li>\n<li>Writing to the authors: if you see a paper you don't have access to, just write to the authors asking for a PDF.</li>\n<li><a href=\"http://www.reddit.com/r/Scholar\">Reddit Scholar</a> :)</li>\n</ul>\n"
},
{
"answer_id": 12355,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 3,
"selected": false,
"text": "<p>Let me add a few point to @F'x's excellent answer.\nI'm going to give country-specific points for <strong>Germany</strong>. However, you may find similar structures/possibilities in your country.</p>\n\n<blockquote>\n <p>What's being done to address the lockdown on 'higher' education material? I've noticed that the Directory of Open Access Journals publishes open articles and other firms are doing similar, mainly with journals in new fields?</p>\n</blockquote>\n\n<ul>\n<li>One thing that changes right now is that authors will retain a right for secondary publication after an embargo period of 1 year for work that was paid for mainly by public funding.<br>\nThis will give additional freedom on the site of the authors to make their manuscripts available.</li>\n<li>The <a href=\"http://dfg.de/\" rel=\"nofollow\">DFG</a> has a <a href=\"http://www.nationallizenzen.de/\" rel=\"nofollow\">program where they provide Germany-wide access to a number of journals</a>. This is available also for private persons (you need to be in Germany though). </li>\n</ul>\n\n<blockquote>\n <p>How could I, as an individual outside of an institution, gain journal access without it costing so much money?</p>\n</blockquote>\n\n<ul>\n<li>Sign up for the <a href=\"http://www.nationallizenzen.de/\" rel=\"nofollow\">DFG Nationallizenzen</a></li>\n<li>As universities here are usually owned by the state, their libraries are usually public. Terms for getting a library card vary (from everyone to you need to be either associated with the university or have your main residence in the respective Land). </li>\n<li>I found that libraries of research institutes often allow you to go there as guest reader.</li>\n<li>(Side note, the <a href=\"http://dispatch.opac.d-nb.de/DB=1.1/\" rel=\"nofollow\">electronic journal database</a> allows you to check which libraries have the journal (year) in question. The data base covers also major research institutions like the Max-Planck/Fraunhofer/Leibniz institutes)</li>\n</ul>\n\n<hr>\n\n<p>Update</p>\n\n<ul>\n<li><p>Typically, the publicly accessibe information about a paywalled paper includes contact information to the corresponding author. You can email them and nicely ask for the manuscript. In many legislations getting a copy for private use is covered by fair use (e.g. in Germany <a href=\"http://www.gesetze-im-internet.de/urhg/__53.html\" rel=\"nofollow\">§53 UrhG</a> says that you are allowed to copy or obtain a copy of journal articles for private use). </p></li>\n<li><p>Your local library may be able to obtain a copy for you through inter-library loan and/or document delivery services like <a href=\"http://www.subito-doc.de\" rel=\"nofollow\">subito</a>. You'll have to pay for this, but the fees are often substantially lower than the direct subscription fees you cite. </p></li>\n</ul>\n"
},
{
"answer_id": 71705,
"author": "Finn Årup Nielsen",
"author_id": 36757,
"author_profile": "https://academia.stackexchange.com/users/36757",
"pm_score": 2,
"selected": false,
"text": "<p>Free access to costly journals and their articles are championed by dedicated hacktivists like Aaron Swartz and Alexandra Elbakyan. </p>\n\n<p>As an individual outside an institution you can usually gain journal access through Alexandra's service.</p>\n"
},
{
"answer_id": 142615,
"author": "Rob",
"author_id": 74658,
"author_profile": "https://academia.stackexchange.com/users/74658",
"pm_score": 1,
"selected": false,
"text": "<p>Depending on the field, their may be a pre-print server available where authors upload their papers before submission. Authors will usually upload a copy either before the refereeing process starts or a final copy, with the changes made during the referee process but without the journal's final formatting. So they can be as good as the final version from a journal, but with the caveat that they may not have been fully peer reviewed yet (or at all). </p>\n"
}
]
| 2013/08/31 | [
"https://academia.stackexchange.com/questions/12334",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8442/"
]
|
12,336 | <p>I'm not native speaker and I'm doing a lit review at the moment. My Question is it normal to spend a whole day reading and writing about one paper? So I read the paper deeply and then write about it. The process takes more than 6 hours. Is that normal or should I try to double that? </p>
| [
{
"answer_id": 12337,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>Reading efficiently takes practise. I think it is reasonable to spend such time on a paper in the beginning. I am sure the speed will improve over time. that said, however, you probably need to check on how you read. It is normally not necessary to read every word in a paper. There are parts that you could skim to get an idea of what is going on and then focus on the stuff your really need to know. You should start making notes about the parts you skim so that you easily see if you have read it in detail later on, and if need be return to it at a later stage. In the end you will get more skilled in reading efficiently and the key lies in evaluating what is key and what is not.</p>\n"
},
{
"answer_id": 12338,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 5,
"selected": true,
"text": "<p>Just to expand on Peter's answer, there is a saying on the University of Canberra's <a href=\"http://www.canberra.edu.au/studyskills/learning/reading\" rel=\"noreferrer\">Academic Skills Centre: Reading and Remembering</a> regarding academic papers:</p>\n<blockquote>\n<p>Academic material is not meant to be read.</p>\n<p>It is meant to be ransacked and pillaged for essential content.</p>\n</blockquote>\n<p>Particularly, some of their advice for reading academic texts may be of help in helping you with the time taken to read and summarise the texts that you have, specifically before you start reading, have a question already that you want answered and very importantly, to optimise your time in reading academic papers:</p>\n<blockquote>\n<p>If there is a summary, a conclusion, a set of sub-headings, or an abstract, read that first, because it will give you a map of what the text contains. You can then deal with the text structurally, looking for particular points, not just reading ‘blind’ and so easily getting lost.</p>\n</blockquote>\n<p>I always have a subject-based dictionary on hand as well.</p>\n"
},
{
"answer_id": 12356,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 3,
"selected": false,
"text": "<p>I disagree that academic papers are not meant to be read (although many are unfortunately written that way...). But usually not every part of every paper is equally relevant for <em>your</em> work.</p>\n\n<p>So how long reading and digesting a paper does/should/can sensibly take depends on</p>\n\n<ul>\n<li>how familiar you are with the field</li>\n<li>how much/which parts of the paper are relevant for your research</li>\n<li>the kind of relevant information: is it a bunch of facts that you need (prevalence of disease X was fount to be Y in population P - here a day would be very long) or do you need to understand a method including what the idea is behind, what assumptions are made, what caveats exist, how it behaves, and so on (a day would be very fast)? </li>\n<li>(how familiar you are with the language).</li>\n</ul>\n\n<p>As to the actual reading skills, I like to mark important parts, and that will later on also tell me what parts I read thoroughly and what parts I just skimmed. And, while I also go over abstract and conclusions first, I'm a bit wary of accepting statements from there <em>only</em>: often, the detailed discussion or the description of the experiments give (explicitly or implicitly) important limitations. So that may need double-checking. </p>\n"
}
]
| 2013/08/31 | [
"https://academia.stackexchange.com/questions/12336",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8413/"
]
|
12,342 | <p>I am a final year PhD in UK in a scientific discipline and I am writing my thesis. I have already published 2 journal papers and I have submitted 2 more papers for publications. My department does not allow a "publications-based" thesis so I need to write a thesis in the context of a book etc. </p>
<p>As I write my thesis in a couple of places, especially in the literature review, I tend to reuse sentences from my publications. I try to restate them a bit, maybe change some words for their synonyms etc. but it is practically me writing about what I wrote before. It goes without saying that I cite/quote me at the end of a passage if I say something non-obvious (I found that slightly funny. :) ). The problem is that occasionally I am just explaining for instance how a certain estimation technique works; in that case I cite the original authors and not myself. The syntax in those occasions though is practically the same as the original passage I used in my publication; as I have explained it once and was consider good, I find no reason to reinvent myself (I do a mild rewording as I mentioned but that is quite insignificant). Same things goes for listings. I do cite my paper in the beginning of a big list as the list's source but the list itself is almost identical as the one in "my" paper; in those cases I don't use quotations, just attribution "[]".</p>
<p>Is there an obvious guideline? The basic definition of plagiarism "<em>reproducing the work of another person's as your own</em>" is not (directly) applicable to me because I am the other person (almost *); if I am using other people's work I do cite them but I don't cite myself, citing them, in quotation marks!</p>
<p>I am a bit "fuzzy" about how not to plagiarize myself in my thesis (I have had no problem regarding my journal publications).</p>
<p>(* In all publications mentioned I am the first -but not sole- author.)</p>
| [
{
"answer_id": 12343,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 7,
"selected": true,
"text": "<p>Even if your department does not allow a \"stapler\" thesis, it is entirely reasonable to expect that you should be able to freely use this material in a thesis. In general, I would expect that you would have to include a copyright statement similar in form to hose that would be used were you to copy the entire paper outright.</p>\n\n<p>To cover against charges of plagiarism, I would simply acknowledge something like \"Some passages have been quoted verbatim from the following sources,\" and list them. Also, when you reuse figures, I'd include the \"reprinted with permission\" tag. </p>\n\n<p>Finally, ask your advisor or other members of your department for guidance! Since you're not the only person subject to this restriction, they've gone through this situation before, and can provide you with information on how former students have handled this.</p>\n"
},
{
"answer_id": 12345,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>The papers you have published and that my be under review in a journal require permission to rproduce. It is therefore necessary to write to the journals and ask for permission to reproduce the contents in a thesis. I have heard of journals that refuse but they are very few. What you should remember, however, is that the copyright usually covers the final product or versions of the manuscript that have been altered as a result of work done within the journal, in other words gone through or in some stage of review. It would therefore be safe to reproduce your original submitted manuscript. You will need to acknowledge the permissions in your thesis (e.g. if you include a list of published paers and manuscripts in prep.).</p>\n<p>All this may seem complicated but I have not experienced any publisher that has refused reproduction (either of a reprint or the text itself) in a thesis. After all, publishers live off of scientists writing papers and a PhD candidate (and scientists involved with her/him) is another "customer" to put it bluntly. It would therefore potentially be pretty self-destructive to refuse use of materials for a thesis with very limited distrubution.</p>\n<p>Under any circumstances, please contact publishersand tell them what you intend to do andaskfor permission. Also check on the copyrights (which you usually sign at some point during the publication process. It is "better safe that sorry" that applies. And, I repeat, I would be surprised if you are given a no.</p>\n<p>EDIT: A good way to find out what "your" journal adheres to is ot use the <a href=\"http://www.sherpa.ac.uk/romeo/index.php?la=en&fIDnum=%7C&mode=simple\" rel=\"noreferrer\">SHERPA/RoMEO site</a> classification for self-archiving. They use a four part classification as follows:</p>\n<blockquote>\n<p>green - can archive pre-print and post-print or publisher's version/PDF</p>\n<p>blue - can archive post-print (i.e. final draft post-refereeing) or publisher's version/PDF</p>\n<p>yellow - can archive pre-print (i.e. pre-refereeing)</p>\n<p>white - archiving not formally supported</p>\n</blockquote>\n<p>The level or archiving indcates what also falls under the copyright agreement of each journal and hence also what you may be free to reproduce in a thesis, and what you are not.</p>\n"
},
{
"answer_id": 12353,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 3,
"selected": false,
"text": "<p>I use sentences like \"The results described in this chapter have been published as [xx].\" or \"This chapter gives the argumentation published in [yy]\".</p>\n\n<p>However, my primary reason for this is less concern about self-plagiarism (papes and thesis are in different languages) than pointing out that these findings/developments have passed peer-review during a publication process. But if you give the appropriate citations also to your paper, I think it is important to make it easy for the reader to see whether the citation is your contribution or not. </p>\n\n<hr>\n\n<p>slightly off-topic: I even go one step further and at the very beginning (in a section about abbreviations, symbols and conventions) explain that papers [1 - x] were written in direct connection with the thesis, and are put to the front of the literature list to allow the reader to easily detect my contributions to the field. You could also solve this by giving reference lists \"my contributions\" and \"other people's contributions\" (similar to how some fields give primary literature lists and secondary literature lists).</p>\n"
},
{
"answer_id": 12354,
"author": "fedja",
"author_id": 6118,
"author_profile": "https://academia.stackexchange.com/users/6118",
"pm_score": 4,
"selected": false,
"text": "<p>The letter of the copyright law is extremely weird in such cases (formally you may need to request a permission from the journal editor to reproduce something, especially a picture, you made and submitted there yourself a few years ago, if you have assigned copyrights-some journals require copyright transfer, some do not). However, the spirit of the law is that you are free to use your own work several times <em>even if you assigned your copyright away</em> as long as you clearly state that it is not the first time you present (this is <strong>not</strong> required if you both retain all the rights and no originality expected) it and that the previous publications are such and such. To be on the safe side, write to the editors and request a permission to reprint (it is automatic unless the editor is an evil villain having personal grudge against you). However anyone trying to accuse you of using your own work without his permission will make such a fool of himself in the scientific world that his reputation there will plummet to negative infinity, so I don't think the chances of trouble are above those that some crank will accuse you of plagiarizing his work or that the outcome of the accusation, if it occurs, will be essentially different.</p>\n"
},
{
"answer_id": 16423,
"author": "iliasfl",
"author_id": 10710,
"author_profile": "https://academia.stackexchange.com/users/10710",
"pm_score": 3,
"selected": false,
"text": "<p>Are your papers really your own papers, or maybe you have some coauthors? That's when it becomes complicated. It will be hard to claim that the text you copied is <em>exclusively</em> your own work when the original paper is drafted and signed off by other people. On the other hand the thesis should be your own work exclusively.</p>\n"
},
{
"answer_id": 40344,
"author": "jrrk",
"author_id": 30751,
"author_profile": "https://academia.stackexchange.com/users/30751",
"pm_score": 2,
"selected": false,
"text": "<p>If you quote from your own paper, you may have to justify to the degrees committee how much of the paper was your work. If you are first author, it should be no problem, otherwise can you put a figure on what percentage was your own work ? Even if not all your own work, if the actual research was done by you, it should be possible to put a different slant on it. Having your ideas published already helps with the defence, as you can demonstrate successful peer review</p>\n"
},
{
"answer_id": 95191,
"author": "MikeP",
"author_id": 51610,
"author_profile": "https://academia.stackexchange.com/users/51610",
"pm_score": 0,
"selected": false,
"text": "<p>Talk to your advisor/sponsor of your thesis!!! </p>\n\n<p>Read your school's and department's policy of plagiarism. Some will include \"self-pgagiarism\" some don't. </p>\n\n<p>It is all up to the advisor and school. If they accept it, then it is fine. If they do not accept it, it is not fine. </p>\n\n<p>If you are the copyright holder (or have rights), then there is no legal issue. Even if you aren't the holder, there are provisions in the law for academic references. </p>\n"
}
]
| 2013/09/01 | [
"https://academia.stackexchange.com/questions/12342",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8448/"
]
|
12,346 | <p>When writing letter to an academic professor (not necessarily from student to professor), what is the appropriate way to address his/her title?</p>
<p>I have seen in letters using</p>
<p><code>Dear Prof. X</code> even when the addressee is not a full professor</p>
<p><code>Dear Dr. X</code> though, knowing that the addressee is a full professor</p>
<p><code>Dear Mr/Mrs X</code> though, knowing that s/he has an academic title</p>
| [
{
"answer_id": 12348,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 3,
"selected": false,
"text": "<p>This depends on a number of factors, not limited to the country the professor is in, the actual title, the type of correspondence (formal/informal), and the professor's personal preference. In the U.S. in computer science, for instance, virtually everyone goes by first names, almost regardless of university affiliation or rank.</p>\n\n<p>I would avoid Mr./Ms. if you know there is an academic title (and these days, unless you have demonstrable evidence that the person prefers it, <em>never</em> Mrs.). I happen to prefer people use my first name, but I have to admit that it does tweak me a little bit if someone who should know better calls me \"Mr.\" instead of \"Dr.\" (<a href=\"https://en.wikipedia.org/wiki/Dr._Evil\">\"I didn't spend six years in evil medical school to be called 'Mister', thank you very much!\"</a>) I shake my head whenever I get an email from my PhD alma matter when they refer to me as \"Mr.\" -- of all the places or people in the world that should get this right, they don't!</p>\n\n<p>If you're in a country where it seems to matter (Germany comes to mind), call the person's office and ask explicitly (or figure it out by going to the professor's web site or the school site). Otherwise, I suggest that for a formal never-been-introduced letter you should use either \"Dr.\" (if applicable) or \"Professor\" (for all ranks of professor), or if you're in a field where first names are standard, go with that. For unofficial correspondence, you will be safe with the formal titles, but shouldn't have a problem with a first name.</p>\n"
},
{
"answer_id": 12352,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 6,
"selected": true,
"text": "<p>The appropriate way to address someone is with their proper title. In your question, it seems you know what the title should/should not be. If you know, use it. If you don't know, it's generally safer to err on the side of formality.</p>\n\n<p>While I personally prefer (and request) everyone to refer to me by my given name, I do feel it a little strange when someone I do not know / have never met addresses me in writing by my given name. Perhaps I am old fashioned but I expect introductions to be formal (and better to be too formal than too familiar) and then quickly get to preferred ways of addressing (i.e., to use my given name).</p>\n\n<p>When corresponding (in writing or electronically) I would look to the signature. If they wrote:</p>\n\n<pre><code>Dear Professor Schmoe:\n\nBlah blah blah\n\nSincerely, \nJohn\n\n----- \nDr. John Doe \nAgri-science Department \nUniversity of Whatchamacallit\n</code></pre>\n\n<p>Then I would write back</p>\n\n<pre><code>Dear John:\n\nThank you for your letter. Blah blah blah.\n\nSincerely,\nJoe\n</code></pre>\n"
},
{
"answer_id": 12366,
"author": "Nate Eldredge",
"author_id": 1010,
"author_profile": "https://academia.stackexchange.com/users/1010",
"pm_score": 4,
"selected": false,
"text": "<p>This is a sticky question. Preferences for academic titles varies between countries, institutions and individuals.</p>\n\n<p>In the US, any individual employed in an instructional capacity by an institution of higher education can be properly addressed as \"Professor Smith\", even if his or her official title is \"Assistant Professor\", \"Lecturer\", \"Adjunct Instructor\", etc. Moreover, any individual holding a doctoral degree can be addressed as \"Dr. Smith\".</p>\n\n<p>Of course, these two cases often overlap, and you are left to decide whether to use \"Professor\" or \"Dr.\". The pattern I've observed is that at institutions where only some of the faculty have doctorates, those who do are more likely to prefer \"Dr.\"; whereas at places where almost everyone has a doctorate, they will all prefer \"Professor\". </p>\n\n<p>I think the safest default, and the one I most commonly see, is </p>\n\n<blockquote>\n <p>Dear Professor Smith,</p>\n</blockquote>\n\n<p>I would not abbreviate \"Professor\" as \"Prof.\". It sounds too much like an annoying student saying \"Hiya, prof!\"</p>\n"
},
{
"answer_id": 108985,
"author": "Fernanda Leite",
"author_id": 92140,
"author_profile": "https://academia.stackexchange.com/users/92140",
"pm_score": 1,
"selected": false,
"text": "<p>Before writing be aware about: the context- formal vs informal (friend or someone you have been in touch long ago vs cover letter for a journal); In the latter context you always should address the person in cause by the academic position: Professor (be sure about his/her position- in the web - it is not difficult). </p>\n"
},
{
"answer_id": 137349,
"author": "Lennie",
"author_id": 114222,
"author_profile": "https://academia.stackexchange.com/users/114222",
"pm_score": -1,
"selected": false,
"text": "<p>I will address Dr. X (if I know that my professor is holds a doctoral degree) and\nI will address Professor X (if I am not sure that he is holding doctoral degree).\nNot all professors hold doctoral degree I guess.</p>\n"
},
{
"answer_id": 148530,
"author": "Zoia Eliseyeva",
"author_id": 123552,
"author_profile": "https://academia.stackexchange.com/users/123552",
"pm_score": 2,
"selected": false,
"text": "<p>I am from Russian culture where the word \"professor\" is only used with PhDs. Many years ago (in 1998), in USA, I was hired at a community college as an Adjunct Instructor to teach a class. I had only a Bachelor's degree at the time. Every time, when I had college correspondence where they addressed me \"Professor\", I felt that I did not deserve that title. Later, I knew that it was quite a common way to address college instructors.\nNow, I have had Master's degree for 18 years. It still doesn't feel right if they call me Professor. I don't think it is a commonly used title anymore, though. When it is appropriate, in correspondence, I would put \"M.Ed.\" after my name, like when writing to a university with an inquiry.\nI am not very excited with being addressed Ms., however there is no other way, so it is as it is. When I address someone, and I know he or she has a PhD, I will always address them Dr. (last name). PhD is the highest educational degree and a big personal merit - it has to be recognized and observed in a title. \nAs for the \"du/Sie\" in German, or \"ты/Вы\" in Russian - there are no guesses, grey areas, or \"maybe\". You call du/ты only your husband, wife, close friend or a child. All other unknown people in formal environment, business people you call only the polite Sie/Вы. </p>\n"
}
]
| 2013/09/01 | [
"https://academia.stackexchange.com/questions/12346",
"https://academia.stackexchange.com",
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|
12,359 | <p>As a PhD student who starts his last year, I will soon start to look for post-docs. In this process, I will update my Curriculum Vitae. But as a title of this CV should I put "PhD in XXXXXX" or "PhD Student in XXXXXX" ?</p>
| [
{
"answer_id": 12360,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 5,
"selected": true,
"text": "<p>Until you have your PhD officially, your CV should list \"PhD Candidate\" or \"PhD Student,\" depending on your proper status. In your education section, you should list the month you expect to graduate (and you should say \"(expected)\" or similar next to the date).</p>\n"
},
{
"answer_id": 12361,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 3,
"selected": false,
"text": "<p>(+1) to Chris Gregg's answer. In addition to that two points: </p>\n\n<ol>\n<li><p>If you claimed to have a PhD (at the time of application) and you don't officially have the degree one can claim you are making a \"false statement\" and disbar you from the selection process. </p></li>\n<li><p>[Assuming you want to finish your PhD first and then take up a job] You want your possible employer to consider you for a position after you finish your PhD. Saying you are a \"PhD\" already means you are ready for immediately employment. Furthermore you might want to have you employer know you might need a couple of days off for your viva, etc. Given that this might take place in the first couple of months of your employment and probably you are not allowed \"vacation-time\" yet, it is good to let them now early on.</p></li>\n</ol>\n"
}
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|
12,362 | <p>I'm a TA for a freshman calculus class, and I've just finished grading the first homework set.</p>
<p>It's fairly clear that there has been some collaboration going on, which is disallowed in my institution. For instance, a pair of students both put exactly the same (very) incorrect solution to a trig problem, and a group of four whose work is next to each other in the pile (i.e. they sat near each other in recitation) have all made the same (more common) errors.</p>
<p>The course started last week and this was the students' first ever assignment: it was set on the second day of class and due on the fourth day of class.</p>
<p>I'm aware of what I <em>"should"</em> do, i.e. report it to the instructor and let him follow the necessary disciplinary procedures. But is this necessarily the right course of action? It would probably be just as beneficial to these kids' academic integrity in the long run to tell them I'm onto them and never to do it again, as it would be to have them officially disciplined. It's likely that many of these people (should but) don't know the policy on collaboration.</p>
<p>Advice would be greatly appreciated.</p>
| [
{
"answer_id": 12363,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 6,
"selected": true,
"text": "<p>I personally follow the rule \"once is nothing, twice is a habit\". I think a warning would be a good way to start. I do, however, think that it is still a good idea to run this by the instructor. I assume he/she is responsible for the course and the decision is up to him/her. You can explain your point of view and perhaps get some feedback on the matter. In addition, by taking up the discussion the problem is in th eopen and it makes it easier to catch repeat offenders. If you keep it secret, the culprits, in the worst case, can get by repeated cheating for each new teacher they encounter.</p>\n\n<p>Cheating is an abomination but I think people are allowed to make mistakes. I also think most people learn from mistakes and will not easily do it again. But, it is necessary to make sure they understand their attempt has put them under scrutiny, that is probably \"punishment\" enough.</p>\n"
},
{
"answer_id": 12364,
"author": "debray",
"author_id": 7974,
"author_profile": "https://academia.stackexchange.com/users/7974",
"pm_score": 4,
"selected": false,
"text": "<p>The course instructor is the person ultimately responsible for all aspects of the class, including proper implementation of departmental and university policies. As a TA, it is not your role to decide which policies should be followed and which can be ignored. Therefore, regardless of your personal feelings, you should report any issues that arise to the instructor. </p>\n"
},
{
"answer_id": 12365,
"author": "Nate Eldredge",
"author_id": 1010,
"author_profile": "https://academia.stackexchange.com/users/1010",
"pm_score": 4,
"selected": false,
"text": "<p>As others have said, it's important that the instructor know about this. It is ultimately her responsibility to handle the situation, and your job is to make sure she has the information she needs.</p>\n\n<p>Note, though, that just because you report it to the instructor doesn't necessarily mean that a formal disciplinary case will result. The instructor may decide to handle it informally, by having a talk with the students about appropriate and inappropriate collaboration, etc. Under the circumstances, I think that is what most people would do. Note that such a talk will probably have more of an impact on the students coming from the instructor instead of from you.</p>\n\n<p>When you report the matter to the instructor, you can certainly point out that it is the students' first college assignment ever, and that you believe leniency is appropriate. But of course it is the instructor's decision in the end, and you will need to respect it.</p>\n"
},
{
"answer_id": 100119,
"author": "einpoklum",
"author_id": 7319,
"author_profile": "https://academia.stackexchange.com/users/7319",
"pm_score": 2,
"selected": false,
"text": "<blockquote>\n <p>there has been some collaboration going on, which is disallowed in my institution. </p>\n</blockquote>\n\n<p>That's an inappropriate, and in fact somewhat preposterous, policy - as opposed to a \"no copying other people's work\" policy. Friends who study the same course will definitely collaborate, as in fact will be the case for random sets of people sitting around a desk in the library working on the same HW assignment.</p>\n\n<blockquote>\n <p>For instance, a pair of students both put exactly the same (very) incorrect solution to a trig problem,</p>\n</blockquote>\n\n<p>If you believe one of them (never mind who) copied the other one's answer, I suggest (for lack of other policy):</p>\n\n<ol>\n<li>Calling them both in.</li>\n<li>Saying that you believe the answer was copied.</li>\n<li>Offering them partial score for the problem - for a single person, to be divided between them as they see fit.</li>\n</ol>\n\n<p>Be open to the possibility of them convincing you they didn't actually copy - that can happen (albeit rarely).</p>\n\n<blockquote>\n <p>And a group of four whose work is next to each other in the pile (i.e. they sat near each other in recitation) have all made the same (more common) errors.</p>\n</blockquote>\n\n<p>If the wording of their submissions is not the same, I'd say I wouldn't lose sleep if I happened to convince myself they weren't really collaborating. If you know what I mean.</p>\n"
},
{
"answer_id": 100120,
"author": "Federico Poloni",
"author_id": 958,
"author_profile": "https://academia.stackexchange.com/users/958",
"pm_score": 0,
"selected": false,
"text": "<p>I believe that attempting to \"handle this informally\" (either by you or by the course instructor) is a bad idea.</p>\n\n<p>Suppose a student does this offense in five different courses --- how can they be caught, if there is no communication between all the people involved? I believe that the proper course of action is to gather all irregularities in a single place and only then decide to be lenient and make first-time exceptions. </p>\n\n<p>Letting them get off without reporting the issue only encourages them to do it again, because the next time the teacher will also think \"it's their first offense, I'll just scold them and let them go\".</p>\n\n<p>Maybe in your university the disciplinary committee is seen as a last resource only for repeated offenders, but my opinion is that it should be the other way around. Strict teachers/TAs/invigilators and a lenient disciplinary committee is a strategy that works; lenient teachers/TAs/invigilators and a strict disciplinary committee is not.</p>\n"
},
{
"answer_id": 107954,
"author": "guest",
"author_id": 91228,
"author_profile": "https://academia.stackexchange.com/users/91228",
"pm_score": 0,
"selected": false,
"text": "<p>Belt and suspenders.</p>\n\n<ol>\n<li>(first) Talk to the kids and warn them.</li>\n</ol>\n\n<p>-AND-</p>\n\n<ol start=\"2\">\n<li>(second) Turn it in to the professor.</li>\n</ol>\n\n<hr>\n\n<p>The reason being that schools are too LAX at investigating and prosecuting cheating, not too strong. By following course (1) in addition to course (2), you will at least have scared them a bit in case your prof wimps out on course 2.</p>\n"
}
]
| 2013/09/01 | [
"https://academia.stackexchange.com/questions/12362",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8459/"
]
|
12,372 | <p>When recruiting a student or post-doc to join my group, I trim down the list of applicants to a few names (3–5) by looking at CV's, research/teaching statements, existing publications, etc. Then, I will write to the mentors/professors/teachers/PhD advisors they listed in their list of references. I will also write to people who would be obvious choice as a reference, but aren't listed (fresh PhD who doesn't list his advisor, e.g.).</p>
<p>But <strong>what do I ask these people?</strong> My “standard” email would be something like:</p>
<blockquote>
<p>A former PhD student in your research group, Dr XXX, is applying for a position in my group. I wonder if you can give me a frank and confidential appraisal of his abilities and working style. How efficient is he, how quickly does he get things done? Is he able to communicate clearly, both in writing and orally, at a level you would expect from an good researcher? Does he interact well with other scientists, and work in a team?</p>
</blockquote>
<p>At least one senior professor whom I sent such an email replied with a rather negative tone, saying <em>“Dr. XXX is a good scientist. I don't want to comment on your other questions.”</em> So, I am wondering: am I asking something I shouldn't? Or not in the right manner? <strong>What should you ask of applicants' references?</strong></p>
| [
{
"answer_id": 12373,
"author": "Community",
"author_id": -1,
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"pm_score": 2,
"selected": false,
"text": "<p>I can not see anything wrong with your questions at all. The professor who responded was probably pressed for time and felt that the quick summary would suffice (or they were having a bad day).</p>\n\n<p>A couple of suggestions that I found were helpful when I was recruiting (albeit for a very different field) are:</p>\n\n<ul>\n<li><p>Write the questions so that they are a yes/no response.</p></li>\n<li><p>Set up a form where the response could just be selected.</p></li>\n</ul>\n\n<p>Both of the above could have a box for optional additional comments.</p>\n\n<p>This may help when they are pressed for time.</p>\n"
},
{
"answer_id": 12376,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 5,
"selected": true,
"text": "<p>This may well depend on the country. In the US, being the litigious society that it is, there have been some people going after (legally and non-legally) people who give negative references. The candidate can have a stronger case if you are contacting someone they didn't approve. Now, there is freedom of speech and many, many other issues but simply put, some people in the US are scared to give candid assessments unless the assessment is positive.</p>\n\n<p>So, I would tend to take the response you received as an <em>implied</em> negative but I would also have to keep an open mind that the referee simply did not want to answer and it might not reflect at all on the candidate.</p>\n\n<p>As for the questions you ask, they seem quite standard and I don't believe anyone would be taken by surprise by them. However, they might not answer out of fear.</p>\n\n<p>On a side note, when it comes to reference checking, you need to be sure you are getting are response from the proper person. Emails get hacked, fake accounts get created. I personally prefer doing my reference checking over the phone. This may also come across as a casual conversation without written evidence, making the referee more comfortable in being candid.</p>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12372",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2700/"
]
|
12,374 | <p>I have been working at an internship this past summer, and have applied a relatively standard technique (formal analysis of a security protocol) to a new (company internal) protocol. The company are pushing me to try and get the analysis published in an academic journal. The results do not highlight anything of particular note (a few caveats and gotchas but nothing with substantial security implications), but simply provide a rigorous mathematical underpinning for their security assertions. </p>
<p>Is this something publishable? I feel it isn't because the only new bit is the protocol which was simply given to me (and is being published in its own right). If not how do I make the results of the analysis available? Obviously the analysis needs to be made public and peer review is vital (because otherwise nobody would trust the security claims). Do I just put it on the company website and hope people in the know stumble across it? Can I email appropriate people and hope they look at it?</p>
| [
{
"answer_id": 12375,
"author": "Community",
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"pm_score": 0,
"selected": false,
"text": "<p>I would not recommend just putting it on the company's website or emailing it to anyone - if you sent it for publication, you would get:</p>\n\n<ul>\n<li><p>peer review and feedback of your algorithms, assumptions and conclusions.</p></li>\n<li><p>potentially, validation for your application of the underlying rigorous mathematics.</p></li>\n</ul>\n\n<p>Potentially, you could publish as an internal company white-paper.</p>\n\n<p>Unless this is proprietary information, I would suggest that if you have had the work verified internally, perhaps ask them to be a co-author.</p>\n\n<p>Being published would bring it to the attention of those in the same field, potentially allowing more valuable feedback and allowing further development and research to be performed on the work you have completed.</p>\n\n<p>Finally, why not get published recognition for your work.</p>\n"
},
{
"answer_id": 12377,
"author": "debray",
"author_id": 7974,
"author_profile": "https://academia.stackexchange.com/users/7974",
"pm_score": 2,
"selected": false,
"text": "<p>You might consider sitting down with the people arguing for publication to try and understand why they consider it to be (potentially) publishable. It's possible, for example, that this new protocol addresses some issues not addressed by existing protocols; or addresses them more efficiently, or robustly, or is otherwise better in some way. In other words, it's possible that the protocol by itself (without your security analysis) is not publishable, and your security analysis by itself (without the novelties of the new protocol) is not publishable, but the two taken together may possibly be publishable.</p>\n"
},
{
"answer_id": 12417,
"author": "luispedro",
"author_id": 166,
"author_profile": "https://academia.stackexchange.com/users/166",
"pm_score": 0,
"selected": false,
"text": "<p>Obviously, without the details, I cannot say for sure, but I'd guess that <em>Yes, it is publishable</em>.</p>\n\n<ol>\n<li><p>If more senior people think it is publishable (and it seems they have some experience with the scientific process even though this is an industry setting), then I tend to trust their judgement over yours. Often, when starting out, people tend to think that only major breakthroughs can be published; when it is very much not the case. This is a fairly common occurrence with young researchers: that they are too publication shy. (Others are too quick to think something is ready to be published).</p></li>\n<li><p>It is obviously novel that this particular protocol has these properties even if the protocol itself has been published already (or is published separately) or the techniques to get to the result are also not novel. The question is whether it is interesting and non-obvious enough. If it is really a trivial thing, then it may not be worth publishing even if it novel. Alternatively, if the protocol itself is not very interesting or used, then it may be deemed <em>not interesting</em>, which is a different criterion from non-novel.</p></li>\n<li><p>Given the above, the quality of the actual paper (as opposed to the raw analysis) will also need to be taken into account. It is more publishable if you can tie these particular results to a wider framework so as to locate it into a larger body of work. Again, it is hard to say for sure what this might be without knowing more details.</p></li>\n</ol>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12374",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/1202/"
]
|
12,378 | <p>So I'm in the start of the process of applying to graduate school in Canada for a Masters in experimental physics, and am kind of overwhelmed and wondering about some things:</p>
<ul>
<li>I'm not from Canada and didn't study there, but have Canadian
citizenship. How much help, if any, will this be? </li>
<li>I have somewhat bad overall grades in my undergrad degree (GPA just over 3/4 in a B.Sc(Hons) of 3 years normal undergrad + 1 year higher level courses & research, a high B+ in my uni's system, or 2nd class (1st division)), but am reasonably confident I can get a decent physics GRE score, having done okay on a practice test with no prep. How much would a good GRE score make up for poorish grades, and should I be limiting the schools I'm looking at to less respected ones based on this?</li>
<li>Between 3rd and 4th years of my undergrad, I did a 10 week summer research project, as well as the whole year project in 4th year. Would this amount of research experience be typical for students from north American universities, or not?</li>
</ul>
<p>I was looking primarily at the University of Toronto, U of Ottawa, and Simon Fraser University, and then just sort of started feeling like maybe I'm wasting my time & money even applying for them. Any help or suggestions are appreciated.</p>
| [
{
"answer_id": 12379,
"author": "Dan C",
"author_id": 1069,
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"pm_score": 2,
"selected": false,
"text": "<p>Let me address each of your questions.</p>\n\n<ul>\n<li><p><em>How helpful is Canadian citizenship?</em> I'm guessing the answer is <em>maybe a little, but not a lot.</em> This is reasoning by analogy from the United States. I think typically applicants to grad schools in the U.S. are grouped by \"where they went to undergrad\" more than \"where they have citizenship\". I believe that often the standards for applicants from the U.S. may be at least <em>different</em> from those for internationals, but it's still a very competitive pool.</p></li>\n<li><p><em>What about my GPA?</em> You're right that just over 3/4 is not great. In this case I would encourage you to take the GRE. Good GRE scores could help convince admissions committees that you know more than your grades show.</p></li>\n<li><p><em>Does my research experience make me stand out?</em> Over the last 15 years or so, it's become much more common for grad school applicants in north america to have research experience. Over this time, we've seen a dramatic rise in the number of REUs (research experience for undergraduate). While it's by no means universal, I think you will <em>not stand out</em> for simply having a summer of research experience (or having completed a senior project). However, you could stand out based on what came out of that experience. Did you publish a paper? Give a presentation? Convince your mentor that you are the greatest thing since sliced bread? If so, then your application should highlight this aspect of your experience.</p></li>\n</ul>\n\n<p>You asked about U of Toronto, SFU, and U of Ottawa. These schools are all pretty highly rated, especially the first two. I would guess that getting admitted to grad school there would be a stretch for you, but I don't say that to discourage you, just to encourage you to apply elsewhere, too. (Once you're putting together an application for one school, it's typically not too much work to apply to another school. You're right that it costs money, but it's a relatively small cost, when you consider the potential impact it could have on the rest of your life.) You may want to read an answer I wrote recently to the question: <a href=\"https://academia.stackexchange.com/questions/11985/how-should-i-choose-which-graduate-programs-to-apply-to-for-the-phd/11987#11987\">How should I choose which graduate programs to apply to for the PhD?</a></p>\n\n<p>Finally, let me comment on something you didn't ask about. <strong>Your recommendation letter writers</strong> can dramatically impact your chance of being admitted to a given school (and getting a desirable job later on). You should choose these people carefully, and do all you can to help them do their job well and on time. Remind them how they know you (whether it's through a class, or some extracurricular activity). Remind them of some of your accomplishments, and make sure to give them information about why you're applying. Speaking as someone who's written a number of recommendation letters, I am more comfortable writing a stronger letter when I feel like I know more about the students. Obviously, you have to have impressed me (or in your case, your letter writers) with your performance already. But that is only part of it.</p>\n"
},
{
"answer_id": 12394,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 5,
"selected": true,
"text": "<p>Let me start with the cheat code of Canadian admissions: in Canada, the professors in the department you apply to look at your application package and decide if they, personally, want to take you on as a student. This means that the decision is up to the professor: if they want you, you're in; if they don't, no GPA or GRE score can save you. So the secret is to decide who you want to work with at each school you're applying to, contact them, and convince them you would be an awesome student. </p>\n\n<p>More specifically, for each university, look at its website to find out who works in the area you're interested in. Look for a list of research groups, such as <a href=\"http://www.physics.utoronto.ca/research\">this one</a> for Toronto. There will usually be a small number of professors per group; for each professor, get a list of their papers from their website. (If they don't have such a list, which sometimes happens, try Google Scholar, but make sure you're finding the right John Smith.) Pick the professor (or two) whose work seems most interesting to you and look at their papers in a little more depth. Don't worry if you don't fully understand them -- if you did, you wouldn't need to go to grad school -- but try to get the general idea of what the authors did and why. Then email the professor, briefly and politely covering the following points:</p>\n\n<ul>\n<li>Ask if they are accepting new students this year. (They may be low on grant money, going on sabbatical, etc.)</li>\n<li>Describe your research interests. If you wrote a paper or gave any talks about your research, mention it. Good communication skills are essential in research.</li>\n<li>Describe how your research interests fit with the professor's own interests (which you're familiar with from their papers).</li>\n<li>Reaffirm your interest in their work and show off your preparation by asking a question about one of their recent papers.</li>\n</ul>\n\n<p>This is obviously time consuming, but it will greatly increase your chances of getting in. Most professors will be impressed by your interest and level of preparation. (I say \"most\" because there is one professor in my department who complains bitterly about getting emails from prospective students. You may encounter one of these, if you're unlucky, but the good news is that you wouldn't want to work with them anyway.) Use your institutional email address to minimize the chance of getting caught in spam filters.</p>\n\n<p>One other point: in Canada, at least, many STEM fields have two kinds of master's degrees:</p>\n\n<ol>\n<li><p>A terminal or coursework master's, which you get by taking a certain number of courses (8 in my department). You cannot enter a PhD program with this degree (hence <em>terminal</em>) and you usually don't get any funding. They can be often be completed in a year or sixteen months.</p></li>\n<li><p>A non-terminal or thesis master's. These are intended to prepare you for a PhD, so you get the degree by taking a smaller number of courses (4 in my department) and writing a thesis. These are usually fully funded and take two years to complete.</p></li>\n</ol>\n\n<p>Now, let me (finally) get to your actual questions.</p>\n\n<ul>\n<li><p><em>How helpful is Canadian citizenship?</em> Somewhat helpful if you're applying for a non-terminal degree. I mentioned that these are usually funded, which means you get a stipend to cover your tuition and living expenses. However, the tuition you pay depends on your citizenship. Canadian universities are subsidized by the government, so citizens (taxpayers) are charged less than non-citizens. This in turn means that international students need a bigger stipend to cover their higher tuition. <em>All else being equal</em>, a professor will choose a cheaper citizen over an expensive international student. Being a citizen will also make it slightly easier to win scholarships, since many require citizenship or permanent residence.</p></li>\n<li><p><em>How important are grades?</em> Most programs require a minimum undergraduate average of 78%/B+, so you're definitely borderline. Stay above the minimum if at all possible, and if there is an explanation for your grades (e.g. illness), include it in your application. If you did better in later years or courses that are core to your degree, mention that. Nobody cares if you failed underwater basket weaving, but if you failed calculus, you're in trouble. Finally, make contact with the professors you want to work with; if they want to accept you, grades will be much less of an issue.</p></li>\n<li><p><em>How important are GRE scores?</em> Practically irrelevant. Students with a non-Canadian bachelor's are sometimes (not always) asked to submit scores for the general test, but as far as I know no program asks for scores on the subject tests. </p></li>\n<li><p><em>How helpful is research experience?</em> All honours undergraduate programs in Canada require a thesis or a capstone project in the final year, so this isn't special. Fewer students do summer research, so that will help your application. The main issue is that \"research experience\" is a fairly meaningless term, so when you write your application letter, be as specific as possible about what you did and learned. \"I have research experience\" is not nearly as powerful as \"I learned the standard technique for measuring XXX and applied it to a project exploring effect YYY. I then presented the results at conference ZZZ.\"</p></li>\n</ul>\n\n<p>Final disclaimer: I'm in computer science at Waterloo. As far as I know, everything I said is true for physics departments and other universities, but I can't guarantee it.</p>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12378",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8464/"
]
|
12,380 | <p>Is the following common? An editor for a journal sends a paper out to, say, three or four referees. After getting the first two referee reports, the editor makes a decision and tells the third and fourth referees not to bother (so that they have potentially been wasting their time).</p>
<p>I can see this happening in some circumstances, e.g. if one referee finds a substantial error. However, I was asked to referee for one journal, and I get the impression (<em>which I have not yet confirmed</em>) that they typically send the paper out to lots of referees and take only the first couple of referee reports.</p>
<p>This practice, <em>if it is indeed what they are doing</em>, seems likely to produce quick turnaround times, but also seems disrespectful to referees who might be half-finished when they are told their reports are no longer needed. </p>
<p>Is this common? (In particular, in mathematics?)</p>
| [
{
"answer_id": 12381,
"author": "aeismail",
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"text": "<p>An editor that cancels the review for a referee within the \"normal\" referee period will end up angering the referee and likely losing her as a reviewer for future papers. So this is a very unlikely practice.</p>\n\n<p>Many journals will request multiple reviews (three is not uncommon for many of the journals I submit to), and will wait until the end of the standard review period to return any comments. If two of the three (or four) reviewers have returned reviews, and the others haven't, then the process can reasonably truncated at that point. (If you're behind schedule, you don't really have a right to complain in this case!)</p>\n"
},
{
"answer_id": 12382,
"author": "F'x",
"author_id": 2700,
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"selected": true,
"text": "<p>I think this one will be very hard to answer with hard data. So, I'll just throw in some anecdotal evidence, along with a few things learnt from some editors that I know.</p>\n\n<p>From a reviewer point of view, it has happened to me <strong>exactly twice in a decade</strong> (i.e. <strong>very rarely</strong>) to receive an editor's review saying “I've reached a decision based on input from other reviewers, and you do not need to review the manuscript”.</p>\n\n<ul>\n<li>The first time, the email came as my review was already overdue (a week or ten days), so I suppose the editor asked another reviewer when I didn't reply on time, and the new reviewer was fast to reply.</li>\n<li>The second time, it was sort of the other way around: I was asked to review a paper, then 5 days later the editor wrote, saying the reviewer who was uncommunicative had finally replied, and my review was no longer needed. He apologized profusely, and offered to actually wait for my review if I had started doing it and wanted to finish. (I was happy to let it go.)</li>\n</ul>\n\n<p>I think for an editor, growing a list of trustworthy and willing reviewers is crucial. So, they simply cannot make them work for nothing! <em>(pun intended)</em></p>\n"
},
{
"answer_id": 29822,
"author": "jakebeal",
"author_id": 22733,
"author_profile": "https://academia.stackexchange.com/users/22733",
"pm_score": 4,
"selected": false,
"text": "<p>I know this question was asked and answered long ago, but I thought it might be useful to contribute some real data from an editor / program chair point of view.</p>\n\n<p>Because reviewers <em>are</em> volunteer labor, they are unreliable. I personally find that I get about a 75% rate of return on useful reviews. For journals, pretty much every review that is actually returned is useful, but many do not return. For conferences, where the PC members have signed up in advance, the rate of return is much higher, but there are a significant number of essentially useless 1-sentence reviews that give a score but no justification.</p>\n\n<p>At the same time, an important dirty secret of the reviewing process is that there is rarely a fixed number of reviews that are actually necessary. In the venues in which I am involved, typically 4 reviews is best practice, 3 is acceptable, and 2 is only supportable if there is very strong agreement on a clear accept or reject. </p>\n\n<p>Moreover, when you are recruiting reviewers for a journal submission, the reviewers don't necessarily respond to the request to review immediately. Thus, I will typically significantly overbook the initial set of requests, asking 6-8 reviewers. Generally somewhere between 2 and 6 of those will accept, from which typically 3-4 will actually return reviews, giving me enough for a well-justified decision. If things go unusually well and end up with five reviews, that's just fine and will make the author feel we've taken them very seriously, but I'm not sure such an overabundance has ever actually happened to me.</p>\n\n<p>If not enough reviewers accept, I have to send out additional batches of requests, all of which can lead to a significant skew in the times at which reviews arrive.\nMoreover, it is an extremely rare reviewer who will return a review significantly in advance of the due date. So for me at least, overbooking isn't to get quick turnaround time, but to prevent excessively slow turnaround time that can happen when you need one more review and a reviewer drops out at the last minute, forcing you to start the clock all over again on a new reviewer.</p>\n\n<p>Because it is all volunteer labor, however (and because I do my own turns as a reviewer in other venues as well), I am very mindful of the importance of not taking a reviewer for granted. If somebody has promised me a review, I want that review. It is only when they have become significantly late that I will send a question along the lines of: \"I am currently only waiting on your review before I can send a decision to these authors; are you still able to provide a review?\" The only time when I simply cancel a review request is when the reviewer has become repeatedly unresponsive, and then they get a black mark for unreliability in the appropriate set of organizational records.</p>\n"
},
{
"answer_id": 193137,
"author": "Allure",
"author_id": 84834,
"author_profile": "https://academia.stackexchange.com/users/84834",
"pm_score": 1,
"selected": false,
"text": "<p>Inviting more reviewers than is necessary is very common. In fact I'd be surprised if most editors didn't do this. The reason that you can't expect invited reviewers to always agree to review your article. Some of them will decline, some will wait a long time and then decline, and some will never respond.</p>\n<p>Let's say your journal needs 2 reviews to make a decision, and you wait a week to hear back from your reviewer, and you start by inviting two reviewers. Suppose this happens:</p>\n<ol>\n<li>You invite 2 reviewers (days past = 0)</li>\n<li>After two days, one reviewer declines to say they have no time; the other doesn't respond. You invite one more reviewer. (days past = 2)</li>\n<li>One week later, you invite one more reviewer, who also declines after a day saying they have no time. (days past = 8)</li>\n<li>You invite two more reviewers, who don't respond. (days past = 15)</li>\n</ol>\n<p>So it's two weeks after manuscript submission and the manuscript hasn't budged. You could argue that you have been respectful to your reviewers, but someone else could argue that you have been disrespectful to your authors.</p>\n<p>What is not common is for journals to make a decision with reviews outstanding. Typically in this situation the journal will wait for the reviews, especially if it's only a short while till the outstanding reviews are due. Exceptions apply. For example, if after 30 days you have received two reviews, and then a reviewer who didn't respond suddenly accepts the invitation, with a review date 30 days into the future. In this scenario the journal could reasonably ask the reviewer to cancel.</p>\n<p>Concerning this:</p>\n<blockquote>\n<p>referees who might be half-finished</p>\n</blockquote>\n<p>This is much less common than one might think. See <a href=\"https://www.aje.com/en/arc/peer-review-process-15-million-hours-lost-time/\" rel=\"nofollow noreferrer\">source</a>. The median amount of time spent per review is 5 hours. Unless the journal cancels exactly during these five hours, the reviews won't be half-finished; furthermore, if they do cancel exactly during these five hours and the referee says they are half-finished, the journal can probably wait an extra five hours before making a decision.</p>\n<p>Granted, this might not apply to mathematics, where as far as I'm aware the time taken for review is measured in months, not hours.</p>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12380",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/6110/"
]
|
12,383 | <p>This is a question that has plagued me for a couple of years now. Is it worth it to print a copy of the syllabus for each student? Or, is posting it on my course website good enough? My syllabus contains a good deal of information. I have the homework schedule, online video schedule, office hour info, etc. But, the class is close to 30 students. And printing that many three page syllabuses seems extreme. To make the question more specific, has anyone noticed that printing the syllabus has had a greater effect than not?</p>
<p>EDIT: In response to the comment below, all the students have access to free printing of the syllabus in any number of computer labs.</p>
| [
{
"answer_id": 12384,
"author": "Chris Gregg",
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"pm_score": 4,
"selected": false,
"text": "<p>First, you should check that your school doesn't have a policy that says instructors must hand out a paper copy of the syllabus to their classes (those policies exist...). Second, you have to think about whether there is anything they need that you can guarantee they've <strike>read</strike> been handed (e.g., some laboratory students have students sign that they've read the syllabus, for safety reasons). If you don't have to hand out the paper, you should feel confident these days that they can get the syllabus on your class web page.</p>\n\n<p>My current strategy is to forego printing the syllabus for large classes, but to explicitly email the class with a link to the online version (along with a very short introduction). If you want to ensure they get the syllabus, attach it to the email.</p>\n\n<p>For small classes (<20), I have printed out a 1-page \"highlights\" of the syllabus (my contact info, <em>address for the online version</em>, due dates for assignments, etc.). I may not even do that any more, as I just figure the students are perfectly able to get the information online.</p>\n\n<p>One more thing: on the first day of class, I do go over the important parts of the syllabus, and I also put a copy on the projector as I go over it.</p>\n"
},
{
"answer_id": 12396,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 2,
"selected": false,
"text": "<p>I know some here will consider this too extreme but I never print my syllabus. If I were in an area where students really had no reliable access to the internet then I might consider it.</p>\n\n<p>Better to get students used to keeping things electronically (and save the environment one page at a time). Of course, some students will want it printed and they can do that for themselves.</p>\n\n<p>I do NOT find that giving a student a printed copy guarantees they have read everything on it. I have read recommendations that teachers should not talk too much about their syllabus in class in order to encourage students to go get a copy and read it. I don't find that to be a good idea either. If there is something you want to make sure they know, by all means put it in your syllabus but <strong>actually discuss it in class</strong>. However, try to minimize the printing. It really creates a lot of waste.</p>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12383",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/1462/"
]
|
12,386 | <p>On my CV, I have a few talks listed where I was not the presenting author (though I am a co-author on the work).</p>
<p>I have left them on my CV because as a graduate student, my CV is pretty slim. However the work in question was recently published in a journal, which now appears on my CV.</p>
<p>Should I delete all the talks where I was not presenting author? I'm not sure adding length to my CV is really appropriate since the information is fairly redundant (all the same line of research and similar talk titles, just different conferences).</p>
| [
{
"answer_id": 12388,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 5,
"selected": false,
"text": "<p>The simple answer is no. You should not list items that you have not performed. In this case it would be listed under \"talks\" (equivalent) and that would be wrong. On th eother hand it represents work that you have done and as such it can be listed but probably under a different heading. The important thing is that it represents what has actually happened. I can see a heading called, for example, \"Other work presented at conferences\" and then list the talk and state that you was part of the work but that it was presented by someone else. Again, the importance lies in formatting it so that the actual conditions are very clear.</p>\n\n<p>When the CV is short, I think such additions may make sense, later in a career these posts will lose their importance relative to other headings.</p>\n"
},
{
"answer_id": 12389,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>I agree with Peter: <strong>unless you're at a very early stage in your career, don't list talks given by others</strong>. It clutters your CV, and it looks like you're desperate to lengthen the list (at best), or you're claim credit for others' work (at worst).</p>\n\n<p>However, in this age of scientometrics, <strong>you need to keep a list of these things, separate from your CV</strong>, as they may be required of you in the future (as I learnt to my misfortune): by your employer, by a funding agency, etc.</p>\n"
},
{
"answer_id": 12390,
"author": "fileunderwater",
"author_id": 7223,
"author_profile": "https://academia.stackexchange.com/users/7223",
"pm_score": 3,
"selected": false,
"text": "<p>In general <strong>no</strong>, but the main issue is that the information in your CV is transparent and accurate. Therefore, you must clearly separate talks where you were the presenting author from those where you were not, so that there is no ambiguity. </p>\n\n<p>To add talks where you were not the presenting author would be largely redundant, especially if the work is included in published articles. However, on a short CV it can make sense, and (to me) it can also be reasonable if you e.g. contributed a lot to producing the actual presentation (writing, constructing graphs, poster layout etc). But as the previous answers state, adding these talks could also be seen as you trying to pad your CV</p>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12386",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8465/"
]
|
12,391 | <p>I'm review the literature at the moment. Now I'm reading a paper that mention other studies. How can I reference them without reading the original papers?</p>
| [
{
"answer_id": 12392,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 6,
"selected": true,
"text": "<p>Let us assume, for example, you read Doe (2011) and find Smith (1966) referenced therein. Technically, you can say something like \"Smith (1966, cited in Doe, 2011)\", or alternatively \"(Smith 1966, cited in Doe, 2011).\" The exact format depends on the format of the journal (it is also possible to phrase it \"cited by\" instead of \"cited in\").</p>\n\n<p>That said, however, it is <em>very dangerous</em> to provide such quotes since you do not know if the person(s) citing the paper has understood it correctly. It is not unheard of that people cite for very odd reasons and not double-checking works cited may just propagate such errors. </p>\n\n<p>So, it is possible but not recommended.</p>\n"
},
{
"answer_id": 12393,
"author": "Jim",
"author_id": 7902,
"author_profile": "https://academia.stackexchange.com/users/7902",
"pm_score": 5,
"selected": false,
"text": "<p>If it is relevant to your work, why wouldn't you read them? If they are not relevant, why would you cite them?</p>\n\n<p>The only case I can think where it might make sense is if you are reading a review paper, and want to actually cite them as a collection rather than individually. Because there are a large number or for other reasons. Then you would write</p>\n\n<blockquote>\n <p>Doe et al. collected in their recent reviews a large number of earlier work in <strong>(Doe, 2012 and references therein)</strong></p>\n</blockquote>\n\n<p>or</p>\n\n<blockquote>\n <p>Doe et al. collected in their recent reviews a large number of earlier work in <strong>(Doe, 2012 and references 15–73 therein)</strong></p>\n</blockquote>\n"
},
{
"answer_id": 12395,
"author": "Jeromy Anglim",
"author_id": 62,
"author_profile": "https://academia.stackexchange.com/users/62",
"pm_score": 4,
"selected": false,
"text": "<p>I wrote a post on <a href=\"http://jeromyanglim.blogspot.com.au/2009/09/how-to-write-literature-review-in.html\" rel=\"nofollow\">writing literature reviews in psychology</a>.\nHere's my advice:</p>\n\n<blockquote>\n <p><strong>Cited In</strong>: Good literature reviews do not use \"Cited in\". Literature\n reviews which summarise Author B’s citation of Author A’s work write:\n \"as Author A (1999) says as cited in Author B (2002) …\" . However,\n good literature reviews, when they see that Author B cites Author A,\n go and get Author A’s article, read it , and draw conclusions about it\n directly.</p>\n</blockquote>\n\n<p>So it is only in rare occasions that you need to indicate that an article was cited by another author. Just because you learnt about a study because it was cited somewhere is generally not relevant. Read the original so that you know enough about it to incorporate it into your literature review. </p>\n\n<p>Of course, there are many less common exceptions where you may wish to indicate the relationship between two papers:</p>\n\n<ul>\n<li>You want to discuss how Paper 1 uses Paper 2. For example, you might want to draw attention to how various papers have mis-used a citation in order to justify some misguided methodological practice. </li>\n<li>You are performing a meta-analysis and you want to indicate that you used a previous study to find references. </li>\n</ul>\n\n<p>There is also a potential plagiarism issue around over-reliance on a single paper to generate your literature review. If for example, you took 95% of your references from the one paper, this would be questionable in general, but at least by using \"cited in\" you are being honest. Of course, I think this strategy of reviewing the literature should be avoided in general.</p>\n\n<p>More generally, finding literature by following the citation trail backwards (by looking at references) and forwards (using tools like Google Scholar) forms part of a general set of strategies for finding literature.</p>\n"
},
{
"answer_id": 12399,
"author": "PhilDin",
"author_id": 8475,
"author_profile": "https://academia.stackexchange.com/users/8475",
"pm_score": 3,
"selected": false,
"text": "<p>As JeffE above said, \"Don't\". When you make assertions in your published work, they should be based on either</p>\n\n<ol>\n<li>Something that you have demonstrated yourself in the work</li>\n<li>Something that another person has demonstrated (so you cite them)</li>\n<li>Something that is sufficiently well known to the intended audience that no citation should be necessary (you don't need to cite Newton for his law of gravitation for example)</li>\n</ol>\n\n<p>To consider the bigger picture for a moment, something that is published does not suddenly become a part of scientific dogma, even if it's published in a top tier journal. The motto of the Royal Society is \"Nullius in verba\", that is, \"take nobody's word for it\". If you are relying on established results for your work, then reading these results is the very minimum you should do. In an ideal world where you would then proceed to replicate the results that you are depending on. </p>\n\n<p>Of course, this is usually not practical because of constraints on your time but at the early stages of your studies you should at least consider replicating some results since:</p>\n\n<ol>\n<li>It will give you a far greater familiarity with the domain</li>\n<li>There's a very high chance that you will expose some misconception that you had held about the work you are citing</li>\n<li>There's a reasonable chance that you will expose a deficiency in the original work</li>\n</ol>\n\n<p>In closing, you should consider that every time you publish something, you have added to mankinds knowledge. Every time you cite a paper without reading it, you dilute that knowledge. </p>\n"
}
]
| 2013/09/02 | [
"https://academia.stackexchange.com/questions/12391",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8413/"
]
|
12,400 | <p>I have been composing the International journal for microbiology research. I learn that research journal should consist of active voice not passive, but I find that the previous researchers for related subject mainly used passive voice.
How should I consider?</p>
<ul>
<li><p>Examples:</p>
<ol>
<li><p>This genus is characterized by two types of conidia called α–conidia (fusiform) and β–conidia (filiform). [I think it is valid. Please correct me if I could change it to active voice]</p></li>
<li><p>Diaporthe sp was reported causing dieback of rooibos (Aspalathus linearis) (Van Rensburg et al. 2006)<br>
[Van R et al 2006 reported Diaporthe caused dieback of rooibos (Aspalathus l.)?]</p></li>
<li><p>A novel Phomopsis sp was reported as a weed (Carthamus lanatus) pathogen and may be used as a biocontrol agent (Ash et al. 2010).
[Ash et al. 2010 clarified that a novel Phomopsis sp as a weed (Carthamus lanatus) pathogen may be used as a biocontrol agent?]</p></li>
</ol></li>
</ul>
<p>*** Note - 9/4/2013:
Thank you so much, I appreciate the clarity from everyone. </p>
<p><a href="http://widstudio.wordpress.com/wid-writing-handbook-project/a-guide-to-writing-research-papers-for-introductory-microbiology/" rel="nofollow">I also did online research</a> and learn this (may it help those who have the similar problem):</p>
<blockquote>
<p>"Many writers are torn between whether <strong><em>they should write the paper
in the active or passive voice</em></strong>. In the former, the subject performs
the action; in the latter, the subject receives the action. <strong><em>Too
much use of the active voice has the tendency to make the text
monotonous because of too many first-person references. On the other
hand, overuse of the passive voice can cause the tone of the paper to
be dry, boring and even pompous</em>.</strong> To ensure that <em>the text is more
lively and readable,</em> it is best to try and strike a balance. Consider
the following example:</p>
<p><em>We used eosin-methylene blue agar plates for the preliminary isolation
of P. aeruginosa. The bacteria were Gram-negative bacilli, and motile.
The results for oxidase and catalase activities were negative.
Additional experiments showed that the bacteria did not ferment
glucose, galactose, maltose or lactose (Table 2). Based on these
results, we concluded that the organism had an oxidative metabolism.</em></p>
<p>Try translating this in to an entirely passive or active tone.
<strong>You’ll notice that the creative mix of both voices makes this narrative not only lively and engaging but also states the results in
a clear, confident and unambiguous manner</strong>."</p>
</blockquote>
| [
{
"answer_id": 12404,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>This is primarily a question about taste and tradition. The passive voice has largely been the norm but it has its obvious drawbacks, it is boring to read. Using the active voice is therefore recommended. Your need to get a sense of what is the \"norm\" in your field because you may encounter unnecessary resistance if your deviate. Unfortunately This problem May be larger for a younger less well known scientist.</p>\n"
},
{
"answer_id": 12405,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p><strong>The choice between active and passive voice is mainly a matter of taste</strong>. As a writer, you are entitled to a certain degree of liberty in your stylistic choices. Even within the generally tight constraints of scientific and academic writing, there is no established dogma on passive vs. active voice, and you will find people advocating (some very strongly) both for and against the use of the passive voice.</p>\n\n<p>Duke’s Graduate School <a href=\"https://cgi.duke.edu/web/sciwriting/index.php?action=passive_voice\">Scientific Writing Resource</a> has a good summary of the pros and cons of passive and active voices. In particular, it lists the position advocated in some high-level style guides, editorials, and other essays of note.</p>\n\n<p>I think the current trend is toward a diminution of use of the passive voice. The reasons are summed up nicely by Randy Moore (<em>The American biology teacher</em>):</p>\n\n<blockquote>\n <p>Most scientists use passive voice either out of habit or to make themselves seem scholarly, objective or sophisticated. Scientists have not always written in passive voice. First-person pronouns such as <em>I</em> and <em>we</em> began to disappear from scientific writing in the United States in the 1920s when active voice was replaced by today's inflexible, impersonal and often boring style of scientific writing.</p>\n</blockquote>\n\n<p><strong>The main argument used in favour of passive voice is that it promotes objective statements</strong>, rather than focusing on the actor. However, removing the mention of the actor in the text does not actually prevent subjectivity in the experiments: even if I write <em>“the sample was smeared until it reached a thickness of 1 µm”</em>, somewhat actually <em>did</em> smear the sample (and could have screwed it by going too slow or too fast). So the counter-argument is that passive voice does not <em>promote</em> objectivity, but only the appearance of objectivity.</p>\n\n<p><strong>The main argument in favour of active voice is that it makes for shorter, clearer, less boring text.</strong></p>\n\n<hr>\n\n<p>I love that anecdote from <a href=\"http://www.sheldrake.org/Articles&Papers/education/ssr_activepassive.htm\">Rupert Sheldrake</a> (<em>School Science Review</em>):</p>\n\n<blockquote>\n <p><em>“The test tube was carefully smelled.”</em> I was astonished to read this sentence in my 11-year-old son's science notebook. At primary school his science reports had been lively and vivid. But when he moved to secondary school they became stilted and artificial.</p>\n</blockquote>\n"
},
{
"answer_id": 12407,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 2,
"selected": false,
"text": "<p>First, follow the journal's style guide. It doesn't matter how well your paper is written: if it doesn't comply with the rules, you'll make the editor's job harder. Getting published is, in fair part, about making the editor's job <strong>easier</strong>. And you are writing in order to get published, right? The more like recent papers your writing style is, the easier you may find it to get published. So look at how the active and passive voices are used in similar papers to yours, in recent issues of your target journal.</p>\n\n<p>Then, as far as compatible with that, follow your institution's style guide, as far as you must.</p>\n\n<p>Then, as far as is compatible with those, write in professional, lucid, interesting prose. The choice between active and passive will depend on context and rhythm. I highly recommend the books from Tim Harford's article <a href=\"http://blogs.ft.com/undercover/2010/03/three-books-you-should-read-if-you-want-to-write/\" rel=\"nofollow\">Three books you should read if you want to write</a>, which are:</p>\n\n<ol>\n<li>Style: Towards Clarity and Grace by Joseph Williams</li>\n<li>The Art and Craft of Feature Writing by William Blundell</li>\n<li>The Creative Habit by Twyla Tharp</li>\n</ol>\n"
},
{
"answer_id": 16697,
"author": "Key F. Payton",
"author_id": 11744,
"author_profile": "https://academia.stackexchange.com/users/11744",
"pm_score": 2,
"selected": false,
"text": "<p>Web search for \"active voice\" and you'll find that a great <em>many</em> top universities (MIT, Stanford, Yale, Harvard, Cambridge, and several more) have taught their science students to prefer active-voice writing in their reports, papers and articles for <em>more than 20 years</em>.</p>\n\n<p>Also, America's leading science magazines (<em>Nature, Science,</em> etc.) now clearly urge submitting authors to lean toward active-voice writing in the lion's share of each submission.</p>\n\n<p>Further, the U.S. government's plain-language law (enacted in 2010 and fully on display at www.PlainLanguage.gov) now ranks among <em>several</em> laws worldwide that urge technical writers to \"make it clearer and plainer.\"</p>\n\n<p>Which always will include a predominantly \"active\" form of writing, with clear cause-and-effect linkages dominating. (Passive voice leaves cause and effect fairly vague.)</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12400",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8463/"
]
|
12,401 | <p>A question that has been bothering me for so long about research work is, <em>what level of work can be called research and is worthy of publishing in a research paper</em>?</p>
<p>Let's say I am working with JPEG compression, if I make some may be <em>a little</em> enhancement in the algorithm for the compression, can it be given the title of research. </p>
<p>So my question is:</p>
<p>If I make a little enhancement or added a little new stuff to an already existing work, can it be called a research and can I write a research paper for it?</p>
| [
{
"answer_id": 12402,
"author": "AnyOneElse",
"author_id": 8487,
"author_profile": "https://academia.stackexchange.com/users/8487",
"pm_score": 2,
"selected": false,
"text": "<p>I would definitely say yes, if you researched your field thoroughly and found a solution to a problem, why not? But just to make sure: I would discuss my ideas with a supervisor, or colleague first.\nA lot of people made improvements on existing algorithms and wrote about it. I have read a few papers about compiling mpeg on the GPU using OpenCL. </p>\n\n<p>Check out Erich Marths Paper: <strong>\"<a href=\"http://li5.ziti.uni-heidelberg.de/x264gpu/\" rel=\"nofollow\">Parallelization of the x264 encoder using OpenCL</a>\" at ACM</strong> he did improve some aspects, but interesting is rather what was researched. We tried his code and approach years in 2012 to find: CPUs had outgrown the improvement already and the approach could not be followed any more without significant work put into it.</p>\n\n<p>Just make sure your research effort becomes clear. If in doubt, hand the draft to a \"mentor\" or colleague to judge the degree of research effort. </p>\n"
},
{
"answer_id": 12403,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>What matters most is the time and memory complexity of the algorithm. The crucial step is having the improvements repeatable (reproducible) by another person.</p>\n\n<p>E.g. if instead of <strong>O(n<sup>2</sup>)</strong> your algorithm offers <strong>O(n log(n))</strong> execution time, it is worth publishing and you may well expect your name to be remembered for a long time.</p>\n\n<p>If your <strong>implementation</strong> of the algorithm has lower startup time, or spends 5% less time on each iteration, it is not altogether clear that this is an advance in the field. With another compiler or with error-checking on, these results may not be valid.</p>\n\n<p>There are important <strong>exceptions</strong>: self-tunable, configurable, hardware error-resistant, hard realtime algorithms, to name a few. Adding valuable properties to algorithms is a very nice result.</p>\n"
},
{
"answer_id": 12408,
"author": "debray",
"author_id": 7974,
"author_profile": "https://academia.stackexchange.com/users/7974",
"pm_score": 2,
"selected": false,
"text": "<p>The question I would ask is: <em>\"Are there people working in this area who would learn something interesting and useful from what you've done?\"</em> If the answer is yes then your paper makes a contribution and so is potentially publishable. At that point you could consider some secondary questions, e.g.:</p>\n\n<ul>\n<li><p><strong>Length of the paper:</strong> this should be commensurate with the extent of the contribution (i.e., how much someone would learn) -- a small contribution merits a short paper.</p></li>\n<li><p><strong>Venue of publication:</strong> some place (conference, journal, forum) typically accessed by the people who would learn the most from your paper. For example, a theory journal would not be the right place for systems-oriented paper about the guts of a compiler.</p></li>\n</ul>\n"
},
{
"answer_id": 12410,
"author": "Bitwise",
"author_id": 6862,
"author_profile": "https://academia.stackexchange.com/users/6862",
"pm_score": 1,
"selected": false,
"text": "<p>Actually, you are not necessarily required to show any improvement in performance.</p>\n\n<p>What journals typically require of a publication is for the results to be novel, sound and withing the scope of the journal's area. More prestigious journals also judge how interesting your results are to their readership. However, some journals will accept any work as long as it is novel and technically sound (e.g. <a href=\"http://www.plosone.org\" rel=\"nofollow\">PLoS ONE</a>).</p>\n\n<p>As an example, if you find an algorithm that has performance that is similar to current state-of-the-art algorithms but gives some new insight about the structure of the problem it could be interesting enough for publication.</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12401",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8481/"
]
|
12,406 | <p>I notice that in Germany, basically all the professors are addressed as Prof. Dr. XXX, say Prof. Dr. Mueller. </p>
<p>However, in other parts of the world, only Prof. would be sufficient, <del> since a non-doctor can never be a University professor. </del></p>
<p>So why are the German professors addressed this way? Isn't it kind of redundant?</p>
| [
{
"answer_id": 12409,
"author": "Eekhoorn",
"author_id": 3885,
"author_profile": "https://academia.stackexchange.com/users/3885",
"pm_score": 4,
"selected": false,
"text": "<p>In Germany, in rare cases also non-doctors can become a professor. Then it's just \"Prof. Müller\". Regarding Doctors, we don't have a \"PhD\" title. \"Dr.\" is the official title for a doctor which is traditionally a prefix to the full name.</p>\n\n<p>See also: <a href=\"http://en.wikipedia.org/wiki/Doctor_(title)#Germany\">http://en.wikipedia.org/wiki/Doctor_(title)#Germany</a></p>\n"
},
{
"answer_id": 12432,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": true,
"text": "<p>In Germany, professorships and doctorates are considered to be \"legal\" titles, and have special status not accorded to other degrees and professions. In particular, university professors in Germany are <em>Beamte</em> (appointed civil servants, sg: \"Beamter\"/\"Beamtin\"), which places them in a relatively small class of government employees.</p>\n\n<p>It is to be noted that a professor in a German university can be called \"Herr Professor\" or \"Frau Professorin\" only so long as he or she is actively working as a professor. Following retirement or leaving the university profession, it is technically not permitted to use the title.</p>\n\n<p>Thus, in this sense, the appellation \"Professor\"/\"Professorin\" is legally part of someone's name, and should therefore be used in formal greetings and salutations. (This can sometimes be annoying—for example, in a physician's waiting room, you can hear them call for \"Frau Professorin Schmidt!\")</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12406",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8079/"
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|
12,411 | <p>I and two other student, did a course project and it has been accepted for publication in an international conference. I am confused now that whether I should add his name as a co-author or acknowledge him in acknowledgements ?
I would like to share that though, the entire implementation and writing the paper was done by us, we were student of his class and the work was produced as a part of course project. </p>
<p>My field is Computer Science.</p>
<p>Edit: As F'x suggests, that I should ask the instructor. What would be an appropriate way to do so given that his name was not added as co-author before acceptance.(We were confident about the work but were not sure about the acceptance. The conference management software was EDAS and it spams email of all co-authors which we wanted to avoid in his case)</p>
| [
{
"answer_id": 12413,
"author": "DavideChicco.it",
"author_id": 379,
"author_profile": "https://academia.stackexchange.com/users/379",
"pm_score": 2,
"selected": false,
"text": "<p>If he/she supervised your work, and/or read your paper, and/or somehow gave his/her contribution to your paper, <strong>I think that yes</strong>, you should add his/her name as author.</p>\n"
},
{
"answer_id": 12441,
"author": "al_b",
"author_id": 5963,
"author_profile": "https://academia.stackexchange.com/users/5963",
"pm_score": 1,
"selected": false,
"text": "<p>Co-authorship depends on the person and (sometimes) internal rules. For instance, during my PhD it was common for the professors to consider reading a paper + giving feedback as contribution worth authorship. Some of them even thought that they deserve authorship just because they talked to you about your idea:) \nDuring my Masters (at another university) my supervisor did not only read the paper, but also corrected some errors in the formulas and checked the experimental results. When I put him as a co-author, he asked to remove his name motivating this as \"I just did the work a normal supervisor will do\".</p>\n\n<p>So, as others suggest - do ask the professor ASAP.\nP.S. Many professors will not fund your trip to a conference if their name is not on the paper unless explicitly agreed beforehand:)</p>\n"
},
{
"answer_id": 12445,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 4,
"selected": true,
"text": "<p>Regarding <em>“given that his name was not added as co-author before acceptance”</em>: <strong>ask him ASAP</strong>. Be honest, be apologetic, explain clearly the situation and the reasons you did not want to add his name beforehand, but also be very clear that you realize now it was a mistake not to discuss it at the time, and that you made the mistake due to your lack of experience in academic publishing.</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12411",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2823/"
]
|
12,412 | <p>In the literature review when I have many definitions from the literature can I paraphrase them or do I have to put them in quotes as they are?</p>
| [
{
"answer_id": 12415,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 2,
"selected": false,
"text": "<p>If you use another source's definitions verbatim, then they must be placed in quotes; otherwise that's plagiarism. However, it should be pointed out that general facts and definitions—one that would be reasonably obvious to anyone who has, for instance, an undergraduate background in your field—need not be cited, so long as you are not literally quoting someone else. For instance, saying \"Newton's second law states <strong>F</strong> = m × <strong>a</strong>\" does not require a citation; saying</p>\n\n<blockquote>\n <p>The second law states that the net force on an object is equal to the rate of change (that is, the derivative) of its linear momentum p in an inertial reference frame <a href=\"http://en.wikipedia.org/wiki/Newton%27s_second_law#Newton.27s_second_law\" rel=\"nofollow\">[Wikipedia]</a>.</p>\n</blockquote>\n\n<p>requires a citation to Wikipedia.</p>\n"
},
{
"answer_id": 175239,
"author": "Buffy",
"author_id": 75368,
"author_profile": "https://academia.stackexchange.com/users/75368",
"pm_score": 1,
"selected": false,
"text": "<p>Let me add a bit to the <a href=\"https://academia.stackexchange.com/a/12415/75368\">answer of Aeismail</a>.</p>\n<p>If something is "common knowledge" then it doesn't need to be cited and can be paraphrased. But if you do "quote" a source literally, then it must be cited, even if it is common knowledge.</p>\n<p>But even if something isn't common knowledge then it can be paraphrased, but must be cited to avoid plagiarism. Paraphrasing is sometimes needed, in fact, to avoid copyright issues, independent of plagiarism.</p>\n<p>And note that "quoting" doesn't necessarily imply "quote marks" which are only one way to indicate that something is a literal copy of someone else's words. There are other conventions that might be used. The answer of Aeismail shows one such convention, in fact.</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12412",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8479/"
]
|
12,414 | <p>Say this year the university A advertises one postdoc and one tenure-track position. If I prefer the tenure track position, but am not sure that I can get it, what should I choose between the following two options?</p>
<p>Option A: Apply for both postdoc and tenure-track positions.</p>
<p>Option B: Apply for tenure-track position only, hoping that even if I don't get it, the university will consider offering me the postdoc position. </p>
<p>I thought that Option A is safer, but some of my friends say the opposite. They think that if you apply for both positions, then even if you are good for the tenure-track position, the university will tend to offer you only the postdoc position, the lowest rank that you asked for.</p>
<p>Do you have any insight on this?</p>
<p>For more information: the job market I am referring to is the US'. </p>
<p>What if we have other situations: postdoc/lecturer, lecturer/tenure-track, or postdoc/lecturer/tenure-track? </p>
| [
{
"answer_id": 12419,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 2,
"selected": false,
"text": "<p>I suggest choosing the job you want and think you have a good shot at, and then apply for that position. Here is my rationale (and supposition, to a certain extent):</p>\n\n<p>If you apply to both positions, you've told both hiring committees a couple of things: you've said to the tenure-track committee that you would be happy with the post-doc position, otherwise you wouldn't be applying for it. You've said to the post-doc position, \"I'm doing this as a backup in case I don't get the tenure-track position.\" In both cases, you're not telling them anything particularly good. Sure, there is the possibility that they'll see your dual application as really wanting to work in that particular department, but I wouldn't bet on it.</p>\n\n<p>If you can make a good case why you are very competitive for the tenure-track position, then go for it. Apply to post-docs elsewhere if you want a bit more of a backup (although in the job market it isn't really worthwhile to talk about \"backups\" in the same way you talk about it for school applications). Also, there is something to be said about applying for the position you really want: it demonstrates your own belief that you are well qualified (but, of course, you may end up without a job...).</p>\n\n<p>If you can't make the case that you're a strong candidate for the tenure-track position, apply for the post-doc position. You'll get the experience you need to be competitive for future tenure-track positions, and there is always an off-chance that there may be another position opening up at this school, and you'll be more competitive for it (and know people on the committee). I don't believe there is the same stigma about hiring post-docs into positions at the same school as there is for hiring PhD students into positions at the same school (which is rare).</p>\n"
},
{
"answer_id": 12421,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 4,
"selected": false,
"text": "<p>As a recruiter, I don't see much of Chris's point. And, as a candidate (some years ago), I followed pretty much your option B (apply to both). Here's the reasoning:</p>\n\n<p>Times are though, and the academic job market is very competitive. <strong>Anyone who expects you to apply only to a single position</strong> (<em>“applying to more that different positions shows that you don't know what you want”</em>, or <em>“you don't believe in your chances”</em>) <strong>is delusional to some extent</strong>. You will apply to backup post-doc positions, and I don't think you benefit by excluding the place where you also apply for faculty position.</p>\n\n<p>In fact, you can actually turn that into a pretty positive argument: “<strong>I love your institution/department, this is really my dream place to work at, and if I don't get on faculty this year I'm willing to take a post-doc, know you all better and try again next year</strong> (if circumstances permit).”</p>\n\n<p>I'll add that <strong>this is actually commonly done in France, UK and some other European countries</strong>: once you've traveled a bit, find the place where you want to settle, apply there, and if you don't get the job on the first try, get a post-doc there and try again later.</p>\n"
},
{
"answer_id": 12504,
"author": "Ben Webster",
"author_id": 13,
"author_profile": "https://academia.stackexchange.com/users/13",
"pm_score": 5,
"selected": true,
"text": "<p>My experience is in mathematics in the US. My personal experience is that people will not read anything especially deep into applying for both jobs. Everybody understands that the market is tough, and basically expects everybody to apply to every opening. I've seen instances where a person was considered both for a postdoc and TT position at the same university, and this was not seen as an issue at all (there was much more strategizing around the question of whether they would come for a postdoc). </p>\n\n<p>In the vast majority of cases (without, say, a severe geographical constraint), I think if you consider TT and postdoc at the same place as both reasonable options for you and plausible possibilities, you're probably kidding yourself on one score or another. Generally if you'd even be seriously looked at for a TT job at University X, then when the postdoc committee looks at your file, they'll say \"We could hire this person for a TT job. There's no way that a postdoc at University X is the best job they'll get.\" and they probably won't offer you the position. But unless you feel confident about which way it is, I don't see any problem with applying to both.</p>\n\n<p><strong>EDIT:</strong> One thing I'll add, which is mathematics specific: if you're applying MathJobs, the visual difference between applications for the different jobs is negligible. There is a column where you can see what positions the applicant applied for, but it's not very noticeable. So, it's quite possible the committee for one job won't even notice you applied for the other (I have seen this happen).</p>\n"
},
{
"answer_id": 12507,
"author": "Matt Reece",
"author_id": 6108,
"author_profile": "https://academia.stackexchange.com/users/6108",
"pm_score": 3,
"selected": false,
"text": "<p>One thing to be aware of that I don't think others have mentioned is timing. In my field (theoretical particle physics in the US), postdoc hiring decisions are all made in December and January, while interviews for faculty jobs usually take place in February, March, and possibly April. Postdocs who are on the last year of their current job <em>have</em> to apply for and accept a postdoc position, even if they are hoping to get a tenure-track offer, simply because of the timeline. If they haven't accepted a postdoc job in January, and they don't manage to get a tenure-track offer that spring, they have no job at all. Because of this, everyone expects that people will apply for both postdocs and faculty positions simultaneously.</p>\n\n<p>The timing of these things will potentially vary depending on your field, so this consideration might or might not be relevant. But it's something to think about.</p>\n"
},
{
"answer_id": 144712,
"author": "Deipatrous",
"author_id": 119911,
"author_profile": "https://academia.stackexchange.com/users/119911",
"pm_score": 1,
"selected": false,
"text": "<p>Unless it is a huge department, the committees will overlap and/or communicate with one another. If you are a strong shortlist-able contender in the TT candidate pool they will proceed thus and so; if you are somewhat marginal TT-wise, but still strong relevant to the PD pool, they will say OK this person is a bit overly ambitious right now but let's take him on a PD for a few years and see how things go; and if you are not strong in either pool none of this matters.</p>\n\n<p>Now, you may get an interview for a TT position and then they bring up the PD application and say, if we offer you a PD instead, would you take it up. Tricky! They think you are TT material (you are being interviewed) but can be got on the cheap (it opens up a slot for some other good person). If you blink now you will always be a push-over in the eyes of this department, and this will delay any subsequent promotions by many years. If you want to be there badly enough that you are prepared to take this hit, then agree. If not, say that you now feel the TT is the appropriate fit and see where the chips fall. You may also propose a compromise: take a PD for a few years with an official commitment from them that you will get TT at the end of that.</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12414",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8480/"
]
|
12,423 | <p>Papers published from an academic project (MSc or PhD) usually have two authors; the first author is the student who mainly conducted the research, and the second author is the professor who supervised the projects.</p>
<p>The corresponding author is the one who take the responsibility of a paper, and thus, some believe that students are not yet prepared to take this responsibility.</p>
<p>Ideally, who should be corresponding author for papers published by MSc or PhD projects?</p>
<p>I understand that it mainly depends on personal agreements and preferences, but I want to know which case is more reasonable from academic logic?</p>
| [
{
"answer_id": 12424,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>This is something that ought to be agreed on in discussion between the student and supervising professor. Ideally, this decision should be made from the start of the research.</p>\n\n<p>In my own situation, when I was completing my PhD, the 4 papers published had me as both the first author and corresponding author. My advisor told me that part of the research process would be to field any and all questions, concerns and queries that come from the paper.</p>\n\n<p>Edited (in response to question edit): From an academic point of view, it can be argued that the student is the primary researcher, hence expert in that specific topic, hence would be the only one who can completely answer any questions.</p>\n"
},
{
"answer_id": 12425,
"author": "Per Alexandersson",
"author_id": 2794,
"author_profile": "https://academia.stackexchange.com/users/2794",
"pm_score": 3,
"selected": false,
"text": "<p>I was always the corresponding author; my advisor(s) thought it was good for me, and they had other things to do than to fiddle around with LaTeX...</p>\n\n<p>So, to answer your question, I think it is good for phd students to be the corresponding author; besides, if there is any trouble, you have always your advisor/coauthor to ask.</p>\n"
},
{
"answer_id": 12427,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>It varies widely, not only on your field's customs, but also on individual research groups. In the research groups I have worked in, and worked with, in <em>chemical engineering</em>, <strong>the corresponding author is usually the most “perennial” researcher, i.e. usually the PI/professor</strong>. The idea is to ensure that the corresponding author is a faculty member, meaning he is the person most likely to still be around in 5 to 10 years' time to answer questions about the work. (In that time, PhD students and post-docs may change field completely, exit academia, etc.)</p>\n\n<p>Also, the PI is usually the one who gets to keep the archives (raw data, lab notebooks, etc.) in the long term, so it makes sense that way.</p>\n"
},
{
"answer_id": 12429,
"author": "Jeremy Miles",
"author_id": 6495,
"author_profile": "https://academia.stackexchange.com/users/6495",
"pm_score": 5,
"selected": false,
"text": "<p>\"The corresponding author is the one who take the responsibility of a paper\". I've never heard this before. For example: <a href=\"http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2010_04_16/caredit.a1000039\">http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2010_04_16/caredit.a1000039</a> says \"The corresponding author is the point of contact for editors, readers, and outside researchers who have questions about the contents of the paper. Often, the corresponding author is also the last author, but she or he may be listed first or even in the middle of the author list.\"</p>\n\n<p>All authors take responsibility for the paper (or should). The point of the corresponding author is who to contact if you want to correspond about the paper. If this were someone who was likely to move institution (because they are finishing, or have finished their study), they are going to be hard to contact, so make it someone who's likely to hang around for a while. I've never seen anyone take any notice of who the corresponding author is.</p>\n"
},
{
"answer_id": 12454,
"author": "Chris H",
"author_id": 8494,
"author_profile": "https://academia.stackexchange.com/users/8494",
"pm_score": 1,
"selected": false,
"text": "<p>I'm (as the postgrad and lead author) the corresponding author on a paper, rather than my supervisor, which is common here. I've had a few queries on the experiment and equipment, which realistically, as I did the work, and I'm not so busy as my supervisor I'm better placed to deal with.</p>\n"
},
{
"answer_id": 12864,
"author": "visresearch",
"author_id": 8685,
"author_profile": "https://academia.stackexchange.com/users/8685",
"pm_score": 2,
"selected": false,
"text": "<p>I think it mostly depends upon the mutual understanding between the supervisor(PI) and the student. I had a similar case with my PhD colleague. She wanted to be a corresponding author but the adviser of the study group (a large scale multidisciplinary study) denied which could be due to the factors mentioned above such as: the PI will be staying there at least for few years however the student might leave the institute or even academia.</p>\n\n<p>In my opinion, it is very helpful for a PhD student be the corresponding author because being a corresponding author will improve some skills: experience in answering critiques from the reviewers, writing, giving reasonable explanations and so on. More importantly, it is the student who did most of the work for the publication and will be able to give answers to most of the queries from the reviewers. </p>\n"
},
{
"answer_id": 12873,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 4,
"selected": true,
"text": "<p>Since the ordering of authors differs between fields the meaning and usefulness of a corresponding author also varies. In fields I am familiar with, the corresponding author is usually the same as the \"first author\" (quotes because it may not be literally the first). Many journals therefore do not explicitly identify a first author unless different from the \"first\". There are then several cases where the corresponding author may need to be identified. One example is when a person lacking a permanent academic address is first author. Then the supervisor may take on the responsibility for the paper and be corresponding author. This can be important since it can be near impossible to track down someone who has left academia and so the supervisor stands for continuity in terms of contact. There are many variants on this and in some cases, a person heading a project or who by legal obligations carries responsibility for a project may be identified as corresponding author. This could be the case with some governmental organisations where communications are funnelled through hierarchies for bureaucratic reasons. I am sure there are lots of examples good and bad but the main purpose of identifying corresponding author, unless first, is so that anyone requiring more information can go directly to the main source for such.</p>\n\n<p>So based on this background and the field you are in you may find a good way to determine corresponding author. In most cases, I would say it is the person who has done the most work, or the one who \"owns\" the project. It is not clear in some cases whether it is the student or the advisor who should be corresponding author. One also has to weigh in the intellectual work behind the project as a whole and from that perspective the person who has done the work, perhaps a detail in a much bigger perspective, may not be the appropriate person for details although that person has done most of the work for the paper in question. So in some cases the question is definitely harder to answer. Not being corresponding author, does not necessarily detract much from being first author since such details are not visible in literature searches and CVs.</p>\n"
},
{
"answer_id": 70990,
"author": "K.Gowrinath",
"author_id": 56345,
"author_profile": "https://academia.stackexchange.com/users/56345",
"pm_score": 0,
"selected": false,
"text": "<p>When I was working as senior resident,the department head was the first author and also the corresponding author in all the scientific papers written by me. I thought that a senior person is better placed to answer any outside researcher's question easily and be available for years instead of a student who is likely to leave the institution once study period is completed. But once the internet facility has come, the point of being permanent or regular has become irrelevant and anybody can be contacted anywhere over E-mail.I feel that only those with maximum involvement in the scientific work should be the corresponding author as he only knows well about the work and can give reply on his own to any outside researcher's question regarding the contents of the paper. </p>\n"
},
{
"answer_id": 82511,
"author": "sunita",
"author_id": 67132,
"author_profile": "https://academia.stackexchange.com/users/67132",
"pm_score": -1,
"selected": false,
"text": "<p>Most of the time students never know how, what and where to write,they purely depends upon their supervisor,who is directly involved in this exercise.Paying regards is another factor that is also linked and making a segregation in teacher and taught is a good practice.Supervising any task is not easy,it requires complete involvement in form of legal, responsibilities & other issues as well.Therefore CA deserve proper place with dignity in research papers as it also carries a message.</p>\n"
}
]
| 2013/09/03 | [
"https://academia.stackexchange.com/questions/12423",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,430 | <p>I am a doing a dissertation funded by a company and my dissertation is basically a report of my progress on the problem they have given me. I have an <strong>academic supervisor</strong>, an <strong>industry contact</strong> who has given me occasional guidance and basically the company itself who sponsored it, to acknowledge.</p>
<ul>
<li><p>Should I acknowledge the industrial sponsorship the same way one would acknowledge a government grant?</p></li>
<li><p>Also, Since this is a mathematics dissertation, It is written in First person plural: "We do this we do that". For the acknowledgements section, should I use 3rd person to keep it formal: "The author would like to..." or first person singular: "I would like to thank"</p></li>
<li><p>Finally, I think the order should be sponsorship, academic adviser, and lastly the industry contact. Is that the right order? </p></li>
</ul>
| [
{
"answer_id": 12424,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>This is something that ought to be agreed on in discussion between the student and supervising professor. Ideally, this decision should be made from the start of the research.</p>\n\n<p>In my own situation, when I was completing my PhD, the 4 papers published had me as both the first author and corresponding author. My advisor told me that part of the research process would be to field any and all questions, concerns and queries that come from the paper.</p>\n\n<p>Edited (in response to question edit): From an academic point of view, it can be argued that the student is the primary researcher, hence expert in that specific topic, hence would be the only one who can completely answer any questions.</p>\n"
},
{
"answer_id": 12425,
"author": "Per Alexandersson",
"author_id": 2794,
"author_profile": "https://academia.stackexchange.com/users/2794",
"pm_score": 3,
"selected": false,
"text": "<p>I was always the corresponding author; my advisor(s) thought it was good for me, and they had other things to do than to fiddle around with LaTeX...</p>\n\n<p>So, to answer your question, I think it is good for phd students to be the corresponding author; besides, if there is any trouble, you have always your advisor/coauthor to ask.</p>\n"
},
{
"answer_id": 12427,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>It varies widely, not only on your field's customs, but also on individual research groups. In the research groups I have worked in, and worked with, in <em>chemical engineering</em>, <strong>the corresponding author is usually the most “perennial” researcher, i.e. usually the PI/professor</strong>. The idea is to ensure that the corresponding author is a faculty member, meaning he is the person most likely to still be around in 5 to 10 years' time to answer questions about the work. (In that time, PhD students and post-docs may change field completely, exit academia, etc.)</p>\n\n<p>Also, the PI is usually the one who gets to keep the archives (raw data, lab notebooks, etc.) in the long term, so it makes sense that way.</p>\n"
},
{
"answer_id": 12429,
"author": "Jeremy Miles",
"author_id": 6495,
"author_profile": "https://academia.stackexchange.com/users/6495",
"pm_score": 5,
"selected": false,
"text": "<p>\"The corresponding author is the one who take the responsibility of a paper\". I've never heard this before. For example: <a href=\"http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2010_04_16/caredit.a1000039\">http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2010_04_16/caredit.a1000039</a> says \"The corresponding author is the point of contact for editors, readers, and outside researchers who have questions about the contents of the paper. Often, the corresponding author is also the last author, but she or he may be listed first or even in the middle of the author list.\"</p>\n\n<p>All authors take responsibility for the paper (or should). The point of the corresponding author is who to contact if you want to correspond about the paper. If this were someone who was likely to move institution (because they are finishing, or have finished their study), they are going to be hard to contact, so make it someone who's likely to hang around for a while. I've never seen anyone take any notice of who the corresponding author is.</p>\n"
},
{
"answer_id": 12454,
"author": "Chris H",
"author_id": 8494,
"author_profile": "https://academia.stackexchange.com/users/8494",
"pm_score": 1,
"selected": false,
"text": "<p>I'm (as the postgrad and lead author) the corresponding author on a paper, rather than my supervisor, which is common here. I've had a few queries on the experiment and equipment, which realistically, as I did the work, and I'm not so busy as my supervisor I'm better placed to deal with.</p>\n"
},
{
"answer_id": 12864,
"author": "visresearch",
"author_id": 8685,
"author_profile": "https://academia.stackexchange.com/users/8685",
"pm_score": 2,
"selected": false,
"text": "<p>I think it mostly depends upon the mutual understanding between the supervisor(PI) and the student. I had a similar case with my PhD colleague. She wanted to be a corresponding author but the adviser of the study group (a large scale multidisciplinary study) denied which could be due to the factors mentioned above such as: the PI will be staying there at least for few years however the student might leave the institute or even academia.</p>\n\n<p>In my opinion, it is very helpful for a PhD student be the corresponding author because being a corresponding author will improve some skills: experience in answering critiques from the reviewers, writing, giving reasonable explanations and so on. More importantly, it is the student who did most of the work for the publication and will be able to give answers to most of the queries from the reviewers. </p>\n"
},
{
"answer_id": 12873,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 4,
"selected": true,
"text": "<p>Since the ordering of authors differs between fields the meaning and usefulness of a corresponding author also varies. In fields I am familiar with, the corresponding author is usually the same as the \"first author\" (quotes because it may not be literally the first). Many journals therefore do not explicitly identify a first author unless different from the \"first\". There are then several cases where the corresponding author may need to be identified. One example is when a person lacking a permanent academic address is first author. Then the supervisor may take on the responsibility for the paper and be corresponding author. This can be important since it can be near impossible to track down someone who has left academia and so the supervisor stands for continuity in terms of contact. There are many variants on this and in some cases, a person heading a project or who by legal obligations carries responsibility for a project may be identified as corresponding author. This could be the case with some governmental organisations where communications are funnelled through hierarchies for bureaucratic reasons. I am sure there are lots of examples good and bad but the main purpose of identifying corresponding author, unless first, is so that anyone requiring more information can go directly to the main source for such.</p>\n\n<p>So based on this background and the field you are in you may find a good way to determine corresponding author. In most cases, I would say it is the person who has done the most work, or the one who \"owns\" the project. It is not clear in some cases whether it is the student or the advisor who should be corresponding author. One also has to weigh in the intellectual work behind the project as a whole and from that perspective the person who has done the work, perhaps a detail in a much bigger perspective, may not be the appropriate person for details although that person has done most of the work for the paper in question. So in some cases the question is definitely harder to answer. Not being corresponding author, does not necessarily detract much from being first author since such details are not visible in literature searches and CVs.</p>\n"
},
{
"answer_id": 70990,
"author": "K.Gowrinath",
"author_id": 56345,
"author_profile": "https://academia.stackexchange.com/users/56345",
"pm_score": 0,
"selected": false,
"text": "<p>When I was working as senior resident,the department head was the first author and also the corresponding author in all the scientific papers written by me. I thought that a senior person is better placed to answer any outside researcher's question easily and be available for years instead of a student who is likely to leave the institution once study period is completed. But once the internet facility has come, the point of being permanent or regular has become irrelevant and anybody can be contacted anywhere over E-mail.I feel that only those with maximum involvement in the scientific work should be the corresponding author as he only knows well about the work and can give reply on his own to any outside researcher's question regarding the contents of the paper. </p>\n"
},
{
"answer_id": 82511,
"author": "sunita",
"author_id": 67132,
"author_profile": "https://academia.stackexchange.com/users/67132",
"pm_score": -1,
"selected": false,
"text": "<p>Most of the time students never know how, what and where to write,they purely depends upon their supervisor,who is directly involved in this exercise.Paying regards is another factor that is also linked and making a segregation in teacher and taught is a good practice.Supervising any task is not easy,it requires complete involvement in form of legal, responsibilities & other issues as well.Therefore CA deserve proper place with dignity in research papers as it also carries a message.</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12430",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8360/"
]
|
12,437 | <p>I am part of a team working on the second phase of a project. The project hasn't been published in any journals or conferences yet, mainly because not a lot of work has been done completely. Practical work of a certain significant part has been done by a previous team. My team started two months ago and we have enough exposure to write a conference paper proposing the design and the theoretical work completely. </p>
<p>My project guide asked us to start writing a publish-ready paper encompassing everything, including the previous years practical work. He says, cite their term project and use their data. He was the guide of their term project too. I'm unsure as to whether it's right to just cite their unpublished thesis work. I think maybe they should be co-authors too since their work does comprise a significant part in the paper. </p>
<p>Am I right and should I bring it up to the professor? If so, how should I do it without offending him? If the question is vague, I could give more specifics. </p>
<p>EDIT: The field is control and robotics. The practical work is calibration of the equipment in question. The overall paper does include control strategy, dynamics and other sections that the previous researchers have not touched upon. </p>
| [
{
"answer_id": 12438,
"author": "Jim",
"author_id": 7902,
"author_profile": "https://academia.stackexchange.com/users/7902",
"pm_score": 1,
"selected": false,
"text": "<p>You said \"their work does comprise a significant part in the paper\". The question is to judge the nature of their contribution: if their work is a scientific contribution (by opposition to a technical contribution), then they indeed deserve to be co-authors of the paper. If their work is considered a technical contribution, then they should be left of.</p>\n\n<p>It is a judgment call and what you say about their work (\"the practical work is calibration of the equipment in question\") makes it borderline. Sure, calibration is crucial, but is it an intellectual contribution, or is it something any technician with access to the apparatus user's manual could have done? In short: did they design the calibration procedure, or did they just follow an established (standard) procedure?</p>\n\n<p>In all cases, you may want to bring that issue to the other authors' attention, in a diplomatic manner.</p>\n"
},
{
"answer_id": 12449,
"author": "fedja",
"author_id": 6118,
"author_profile": "https://academia.stackexchange.com/users/6118",
"pm_score": 2,
"selected": false,
"text": "<p>That's a delicate question. My own rule is to offer a co-authorship to anybody with whom I discussed the problem unless I use only the results they have already published and took the official credit for. However I don't insist and if they decline, I just give them extended thanks in the paper. So, I would definitely contact the (leader of) the previous team and offer to include all the names in the author line.</p>\n\n<p>As to ow to approach your professor, it is not entirely unlikely that he is reading this very thread at the same time as you already, so once you decided to go public with it, just show him the replies you get here and ask what he thinks and what his arguments are. If he is a good man, he'll be straight with you and hold no grudges. If not, well, then you are in trouble already... </p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12437",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/-1/"
]
|
12,439 | <p>I am looking to start a PhD project soon and I have almost decided on the group in which I will apply. But I know that I am a very sensitive person when it comes to any work atmosphere. I have to feel comfortable where I don't work alone in the corner of a room for 4 years.</p>
<p>What are telltale signs of the academic work atmosphere? When I visit the group with the professor, will he let me ask questions to students already there? What should I ask and to whom? </p>
| [
{
"answer_id": 12440,
"author": "anon",
"author_id": 8489,
"author_profile": "https://academia.stackexchange.com/users/8489",
"pm_score": 6,
"selected": true,
"text": "<ol>\n<li><p>First off, if the professor is reluctant to have you talk to members of the group, this is a huge red flag. </p></li>\n<li><p>When you visit, ask if you can sit in on lab meetings or seminars (some group setting) and observe the dynamic. Does everyone seem engaged and happy to be there? Is the mood collaborative and friendly, or authoritarian? Basically, put yourself there and ask yourself if you'd be comfortable.</p></li>\n<li><p>Ask the professor about their advising style and philosophy. Some like to be very involved, some want their students to be independent. Make sure their answer works for you.</p></li>\n<li><p>Most important one, in my opinion: contact a few of the other students independently, tell them you are coming to visit, and offer to take them out for a coffee or beer. This is an opportunity to ask them, in a relaxed non-work setting, about what they like and don't like about working in the lab. Do not tell the professor what the students are thinking, in any case.</p></li>\n</ol>\n"
},
{
"answer_id": 12448,
"author": "dmvianna",
"author_id": 8490,
"author_profile": "https://academia.stackexchange.com/users/8490",
"pm_score": 3,
"selected": false,
"text": "<ol>\n<li>Did you decide on which project you will be working on? Did you propose it (freedom, at the cost of being on your own), did you get assigned to it (as a worker), or did you plan it with the professor (teamwork)? Chances are that whatever happened during this phase will carry on during the PhD.</li>\n<li>How central to the supervisor's own work is the question you are going to work on? This will massively influence how much support you get from him, especially when competing with other team members for resources.</li>\n<li>It is very important to find out how the team handles results that go against their main hypotheses/theories/assumptions. Do they pour in resources to discover whether they should abandon their preconceptions, do they assign you to another less threatening line of research, or do they put pressure on you until you give them the \"right\" result?</li>\n<li>Do people help each other to conduct their work, or do every person concentrate on their own work?</li>\n<li>Check the order of authors on their papers. Do the people who actually worked get first authorship, or do the most senior post-doc get first authorship, the head of the lab gets last, and everybody else gets authorship in order of seniority (BAD!)?</li>\n<li>On conferences and social occasions, does the team hang together (whether alone or mixing with other teams), or does the lab head leave the students aside and goes looking for \"important people\" to talk to?</li>\n<li>Do the team enjoy their own time together? Do past team members still nurture personal friendships with the lab head/team members? Do you know of closet skeletons, team mates turned enemies?</li>\n<li>The most important: Do people, including the professor, look <strong>happy</strong>? If they don't, run for your life!</li>\n</ol>\n"
},
{
"answer_id": 12451,
"author": "StasK",
"author_id": 739,
"author_profile": "https://academia.stackexchange.com/users/739",
"pm_score": 4,
"selected": false,
"text": "<p>Contact the people who left the group, either by graduating with a PhD, finishing their post-docs, or through getting tired of it, and find out about their experiences. You can find their names on the group/professor website either explicitly under \"students\" / \"post-docs\", or by looking through the list of co-authors/publications. In all likelihood, they will be more independent in their judgments than the current members of the group who are financially dependent on the leader -- at least those doing their PhDs and post-docs. There is no point whatsoever in asking grad students about how they feel in the group in the presence of their adviser -- you will get them in an awkward position, and the leader will definitely raise a brow about you. Besides, the grad students usually don't have any other experience, anyway, so they have no reference point to say whether their atmosphere is better or worse than the average across the field. The \"graduates\" of the group will have at least one more work group to relate to.</p>\n"
},
{
"answer_id": 12452,
"author": "Chris H",
"author_id": 8494,
"author_profile": "https://academia.stackexchange.com/users/8494",
"pm_score": 2,
"selected": false,
"text": "<p>In our group, potential new starters are more than encouraged to talk to current postgrads - for example we normally take them out to lunch when they come to interview/present, without the academics in the group present. This works both ways - a group that works as a team will want members that fit into the team. If you are asked to present to the group at interview, that's inherently a good see (IMO), but the tone of a question session after that is a good gauge - not the supervisor's questions, but how the rest of the group ask questions in front of him/her.</p>\n\n<p>You can get a feel for the dynamic of the group without asking directly - find out about whether they do stuff together out of work, for example.</p>\n\n<p>Checking the order of authors as suggested by dmvianna is a good idea, but you need to do that in the context of the field - e.g. in my area of applied physics, postgrads generally do experiment+analysis+writing and are first author. My perception of particle physics is rather different.</p>\n\n<p>Your worry about being isolated is certainly valid, I feel very lucky in the group and department I'm in, when talking to people elsewhere in the university they are often quite lonely in their work.</p>\n"
},
{
"answer_id": 12453,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 2,
"selected": false,
"text": "<p>You also need to realize that your behavior during the tour of the group is also a way for your potential advisor to see how you interact with other scientists. It will also be (if you take the position) your first contact with your future team mates! So be sure to show interest, take your time, ask questions… don't rush it!</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12439",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7902/"
]
|
12,442 | <p>I teach a writing course that has many students who plan to study economics or finance in graduate school. I am not so familiar with these disciplines, but want to make sure these students finish the semester with the skills they need to succeed in graduate school. What kind of writing assignments can they expect to see?</p>
| [
{
"answer_id": 12444,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>I ma sure someone can write a more thorough answer, but the following are some resources that may help:</p>\n\n<p>Duke University's <a href=\"http://lupus.econ.duke.edu/ecoteach/undergrad/manual.pdf\" rel=\"nofollow\">\"A Guide to Writing in Economics\"</a></p>\n\n<p>Charles Sturt's <a href=\"http://www.csu.edu.au/__data/assets/pdf_file/0004/51934/Business-Report-Writing-Skills.pdf\" rel=\"nofollow\">\"Business and Report Writing Skills\"</a></p>\n"
},
{
"answer_id": 12468,
"author": "StasK",
"author_id": 739,
"author_profile": "https://academia.stackexchange.com/users/739",
"pm_score": 2,
"selected": false,
"text": "<p><a href=\"http://rads.stackoverflow.com/amzn/click/1577660633\" rel=\"nofollow\">Economical Writing</a> is one standard reference for economists. An economics paper usually has a lit review, an economic model, analysis of what this model predicts, and how the data supports this model. A great outline is provided by the <a href=\"https://www.msu.edu/~choijay/etiquette.pdf\" rel=\"nofollow\">Toilet Seat Equilibrium</a> paper.</p>\n\n<p>Your students might want to look at the <a href=\"http://repec.org\" rel=\"nofollow\">Research Papers in Economics</a> archive, pick some papers there, and critique them from the intensive writing perspective. This collection has both published and unpublished versions, so with some luck they might be able to trace as the paper is getting into a more publishable state as it moves between versions and revisions.</p>\n"
},
{
"answer_id": 12485,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 3,
"selected": true,
"text": "<p>As a teacher of graduate-level finance classes, the main writing they are expected to perform are business reports and essays. I find that writing essays is easier for them but it is quite common for students to have challenges writing business reports (using bullet points properly, using graphics properly, using section headings and very concise writing properly).</p>\n\n<p>As far as key skills you should be thinking about, the biggest ones are:</p>\n\n<ul>\n<li>How to construct a proper argument using academic evidence (reasonable sources as opposed to some random person's blog</li>\n<li>The ability to properly cite the work of others (related to the point above)</li>\n<li>Including counter-arguments in their work (another extension of the first point)</li>\n</ul>\n\n<p>If all my graduate students had these skills, my life would be much easier.</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12442",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/600/"
]
|
12,450 | <p>I want to cite someting from <a href="http://www.bristol.ac.uk/it-services/learning/documentation/webaccess-1/webaccess-1t.pdf" rel="nofollow">this workbook</a>. How can I cite it? The year is 2009 but what should I put between brackets if there is no specific author? </p>
| [
{
"answer_id": 12444,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>I ma sure someone can write a more thorough answer, but the following are some resources that may help:</p>\n\n<p>Duke University's <a href=\"http://lupus.econ.duke.edu/ecoteach/undergrad/manual.pdf\" rel=\"nofollow\">\"A Guide to Writing in Economics\"</a></p>\n\n<p>Charles Sturt's <a href=\"http://www.csu.edu.au/__data/assets/pdf_file/0004/51934/Business-Report-Writing-Skills.pdf\" rel=\"nofollow\">\"Business and Report Writing Skills\"</a></p>\n"
},
{
"answer_id": 12468,
"author": "StasK",
"author_id": 739,
"author_profile": "https://academia.stackexchange.com/users/739",
"pm_score": 2,
"selected": false,
"text": "<p><a href=\"http://rads.stackoverflow.com/amzn/click/1577660633\" rel=\"nofollow\">Economical Writing</a> is one standard reference for economists. An economics paper usually has a lit review, an economic model, analysis of what this model predicts, and how the data supports this model. A great outline is provided by the <a href=\"https://www.msu.edu/~choijay/etiquette.pdf\" rel=\"nofollow\">Toilet Seat Equilibrium</a> paper.</p>\n\n<p>Your students might want to look at the <a href=\"http://repec.org\" rel=\"nofollow\">Research Papers in Economics</a> archive, pick some papers there, and critique them from the intensive writing perspective. This collection has both published and unpublished versions, so with some luck they might be able to trace as the paper is getting into a more publishable state as it moves between versions and revisions.</p>\n"
},
{
"answer_id": 12485,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 3,
"selected": true,
"text": "<p>As a teacher of graduate-level finance classes, the main writing they are expected to perform are business reports and essays. I find that writing essays is easier for them but it is quite common for students to have challenges writing business reports (using bullet points properly, using graphics properly, using section headings and very concise writing properly).</p>\n\n<p>As far as key skills you should be thinking about, the biggest ones are:</p>\n\n<ul>\n<li>How to construct a proper argument using academic evidence (reasonable sources as opposed to some random person's blog</li>\n<li>The ability to properly cite the work of others (related to the point above)</li>\n<li>Including counter-arguments in their work (another extension of the first point)</li>\n</ul>\n\n<p>If all my graduate students had these skills, my life would be much easier.</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12450",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8479/"
]
|
12,458 | <p>I am a master student of some engineering (other than EE/CS) in a decent US institution who will apply for a PhD in mathematics in Fall 2014 (possibly in PDE / applied analysis, but not sure). I finished with three A's and five A+'s in eight upper-undergrad / grad math courses, along with four more to come this fall. Since my intention for a math PhD came pretty late, I am only able to look for supervisor this semester. The sad thing, as expected, is that all three potential supervisors declined my request softly. My previous engineering research experiences are mostly experimental, with little to do with math.</p>
<p>So I have roughly one full semester left, and my questions are:</p>
<ol>
<li><p>Is it possible to gain any sort of research experience in this semester without a supervisor?</p></li>
<li><p>If not, then how can I show my research potential by other ways?</p></li>
<li><p>Will the three LORs solely from course lecturers be convincing, even if the lecturers are well-known, and I did pretty well in their courses?</p></li>
<li><p>In addition, is abstract algebra a must or at least very important in math PhD application? Since I have to make a choice between Algebra II and Dynamical systems, and I don't have Algebra I.</p></li>
</ol>
<p>Thank you for your responses and criticisms.</p>
| [
{
"answer_id": 12469,
"author": "davidlowryduda",
"author_id": 127,
"author_profile": "https://academia.stackexchange.com/users/127",
"pm_score": 4,
"selected": true,
"text": "<p>Firstly, I should mention that I am a 3rd year math PhD student at Brown. So I have a hint of knowledge, but not as much as a professor who has been to more institutions, and certainly not as much as someone who has been on an admissions committee. </p>\n\n<p>Firstly, many starting PhD mathematicians have no real research experience. The reason is simply that research mathematics is so far from most undergraduate mathematics. This is also why doing research is so hard without a supervisor (for that matter, it's hard with a supervisor). Many candidates have done <a href=\"http://www.ams.org/programs/students/undergrad/emp-reu\">REUs</a>, which look generically good but often don't usually result in a publication or anything.</p>\n\n<p>What I recommend to you is that you:</p>\n\n<ol>\n<li><p>Identify what you're interested in and pursue it. You say you maybe like applied analysis or PDE. Maybe see what some people are doing, read some of their stuff, backtrack if you need to. In this sense, you <em>can just do research</em> without waiting for someone else's permission. I'd like to mention that there is a polymath project you might be interested in, <a href=\"http://michaelnielsen.org/polymath1/index.php?title=The_hot_spots_conjecture\">Polymath 7</a> on the Hot Spots Conjecture (here is a link to the most recent <a href=\"http://polymathprojects.org/2013/08/09/polymath7-research-thread-5-the-hot-spots-conjecture/\">progress page</a>). It's slowed down, but they've done some interesting things and the polymaths are generally good about leaving a clean trail of breadcrumbs.</p></li>\n<li><p>Ask about showing research potential and getting letters of reference. Instead of worrying about what's the absolute best thing, I think you should worry about doing the best that you can do. You've tried to set up some research with professors and that fell through. You haven't done math research before, and you're probably not going to get far in the next 4 months. In particular, it's unlikely that you're going to come up with a result great enough to inspire someone you haven't worked with to write you a letter of reference. This is all to say that you should get your letters of reference from those best able to recommend you. If these are lecturers, then so be it. But I hope that you've been attentive, proactive, and inspired in those classes. For that matter, if you're inspired, you might be able to ask your dynamical systems professor for an interesting project - approachable projects exist. It might not be new research, but at least it would be something you, and others, could talk about. As a final note, you should talk to your math professors and ask them for advice - I suspect that at least one of them will be able to say something, and they're more familiar with your situation.</p></li>\n<li><p>Have you done any research in your 'some engineering?' Conceivably, a great letter of reference could come from your advisor/a great teacher/I don't know these details. You should talk to them about this, and get their advice.</p></li>\n<li><p>Determine what schools you're interested in applying to (apply to many), and their requirements. Brown's Applied Math department does not require algebra. But they do (essentially if not officially) require the math GRE, which does require algebra (though for less than 1/4 of the test). On the other hand, Brown's Pure Math department (the one I'm in) has a severe algebra requirement. Interestingly, PDE is done in both, though in different directions. Many schools require algebra, or require it in the sense that they will have qualifying exams and one of those is in algebra. My undergrad, which I'd say has an applied bent, had quals in algebra and both real and complex analysis. So you could consider taking algebra if you needed to or wanted to, based on looking into what universities you want to apply.</p>\n\n<p>However, algebra II without algebra I sounds incredibly perilous, especially as the fall semester is upon us already, or is about to be. Perhaps possible with a lot of pre-work. If you are going to attempt to hop into algebra II, I recommend getting a copy of Dummit and Foote's algebra book (clear exposition at a low level).</p>\n\n<p>Finally, plan on taking the math subject GRE. It's only offered 3 times each year, and you've missed the summer one. You should take it both times this fall, and those signups might already be occurring.</p></li>\n</ol>\n"
},
{
"answer_id": 12486,
"author": "paul garrett",
"author_id": 980,
"author_profile": "https://academia.stackexchange.com/users/980",
"pm_score": 2,
"selected": false,
"text": "<p>To supplement what @mixedmath aptly observed: your experiences in engineering departments will have been misleading about the expectations of mathematics grad admissions, almost universally. That is, it's not so much \"research record\" as getting up-to-speed on the very basics of the vast established literature in mathematics. Usually this is done by coursework, but not necessarily, though having a paper trail is useful. Taking the GRE subject test is a sign of awareness of how the game is played, if nothing else.</p>\n\n<p>I am frequently surprised at the apparent possibility in engineering and CompSci to do meaningful research at an undergraduate level. Perhaps \"research\" refers to a different thing than it does in mathematics... I think we have a severe shortage of labels, insofar as there seem to be only two valid/understood descriptors: \"coursework\" and \"research\", with some belief that the former is just gatekeeping and unrelated to the latter.</p>\n\n<p>In any case, unless one tries awfully hard, the very most-basic topics in mathematics are used and useful throughout mathematics, despite much gossip and mythology to the contrary. E.g., the central notions of abstract algebra arise everywhere... although, sure, one can struggle to \"get by\" by reinventing crappy versions of \"wheels\" without ever knowing that the technology had been perfected 100 or 200 years ago.</p>\n\n<p>Yes, it is toooo often true that courses and exams are conducted in a nearly-punitive fashion, and perversely emphasize separation from other subject matter, but one should try to ignore this exaggeration and caricature.</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12458",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7367/"
]
|
12,460 | <p>I am organizing a one day workshop as a part of a major conference in my field.
I would like to have a website to</p>
<ul>
<li>introductory text (static html)</li>
<li>announce things (some content management)</li>
<li>keep everybody up to date (mailing list)</li>
<li>maintain a pre-workshop and post-workshop online discussion forum</li>
</ul>
<p><strong>Is there a web service that would implement these things easily?</strong></p>
<p>Also, I don't want the visitors to register accounts. Perhaps a mailing list accessible via web would be sufficient, since I do not expect anybody to regularly visit just to check the forum (except for myself). Is there a mailing list/forum service suitable for such purpose?</p>
<p>Free would be best. I am capable of building such website myself, but I do not want to host it nor spend too much time setting it up. In the past, I used wordpress.com, google sites, google groups and such...</p>
| [
{
"answer_id": 12465,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>Some large institutions maintain platforms for such tasks: some of them are restricted to their members, others have a more liberal policy. For example, the French CNRS (largest national research institute) has developed <a href=\"http://www.sciencesconf.org/?lang=en\"><code>SciencesConf.org</code></a>. It fulfills your requirements, except for the forum (which, as far as I can tell, is rather unusual for conferences to have).</p>\n"
},
{
"answer_id": 12471,
"author": "Piotr Migdal",
"author_id": 49,
"author_profile": "https://academia.stackexchange.com/users/49",
"pm_score": 4,
"selected": true,
"text": "<p>I would recommend a generic tool for making websites.</p>\n\n<p><a href=\"http://wordpress.com/\">WordPress.com</a> (or <a href=\"http://wordpress.org/\">WordPress.org</a> if you are more tech-savvy and want to host it on your univ. server) is a popular option (e.g. <a href=\"http://netsci2013.net/wordpress/\">NetSci2013</a>).</p>\n\n<p>In both you can add comments for discussions.</p>\n\n<p>Other CMSes would work - for example <a href=\"http://www.wikidot.com/\">Wikidot</a> (e.g. <a href=\"http://offtopicarium.wikidot.com/\">Offtopicarium</a>).</p>\n\n<p>When it comes to mailing, <a href=\"https://groups.google.com/\">Google Groups</a> are one easy solution (unless you want something more sophisticated.)</p>\n\n<p>The only general advice is to use as many made tools as possible, so you don't waste time on reinventing the wheel (or dealing with too many services at once).</p>\n"
},
{
"answer_id": 26696,
"author": "just-learning",
"author_id": 10483,
"author_profile": "https://academia.stackexchange.com/users/10483",
"pm_score": 1,
"selected": false,
"text": "<p>If the forum is not a must, for static web pages <a href=\"https://sites.google.com\" rel=\"nofollow\">Google Sites</a> is another easy-to-setup option which has <em>inter alia</em> a visual editor available.</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12460",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/386/"
]
|
12,461 | <p>Is there a website or software for one to search for all the past co-authors/collaborators of a given researcher?</p>
<p>I can of course go through the researcher's publication and get the names one by one, but just wonder if there is a shortcut way of doing this.</p>
| [
{
"answer_id": 12462,
"author": "gerrit",
"author_id": 1033,
"author_profile": "https://academia.stackexchange.com/users/1033",
"pm_score": 2,
"selected": false,
"text": "<p>Yes, you can do this with many scientific indexing service. Personally, I like <a href=\"http://www.scopus.com\" rel=\"nofollow noreferrer\">Scopus</a>. It is subscription-based, though.</p>\n\n<p>First, find the <a href=\"http://www.scopus.com/authid/detail.url?origin=resultslist&authorId=31267510200&zone=\" rel=\"nofollow noreferrer\">author page</a>. I find this easiest by searching for the title of any publications by the said author, because most names are far from unique.</p>\n\n<p><img src=\"https://i.stack.imgur.com/qwKQy.png\" alt=\"Screenshot for my author page\"></p>\n\n<p>Here, you can click on co-authors. This will give you a list. For example, I currently have <a href=\"http://www.scopus.com/search/submit/coAuthorSearch.url?authorId=31267510200&origin=AuthorProfile&sot=al&sdt=coaut&st1=Holl&st2=Gerrit\" rel=\"nofollow noreferrer\">31 co-authors</a>, here sorted by number of publications:</p>\n\n<p><img src=\"https://i.stack.imgur.com/Fhrjz.png\" alt=\"enter image description here\"></p>\n\n<p>Note that this doesn't state how many documents in particular I have in common with this co-author. To get that, click instead on <a href=\"http://www.scopus.com/search/submit/author.url?author=Holl%2c+Gerrit&origin=AuthorProfile&authorId=31267510200\" rel=\"nofollow noreferrer\">Documents</a>, then, under <em>Author Name</em>, on <em>More</em>:</p>\n\n<p><img src=\"https://i.stack.imgur.com/wjzWB.png\" alt=\"enter image description here\"></p>\n\n<p>You can get similar information through the Author Evaluator → co-authors.</p>\n\n<p>Needless to say, 100% of my publications have myself as an author ;)</p>\n"
},
{
"answer_id": 12463,
"author": "Suresh",
"author_id": 346,
"author_profile": "https://academia.stackexchange.com/users/346",
"pm_score": 3,
"selected": false,
"text": "<p>For researchers in computer science, another approach is to use DBLP, which is free. For example, <a href=\"http://www.informatik.uni-trier.de/~ley/pers/hd/v/Venkatasubramanian%3aSuresh.html#coauthors\">this is the coauthor list for me</a> on my DBLP page. It is reached by going to the researcher page at DBLP, and then clicking the little 'people' icon on the right hand side. </p>\n"
},
{
"answer_id": 12478,
"author": "dmvianna",
"author_id": 8490,
"author_profile": "https://academia.stackexchange.com/users/8490",
"pm_score": 0,
"selected": false,
"text": "<p>It is widely assumed that <a href=\"http://thomsonreuters.com/web-of-science/\" rel=\"nofollow\">Web of Science</a> is the most comprehensive citation index. It is also true that it is not the most intuitive web interface available, but it is very powerful.</p>\n\n<p>As an example, you can create criteria such as counting the number of citations for an author excluding past co-authors. This one is great to measure impact outside one's own circle of acquaintances.</p>\n\n<p><em>I would have included a link to the search page, but unfortunately I don't have institutional subscription for that service anymore.</em></p>\n"
},
{
"answer_id": 12487,
"author": "Chris H",
"author_id": 8494,
"author_profile": "https://academia.stackexchange.com/users/8494",
"pm_score": 1,
"selected": false,
"text": "<p>Google scholar tries to do this, but it looks as though the author needs to have a profile, and so do the co-authors, and either both authors need to have added the publication to their record, or one author needs to have added the others (in addition to them being named on the paper's author list).</p>\n\n<p>ResearcherID can apparently do the same, again, if the author has a profile, but the search doesn't appear to work (I can't even find myself without the ResearcherID), and it can only cross-populate the author list from papers which the author has added using web of science.</p>\n\n<p>So if your target person has a google scholar profile that they maintain nicely, and that's common in the field, you might do quite well.</p>\n\n<p>Otherwise, can you automate scraping their publications page?</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12461",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8496/"
]
|
12,467 | <p><a href="http://www.nature.com/">Nature</a>’s <a href="http://www.nature.com/nature/archive/category.html?code=archive_news_views">“News and Views”</a> articles summarize high-impact research published recently in other journals. The News & Views articles are typically <em>not</em> written by the authors of the research paper, but by other researchers in the same field.</p>
<p>However, the topic of News & Views articles are not covered at all in Nature’s <a href="http://www.nature.com/nature/authors/submissions/presubs/">information for authors</a>. So, how are people writing the News & Views chosen? Is it only by invitation of the editor? And who chooses the articles written about in the first place?</p>
| [
{
"answer_id": 12473,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 4,
"selected": true,
"text": "<p>From the <a href=\"http://www.nature.com/nature/authors/gta/others.html\">Nature guide on Other Submitted Material:</a></p>\n\n<blockquote>\n <ol>\n <li>News & Views<br>\n These articles inform nonspecialist readers about new scientific advances, as reported in recently published papers (in Nature and elsewhere). This is a commission-only section.</li>\n </ol>\n</blockquote>\n\n<p>So the articles are selected and commissioned by Nature editorial staff, and written by invited authors. A quick look through recent News & Views articles finds contributions from scientists and science writers (including former Nature writing / editorial staff).</p>\n"
},
{
"answer_id": 12492,
"author": "Bitwise",
"author_id": 6862,
"author_profile": "https://academia.stackexchange.com/users/6862",
"pm_score": 2,
"selected": false,
"text": "<p>In addition to EnergyNumbers' answer:</p>\n\n<p>Many of the News & Views are about Nature papers published in the same issue. Sometimes the editors will ask one of the reviewers to write about the paper they reviewed. This makes some sense since they should be experts in the field and have already read the paper (which hasn't been published yet) thoroughly. There is a chance though that this will reveal their identity.</p>\n"
}
]
| 2013/09/04 | [
"https://academia.stackexchange.com/questions/12467",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2700/"
]
|
12,470 | <p>In my industry-sponsored dissertation, I want to thank my industry contact and some non-academic persons in the acknowledgement section of my dissertation. How should I refer to them:</p>
<ul>
<li>John Smith</li>
<li>J. Smith</li>
<li>Mr. John Smith</li>
</ul>
<p>Considering the slightly informal nature of the acknowledgement section, yet keeping in mind that these are industry folks who wouldn't mind a bit of respect.</p>
| [
{
"answer_id": 12472,
"author": "JeffE",
"author_id": 65,
"author_profile": "https://academia.stackexchange.com/users/65",
"pm_score": 2,
"selected": false,
"text": "<p>You should refer to him in the precise manner in which he wishes to be referred to, which you can only determine by <strong>asking him directly</strong>.</p>\n\n<p>In other words: The same way you would refer to an academic person.</p>\n"
},
{
"answer_id": 12479,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 4,
"selected": true,
"text": "<p>Acknowledgments usually skip formal titles, i.e. no <em>Prof.</em>, <em>Dr.</em>, <em>Mr.</em> or <em>Ms.</em> Some journals even insist on it in their authors guidelines (here for <a href=\"http://pubs.acs.org/paragonplus/submission/jceda8/jceda8_authguide.pdf\" rel=\"noreferrer\">J. Chem. Ed.</a>):</p>\n\n<blockquote>\n <p><strong>Acknowledgment</strong><br>\n Include acknowledgment of grant and other financial support, technical assistance, colleagues’ advice, and so on. Do not use professional titles or honorifics in this section.</p>\n</blockquote>\n\n<p>If your journal has guidelines on the topic, follow them.</p>\n\n<p>Otherwise, just refer to the person as you would if you were giving his name to a colleague, i.e. omit the titles and honorifics unless you barely know them. But if you think they will like it, use their titles, it doesn't hurt!</p>\n\n<hr>\n\n<p>To give a few examples from Nobel-prize winning papers:</p>\n\n<p><img src=\"https://i.stack.imgur.com/w1enx.png\" alt=\"enter image description here\"></p>\n\n<p> <img src=\"https://i.stack.imgur.com/6u0NY.png\" alt=\"enter image description here\"></p>\n\n<hr>\n\n<p><img src=\"https://i.stack.imgur.com/LMqgn.png\" alt=\"enter image description here\"></p>\n\n<p> <img src=\"https://i.stack.imgur.com/2Ni8I.png\" alt=\"enter image description here\"></p>\n\n<hr>\n\n<p><img src=\"https://i.stack.imgur.com/9Vmp9.png\" alt=\"enter image description here\"></p>\n\n<p><img src=\"https://i.stack.imgur.com/P6DPH.png\" alt=\"enter image description here\"></p>\n"
},
{
"answer_id": 12483,
"author": "Chris H",
"author_id": 8494,
"author_profile": "https://academia.stackexchange.com/users/8494",
"pm_score": 2,
"selected": false,
"text": "<p>As you're talking acknowledgements rather than co-authorships, you need to take into account journal style and be sensible and polite. If someone in industry has helped you, in company time or with company resources, you should acknowledge that. So \"... would like to thank J Smith, XYZ corporation for ...\", but if that doesn't fit with journal style guides, you could try \"...would like to thank XYZ corporation for support, especially J Smith for valuable discussions\".</p>\n\n<p>A company may not get anything for helping you, except that a mention in the literature is good for their profile. Of course if you paid them for work, they could end up anywhere from not mentioned to co-authors depending on the contribution)</p>\n"
}
]
| 2013/09/05 | [
"https://academia.stackexchange.com/questions/12470",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8360/"
]
|
12,475 | <p>If a group of students (say, 3 students), produces a work which has been accepted to a reputable conference. All of them contributed equally to the project,from implementation to writing and proof reading of the paper.
How should one decide who should be the first author. Even if the names are listed in alphabetical order, so by not being the first author, does it affect the prospects for the other two in any means ?
My field of research is computer science.</p>
<p>(This question has been partly inspired by the flurry of questions on ASE, regarding the importance of being the first author)</p>
| [
{
"answer_id": 12476,
"author": "Suresh",
"author_id": 346,
"author_profile": "https://academia.stackexchange.com/users/346",
"pm_score": 6,
"selected": true,
"text": "<p>It depends on the subfield of computer science. For example, if the paper is in theoretical computer science, then author order is alphabetical, and the equal work put in by the authors is not negated by the author ordering. If in a discipline where author order is meaningful, then it's standard practice to (say) order the authors alphabetically and add a footnote saying that all authors contributed equally to the work. </p>\n"
},
{
"answer_id": 12477,
"author": "dmvianna",
"author_id": 8490,
"author_profile": "https://academia.stackexchange.com/users/8490",
"pm_score": 3,
"selected": false,
"text": "<p>Yes, since the order of authors is often used to convey meaning, it can. As an example, in Neuroscience (my background), the conventional order of authorship is:</p>\n\n<ol>\n<li>The <strong>first author</strong> is the one who did most of the work, and who is responsible for writing the paper;</li>\n<li><strong>Second authors</strong> are listed in order of contribution to the work. Usually the people who contributed work come first, and the ones who contributed with ideas come last.</li>\n<li>Last comes the <strong>mentor</strong>. This could be the head of the lab, the supervisor, or a senior researcher who might have assigned the first author to this study. This person is usually a reference in this field, and the one who would provide general guidance to the project or line of research.</li>\n</ol>\n\n<p>However, often it is difficult or impossible to order authorship with fairness. Some journals (not all) accept footnotes telling the reader all authors (or which) contributed equally to the work. But the footnote will not be visible in bibliographies, and the second authors will be forced to indicate their equal contribution in their resumes and applications. So coming second, even in these circumstances, is a handicap.</p>\n"
},
{
"answer_id": 12489,
"author": "Piotr Migdal",
"author_id": 49,
"author_profile": "https://academia.stackexchange.com/users/49",
"pm_score": 4,
"selected": false,
"text": "<p>It may be advantageous to be the first author even in disciplines where author names are ordered alphabetically. In a study by Einav and Yariv (emphasis added):</p>\n\n<blockquote>\n <p><strong>proxies for success</strong> in the U.S. economics labor market (tenure at highly ranked schools, fellowship in the Econometric Society, and to a lesser extent, Nobel Prize and Clark Medal winnings) <strong>are correlated with surname initials</strong>, favoring economists with surname initials earlier in the alphabet. These patterns persist even when controlling for country of origin, ethnicity, and religion. We suspect that <strong>these effects are related to the existing norm</strong> in economics <strong>prescribing alphabetical ordering of authors’ credits</strong>. Indeed, there is no significant correlation between surname initials and tenure at departments of psychology, where authors are credited roughly according to their intellectual contribution. The economics market participants seem to react to this phenomenon. Analyzing publications in the top economics journals since 1980, we note two consistent patterns: authors with higher surname initials are significantly less likely to participate in projects with more than three authors and significantly more likely to write papers in which the order of credits is non-alphabetical.</p>\n</blockquote>\n\n<ul>\n<li>Liran Einav and Leeat Yariv (2006), <a href=\"http://dx.doi.org/10.1257/089533006776526085\" rel=\"noreferrer\">What's in a Surname? The Effects of Surname Initials on Academic Success</a> (or <a href=\"http://www.hss.caltech.edu/~lyariv/papers/Einav_Yariv.pdf\" rel=\"noreferrer\">free pdf here</a>)</li>\n</ul>\n"
}
]
| 2013/09/05 | [
"https://academia.stackexchange.com/questions/12475",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2823/"
]
|
12,481 | <p>There are many different corpora<sup>[1]</sup> for the English language:</p>
<ul>
<li><a href="http://books.google.com/ngrams" rel="nofollow noreferrer">Google Books ngram database</a> is freely accessible and covers publications indexed in Google Books from the 16th century; words are tagged by part-of-speech (<a href="http://books.google.com/ngrams/info" rel="nofollow noreferrer">more info here</a>).</li>
<li><a href="http://corpus.byu.edu/coca/" rel="nofollow noreferrer">The Corpus of Contemporary American English</a> is a large and balanced corpus of American English, including not only books but also magazines, newspapers and spoken English.</li>
<li>The <a href="http://www.natcorp.ox.ac.uk" rel="nofollow noreferrer">British National Corpus</a> is a similar enterprise for British English, both spoken and written.</li>
</ul>
<p>However, one may want to do an analysis of the evolution of English as used in written academic works (theses, journal articles, etc.). This came apparent to me while I was trying to research usage of passive vs. active voice for <a href="https://academia.stackexchange.com/q/12400/2700">this question</a>.</p>
<p>So, are there any available corpora of academic works in English language?</p>
<hr>
<ol>
<li>corpus: <em>collections of written or spoken material in machine-readable form, assembled for the purpose of studying linguistic structures, frequencies, etc.</em> [New Oxford American Dictionary]</li>
</ol>
| [
{
"answer_id": 12482,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 3,
"selected": false,
"text": "<p>Someone will no doubt provide a better answer for you, but here are a couple of resources that may be of interest/help/use:</p>\n\n<p><a href=\"http://www.jowr.org/articles/vol2_2/JoWR_2010_vol2_nr2_Roemer_Wulff.pdf\">\"Applying corpus methods to written\nacademic texts: Explorations of MICUSP\"</a> (Romer and Wulff, 2010).</p>\n\n<p><a href=\"http://llt.msu.edu/vol5num3/pdf/thompson.pdf\">\"Looking at citations: Using corpora in English for Academic Purposes\"</a> (Thompson, 2001)</p>\n"
},
{
"answer_id": 12484,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 4,
"selected": true,
"text": "<p>Yes, <a href=\"http://jstor.org/\">JSTOR</a> provides a corpus for linguistic (and other) analyses of academic literature, at <a href=\"http://dfr.jstor.org/\">JSTOR Data for Research</a></p>\n\n<p>See <a href=\"http://languagelog.ldc.upenn.edu/nll/?p=6545\">this Language Log discussion</a> of one such analysis done on that corpus.</p>\n"
},
{
"answer_id": 12639,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 2,
"selected": false,
"text": "<p>I'll self answer, because I realized just now that <a href=\"http://corpus.byu.edu/coca/\" rel=\"nofollow noreferrer\">COCA</a> (The Corpus of Contemporary American English) actually includes academic texts (a subpart of the corpus they refer to as COCA-Academic). It even allows one to search by section, for example restricting the search to academic works:</p>\n\n<p> <img src=\"https://i.stack.imgur.com/7ElW0.png\" alt=\"enter image description here\"></p>\n\n<p>(and it was right under my nose the whole time!)</p>\n"
}
]
| 2013/09/05 | [
"https://academia.stackexchange.com/questions/12481",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2700/"
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|
12,497 | <p>We have submitted a paper to an <a href="http://www.journals.elsevier.com/ad-hoc-networks/">Elsevier Journal</a> and now I want to know how much time each stage in article lifecycle take?</p>
<p>There is an <a href="http://help.elsevier.com/app/answers/detail/a_id/160/p/7923/related/1/session/L2F2LzEvdGltZS8xMzc4NDYxOTEyL3NpZC9iUzVURkR6bA==">article</a> in Elsevier site which describes different status of a paper from submission to publication:</p>
<ol>
<li><em>Submitted to Journal</em></li>
<li><em>Editor Invited</em> (Conditional - this step may not occurs)</li>
<li><em>With Editor</em></li>
<li><em>Under Review</em></li>
<li><em>Required Reviews Complete</em></li>
<li><em>Decision in Process</em></li>
<li><em>Completed – Accept</em></li>
</ol>
<p>It also noted that:</p>
<blockquote>
<p><strong>Please Note:</strong> Most journals aim to communicate decisions to authors within <strong>four months</strong> of the start of the review process. There are a number of factors that may influence the actual time taken, most notably the availability and responsiveness of the article's referees. In consequence, peer review times do vary per journal. During the peer review process your article will show a status of ‘Under Review’.</p>
</blockquote>
<p>But our paper status is <em>Technical Check In Progress</em>. this status is not mentioned in Elsevier site! I'm confused about this statuses. and now after 40 days the status is still in that stage. I want an estimation about time of this steps to see if I should be concern or not.</p>
| [
{
"answer_id": 12498,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 2,
"selected": false,
"text": "<p><strong>Most of the time will be spent <em>“under review”</em></strong>. That's the limiting step: sending the paper to reviewers, and waiting for them to review it. In some cases, the paper might also take some time before that (“with editor”), if the editor has a hard time finding willing reviewers.</p>\n"
},
{
"answer_id": 12499,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 5,
"selected": true,
"text": "<p>Each electronic manuscript handling system typically has a set time frame for each part of the review-revisions process. The systems have default values which, I would assume, are what most journals use. It is, however, possible to custom make the different time periods for each part of the process.</p>\n\n<p><strong>1.Submitted to Journal:</strong>\nThis usually does not involve a lot of time and a reasonable time frame might be <code>5-10 days</code> depending on factors such as workload, time of year etc. The step might involve inspection of the quality of the submitted material, but not necessarily.</p>\n\n<p><strong>2.Editor Invited</strong> (Conditional - this step may not occur):\nThis may again be another <code>5-10 days</code> and may be affected by workload etc.</p>\n\n<p><strong>3.With Editor:</strong>\nThe main problem that occurs here is difficulty to assign reviewers. The editor may also be overloaded with work. The time frame is likely something like <code>3 weeks</code> but will vary.</p>\n\n<p><strong>4.Under Review:</strong>\nEach journal has a time frame and <code>3 weeks</code> is what I am accustomed to in my field. Reviewers that accept reviews and never return them is a problem here. How quickly the editor tries to assign other reviewers to speed up the process will vary from person to person and journal to journal.</p>\n\n<p><strong>5.Required Reviews Complete:</strong>\nI am not sure if you actually mean revisions here because typically the author gets about <code>3-6 weeks</code> to revise the manuscript. This is another point where delays can occur but they are self-inflicted.</p>\n\n<p><strong>6.Decision in Process:</strong>\nThe decision process may require some time since the editor needs to read the revised manuscript and the revisions/rebuttal from the author to make a decision. In many cases there is cause for another round of reviews which would loop back to 4 and 5.</p>\n\n<p><strong>7.Completed – Accept:</strong>\n7 could be 6 if the manuscript gets accepted after one round (rare in many circumstances).</p>\n\n<p>Once accepted, the manuscript goes to copy editing and type-setting. This may be a quick process depending on the resources provided by the publisher. Journals using LaTeX have the advantage of having print ready proofs basically at the turn of a switch.</p>\n\n<p>To sum up. Each of these steps can take various amounts of time depending on the working conditions at the journal as well as the expedience of reviewers and authors. I think the time frames I have outlined are reasonable but that does not mean all journals will be that quick (or slow, depending on your view).</p>\n"
},
{
"answer_id": 12500,
"author": "BoyCodElsevier",
"author_id": 8516,
"author_profile": "https://academia.stackexchange.com/users/8516",
"pm_score": 3,
"selected": false,
"text": "<p><em>Technical Check In Progress</em> refers to the <em>Technical screening</em> which is explained at:</p>\n\n<p><a href=\"http://www.elsevier.com/editors/technical-screening\" rel=\"nofollow\">http://www.elsevier.com/editors/technical-screening</a></p>\n\n<blockquote>\n <p>To solve the problem of peer reviewers and Editors being overloaded with manuscripts which contain many ‘technical’ problems such as poor English, Elsevier introduced a Technical Screening process for all journal submissions</p>\n</blockquote>\n\n<p>This process shouldn't take too long. 40 days sounds too much to me and you may want to email the editor asking for an update on the status of your paper.</p>\n\n<p><strong>UPDATE:</strong> I just realised from your profile that you are Iranian. The delay might also be caused by the sanctions implemented by Elsevier against your compatriots. </p>\n\n<p><a href=\"http://elsevierconnect.com/trade-sanctions-against-iran-affect-publishers/\" rel=\"nofollow\">http://elsevierconnect.com/trade-sanctions-against-iran-affect-publishers/</a></p>\n\n<p><a href=\"http://news.sciencemag.org/2013/05/scientific-journals-adapt-new-u.s.-trade-sanctions-iran\" rel=\"nofollow\">http://news.sciencemag.org/2013/05/scientific-journals-adapt-new-u.s.-trade-sanctions-iran</a></p>\n\n<p>A shame, I would say.</p>\n"
},
{
"answer_id": 13001,
"author": "sajjadG",
"author_id": 8149,
"author_profile": "https://academia.stackexchange.com/users/8149",
"pm_score": 2,
"selected": false,
"text": "<p>I found this <a href=\"http://akiraoconnor.org/2011/01/21/the-life-of-an-ees-manuscript/\" rel=\"nofollow\">link</a> that describes <em>The Life of an Elsevier Editorial System Manuscript</em>. I think it may be useful to others. It is a real-life report of the editorial process from the beginning to end.</p>\n\n<p>(Answer edited to increase its length in an attempt to avoid future vandalism attempts.)</p>\n"
},
{
"answer_id": 26829,
"author": "Peter Johnson",
"author_id": 20372,
"author_profile": "https://academia.stackexchange.com/users/20372",
"pm_score": 2,
"selected": false,
"text": "<p>I have many publication in peer review journals and I would share my experience with manuscript submission. When the manuscript is within the scope and of high quality, one should not always expect that an Editor would be willing to pass it to review. There are many reasons. It is most likely that an Editor would not challenge other recognized authors and, in order to avoid complications, he/she would not take a responsibility to publish it. So, if you receive later something like \"the topic is too broad or too narrow and the Editorial Board has decided to reject your submission\", - do not be surprised. The most of Editors are fair enough, but sometimes strange thins may happen.</p>\n"
},
{
"answer_id": 43055,
"author": "iwantmyphd",
"author_id": 15399,
"author_profile": "https://academia.stackexchange.com/users/15399",
"pm_score": 4,
"selected": false,
"text": "<p>I happened to have recently gone through most of this process with EES in the past few months and can provide my actual timeline (but not done yet!), for what it's worth:</p>\n\n<ol>\n<li><p>Submitted to Journal: <strong><em>Day 0</em></strong></p></li>\n<li><p>Editor Invited (Conditional - this step may not occur): N/A</p></li>\n<li><p>With Editor: <strong><em>Day 2</em></strong></p></li>\n<li><p>Under Review: <strong><em>Day 14</em></strong></p></li>\n<li><p>Required Reviews Complete: <strong><em>Day 44</em></strong>, revisions were then submitted back to EES 14 days later (<strong><em>Day 58</em></strong>).</p></li>\n<li><p>With Editor: <strong><em>Day 60</em></strong></p></li>\n<li><p>Under Review: <strong><em>Day 65</em></strong></p></li>\n<li><p>Required Reviews Completed: <strong><em>Day 73</em></strong></p></li>\n<li><p>Decision (Accepted): <strong><em>Day 75</em></strong></p></li>\n<li><p>Final Disposition: <strong><em>Day 76</em></strong></p></li>\n<li><p>Sent to/Received by Elsevier: <strong><em>Day 76</em></strong></p></li>\n<li><p>Publishing agreement/Offprint order/Color figures forms sent: <strong><em>Day 80</em></strong></p></li>\n<li><p>Proofs Available: <strong><em>Day 81</em></strong></p></li>\n</ol>\n\n<p>Once the last few steps are complete, I'll add these, but this covers most of the process. Perhaps if others do the same, a statistical estimate can be made.</p>\n"
}
]
| 2013/09/06 | [
"https://academia.stackexchange.com/questions/12497",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8149/"
]
|
12,502 | <p>An alternate title could be "Do we award a PhD for what the student became or for what he produced?". More precisely, if a research thesis report does not advance human knowledge, yet still shows that the student acquired the right skills of investigation, should the title of Philosophy Doctor be awarded?</p>
<ul>
<li><p>I kind of always assumed that a thesis (PhD thesis in particular) should have some positive results (where positive means "advancing the state of human knowledge"), and that part of the art of finding a good topic of research was the art of asking the right kind of question, which would yield some positive result independently of the answer. Similar views are expressed in this other <a href="https://academia.stackexchange.com/questions/7421/what-to-do-with-negative-research-outcomes-results-of-phd-research-experiment">stackexchange</a> question and the corresponding answers: </p>
<blockquote>
<p>It is an expectation that the PhD would make an original contribution and/or advance knowledge in a given field. I understand this is a universal assumption for this level of study across all universities. (...) usually a PhD is measured on its contribution to expand knowledge.</p>
</blockquote></li>
<li><p>Nevertheless, Justin Zobel defends convincingly the opposite view in "Writing for Computer Science", p.154 of the Second Edition:</p>
<blockquote>
<p>even if good results are not achieved, the thesis should pass if you have shown the ability to undertake high-quality research. (...)
A thesis with negative results can, if appropriately written, demonstrate the ability of the candidate just as well a a thesis with positive results. (...)
it is you, not the research, that is the primary object of scrutiny</p>
</blockquote></li>
</ul>
<p>Is there an agreement across disciplines about this question? </p>
<p>I am not directly concerned (I reported positive results in my PhD thesis long ago, have many positive results to report in my "Habilitation" thesis, and I certainly aim for my students to report positive results in theirs), but I am curious about the real objective of the thesis:
- as an advisor, I could suggest a more risky topic if it had the potential to teach more to the student without risking the whole graduating thing; and
- as a referee or member of an evaluation committee, I have to judge students and/or their thesis...</p>
<hr>
<h2>Extreme Fictional Example</h2>
<p>A student and advisor do the entire research work following the most rigorous scientific process for several years, only to find their efforts ruined near the end of the process either by a budget cut, the disappearance of the species they were studying, or the discovery that the problem is the consequence of an obscure results from year ago in another research community.</p>
<p>The student has followed and learned the scientific process, but did not contribute to human knowledge (apart from maybe improving the index of its bibliography). If the student has showed the qualities required from a good researcher, should(n't) he/she be awarded the title of "Doctor in Philosophy", independently of the contribution made to human knowledge?</p>
<p>This is truly a rhetorical question, and I doubt this kind of situation happens often. Yet the idea is new to me and I kind of like it, albeit I doubt the whole community would agree...</p>
<hr>
<h2>Opposite Extreme Example</h2>
<p>Imagine that a student, stroke by luck, makes an amazing scientific discovery which deeply impact human knowledge, and can be understood by all even though the student poorly redacts it. It seems clear to me that the society would not benefit from awarding a PhD to such a student, who has not learned how to do research even though contributing to human knowledge. </p>
<p>On the other hand, setting two conditions for the awarding of a PhD, having learned how to do proper research AND having advanced human knowledge by using it, introduces trade-offs and compromises (which again do not serve society).</p>
| [
{
"answer_id": 12503,
"author": "Jeremy Miles",
"author_id": 6495,
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"text": "<p>I assume that by negative results, you mean non-significant results.</p>\n\n<p>\"It is an expectation that the PhD would make an original contribution and/or advance knowledge in a given field.\" Yes, this is true. And \"X doesn't work\" is a contribution to the field.</p>\n\n<p>(To use an example from my area). Health practitioners are constantly dreaming up things that might work to treat various ailments (illnessess), and using them. The job of health researchers is to find out which ones work - and most of them don't work.</p>\n\n<p>We used to joke that our role as health care researchers was to say no. \"Nope. That doesn't work. Don't do it. No, that one's not effective either. No, don't use that. No. No. No.\"</p>\n\n<p>Pressure for positive results just means you tweak models and data until you find them - using 'researcher degrees of freedom' (see <a href=\"http://pss.sagepub.com/content/22/11/1359\">http://pss.sagepub.com/content/22/11/1359</a>). Your results are therefore significant, but worthless.</p>\n\n<p>My PhD thesis was trying to demonstrate the nature of the relationship between stress and psoriasis symptoms (many people say \"stress worsens psoriasis\" - it's taken as a given truth, but it's never been empirically demonstrated). I was trying to answer things like what kind of stress, how long does it take, does it differ between people? I never found any evidence that stress did worsen psoriasis. Nor that psoriasis worsened stress (or any other psychological symptom). </p>\n\n<p>A PhD is an educational process. One should demonstrate that one has learned. The most important thing about a PhD is showing what you know, what you have learned, and what you understand. If anyone gets to the end of a PhD and says \"Well, those results were all positive, just as I expected\", they've learned little. At the end of your PhD (or any research project) you should want to start again, and this time do it properly.</p>\n"
},
{
"answer_id": 12512,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 0,
"selected": false,
"text": "<p>For a research project to be successful, you need more than just</p>\n\n<ul>\n<li>a good student</li>\n</ul>\n\n<p>You also need </p>\n\n<ul>\n<li>a good concept and</li>\n<li>a good advisor</li>\n</ul>\n\n<p>Of course these points are not independent: up to a certain point a good student will be able to make sure the concept is good. At least the good advisor will do that. But what if the advisor isn't that good, and in consequence the project concept is flawed and the student gets bad advise and that is the reason for only negative results? </p>\n\n<hr>\n\n<p>IMHO, <strong>having only negative results likely hamper the project success in an indirect way</strong>:</p>\n\n<ul>\n<li>do not underestimate the psychological effect on the student: not succeeding in something that the advisor told you to do can have serious effects on the student's self-esteem and that can in turn lead to giving up or anyways loose the \"psychological bonus\" that you can only get if you are convinced of your work.</li>\n<li>Depending on what kind of negative results, and how the project was specified, \"it doesn't work\" could be either due to the student's inability/laziness or due to the fact that things just don't work that way. Therefore \"it doesn't work\" always has a danger of falling back onto the student, even if it was not the student's fault. </li>\n<li>It is hard for the student to prove that it wasn't his fault in that case, which may mean wasting lots of effort just to make sure that noone can come and blame the student for the bad results. </li>\n</ul>\n\n<hr>\n\n<p>All together, I'd be extremely cautious with</p>\n\n<blockquote>\n <p>I could suggest a more risky topic if it had the potential to teach more to the student without risking the whole graduating thing</p>\n</blockquote>\n\n<p>Whether I'd at all consider this would also depend on other circumstances. Maybe it is because I've seen bad advisors putting students into risky projects and leaving them in the resulting difficulties.</p>\n\n<p>So at the very least I think that entering a project that the advisor already before it ever began perceives as more risky, should be entered </p>\n\n<ul>\n<li>by a clear understanding between advisor and student that this is risky (but much may come out of it)</li>\n<li>only if the advisor knows the student well enough to be able to judge whether the student could stand this</li>\n<li>only with a clear risk-management strategy: the risk the student takes must be made up by something else.<br>\nHow about treating such risky projects as normal job and paying a full wage if you cannot guarantee that even a good student will be able to get a thesis out of the results? </li>\n</ul>\n\n<p>Here's an example (heard of it by rumour only) of how such things go wrong: </p>\n\n<p>project involves growing some plants over 2 years. If all goes well, student can finish thesis in 3 years.<br>\nStudent is hired for the project on a fixed 3 year contract, and is told that the project really shouldn't take longer. (Apparently, there is no money for more than 3 years). In the 2nd year a minor flooding kills the experiment. \nFloods are in no way an unheard of occurrence in the region. </p>\n\n<p>IMHO in this project the student was left not only with a project that had the inherent risk that the work of 2 years may be lost just before it was \"ripe\". The really bad thing is that it was combined with no plan B (e.g. extending the project), and occured in a country where a failed thesis is a serious thing: it wouldn't work to say in the beginning: \"let's try this, and if it fails after 3 years, why, then you can just go on and try another project\". </p>\n"
},
{
"answer_id": 12517,
"author": "debray",
"author_id": 7974,
"author_profile": "https://academia.stackexchange.com/users/7974",
"pm_score": 3,
"selected": false,
"text": "<p>Well, <a href=\"http://en.wikipedia.org/wiki/Fermat%27s_Last_Theorem\">this negative result</a> got a fair amount of press, <a href=\"http://en.wikipedia.org/wiki/G%C3%B6del%27s_incompleteness_theorems\">this negative result</a> is generally considered a big deal, and my guess is that a negative result about <a href=\"http://en.wikipedia.org/wiki/P_versus_NP_problem\">this problem</a> would probably be considered an acceptable thesis. :-) So the trivial answer to the original question is: \"Yes.\" On the other hand, it's easy to think of negative results that wouldn't pass muster for a thesis. So perhaps the underlying question is: \"How can we tell whether a negative result qualifies for a thesis?\" </p>\n\n<p>A thesis is expected to make an intellectual contribution. If I prove a bunch of trivial negative results that surprise no one, then I don't make any intellectual contribution. On the other hand, if a lot of good researchers believe X, and I show that X doesn't hold, then that changes the state of knowledge in the field and therefore is a contribution. (In many cases, the real contribution from such negative results is the analysis explaining <em>why</em> X doesn't hold --- i.e., why the scientific intuitions of a bunch of good researchers are incorrect.)</p>\n\n<p>So the questions I would ask would be: are the negative results unexpected? Do they give us new insights into, or a better understanding of, the phenomena being studied? If these questions can be answered positively then I think the negative results qualify for a thesis; if not, then IMHO they do not. The bottom line is, simply: \"Do the results (positive or negative) teach us anything?\"</p>\n"
},
{
"answer_id": 12526,
"author": "fedja",
"author_id": 6118,
"author_profile": "https://academia.stackexchange.com/users/6118",
"pm_score": 3,
"selected": false,
"text": "<p>This is a tough question. Just to abstain from the discussion of different standards in different fields, I'll talk of mathematics only. Also, I'll assume that it is a question about a PhD thesis, not about anything of lower level like Masters, etc.</p>\n\n<p>The main thing is that the gap between \"advancing human knowledge\" and \"mastering the subject\" is huge and there is a lot of grades in-between. IMHO, the works that advance human knowledge are rare, be it PhD theses or papers in refereed journals. Most of us live off \"doing what hasn't been done before\", which is much less demanding. What I mean is that each work introducing a new idea is followed by 1000 ones applying this idea combined with already known stuff to all setups where it works. Each of those 1000 papers does what hasn't been done before but does not advance human knowledge because, once the new idea appears, every sufficiently high level professional can figure out how it may be applied elsewhere, though getting all details right may require patience and even some effort. I certainly would accept \"doing what hasn't been done before\" (a successful application of a well-known idea in a fairly straightforward way to a new setup) as a tolerable (but not brilliant) PhD thesis. </p>\n\n<p>How much below that would I consider acceptable? Four out of every five projects I try end up in a miserable failure, when I cannot even claim that I have proved some partial result in the desired direction. I have never tried to write a detailed account of \"mein kampf\" for any of those (dead end moves with counterexamples at the end, chains of implications that never meet the goal, associations and studies of seemingly relevant things that failed to relate to the question at hand for some fundamental but hard to discern reason, etc.) but I would let a report like that pass as a PhD thesis if it really shows 3 years worth of high quality effort. </p>\n\n<p>What I find not acceptable is a \"literature survey\" (understanding what is written elsewhere and relating things in a superficial way without deriving any new result or introducing any new twist into the story). In other words, my idea is that you should get your PhD after you show that you can \"fight a mathematical battle on your own\", not only study the battles fought by other people. The victory in a decent battle is sufficient, but not necessary. Sometimes you can be made a \"general\" even if you lose but show good fighting skills. </p>\n\n<p>All this is my humble opinion only. As to the official point of view, in Russia we had the central committee that had to confirm every degree award before it became valid and there were written guidelines. In the USA it is way more relaxed, so 4-5 professors conspiring together can pass anyone (to the credit of them I should say that I cannot give an example of such conspiracy). Canada requires an external review to be positive (which, by the way, makes perfect sense as a simple safeguard against \"local standard relaxation\" to me), and so on.</p>\n\n<p>As to \"risky topics\", the best ambitious projects are such where \"something\" can be done right away (not something that is worth talking about as \"defendable\" or \"publishable\", but something that shows that the student has the general grasp of the subject and decent problem-solving skills). If that something (or something equivalent) is not done within the first half a year, it is a sign of trouble and the ambitious project is better abandoned and replaced with an \"apply a known idea in a straightforward way to a new setup\" one. If it is, you have a chance and may consider taking the risk. Unfortunately, there is nothing that can guide you then except your gut feelings and your knowledge of the student. You and your student are in an uncharted territory all on your own, and no general advice can be given except \"play by ear\" and \"act by circumstances\".</p>\n"
},
{
"answer_id": 12575,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 6,
"selected": true,
"text": "<p>The question as currently asked is: <strong>Is a research thesis (report) with zero contribution to human knowledge acceptable?</strong></p>\n\n<p>And the answer to that question is <strong>no</strong>.</p>\n\n<p>A thesis or portfolio submitted for a PhD or higher doctorate must make a <strong>novel contribution to human knowledge</strong>. It <strong>must also</strong> demonstrate that the applicant has acquired the appropriate level of research skills.</p>\n\n<p>Some negative results do advance human knowledge. So a thesis with negative results and no positive results may make a novel contribution to human knowledge. e.g. demonstration of <strong>absence</strong> of an effect is a negative result, but can be a distinct and significant contribution to new knowledge (particularly if the effect was previously believed to exist).</p>\n\n<p>However, just spending the time, putting in the effort, and churning out the right quantity of work, is not in and of itself sufficient.</p>\n\n<h3>Basis for this</h3>\n\n<p>This is based on a combination of my employer's guidelines, my experiences as a PhD supervisor, and advice from my colleagues. I hear that there are other (less well-respected) institutions that award doctorates just for putting in the effort and churning out the right quantity of work, regardless of novelty of contribution, or of demonstration of research skill</p>\n\n<h3>A quote from some official guidelines.</h3>\n\n<p>Here's a quote from the relevant part of the <a href=\"http://www.ucl.ac.uk/ras/acd_regs/2012_13/RD_Section_2_2012_2013.pdf\">academic regulations for PhD examinations from UCL, University College London (pdf)</a>:</p>\n\n<blockquote>\n <p>A thesis for the awards of EngD or PhD degree shall be examined in accordance with\n the criteria prescribed by UCL and the thesis shall demonstrate that it: ...</p>\n \n <p>shows a student's capacity to pursue original research in the field of study\n based on a good understanding of the research techniques and concepts\n appropriate to the discipline; ...</p>\n \n <p>represents a distinct and significant contribution to the subject, whether through\n the discovery of new knowledge, the connection of previously unrelated facts,\n the development of new theory, or the revision of older views;</p>\n</blockquote>\n"
},
{
"answer_id": 12577,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 2,
"selected": false,
"text": "<p>In fast moving fields one can get scooped fairly easily. For example a biology PhD thesis may be based around determining the structure of a protein. If someone else publishes the structure before the thesis is reviewed then there is not a contribution to human knowledge since the structure is already known. I think in these fast moving fields the student would be expected to do more. In my \"slow\" moving field I am aware of two theses (one PhD and one MSc) where the results where the key findings were published by someone else in the weeks before the thesis was finished.</p>\n"
},
{
"answer_id": 16095,
"author": "Zach H",
"author_id": 8857,
"author_profile": "https://academia.stackexchange.com/users/8857",
"pm_score": 1,
"selected": false,
"text": "<p>An historical example: Alan Turing was named a fellow at Cambridge on the basis of work that Lindeberg published over a decade prior. Admittedly, this was not a PhD thesis, but I am under the impression the import is comparable. Keynes, for example, had no PhD but was named a fellow prior to becoming a professor.\nThere is no evidence to suggest that Turing was aware of Lindeberg's work, but I am under the impression that they're approaches were quite similar.</p>\n\n<p>I have heard similar stories on a less grand scale. No doubt the results of many theses have been previously published. Should it matter whether this connection is discovered before or after the thesis is submitted, assuming the new results did not draw on the old?</p>\n"
}
]
| 2013/09/06 | [
"https://academia.stackexchange.com/questions/12502",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/1318/"
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|
12,508 | <p>If I apply to a job, and it asks for 4 recommendation letters, is it good if I submit 5 or more letters? Why and why not? </p>
| [
{
"answer_id": 12510,
"author": "kmm",
"author_id": 75,
"author_profile": "https://academia.stackexchange.com/users/75",
"pm_score": 3,
"selected": false,
"text": "<p>The search committee, or whoever it is who is reviewing applications, asks for 4 letters because that's the number of letters they want. For a postdoc, four is logical because that is typically the size of a doctoral committee.</p>\n\n<p>Unless you have a very good reason (which, off the top of my head, I can't think of), don't send more letters than they ask for. (1) They don't want to read them. (2) They will think you don't know how to follow directions and will toss your application (which is what I would do, if it wasn't clear why I was getting >4 letters). In my field of biology, there might be over 100 applicants for a position (particularly a faculty position; I've heard of 200-300 in some cases). I've been on numerous search committees, and I really can't fathom some of the materials that get sent in with applications.</p>\n"
},
{
"answer_id": 12518,
"author": "Noah Snyder",
"author_id": 25,
"author_profile": "https://academia.stackexchange.com/users/25",
"pm_score": 4,
"selected": true,
"text": "<p>In the US in math my understanding is:</p>\n\n<ul>\n<li>For the NSF fellowship follows the rules to a T.</li>\n<li>For other postdocs there's probably no harm in submitting an extra letter, but there's also rarely a compelling reason to do so.</li>\n<li>For tenure track positions it is common, and not frowned upon, to submit 4 or 5 research letters instead of the requested 3 research letters. If you have a compelling reason to submit more (for example, you work between two adjacent fields) then go ahead, but if you don't have a compelling reason you're also not going to be penalized for sticking with 3 research letters. It's better to have all the letters be great than to have more letters.</li>\n</ul>\n\n<p>There's a lot of discussion about this in the comments on <a href=\"http://sbseminar.wordpress.com/2011/04/15/some-advice-on-job-hunting/\">this thread</a>.</p>\n"
}
]
| 2013/09/07 | [
"https://academia.stackexchange.com/questions/12508",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8480/"
]
|
12,514 | <p>I am well aware of the ethic guidelines in the academic publishing world regarding submission for publication of the same article to multiple journals: I know this is broadly considered unethical and creates a bad reputation for the author in question among the academic community (this eventually giving way to negative repercussions –presumably and informal, tacit type of ‘black listing’).</p>
<p>I have a slightly different problem here: </p>
<p>I am wondering what happens if I submit a series of articles, one different article to one different publisher, but all of them more or less at the same time: each of these articles would consist of a theoretical premise (a formula of principles according to which a text’s analysis will be conducted in the article), <strong>which is common to all the articles</strong> in object, and then the main body, different in every article: that would be the analysis itself (on the basis of the formula) of the works of an author –a different author in every article.</p>
<p>The field of research is humanities (literature). I am attempting to determine, on the basis of existing definitions of a literary trend (the aforementioned formula, which itself is a sum up of existing definitions of the literary trend, by other researchers), which authors and which works of theirs may be plausibly associable to the trend.</p>
<p>So, to sum it up, <strong>the formula of analysis (the definition of the trend) is the introductory part of each article</strong>. <strong>Conceptually speaking it is the same for all of them</strong>. I could change the exposition from one article to the other for the sake of not using the same exact text in all articles. The concept(the theoretic formula), however would remain the same: it would mostly not be my own original contribution, give or take a few corrections or specifications I am adding. <strong>The main body of the text –the original contribution to knowledge- is the analysis of the author’s text</strong>: <strong>this is the greatest part of the text and it is different for each article</strong> (one author for every article).</p>
<p>Much of this research has already been done in a draft form. Hopefully at some point in the future, and if these texts are published as articles, I’d be able to organize them (along with a few necessary additions) into a broader text to be submitted for publishing as a book.</p>
<p>So the question is: would this strategy be viewed by any reviewer/publisher/editor as a breach of ethic guidelines in the academic publishing sector? Would it cause me problems of reputation in it?</p>
| [
{
"answer_id": 12515,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>There is nothing unethical about simultaneously submitting different articles to different publishers. The slight problem is that you probably need to quote the other articles in each one (where needed of course). This is more of a technical problem, though. As long as the articles you submit are significantly different so that none is duplicating the other, you should be fine. It is not uncommon to submit at least two articles more or less simultaneously, to the same or different journals. Having three or more is just more unusual but certainly not wrong.</p>\n\n<p>I have not heard that submitting papers the way you suggest would lead to any negative effects. That said, there is a tendency to split research that could be a longer paper into several shorter contributions, mostly to get more publications. Although this is not wrong, sometimes the papers may become too fragmented (\"cooking soup on a nail\" as the proverb goes in my part of the world). It is therefore a careful balance when dividing up (packaging) papers from a research project.</p>\n"
},
{
"answer_id": 12516,
"author": "Memming",
"author_id": 386,
"author_profile": "https://academia.stackexchange.com/users/386",
"pm_score": 4,
"selected": false,
"text": "<ol>\n<li><p>You should avoid <strong>self-plagiarism</strong>. Having an identical section in both papers would be ethically questionable. They could have the same overall meaning, but I would try to rephrase them differently as you might already have done.</p></li>\n<li><p>Also have your papers <strong>cite each other</strong> as being submitted, and possibly update the final manuscript with full citations.</p></li>\n<li><p>It may be a good idea to let the journal editor know that this is happening. They may be able to provide you with specific guidelines.</p></li>\n</ol>\n"
},
{
"answer_id": 12520,
"author": "BlackPudding",
"author_id": 8534,
"author_profile": "https://academia.stackexchange.com/users/8534",
"pm_score": 3,
"selected": false,
"text": "<p>This practice is usually termed <a href=\"http://en.wikipedia.org/wiki/Salami_slicing\">Salami Slicing</a> or <a href=\"http://en.wikipedia.org/wiki/Least_publishable_unit\">Least publishable unit</a>. This is conducted by many researchers for whom having a series of N small and terribly overlapped papers is more convenient than having just one substantial paper.</p>\n\n<blockquote>\n <p>In academia, salami slicing refers to the practice of creating several short publications out of material that could have, perhaps more validly, been published as a single article in a journal or review. </p>\n</blockquote>\n\n<p>This often happens when someone finds a result that applies to a certain family of logical concepts and prefer to \"study\" one member of such family at a time. For instance, you find that a certain result applies to any colour and, instead of publishing this result, you publish a paper saying that result X applies to red colour, another one for the green colour, another one for the black colour ...</p>\n\n<p>It is not considered unethical in general (although Elsevier says it is unethical <code>http://www.ethics.elsevier.com/pdf/ETHICS_SS01a.pdf</code> in some cases such as slicing data sets), just ask yourself if you want to be classified as a Salami Slicer.</p>\n"
},
{
"answer_id": 12550,
"author": "Bitwise",
"author_id": 6862,
"author_profile": "https://academia.stackexchange.com/users/6862",
"pm_score": 0,
"selected": false,
"text": "<p>In some fields, if you are referring in a manuscript to other unpublished material you must submit it together with the manuscript. I suggest that if you plan to submit each of these manuscripts to a different journal, also submit the other papers as supporting material and notify the editor that they are submitted for review elsewhere. That way you are not hiding anything and the editor has all the information to reach a decision.</p>\n"
},
{
"answer_id": 14483,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 0,
"selected": false,
"text": "<p>What you suggest somewhat sounds like a series of applications of some concept. If that is the case, and assuming you're not salami slicing but present a well thought out selection of applications of the concept, why not talk to a journal editor about this? A series of papers exploring a particular topic from different application perspectives isn't unheard of.<br>\nSo if your idea is as good as you think, you should be able to find an editor. And if the selection isn't that concise (i.e. each new paper doesn't provide enough new stuff), your book wouldn't be worth its money anyways.</p>\n"
}
]
| 2013/09/07 | [
"https://academia.stackexchange.com/questions/12514",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8527/"
]
|
12,524 | <p>I have been approached to submit an extended version of a research paper in a journal.
The original paper is already published in a conference proceedings by publisher A. </p>
<p>What "degree of extension" do I have to provide so that publisher B will (legally?) be able to publish my work?</p>
<p>Also, does "extended version" in this case mean additional results, or purely textual extension?</p>
| [
{
"answer_id": 12515,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>There is nothing unethical about simultaneously submitting different articles to different publishers. The slight problem is that you probably need to quote the other articles in each one (where needed of course). This is more of a technical problem, though. As long as the articles you submit are significantly different so that none is duplicating the other, you should be fine. It is not uncommon to submit at least two articles more or less simultaneously, to the same or different journals. Having three or more is just more unusual but certainly not wrong.</p>\n\n<p>I have not heard that submitting papers the way you suggest would lead to any negative effects. That said, there is a tendency to split research that could be a longer paper into several shorter contributions, mostly to get more publications. Although this is not wrong, sometimes the papers may become too fragmented (\"cooking soup on a nail\" as the proverb goes in my part of the world). It is therefore a careful balance when dividing up (packaging) papers from a research project.</p>\n"
},
{
"answer_id": 12516,
"author": "Memming",
"author_id": 386,
"author_profile": "https://academia.stackexchange.com/users/386",
"pm_score": 4,
"selected": false,
"text": "<ol>\n<li><p>You should avoid <strong>self-plagiarism</strong>. Having an identical section in both papers would be ethically questionable. They could have the same overall meaning, but I would try to rephrase them differently as you might already have done.</p></li>\n<li><p>Also have your papers <strong>cite each other</strong> as being submitted, and possibly update the final manuscript with full citations.</p></li>\n<li><p>It may be a good idea to let the journal editor know that this is happening. They may be able to provide you with specific guidelines.</p></li>\n</ol>\n"
},
{
"answer_id": 12520,
"author": "BlackPudding",
"author_id": 8534,
"author_profile": "https://academia.stackexchange.com/users/8534",
"pm_score": 3,
"selected": false,
"text": "<p>This practice is usually termed <a href=\"http://en.wikipedia.org/wiki/Salami_slicing\">Salami Slicing</a> or <a href=\"http://en.wikipedia.org/wiki/Least_publishable_unit\">Least publishable unit</a>. This is conducted by many researchers for whom having a series of N small and terribly overlapped papers is more convenient than having just one substantial paper.</p>\n\n<blockquote>\n <p>In academia, salami slicing refers to the practice of creating several short publications out of material that could have, perhaps more validly, been published as a single article in a journal or review. </p>\n</blockquote>\n\n<p>This often happens when someone finds a result that applies to a certain family of logical concepts and prefer to \"study\" one member of such family at a time. For instance, you find that a certain result applies to any colour and, instead of publishing this result, you publish a paper saying that result X applies to red colour, another one for the green colour, another one for the black colour ...</p>\n\n<p>It is not considered unethical in general (although Elsevier says it is unethical <code>http://www.ethics.elsevier.com/pdf/ETHICS_SS01a.pdf</code> in some cases such as slicing data sets), just ask yourself if you want to be classified as a Salami Slicer.</p>\n"
},
{
"answer_id": 12550,
"author": "Bitwise",
"author_id": 6862,
"author_profile": "https://academia.stackexchange.com/users/6862",
"pm_score": 0,
"selected": false,
"text": "<p>In some fields, if you are referring in a manuscript to other unpublished material you must submit it together with the manuscript. I suggest that if you plan to submit each of these manuscripts to a different journal, also submit the other papers as supporting material and notify the editor that they are submitted for review elsewhere. That way you are not hiding anything and the editor has all the information to reach a decision.</p>\n"
},
{
"answer_id": 14483,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 0,
"selected": false,
"text": "<p>What you suggest somewhat sounds like a series of applications of some concept. If that is the case, and assuming you're not salami slicing but present a well thought out selection of applications of the concept, why not talk to a journal editor about this? A series of papers exploring a particular topic from different application perspectives isn't unheard of.<br>\nSo if your idea is as good as you think, you should be able to find an editor. And if the selection isn't that concise (i.e. each new paper doesn't provide enough new stuff), your book wouldn't be worth its money anyways.</p>\n"
}
]
| 2013/09/08 | [
"https://academia.stackexchange.com/questions/12524",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/4070/"
]
|
12,528 | <p>I took the GRE and my analytical writing score wasn't what I hoped for. During the exam, I thought my answer was good. Having read about argumentation and practiced writing, I wonder if there is a reputable service that will score essays and give feedback?</p>
| [
{
"answer_id": 12534,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 3,
"selected": false,
"text": "<p>You've got a few options:</p>\n\n<ol>\n<li>See if your school has a GRE preparation course (you may have to pay for this) or other writing tutorials.</li>\n<li>As Tirath said, look at <a href=\"http://www.ets.org\">ets.org</a> for strategies.</li>\n<li>If you're still in undergraduate school and have at least another semester, enroll in a writing class. The practice you get from the class should improve your overall ability.</li>\n<li>Look online for test preparation courses. These can be expensive, but sometimes they have \"guaranteed results,\" and you can probably figure out the best ones by looking at reviews.</li>\n<li>Advertise on Craigslist (or similar) for a tutor. If you are in a college town, you may find someone willing to tutor you relatively cheaply.</li>\n<li>Look online for GRE writing samples, and read as many as you can.</li>\n<li>Practice writing every day. The more you practice, the better you'll get (and read as much as you can, too).</li>\n</ol>\n\n<p>Keep in mind that while you always should strive for high scores, your field of study will partially dictate how important the writing score is. If you're going for a history PhD, you'll need a high score, but for a science degree this tends to be less important (for admissions--being able to write is important for any PhD!).</p>\n"
},
{
"answer_id": 13925,
"author": "avi",
"author_id": 6240,
"author_profile": "https://academia.stackexchange.com/users/6240",
"pm_score": 0,
"selected": false,
"text": "<p>How about joining a MooC by UC, Berkely on eDX : \n\"College Writing 2.1x is an introduction to academic writing for English Language Learners, focusing on essay development, grammatical correctness, and self-editing.\"</p>\n\n<p>Link - <a href=\"https://www.edx.org/course/berkeley/colwri2-1x/college-writing-2-1x-principles/1194\" rel=\"nofollow\">https://www.edx.org/course/berkeley/colwri2-1x/college-writing-2-1x-principles/1194</a> or <a href=\"http://online.berkeley.edu/news/introducing-latest-mooc-college-writing-21x-principles-written-english\" rel=\"nofollow\">http://online.berkeley.edu/news/introducing-latest-mooc-college-writing-21x-principles-written-english</a></p>\n\n<p>Its a 5 week course and requires 5-6Hours/week effort. The course will be taught by Maggie Sokolik. And will be starting from November 8, 2013. So enrol now soon. </p>\n\n<p>And one more, English Composition by Cousera : </p>\n\n<p>English Composition Part 1 - <a href=\"https://www.coursera.org/course/composition#\" rel=\"nofollow\">https://www.coursera.org/course/composition#</a>!</p>\n\n<p>And then you can move on to part 2 ;-)</p>\n"
},
{
"answer_id": 14592,
"author": "Prospects",
"author_id": 8940,
"author_profile": "https://academia.stackexchange.com/users/8940",
"pm_score": 1,
"selected": false,
"text": "<p>Ets offers a service to rate your essays. They charge approximately $10/essay and they rate the essays as in the actual examination. You could check the service by logging in your GRE account.</p>\n"
},
{
"answer_id": 81008,
"author": "John Johnson",
"author_id": 8530,
"author_profile": "https://academia.stackexchange.com/users/8530",
"pm_score": 0,
"selected": false,
"text": "<p>What I wound up doing is hiring a tutor through WyzAnt. I found someone with experience in this area, and wrote a few essays based on sample prompts from GRE study books. I emailed them to him, he estimated a score for each of them and made comments. We went through a second round of the same. My score did improve the second time I took the GRE.</p>\n"
}
]
| 2013/09/09 | [
"https://academia.stackexchange.com/questions/12528",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8530/"
]
|
12,529 | <p>There are two closely related questions here:</p>
<ol>
<li><p>If a student submits their assignment and is unhappy with their mark, are there any dangers (which I might not be seeing) in allowing the students to do so? If I would offer for one, I would offer for all, but <strong>should I be offering it in the first place?</strong></p></li>
<li><p>If resubmits are unavailable, some students ask me to 'pre-read' or 'pre-mark' their assignment. The end result is that when they submit officially, that may actually be the second submission. Clearly doing any 'pre-marking' or the like takes time and energy and, so far, very few students have taken advantage of this until right before the submission deadline (at which point I stop because I don't have THAT much time to offer them). <strong>Are there dangers in 'pre-marking' assignments?</strong></p></li>
</ol>
<p>Note: These assignments constitute either 50% or 100% of their total mark.</p>
<p>One of my concerns is that the student would have lower motivation to maximize the quality of their original work and just correct what was marked as a problem area - like a production worker depending on a Quality Control Inspector and not paying as much attention to the quality of their work the first time around. Are there other issues as well? </p>
<p><strong>EDIT:</strong> I should add that these are business management subjects so student answers are not easily right or wrong but more about how they justify their analysis. Therefore, there is not an issue of "giving the right answer."</p>
| [
{
"answer_id": 12530,
"author": "Suresh",
"author_id": 346,
"author_profile": "https://academia.stackexchange.com/users/346",
"pm_score": 2,
"selected": false,
"text": "<p>Regarding the first scenario: if you give out solutions, there's obviously a problem. But if you hold off on giving out solutions, then the remaining students have to wait longer than might be reasonable.</p>\n"
},
{
"answer_id": 12531,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 5,
"selected": true,
"text": "<blockquote>\n <p>Should I be offering it in the first place?</p>\n</blockquote>\n\n<p>Dangers:</p>\n\n<ol>\n<li>You spend even more time on assignments, limiting your time for other endeavors.</li>\n<li>Students might get into a \"grade grubbing\" mode where they simply re-submit marginally better answers in order to improve their grade.</li>\n<li>Students do a poor job initially because they know they will have a chance to re-submit, and they might as well take their chances that you'll give them decent marks for inferior work.</li>\n</ol>\n\n<p>Benefits:</p>\n\n<ol>\n<li>Overall, students spend more time on the assignments, leading to better knowledge and ability to do the work.</li>\n<li>You can provide helpful information to guide them to better answers (because you're seeing first-attempts). This level of grading also takes more time.</li>\n<li>Students are happier because the stress of a hard deadline isn't so bad.</li>\n</ol>\n\n<p>I think the benefits outweigh the dangers if you're willing to put in the extra time to re-grade. As I've said in other threads, I've used auto-grading homework for a some classes (probably not relevant in your case), but I've used the strategy that I'd have deadlines for all the assignments but that the week before the final I'd re-open all the assignments and tell the students they can re-do any questions they missed. I don't tell them I'm going to do this until I do it, in order to keep students from simply waiting until the end to do all the assignments.</p>\n\n<blockquote>\n <p>Are there dangers in 'pre-marking' assignments</p>\n</blockquote>\n\n<p>I think it's great that you're being creative with the assignments (e.g., pre-marking, resubmittals, etc.). Again, it comes down to your time -- if you have motivated students who want pre-marking and you have the time, I can't see a problem with it. It wouldn't surprise me if the best students are the ones who want pre-marked work, but then again I've had some less-capable students jump at chances like that to do better.</p>\n"
},
{
"answer_id": 12532,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>I think the problem lies in what expectations the students have. With a clear set of grading criteria (c.f. rubrics) you could probably avoid some or many problems. In the second case, you could say that pre-grading provides a preliminary grade which. at best, will be raised by one notch upon successful resubmission. Then, the student will get feedback and know where they are and make a decision of putting the effort it worth it. Clearly, this simple example is not thought through so I believe this case may need a serious think and discussion with peers on possible side effects. But, the point is that if you make the grading clear then there will be less complaints.</p>\n\n<p>Your first case is perhaps trickier. The same idea applies, you need to apply some clear rule of what happens with a resubmission. It is possible that if your design of the criteria for case 2 is good, then as a side-effect case 1 disappears. You should also consider reducing grades for late arrivals etc.</p>\n\n<p>Although this reply is not very precise, I think setting up criteria that makes the grading process clear will help. By putting in an optional pre-assessment, you make the students decide what they should do. Note that the criteria for the assignment also have to be clear so that the grades you set can be explained in terms of learning objectives.</p>\n"
},
{
"answer_id": 12533,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 3,
"selected": false,
"text": "<p>A suggestion that I have used quite successfully in regards to your point no. 2: premarking. This would depend on the dynamics of your class, but if at all possible to have the students perform a peer-review pre assessment of each other's work.</p>\n\n<p>With peer-reviews, the students become more aware of is needed to fulfil the criteria and requirements. Alongside that, each student can also do a self review with a criteria based self-review pre-assessment.</p>\n\n<p>There is always a risk of copying, but I have found that this to be no more than what would occur with the normal procedure (and tools such as turnitin can help with this). </p>\n"
},
{
"answer_id": 12541,
"author": "Amory",
"author_id": 7886,
"author_profile": "https://academia.stackexchange.com/users/7886",
"pm_score": 3,
"selected": false,
"text": "<p>It's certainly tricky! There are a number of pitfalls, I've found, that usually end up making it not worth the effort:</p>\n\n<ul>\n<li>A lot more work for you. Grading twice may be no biggie in a class of 10, but a class size of 200 or 300 would be prohibitive.</li>\n<li>The students will, in all likelihood, not try as hard the first time around, since they know they automatically get an extension.</li>\n<li>Grade inflation. This may not be a big deal to some (it's a minor crusade of mine) but it can be a major issue. If the entire class is getting >90%, your superiors may be suspicious.</li>\n<li>Similarly, the more successful kids are liable to get annoyed. What's the point of busting your hump to be an A-student if the B- and C-students can resubmit and do just as well?</li>\n</ul>\n\n<p>That being said, there are some good work-arounds; nothing you can do about class size, but here are some ideas:</p>\n\n<ul>\n<li>Don't tell them beforehand! This is a bit devious, and you can only do it once and not on the final, but most people will, after a hard midterm or something, appreciate that hugely. This will ensure most everyone works their butt off instead of slacking first time around.</li>\n<li>Give them half credit for resubmitted answers. That is, if a student gets an 80%, but the resubmit is 100%, give him/her a 90%. This can be a good (enough) balance: The poorly-performing students get a sufficient boost, but not enough to threaten or annoy the high-performers. This also reduces the overall grade-inflation risk.</li>\n<li>In the vein of pre-marking, since there's no \"right answer,\" you can accept \"drafts\" and then spend some time going over some of the more and less successful avenues students chose. Everyone may end up doing something similar, but students will end up thinking more about their answers.</li>\n</ul>\n"
},
{
"answer_id": 12542,
"author": "JohnnyO",
"author_id": 6196,
"author_profile": "https://academia.stackexchange.com/users/6196",
"pm_score": 3,
"selected": false,
"text": "<p>Occasionally, students will ask me to pregrade or review an assignment prior to submission. I am always happy to do so, but I don't give them a grade, just feedback on what is good, what is lacking, and what needs improvement. I find this is a good compromise.</p>\n"
},
{
"answer_id": 12543,
"author": "Jeff",
"author_id": 1171,
"author_profile": "https://academia.stackexchange.com/users/1171",
"pm_score": 3,
"selected": false,
"text": "<p>Since the field you're in is different from mine (mathematics), what I am about to describe may not work for you, but perhaps some variant of it could work.</p>\n\n<p>I am quite fond of allowing students to make corrections to assignments (especially quizzes and exams), with the following rules:</p>\n\n<p>1) Students may only resubmit an assignment once.</p>\n\n<p>2) The corrected solutions must be flawless. There is no partial credit on resubmissions.</p>\n\n<p>3) The students can earn back half of the points that they lost on their first submission. So if they scored a 4/10 on a problem the first time around, and if they submit a flawless corrected version, they will improve this to a 7/10. They cannot do any better, and there is nothing in between. </p>\n\n<p>It has been my experience that this is a great way to get students to correct and learn from their mistakes, and I cannot find a downside to it. After all, my goal is to get the students to learn the material! </p>\n\n<p>Since your assignments do not have clear-cut answers (as you describe in your edit), this might need some tweaking. You may need to replace \"flawless\" with \"would have earned very high marks\" or something to that effect. But the point remains: I think that allowing students to resubmit assignments is a valuable tool.</p>\n"
},
{
"answer_id": 12563,
"author": "Neil G",
"author_id": 1245,
"author_profile": "https://academia.stackexchange.com/users/1245",
"pm_score": 2,
"selected": false,
"text": "<p>One advantage of allowing resubmits that hasn't been pointed out is that it allows you assign more challenging material without scaring the students too much.</p>\n"
}
]
| 2013/09/09 | [
"https://academia.stackexchange.com/questions/12529",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2692/"
]
|
12,537 | <p>I don't want to bore anyone so long story, very, very short:</p>
<ul>
<li>This is for the Computer Science / Software Engineering industry.</li>
<li>I am combating laziness and extreme procrastination due to depression.</li>
<li>Not doing very well in my studies as a result.</li>
</ul>
<p>Based on the two above I wonder if a degree with some tainting in the first year of my units would still be enough to get me a good job (in the industry).</p>
<p>Is experience worth more than my grades alone? </p>
<p>I say this because I often find that I do better by doing than just by reading the course material for Discrete Structures or Databases etc....</p>
<p>Should I not worry about my (past) bad grades and make the best of the situation and just develop a good portfolio?</p>
<p>I want to fix what I have gotten myself into, and I hope someone in the industry or with some kind of related experience can give me some insight.</p>
| [
{
"answer_id": 12538,
"author": "earthling",
"author_id": 2692,
"author_profile": "https://academia.stackexchange.com/users/2692",
"pm_score": 4,
"selected": true,
"text": "<p>Of course, it's no problem to tell people \"Hey, I was lazy in school but I'll work super-hard for you.\" Unfortunately, people won't buy it.</p>\n\n<p>From my time in the software industry, hiring quite a few people, I would actually not normally even look at their grades, unless they were borderline in the interview. Even then, if there was another candidate who was better in the interview, that borderline candidate would not even get a callback.</p>\n\n<p>Some people will care about grades but for computer science 'guys' I find that what most people in industry really care about is what you can do for them. Can you help them more than someone else can help them? If so, then you'll likely land a job.</p>\n\n<p>If you shape up, pull out of your 'funk' and get down to actually learning, you will likely be OK. If you let depression pull you under water, you'll drown. </p>\n\n<p>You've started your degree, you should finish it. However, don't let the past dictate your future. This is the first day of the rest of your life. It's always darkest before the dawn. I'm sure there are more sayings along this line but in the end, depending your area of IT, you can do fine even if you had a bad start to school. If you have a strong finish, it's easy to explain that you should be judged on your 'exit velocity' rather than the start.</p>\n"
},
{
"answer_id": 12549,
"author": "PatW",
"author_id": 7357,
"author_profile": "https://academia.stackexchange.com/users/7357",
"pm_score": 1,
"selected": false,
"text": "<p>The answer might change from a country to another, but you have to remember that when applying for a job in the industry, you will meet the HR first. Most of the time, that particular person would not know anything about the technical aspects of the job you are applying for and would probably not ask you for your grades. </p>\n\n<p>However, it is still your first contact with the company and you should not neglect it. Indeed, what he/she will do is to ask about your previous work experience (or at some point when you just freshly graduated, about your school projects) and your ability to work in a team. If you are not aiming too high, your human skills are sometimes more important than your technical ones because it is easier to learn new technical knowledge than to learn how to behave.</p>\n\n<p>Last point, in any kind of job application process, always remember to ask as many questions as possible regarding the company, the team you might join. You always want to know where you will be working everyday for quite some time.</p>\n"
}
]
| 2013/09/09 | [
"https://academia.stackexchange.com/questions/12537",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8546/"
]
|
12,546 | <p>When having fund for hiring postdoctoral fellow, it is tricky to find highly qualified applicants, since they can get aware of the opening position by chance. For almost any postdoctoral position (it should apply for any position, but more severe for post-doc), there are better candidates who were also interested, but did not hear about the opening.</p>
<p>Possible approaches are not very effective.</p>
<ul>
<li>Spreading by word of mouth through colleagues is very limited.</li>
<li>A few applicants may browse research group websites for checking
opening positions. Moreover, search engines do not index and rank
them quickly to reach the deadline.</li>
<li>Posting on academic job websites is good, but most of them are paid
websites. For faculty positions, universities have enough fund to pay
for advertisement, but it is difficult to cover the advertisement cost
by the limited fund of a postdoctoral position.</li>
<li>Free job websites are not very common for academic positions.</li>
</ul>
<p>How to find more effective ways to inform and encourage more potentials candidates to apply for a postdoctoral positions to have a better chance to select a highly qualified applicant?</p>
| [
{
"answer_id": 12547,
"author": "Faheem Mitha",
"author_id": 285,
"author_profile": "https://academia.stackexchange.com/users/285",
"pm_score": 3,
"selected": false,
"text": "<p>There are sometimes subject-specific mailing lists available on which one can post job advertisements. Examples that I am currently subscribed to are All-Acad.com ([email protected]) and allstat ([email protected]).</p>\n\n<p>I can't say whether this is a more effective way to advertise, though.</p>\n\n<p>ADDENDUM: Actually, I think it would be useful to expand the question in the following way, that would be useful for both prospective employers and job-seekers. This could be a community-wiki style question. So, the question could be: what resources are available for job advertising? And each answer could be for one subject, and divided into free and non-free sections, and within each could be web sites, mailing lists etc. I don't know whether such a question would fall within the scope of this site. I do know the SE sites vary in their policy wrt such \"list\" questions.</p>\n"
},
{
"answer_id": 12548,
"author": "Bitwise",
"author_id": 6862,
"author_profile": "https://academia.stackexchange.com/users/6862",
"pm_score": 2,
"selected": false,
"text": "<p>In some departments it is common practice to publish available postdoc positions in other institutions via the departmental mailing list. You can try mailing administrators/faculty in relevant departments.</p>\n"
},
{
"answer_id": 12551,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 2,
"selected": false,
"text": "<p>I second both Faheem and Bitwise's options of <strong>mailing list</strong>, in two different manners:</p>\n\n<ul>\n<li>Each field (and subfield) has its own “go to” places for vacancies advertisements. In my field, people typically subscribe to <a href=\"http://www.ccp5.ac.uk\" rel=\"nofollow\">CCP5</a> and <a href=\"http://ccl.net\" rel=\"nofollow\">CCL</a> mailing-lists (the first one offers a choice of UK-only, Europe-only or worldwide postings). Some of these mailing-lists include a fee, but it may be reasonable (shelling out $50 is not much compared to 12 months of salary).</li>\n<li>You can send it to group-, department or institution-level mailing lists in places where you know people who will act as a local relay. I personally find that this is the best way to advertise a position, and I got great candidates this way in the past.</li>\n</ul>\n\n<p>Other options available, both of which can have good efficiency:</p>\n\n<ul>\n<li>Some countries have national website, such as <a href=\"http://www.jobs.ac.uk\" rel=\"nofollow\">jobs.ac.uk</a> (UK) or <a href=\"http://www.intelliagence.fr\" rel=\"nofollow\">ABG</a> (France). Sometimes, advertising through them is even mandated by your funding agency or institution!</li>\n<li>Post it to job sections of high-level journals, such as <a href=\"http://www.nature.com/naturejobs/science/\" rel=\"nofollow\">Nature Jobs</a> or some highly-read journal in your field.</li>\n</ul>\n"
},
{
"answer_id": 12552,
"author": "fileunderwater",
"author_id": 7223,
"author_profile": "https://academia.stackexchange.com/users/7223",
"pm_score": 5,
"selected": true,
"text": "<p>Possible outlets I can think of include:</p>\n\n<ul>\n<li>Field-specific e-mail lists</li>\n<li>Department email-list forwarded through collegues at other departments</li>\n<li>Adverts inserted in talks/presentations held by people at your department (e.g. at invited talks, conferences etc.)</li>\n<li>Job ad websites (national and global)</li>\n<li>Advert at research-focused web communities/forums, such as Researchgate and Academia.edu, as well as LinkedIn.</li>\n</ul>\n"
}
]
| 2013/09/09 | [
"https://academia.stackexchange.com/questions/12546",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,553 | <p>I recently completed my PhD and I'm now looking for a job in the chemical/pharmaceutical industry. Either in production or in research.</p>
<p>From somebody on the inside (senior position in research in a <strong>major</strong> pharma company), I was told that actually nobody gets hired without PostDoc experience. However, PostDoc is no guarantee, I was also told, for a position. My feeling is that I rather spend the time on the job, learning what is important for the company. Simply put, I don't want to do PostDoc because I don't feel like that (but that's another story).</p>
<p>Here the question is: Has anybody gotten into chemical/pharma industry without PostDoc and without using inter-personal connections (that means only by directly applying for positions stated on the website of the company)?</p>
| [
{
"answer_id": 12632,
"author": "F'x",
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"selected": false,
"text": "<p><strong>Yes</strong>, it is definitely possible, as I have students who did it. But it really depends on the type of position sought: position advertisements usually list a <strong>“level of experience required”, so be sure to check it</strong> before applying, and possible taylor your application/interview in response to that.</p>\n\n<hr>\n\n<p>PS: Regarding <em>“without using inter-personal connections”</em>, I'm not sure how to interpret that. Surely during your PhD, and your job search, you have met (will meet) people at various places. Why would you refuse to use these people to help your application, or your inside knowledge of position openings in a given company?</p>\n"
},
{
"answer_id": 68481,
"author": "KK100",
"author_id": 53952,
"author_profile": "https://academia.stackexchange.com/users/53952",
"pm_score": 0,
"selected": false,
"text": "<p>Five years ago, I would have said that you need a postdoc to get a job in industry. Now, I know an increasing number of graduate students who are getting industry jobs right out of grad school. However, my experience is mostly in biotech, not chemistry.</p>\n\n<p>I know several graduate students who went straight into biotech jobs without doing a postdoc. For some, they had a contact at the company where they were hired who knew their skills and personality. For at least one, he had a very specific skill set and applied online to a Scientist position at a company and got the job (he was their 5th employee and is still here 5 years later).</p>\n\n<p>Do a postdoc if you still need to build skills that will make you more marketable, or if it's in a lab that is industry-friendly where you can form great industry contacts. If you already have a good skill set, work now on growing your network for the types of jobs you seek. Having a great network of contacts is a key to a successful job search.</p>\n"
}
]
| 2013/09/09 | [
"https://academia.stackexchange.com/questions/12553",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/6139/"
]
|
12,556 | <p>If a student, soon to complete a PhD, is not ready to enter academia <strong>is a year of travel a good option</strong>? Assuming that academic route is still interesting after the year will post-doc positions (leading to tenure-track) still be a viable option?</p>
| [
{
"answer_id": 12557,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 5,
"selected": false,
"text": "<p>Although I envy a PhD graduate who has the funds left after obtaining a doctorate to pursue a year of travel, I don't think this is a good idea (unless your degree is in anthropology, in which case it's probably a great idea!) Some thoughts:</p>\n\n<ol>\n<li><p>You are at a tenuous position in your career -- you've reached a peak (not necessarily the top-most peak), and you are very prepared for academia (although possibly not mentally, as you allude). Your degree has a half-life of sorts -- others will continue to do research in your field while you jet-set the world, and your own work will start to get stale. Now is the best chance you're going to have to convince people who may want to hire you that you're a candidate at the tip of the spear, so to speak.</p></li>\n<li><p>While a year is not too long, your letter-writers aren't going to have as fresh a picture of you from which to paint their glowing recommendations. You can mitigate this by asking for letters now, but you'll want them to review the letters a year from now (and change the date!) when they do submit them for applications.</p></li>\n<li><p>Academia can be a fierce environment, as you've probably learned during your candidate years, and possibly why you don't feel you're ready. But, removing yourself from the process for a year doesn't help your case in academia, except to possibly calm your spirits in order to be reinvigorated in a year. Although not universal, the people working the hardest get the best jobs.</p></li>\n</ol>\n\n<p>All of that said: do what you feel is best for you. If you're not ready for academia, by all means remove yourself from the process for as much time as you need. Better to have a harder time getting a post-doc in a year than to spend a year burning out on something you're not prepared to do. </p>\n"
},
{
"answer_id": 12592,
"author": "asghar ashgari",
"author_id": 8579,
"author_profile": "https://academia.stackexchange.com/users/8579",
"pm_score": 2,
"selected": false,
"text": "<p>I can answer your question because I was at the similar situation. </p>\n\n<ol>\n<li><p>It all depends on the type of your field, and how well you did during your PhD. For example, you did your PhD in electronics, and your supervisor is a well known researcher in this field. In this case I would say do not take one year off and look for a job/postdoc. </p></li>\n<li><p>However, if you did your PhD in a okish manner, your supervisor is kind of well known, and you didn't publish high rank papers and journals, DO NOT do a postdoc right away. This is because most definitely you will not get a good postdoc position from a high rank supervisor and you will waste your time running around trying to please your postdoc boss (saw many cases like this). In this case you MUST take a year off, and think about your life in general. Doing a postdoc is not the solution for a person with a weak background in his/her field. It is much better to do a 9 to 5 job in industry than to do a postdoc with uncertain future. </p></li>\n</ol>\n\n<p>Be honest with yourself and choose between these two! </p>\n\n<p>Good luck</p>\n"
},
{
"answer_id": 12599,
"author": "Ben Webster",
"author_id": 13,
"author_profile": "https://academia.stackexchange.com/users/13",
"pm_score": 4,
"selected": false,
"text": "<p>Maybe this is a difference between fields (my experience is math in the US) but this sounds like a totally insane thing to do. Having a year with no job or affiliation your resume looks terrible, and it doesn't matter if you tell people that traveling unemployed was your choice, no one will believe you. Actually, it's probably better if they don't because if they do believe you, it will just make you look like more of a flake. </p>\n\n<p>It sounds like an especially bad plan, since there's an obviously superior option, which is wait another year to get your degree; I'm not sure I recommend this either (it depends a lot on whether it will annoy your advisor), but in general taking a year off before graduating is much better than taking a year off afterwards. When you complete your degree is your timestamp; it will stick with you for the rest of your career.</p>\n"
},
{
"answer_id": 13404,
"author": "user8991",
"author_id": 8991,
"author_profile": "https://academia.stackexchange.com/users/8991",
"pm_score": 3,
"selected": false,
"text": "<p>I am doing math, and I took a gap year last year. From a purely scientific viewpoint (I do not know about career/hiring committees/politics) I think sabbatical holidays are possible, and even advisable in some cases, if you have a solid and \"marketable\" research project, and if you can work alone.</p>\n\n<p>In math, most of your value is derived from the theorems that you proved, not from the places you spent your time.</p>\n\n<p>Do you think that Perelman would have solved the Poincare conjecture if he took a postdoc (or some other position in academia)? Postdocs would have been harmful for him: teaching loads, seminars, academic responsabilities, annoying colleagues...</p>\n\n<p>I obtained my best papers during my gap year (almost solved an open problem). My productivity is skyrocketing, and this is why I will take a second gap year this year (I turned off \"good\" postdoc offers, with good money, but in quite boring countries, which I would have had to leave after 1-2 years anyway, no opportunity to settle, waste of time). No teaching, no seminars, no interferences. Supervisors can sometimes give bad advice, try to disturb you, and I have a good research project, I prefer to work on my own (but I come back every 3-6 months to my advisors at home to show him my new theorems, and I am going to spend 1 month at a university in the US, to get recommendation letters, and meet people).</p>\n\n<p>If you cannot get a post-doc at Princeton, NJ (which is probably a boring place anyway), I think the second best working conditions are probably in Pattaya, Thailand (or some other place of your dreams), you will find inspiration and a stimulating environment (notice that math conferences are always organized in touristic places, for this reason). You will be happy, and therefore, inspired and scientifically ambitious.</p>\n\n<p>There are universities almost anywhere in the world, with smart and educated people, so if you can give some lectures at the local university, they will be happy to meet a foreigner, a fellow scientist, and even sometimes, give you unexpected job opportunities (not competitive for the 'global academic market', but still decent for local life, and probably still better than being a high school teacher in your home country). Local scientists are probably as useful as colleagues of your postdoc: it is like doing a \"non-paid\" postdoc. </p>\n\n<p>So besides traveling to countries I like, discover cultures and people that I like, develop myself as a person, in countries where life is amazingly cheap, meet some people happy (and others not so happy) with less than $200/month, I think I can also develop my research projects, and even broaden my job opportunities.</p>\n\n<p>Mentally speaking, 1 year of holidays, doing nothing, is too much anyway (I cannot take more than 2-3 months of holidays in a row), so you will need some kind of intellectual activity, do something of your day (if no distraction is around), and you will naturally get back to your scientific pursuits.</p>\n\n<p>Postdocs are short-term contracts anyway (it is not as crazy as dumping a permanent position), they are used as disposable commodities by senior mentors for their own scientific interests. </p>\n\n<p>Postdoc traps are denounced by everyone, so I prefer to fall in my own 'holiday' trap. There will certainly be gaps in my CV (filled with great papers anyway), some hiring committees will not appreciate (probably out of jealousy), but it puts even more pressure to do good work (to justify my \"holidays\", to my consicence at least). Hiring committees are very random anyway, so they are not worth sacrificing my happiness: it is now or never.</p>\n"
},
{
"answer_id": 13438,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 2,
"selected": false,
"text": "<ul>\n<li><p>Does it need to be a whole year? </p></li>\n<li><p>Maybe a certain creativity and a good grasp of when there is a chance to take a longer break helps: </p>\n\n<ul>\n<li>After graduation (Diplom/master) I went abroad to work for half a year, and then took off 2 more months for traveling before returning to my old institute. My professor made me sign the contract for afterwards before I left for those 8 months.<br>\nMaybe you could apply for a postdoc, but put the possible start of the affiliation some months later. </li>\n<li>Later, I managed to get one free month when changing positions. Took quite hard negotiations (the new institute actually wanted me to start 4 months earlier, i.e. 3 months before the end of the old contract). </li>\n<li><p>One other time, I negotiated for a similar break, but it didn't work out that way.</p></li>\n<li><p>A postdoc colleague of mine managed to get 3 free months between two projects.</p></li>\n</ul></li>\n<li><p>Obviously this depends very much on how strong your position in the negotiations actually is.</p></li>\n<li><p>What about putting a bunch of visits to other groups into the travel schedule? Enough, so that you also get a bunch of research stays and a whole lot of networking out of that year. In my field, few people object to visitors who come on their own money and sincerely try to start collaborations.</p></li>\n</ul>\n"
}
]
| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12556",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7921/"
]
|
12,558 | <p>I am currently doing my master's under the supervision of an assistant professor. He's brilliant, professional and an amazing mentor. He is supportive but at the same time knows when and how to be tough on me enough to challenge me intellectually and push me to get out of my comfort zone. For all these reasons, he would be the perfect supervisor for my Ph.D. The only problem is that he doesn't work on the same topic as me (and doesn't really have much experience with it either) and seeing that it's a new and tricky topic, I need someone experienced in this particular area.</p>
<p>I spoke to him several times about my plans for my Ph.D. and mentioned that I planned on applying to several major universities and that I was looking for supervisors working on my field of interest. He would keep bringing up the Ph.D. programme at his departement and would tell me that I could work with him and also someone else from another university (co-supervision). I said it could be a good idea, but of course, I was still considering the Ph.D. programmes at other universities (which, I think is normal, I'm only keeping my options open). Of course, he knew that I could enroll in better programmes elsewhere, but he still asked me to stay, more than once (which is flattering since I respect and admire him). The Phd programme he's suggesting is the best option for me ONLY in terms of funding, because it has a special offer for foreign students paying extra fees (which he also knows...).</p>
<p>Now, I recently had a meeting with him and I mentioned that I wanted to do an internship in one of the universities I'm interested in. He said "It's a good idea and if you like the experience, you can decide to stay there for a Ph.D.". That was one hell of a slap in my face... He basically told me "Hey, I changed my mind, you're not a worthwhile student, finish your master's, then you're out". So at the end of our meeting, I decided to be honest and asked "okay, so if I understand correctly, you no longer want me to stay here for my Ph.D.?", to which he answered "No, I do. But I want you to explore your options. I don't want you to stay just because you think it's your only option but because you believe it's the RIGHT option for you."</p>
<p>So now I'm confused. Does he want me to stay or does he want to get rid of me?</p>
| [
{
"answer_id": 12559,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 5,
"selected": true,
"text": "<p>As Peter said in his comment, ask him.</p>\n\n<p>However, having said that, and based on what you have said, it is very clear that he is not 'kicking you out' at all - on the contrary, he is demonstrating a very positive and constructive approach - by telling you that you have to pursue what is best for you.</p>\n\n<p>Having said that, you need to consider a key question:</p>\n\n<ul>\n<li>What is/are your goal(s) after you complete your research? </li>\n</ul>\n\n<p>The professor is, as you say not an expert in the field you are interested in, and what he is suggesting is that, as this is the case then the internship may lead to opportunities that are more in line for your plans.</p>\n\n<p>He is also seemingly suggesting is to pursue the internship and <em>then</em> decide where and what you want to study for your PhD.</p>\n\n<p>Ultimately, the decision is yours to make - he is helping you to help yourself in this regards.</p>\n\n<p>But, a piece of advice, do not assume to know the intentions of anyone - take his advice on face value and in the spirit that it has been given.</p>\n"
},
{
"answer_id": 12560,
"author": "Ondřej Černotík",
"author_id": 8164,
"author_profile": "https://academia.stackexchange.com/users/8164",
"pm_score": 3,
"selected": false,
"text": "<p>Your supervisor just wants to make sure you make the right decision. Therefore, it might seem wiser to stay where you are now with him (plus another co-supervisor) if you know you get on well than go to another (even more prestigious) university where you might not find people you really want to work with (although they are in the field you are interested in). On the other hand, internship gives you the opportunity to meet faculty of different university and see how you can get on which is just as important as academic qualities of your new supervisor. Your current supervisor sees that as a great option for you to see where you want to do your Ph.D.</p>\n\n<p>I think this is not such an uncommon thing in academia. Although it would help your current supervisor if you stayed (you can teach some classes, more research gets done in his group etc.), he can also see you as a possible future collaborator. From this point of view, it is important for him that you get the best from your Ph.D. even if it means leaving your current university.</p>\n\n<p>I myself was in a similar situation a while back. Although my supervisor would like me to stay for Ph.D. he knew that there are universities and research groups where I can learn more and he did all he could to help me choose the one that would suit me best.</p>\n"
},
{
"answer_id": 12576,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": false,
"text": "<p>One of the biggest temptations for many advisors is to hold on to a productive student or postdoc a little bit longer than is necessary just to reap the benefits of a productive worker. Against the personal gains of the advisor need to be set the goals of doing what is in the best interests of the student.</p>\n\n<p>That means that a good advisor will try to make sure that the student can explore all of her options. I'm sure that he would be more than willing to keep you around, if he's mentioned co-supervision. But if you really want to go elsewhere, then he really doesn't want to be seen as trying to strong-arm you into staying. That could build feelings of resentfulness that could poison your future working relationship.</p>\n\n<p>Now, on the other hand, if you complete this internship, and then decide that the project with this advisor is <em>still</em> the route you want, then you have done your due diligence—which is what a good advisor would want you to do in any case!</p>\n"
},
{
"answer_id": 133948,
"author": "DarioP",
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"text": "<blockquote>\n <p>\"It's a good idea and if you like the experience, you can decide to stay there for a Ph.D.\"</p>\n</blockquote>\n\n<p>Just adding my two cents because this sounds like a quote of mine! If you are a great student it is more important for me that you have a chance to find a great environment to develop into a fully fledged researcher, than that you keep working with me. Of course I would be super happy if the two things coincide, but if you find and test a place which looks great, then I would not insist any further. This should not be interpreted as a rejection, but as an approval! And I feel that, communication skills aside, this is a pretty common point of view, unless you are dealing with a very jugglery person.</p>\n"
},
{
"answer_id": 134265,
"author": "cag51",
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"author_profile": "https://academia.stackexchange.com/users/79875",
"pm_score": 0,
"selected": false,
"text": "<p>This in an ancient question, and there are many answers that give good advice. But for posterity, I don't see any that answer the actual question, so I'll try to do that. </p>\n\n<p>The question was:</p>\n\n<blockquote>\n <p>So now I'm confused. Does he want me to stay or does he want to get rid of me?</p>\n</blockquote>\n\n<p>OP also tells us:</p>\n\n<blockquote>\n <p>I...asked \"So if I understand correctly, you no longer want me to stay here for my Ph.D.?\", to which he answered \"No, I do. But I want you to...stay...because you believe it's the RIGHT option...\"</p>\n</blockquote>\n\n<p>Given that, it is perfectly clear that the professor wants OP to stay. I don't understand the suggestions that OP should ask him -- they already asked him and got an unequivocal response. As others have pointed out, the professor is clearly (and admirably) trying to walk the difficult line between attempting to retain a good student and helping the student to make the best choice for their career.</p>\n"
}
]
| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12558",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8565/"
]
|
12,561 | <p>I read the answers to <a href="https://academia.stackexchange.com/questions/10510/cite-same-reference-in-two-successive-sentences">this</a>, however I'm searching for an elaborated answer on how two (or more) sencentes are obviously from one source, and hence can be cited with one citation at the end of all sentences.</p>
<p>Example to reduce a really long sentences:</p>
<blockquote>
<p>The thing varies in dimension A, because of . Consequently, it is categorised as 1,2 or 3 [Mr. Twit,
2013].</p>
</blockquote>
<p>Are linking words like <em>consequently</em>, <em>therefore</em> and so on enough to signal that is originates from one source? Can I swap the dot (.) and the citation [Mr. Twit, 2013] to indicate that the citation does not only belong to the last sentence?</p>
<p>Bonus question: If I write a whole paragraph and add one citation at the end, does this imply that the whole paragraph is quoted?</p>
<p>In general I'm trying to reduce he-said-she-said structures, as they are akward and hinder the information flow.</p>
| [
{
"answer_id": 12562,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 4,
"selected": true,
"text": "<p>Read what you have written, and check. Altering the order of punctuation and citation might seem a logical way to do it, but many style guides actually impose the respective order of those elements, and not logic.</p>\n\n<p>In the end, I'm afraid you have to choice of either:</p>\n\n<ul>\n<li>accepting ambiguity of your example</li>\n<li>using the author's name to make things clear: <em>“Twit et al. demonstrated that […]. As a consequence, it is categorised as X, Y or Z [Mr. Twit, 2013]”</em></li>\n</ul>\n"
},
{
"answer_id": 12568,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 2,
"selected": false,
"text": "<p>Every \"idea\" you introduce that is not your own needs a reference. It doesn't matter how many sentences it takes to express this idea, you only need to add the reference at the beginning/end (depending on your citation style) of the idea. If it takes more than a couple of sentences to express the idea, you may want to use a quotation.</p>\n\n<p>In your example it seems like you have two ideas so you need to reference each idea. Often, it is better to provide context of each idea you introduce so the ideas are generally not back-to-back. Sometimes you have to have a list of ideas, in which case you put a reference after each idea.</p>\n"
}
]
| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12561",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8549/"
]
|
12,565 | <p>I am wondering if there is a general consensus as to the suitability of epigraphs in a thesis, either a single one at the start of the document, or an appropriate quote to begin every chapter.</p>
<p>For example, at the start of a technical chapter describing some code, I could write</p>
<blockquote>
<p>Beware of bugs in the above code; I have only proved it correct, not tried it. - Donald E. Knuth</p>
</blockquote>
<p>I am lucky to have complete freedom over how I choose to typeset my thesis (Master's thesis in astronomy) and I like the idea of a thematic quote to begin a chapter. However, I am wary of seeming unprofessional or tacky so I am curious to get some more thoughts on the matter.</p>
| [
{
"answer_id": 12566,
"author": "Dave Clarke",
"author_id": 643,
"author_profile": "https://academia.stackexchange.com/users/643",
"pm_score": 5,
"selected": false,
"text": "<p>Well-chosen, non-frivolous epigraphs can enhance a thesis. </p>\n"
},
{
"answer_id": 12572,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 4,
"selected": false,
"text": "<p>It cannot hurt to have epigraphs, and they do not specifically have to be about your research topic or about research. Epigraphs are indicative of the state of mind of the author at a particular point in time.</p>\n"
},
{
"answer_id": 12586,
"author": "Alecos Papadopoulos",
"author_id": 8575,
"author_profile": "https://academia.stackexchange.com/users/8575",
"pm_score": 3,
"selected": false,
"text": "<p>One can perhaps distinguish two major categories of epigraphs: </p>\n\n<ol>\n<li><p>\"Serious-tone\" epigraphs, which usually the author uses in an attempt to positively influence the reader on his upcoming arguments through a usually wise (or wise-looking) or ingenious (or so the author thinks) quote from a well-known and respected (or so the author thinks) person. </p></li>\n<li><p>\"Light-tone\" epigraphs which serve the same purpose but they supposedly do it using the additional weapon called humor. </p></li>\n</ol>\n\n<p>The author may also honestly believe that the epigraph sums up some of his upcoming arguments (or opens the gates for them) in a way that surpasses his capabilities, and uses the epigraph with true respect and admiration.</p>\n\n<p>But the \"influencing strategy\" seems to be the thought that comes up to people's minds... which means that usually, only \"respected persons\" can get away with using epigraphs of other \"respected persons\", without the risk of looking like they are trying to manipulate their readers... </p>\n\n<p>On the flip-side, who can resist a great epigraph?</p>\n"
},
{
"answer_id": 12589,
"author": "Tobias Kienzler",
"author_id": 442,
"author_profile": "https://academia.stackexchange.com/users/442",
"pm_score": 3,
"selected": false,
"text": "<p>It depends on their frequency - personally, while I do enjoy one nice epigraph at the very beginning of a thesis, I consider one on each section (or every ten pages) overkill and rather disturbing the reading flow. But on a divide, e.g. between the introducing theory and your own contribution, a second epigraph is surely ok as well.</p>\n\n<p>Ultimately, it really is a matter of your own taste; an epigraph may make the reader smile, but they can easily skip it if they just need raw facts at that moment.</p>\n"
},
{
"answer_id": 12593,
"author": "Nate Eldredge",
"author_id": 1010,
"author_profile": "https://academia.stackexchange.com/users/1010",
"pm_score": 5,
"selected": false,
"text": "<p>To paraphrase an old joke, and risk the disapproval of Dave Clarke and Daniel E. Shub: What do you call someone whose PhD thesis contains a frivolous epigraph that they spent a while finding? Answer: <strong>\"Doctor\"</strong>!</p>\n\n<p>Keep in mind that to first order, <strong>nobody will ever read your thesis</strong>. Ok, you will, and your advisor will probably read most of it, and perhaps some of her future students will look through it for ideas. And your family might flip through the first few pages to be polite. Otherwise, what people will read are the papers you publish based on it. Therefore, it doesn't really matter very much whether you include an epigraph or not, as few will read the thesis, and fewer will notice the epigraph.</p>\n\n<p>Personally, I enjoyed choosing a \"frivolous\" epigraph for my thesis; it did take an hour or two that I could have spent writing, but nobody can spend all their time writing, and it was a good stress reliever. I don't think it enhances the thesis, particularly; I don't really think it affects its merit at all. But it was one more little thing that helped me get through the process.</p>\n\n<p>Certainly, your epigraph should be in good taste, and not offensive to anyone. Don't use it as a way to make the thesis sound more impressive; that's a waste of time, because nobody will be impressed. And if your advisor notices it and objects for any reason, apologize and meekly remove it. But otherwise, if you have fun with it, I can see no reason to object.</p>\n"
},
{
"answer_id": 12617,
"author": "paul garrett",
"author_id": 980,
"author_profile": "https://academia.stackexchange.com/users/980",
"pm_score": 1,
"selected": false,
"text": "<p>The other answers are certainly good, too, and/but my reaction is that choices of epigraphs are like poetry or philosophy written when one is young... just seem silly later. Now, yes, the same seemingly-proscriptive criterion can be applied to almost all human activities... but/and the question really becomes whether one plans to be indulgent, later, of the young self, or whether one will be annoyed or regretful or embarrassed. Meanwhile, other people, at their own analogous stages, will perceive youthful choices of epigrams as just that... probably not as necessarily either greatly entertaining or profound, any more than philosophizing or humor of every age-demographic seems insightful or funny to other demographics.</p>\n"
},
{
"answer_id": 49439,
"author": "user37686",
"author_id": 37686,
"author_profile": "https://academia.stackexchange.com/users/37686",
"pm_score": -1,
"selected": false,
"text": "<p>Epigraphs are never suitable. They are distracting and unprofessional. Stick to the subject of your thesis and nothing more. Time spent researching epigraphs is time better spent researching and writing your thesis. If a quote is relevant to your work, such as the Knuth quote, then put it in the thesis and explain its relevance to your subject.</p>\n"
},
{
"answer_id": 63239,
"author": "mnemonic",
"author_id": 6696,
"author_profile": "https://academia.stackexchange.com/users/6696",
"pm_score": -1,
"selected": false,
"text": "<p>Epigraphs are an excellent feature to enhance a thesis. \nI asked my advisor when showing him the first version of my epigraph --- that could be a kind of precondition to do that (if you wanna be sure that your advisor agrees with your intention). \nNaturally, a (serious / scientific) context must exist between an epigraph and your concent. Too many funny qoutes could be declined by readers.</p>\n"
},
{
"answer_id": 63245,
"author": "Captain Emacs",
"author_id": 45857,
"author_profile": "https://academia.stackexchange.com/users/45857",
"pm_score": 2,
"selected": false,
"text": "<p>Relevance is king in such questions. However, I remember, many years ago, to have read a nice epigraph, or actually two, paraphrased here from memory:</p>\n\n<p>\"The thesis must be an original work of the candidate.\" (PhD Examination Regulations, University of xxx)</p>\n\n<p>\"There is nothing new under the sun.\" (Ecclesiastes)</p>\n\n<p>Both on one page. I thought that was wise and humble, and actually quite ironic.</p>\n"
},
{
"answer_id": 166002,
"author": "einpoklum",
"author_id": 7319,
"author_profile": "https://academia.stackexchange.com/users/7319",
"pm_score": 0,
"selected": false,
"text": "<p>My opinion, and for theses in science or engineering:</p>\n<ul>\n<li><em>Avoid</em> multiple epigraphs in your thesis. Use either no epigraphs, or one in the introduction and/or one for the summary/conclusion. Many epigraphs in a thesis always see to me to be a little... overly presumptuous, perhaps a little self-aggrandizing. And sometimes you even come off as being a smart-ass rather than well-read.</li>\n<li><em>Consider</em> epigraphs in a book or book chapter (e.g. one based on your thesis), where more narrative flair is appropriate in general.</li>\n</ul>\n"
}
]
| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12565",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8562/"
]
|
12,569 | <p>I'm working in an international collaboration (Germany and Netherlands). It happens quite often that I'm asking technical questions to fellow postdocs by email, just sending the email to this single person. When I receive the reply, I almost always see that the head of the group has been put in CC.</p>
<p>I'm wondering why this is done. Is this some kind of etiquette I'm not aware of? I imagine that as a group leader you get flooded with emails, so why would you request more?</p>
| [
{
"answer_id": 12570,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 3,
"selected": false,
"text": "<p>It is a fairly normal practice to cc: your boss on correspondence that is outside the organization, especially if he or she has a vested interest in the response. As you note, though, it does require some judiciousness to keep from overpopulating your boss's inbox. I'd say it is more rare in the case of technical back-and-forth, but I have seen it before.</p>\n\n<p>I have also seen the \"cc the boss\" mentality from people who want the boss to know they're keeping busy -- I wouldn't suggest this kind of toady behavior, but it does exist.</p>\n\n<p>The bottom line is that you shouldn't be concerned to see others do this on their correspondence, and you could certainly ask the head of your group if he or she wants to be cc'd on correspondence from you.</p>\n"
},
{
"answer_id": 12571,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 5,
"selected": true,
"text": "<p>Yes, that sort of etiquette (CC'ing the PI of each involved partner in a collaboration, even for exchanges at lower level) exist in some groups. It is particularly true of recent collaborations, either because they have been established recently or because the research is still in its infancy. In both case, I suppose it is nice to help PI's stay on top of how things are progressing, both on the science and on the interpersonal relationships (like, is everyone acting professionally).</p>\n\n<p>It's not universal, but it is common. It depends a lot on the nature of the relations between the PI's and their groups. I tend to ask students/post-docs to keep me in CC of the first few emails to our collaborator after they arrive/we start the project, then after sometime I tell them to drop me when it's evident things are going well.</p>\n\n<p>In your situation, the safest course of action is to keep people on the CC list. You didn't CC them, but someone did, so don't drop them unless they ask for it. Also, ask <em>your</em> own boss how he likes to do things.</p>\n\n<hr>\n\n<p><em>“I imagine that as a group leader you get flooded with emails, so why would you request more?”</em> — Whatever you do, you will be flooded with emails. You don't read them all, but you may skim those for tone/content, keeping an eye on things.</p>\n"
}
]
| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12569",
"https://academia.stackexchange.com",
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]
|
12,578 | <p>I've encountered lots of chalkboards through my career, and they vary widely in quality. Some write smoothly and erase cleanly; for others, the chalk squeaks and the eraser just smears.</p>
<p>I assume there are differences in the materials they use, the construction techniques, how the surface is prepared or treated, and so on. But I'm clueless as to what these differences might be, and how they affect the quality. If I'm looking for a "good" one, what questions should I ask? </p>
<p>(Academics are one of the few groups these days that use chalkboards on a regular basis, so I hope this question is suitable for this site. Please note that I'm not asking for specific product recommendations, just general information.)</p>
| [
{
"answer_id": 12581,
"author": "Federico Poloni",
"author_id": 958,
"author_profile": "https://academia.stackexchange.com/users/958",
"pm_score": 3,
"selected": false,
"text": "<p>Just a partial answer, since I am not discussing materials and building techniques but only giving a couple of tips.</p>\n\n<p>Chalk squeaking should depend on its length; break it into two parts to avoid it. Not sure if this has been studied rigorously, but it seems to work in my experience.</p>\n\n<p>As for erasing, I am personally a fan of using a damp towel rather than dry-erasing. It takes some more work and preparation, but the results are much better.</p>\n"
},
{
"answer_id": 12584,
"author": "J. Zimmerman",
"author_id": 7921,
"author_profile": "https://academia.stackexchange.com/users/7921",
"pm_score": 4,
"selected": false,
"text": "<p>The good chalkboards appear to be made of porcelain enamel fused to a steel core. See <a href=\"http://www.madehow.com/Volume-2/Chalkboard.html\">this site</a> for more details on the manufacturing process. As JeffE mentioned in a comment on another answer, cheaper chalkboards are made by painting wood or chipboard with a special chalkboard paint. Although these are good for crafts, they are NOT the kind you want to have in a classroom. They <a href=\"http://www.ellaclaireinspired.com/2013/01/chalkboard-maintenance-101.html\">have to be primed with chalk</a> before the first use and after being cleaned with a damp cloth. Also they will often have to be given another coat of paint after being used for a while.</p>\n\n<p>For non-squeak writing, break long pieces of chalk in half--this will <strong>usually</strong> take care of the problem! I have noticed that regular, i.e. daily, sponging with an all-purpose cleaning solution also helps to prevent smearing while writing/erasing.</p>\n"
},
{
"answer_id": 12612,
"author": "Travis",
"author_id": 8595,
"author_profile": "https://academia.stackexchange.com/users/8595",
"pm_score": 3,
"selected": false,
"text": "<p>The best chalkboard, if you can afford it, is slate. It is the combination of grain consistency and durability that allows the consistent accretion of chalk on the surface of the board. The only reason it is not used is that it is prohibitively expensive and either heavy or fragile, depending on the depth of the slate. I suppose this could be improved with a non-flexible backing.</p>\n"
}
]
| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12578",
"https://academia.stackexchange.com",
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]
|
12,580 | <p>I have discovered that I enjoy computer science immensely and I would like to pursue a masters degree in computer Science.</p>
<p>My undergrad was Neuroscience (biology) with a minor in Bioinformatics. I have a 3.2 gpa, and an 77 percentile GRE, which I understand is not amazing but ok.
But, I've gotten all A's in any computer science class I have taken, (data structures, algorithms etc.) </p>
<p>I would like to get into the best possible program, for example MIT, I understand this may be unrealistic with my grades and would like to ask what are my options and what should I do to get ready?</p>
<p>Ideas:</p>
<ul>
<li>Retake the GRE get better score</li>
<li>Take a Comp Science GRE subject test</li>
<li>get real life experience</li>
<li>put code online, open source</li>
<li>Get work experience</li>
<li>Screw the masters get a job</li>
</ul>
<p>I'd love to hear what you think is the best choice for setting up a successful career in computer science. Thanks!</p>
| [
{
"answer_id": 12582,
"author": "Jonathan E. Landrum",
"author_id": 7134,
"author_profile": "https://academia.stackexchange.com/users/7134",
"pm_score": 2,
"selected": false,
"text": "<p>Many departments do not require you have a Bachelor's in CS to pursue graduate studies. They might have a stipulation of a minor in CS, though. You'd have to check with the individual departments. Bioinformatics is similar to CS in some schools, so they may waive that minimum requirement. The main reason for their requiring a minor is to ensure you've had a sufficient foundation to build upon. Taking more courses in a local school first would fill any gaps you have.</p>\n\n<p>In the end, it comes down to what the department says. Contact some of the ones you like and see what they say. They may want you to take more math, for instance, over anything else.</p>\n\n<p><strong>Edit:</strong> Removed statement about GRE subject test in CS.</p>\n"
},
{
"answer_id": 15566,
"author": "kleineg",
"author_id": 10637,
"author_profile": "https://academia.stackexchange.com/users/10637",
"pm_score": 3,
"selected": true,
"text": "<p>Many schools will require you to take remediation courses if they do not feel you meet the course requirements for the graduate program. They will be fairly upfront about what they think you would need, but it will mean taking more Bachelors level classes at cost before being accepted to the program.</p>\n\n<p>In general I would show any additional work you have done to improve your programming skills, including code you have written.</p>\n\n<p>A lot of qualified people do not apply to top schools (I.E. MIT) because they do not believe they would get in. But I would not recommend focusing on any one school and instead find a few programs you like and apply to all of them. </p>\n\n<p>Some schools will allow you to take classes as a non-degree seeking student, which would provide both a way to prove yourself and also gauge the program and its suitability to you. I would check with the program to see how many credits they accept through this method though.</p>\n\n<p>As an aside, I am in the same boat. I majored in Mathematics with a minor in Physics but have been working as a programmer for the last three years. I am now looking into online masters programs in Computer Engineering or Computer Science. </p>\n"
},
{
"answer_id": 15631,
"author": "user10501",
"author_id": 10501,
"author_profile": "https://academia.stackexchange.com/users/10501",
"pm_score": 1,
"selected": false,
"text": "<p><em>\"Many schools will require you to take remediation courses if they do not feel you meet the course requirements for the graduate program. Some schools will allow you to take classes as a non-degree seeking student, which would provide both a way to prove yourself and also gauge the program and its suitability to you. I would check with the program to see how many credits they accept through this method though.\"</em> </p>\n\n<p>Correct. Also, many programs would let an individual in as a provisional student. You would take undergraduate courses in areas of perceived deficiency, however, they would not count towards your degree program of course so your degree would cost a little more than folks that took the necessary classes as part of an undergraduate CS program. Typically its no more than 3 to 5 classes from what I have seen on average. If you are good enough, you can also test out of prerequisites which is another way to demonstrate mastery. </p>\n\n<p>Admissions tend to focus on both math (most will not let you in without at least 3 undergraduate credits of Calculus and 3 credits of Statistics) and computer science classes -due to the fact that many programs are aligned/attached with their respective engineering programs. Each school is a little different. A few that I found worthy of perusing: Arizona State University, University of Chicago -Urbana/Champaign, DePaul University. </p>\n\n<p>Also since you mentioned MIT here is a snippet of their offerings and policies:\n<a href=\"http://tppserver.mit.edu/53/54.htm\" rel=\"nofollow\">http://tppserver.mit.edu/53/54.htm</a></p>\n\n<p>Current programs include:</p>\n\n<p>Biomedical Engineering\nComputation for Design and Optimization (CDO)\nComputational and Systems Biology (CSB) \nMedical Engineering and Medical Physics\nMolecular and Cellular Neuroscience\nProgram in Polymer Science and Technology</p>\n\n<p>The following interdepartmental programs are affiliated with the Engineering Systems Division (ESD):</p>\n\n<p>eaders for Global Operations\nSupply Chain Management (Center for Transportation and Logistics)\nSystem Design and Management\nTechnology and Policy Program\nTechnology, Management, and Policy </p>\n\n<p>Academic excellence is demonstrated by university grades, as calibrated by the Graduate Record Examinations (GRE) that establish a rough comparison between schools. The grades are examined in detail, giving preference to recent performance and subjects relevant to Technology and Policy.</p>\n\n<p>For North American candidates, a minimum average of B plus is expected. This threshold may be different for other countries where the grading system is harder. For example, a B minus or C plus level from the major French Grandes Ecoles appears comparable. The faculty evaluates the record subjectively, recognizing the diversity of grading practices and personal experience.</p>\n\n<p>Strong candidates for the program typically score in the top 10 percent of all three GRE areas (verbal, quantitative, and analytic writing).</p>\n"
}
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| 2013/09/10 | [
"https://academia.stackexchange.com/questions/12580",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8573/"
]
|
12,587 | <p>I study mathematics at a large state university. My professors sometimes teach two courses in a given semester, usually two undergraduate or one undergraduate, one graduate course. Typically they hold separate office hours for each course.</p>
<p>I come up with questions about what I'm learning at various times throughout the week, and often it's more convenient to ask this question in the office hours for the other course the professor is teaching, i.e. the course I'm not in. Perhaps it's the fastest way to get my answer, perhaps the office hours for my course have passed for the week, whatever reason.</p>
<p>Would you consider using office hours for a different course (but same professor) bad etiquette? (I do try to give priority to students of the other course, and try to avoid taking up too much time if there are students waiting.)</p>
<p>(Note: most of my professors have a open-door type policy, so I don't think they really mind. This question is more on a general level, i.e. including professors that don't have such policies in place.)</p>
| [
{
"answer_id": 12591,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 6,
"selected": true,
"text": "<p>I don't think the professor minds too much, but you should of course be prepared for him to decline if he chooses to. Though I myself could hardly care less, I have colleagues who would definitely think unsuitable (because it's not <em>how it's planned</em>).</p>\n\n<p>However, I think the other students might mind, as you noted, if they began to see it as you “stealing” time from their limited allocation. As always, sharing is no problem unless the resource is scarce :)</p>\n\n<p>So, in short, I don't think it's a big problem, <em>given that you are mindful of others</em>.</p>\n"
},
{
"answer_id": 35377,
"author": "Pete L. Clark",
"author_id": 938,
"author_profile": "https://academia.stackexchange.com/users/938",
"pm_score": 3,
"selected": false,
"text": "<p>Until a student comes into my office, it doesn't matter what course my office hours are for: I am not preparing for them in any way. Most likely I am trying to do \"side work\": i.e., short, routine tasks that are easily set aside as soon as a student steps in. If only one student comes in, it doesn't matter what class they're taking. In fact, it probably doesn't matter if they are taking any class from me at all: if a student wants to stop by my office for any quick reason (e.g. to sign paperwork), then I often tell them to come during my office hours because I know I'll be there. </p>\n\n<p>The only issue occurs when multiple students arrive. Whenever this happens one has to decide how to \"process\" the students: serially, in a group, all at once, alternately, and so forth. This is where designating an office hour as being for a certain class becomes useful: when the student flow is expected to be sufficiently large. (If I really think the flow will be minimal, then I am not averse to provisionally scheduling office hours for multiple classes at the same time. E.g. if one class is a graduate class then students will probably stop by very rarely, and if they see I am busy they have an office in the same building and can easily come back after a short time.) If for instance a student from one class came by right at the beginning of my office hours designated for another class, then I would probably warn them that they could get interrupted at any point, and when the students from the other class came I would give them priority.</p>\n\n<p>From the student perspective, office hours are affected by the distinction between research universities and liberal arts colleges. As a professor at a research university, I <em>do not</em> feel obligated to \"generally\" be in my office during business hours, and if I am I may not keep my door open. (In my department, there is a bit of a split between faculty who are generally available in their office and those that are not. I have found that being in your office with your door open invites a lot of wasted time.) However at a liberal arts college, many faculty are in their offices whenever they're not teaching or out to lunch, with the expectation that students can and will drop by at any time. I visited an old friend at a research college a few years ago, and the situation there was amusingly extreme: the math department student study area was in the center of a beautiful split-level space, with glass blackboards, study materials....:the works. Lining the periphery of this lovely oval were....the faculty offices. Continuing the glass theme, the interior walls of the faculty office were made of glass. Thus: you can't leave your office without walking by the students (who are few enough in number that you know most of them personally), and a student can see at all times whether you're in your office or not! In this kind of setting, coming in during some other class's office hours would be unnecessary and is probably a little rude.</p>\n\n<p>Students can schedule an appointment to meet outside of office hours. My own attitude to this is that if someone contacts me on Day N, then I will offer them an appointment on Day N+2 at the latest, and on Day N+1 unless I will be away from my office or my whole day is booked solid with specific appointments (which is rare). In many cases I would rather book an appointment even a few hours in the future than be interrupted from what I'm doing in my office at that moment. This is mostly psychological, but no less true for that. I'm not sure why students don't do this more often. In fact, having booked appointments, students fail to show up an annoyingly large percentage of the time. That kind of spaciness wears a lot better once you have a PhD. </p>\n"
},
{
"answer_id": 83961,
"author": "CCTO",
"author_id": 32274,
"author_profile": "https://academia.stackexchange.com/users/32274",
"pm_score": 0,
"selected": false,
"text": "<p>If the professor has specifically announced that certain hours are for each course, then I would expect showing up with your questions during the <em>other</em> course's hours to be deeply unfair and annoying to the students of that course who have shown up as they've been told to. And I would <em>not</em> expect the professor to guide you in this, a lot of professors will happily ramble on in response to whatever question comes their way.</p>\n\n<p>And many of the other students will be struggling to keep up with their own course and quite mystified on how to make sense of the material you're covering.</p>\n\n<p>If you show up at the other course's hours and find nobody else there, or wait until those students really have no further questions of their own, then I think it'd be fair to ask if you could introduce material from your course. Be very sensitive to the other students' response and allow a period of dead-air before you ask further questions. Assume that any of them who stick around during your question actually do have questions of their own they're waiting to ask.</p>\n\n<p>You might also ask the professor if an e-mail discussion would be possible, or if there are additional times that can be scheduled ad-hoc.</p>\n"
}
]
| 2013/09/11 | [
"https://academia.stackexchange.com/questions/12587",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7156/"
]
|
12,595 | <p>I have just got my first paper accepted to a reputed IEEE (say X for generality) conference. Now, one of the authors have registered for the conference as a student member of X. I have applied for student membership, but probably won't receive the member card before registration deadline. In that case, I have been informed that only the author attending the conference would be getting the certificate.
So I have the following question:</p>
<p>1) Do I need the certificate to proof that I have this publication in future ? (My dept has procedure of submitting copies of all certificates that you earn during the semester, and my co-author would definitely be submitting his there.)</p>
<p>2) Is it worth to register without availing student discount so that I may get the certificate ?</p>
| [
{
"answer_id": 12596,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 4,
"selected": true,
"text": "<ol>\n<li><p>You don't get a \"certificate\" for publishing something. The fact that it is available online at the journal's website (which can take a while, depending on their publishing speeds) and has a doi (which you should receive soon after acceptance), is sufficient proof. </p></li>\n<li><p>Most societies don't have a membership card either. They might send you a welcome letter, which you could use as proof of membership.</p></li>\n</ol>\n\n<p>Most places accept different forms of proof of claim when a formal one doesn't exist. In your cases, the following should be just as valid:</p>\n\n<ol>\n<li>An email from the editor, accepting your paper for publication (you should have this)</li>\n<li>An email from the society, thanking you for your interest and membership</li>\n<li>A screenshot of your member page, showing validity</li>\n<li>A screenshot of the web copy of your paper (some journals throw a rough version on the web which serves till the final version is typeset).</li>\n</ol>\n"
},
{
"answer_id": 12779,
"author": "al_b",
"author_id": 5963,
"author_profile": "https://academia.stackexchange.com/users/5963",
"pm_score": 1,
"selected": false,
"text": "<p>As the previous answer speaks about journal, I just wanted to clarify for conference. \nThe proceedings are prepared by the Programme Committee and submitted to IEEEXplore library. They can appear there before the conference or after the conference, depending on the arrangementes chairs made with IEEE. Once the proceedings are there, you'll be able to locate your paper and print a screenshot and/or the paper in case you need to proof the publication.\nThe e-mail from the PC you received should also serve as a proof of publication, as long as it mentions the authors of the papers.</p>\n"
}
]
| 2013/09/11 | [
"https://academia.stackexchange.com/questions/12595",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2823/"
]
|
12,603 | <p>I have a paper that was accepted and is already in press (you can download a PDF online), and I have already filled out the copyright transfer.</p>
<p>The publisher allows uploading preprint versions (including revisions after reviewer comments) to repositories such as arXiv, but is it ok to do so at this stage?</p>
| [
{
"answer_id": 12604,
"author": "BSteinhurst",
"author_id": 7561,
"author_profile": "https://academia.stackexchange.com/users/7561",
"pm_score": 3,
"selected": false,
"text": "<p>This is a situation where you have to read what the copyright transfer agreement the journal had you sign (physically or digitally). That document is part of your publication contract so it is what you officially agreed to.</p>\n\n<p>The last time I read one was, I think, an AIP journal and it had a paragraph on pre-print servers in general and arXiv in particular stating exactly which version of the paper was permissible to post. The language was \"the author retains the rights to post [such and such version]...\" so I could have posted that paper to arXiv after publication legally.</p>\n"
},
{
"answer_id": 12606,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 5,
"selected": true,
"text": "<blockquote>\n <p><em>The publisher allows uploading preprint versions (including revisions after reviewer comments)</em></p>\n</blockquote>\n\n<p>If you're allowed to do it, you are allowed to do it. <strong>To be 100% sure, check the text of the copyright transfer agreement</strong>, where these policies are spelt out. Or, if you don't like reading legal text so much, <strong>it is summarized for many publishers in a nice color code at <a href=\"http://www.sherpa.ac.uk/romeo.php\">SHERPA/Romeo</a></strong>.</p>\n"
},
{
"answer_id": 15928,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 2,
"selected": false,
"text": "<p>Depending on your legislation and the exact circumstances (funding sources), you may have retained certain rights for secondary publication regardless of what the copyright transfer says.</p>\n\n<p>This is the case e.g. in <a href=\"https://academia.stackexchange.com/a/11226/725\">Germany</a>.</p>\n\n<p>So in addition to the copyright transfer, check your local copyright law.</p>\n"
}
]
| 2013/09/12 | [
"https://academia.stackexchange.com/questions/12603",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8584/"
]
|
12,611 | <p>It is common that people add their <a href="http://www.linkedin.com" rel="nofollow">LinkedIn</a> profile in their resumes. On the other hand, they add profiles (like <a href="http://www.researcherid.com" rel="nofollow">ResearcherID</a>) counting publications, citations, and showing factors such as <code>h-index</code>.</p>
<p><a href="http://www.researchgate.net" rel="nofollow">ResearchGate</a> is something in-between, but I have not seen if anyone add his/her <a href="http://www.researchgate.net" rel="nofollow">ResearchGate</a> profile link in resume. Is it because <a href="http://www.researchgate.net" rel="nofollow">ResearchGate</a> is young and not popular, or it is not technically convenient?</p>
| [
{
"answer_id": 12613,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": true,
"text": "<p>The different services such as Researcher ID, ResearchGate, LinkedIn have not generally caught on in application processes (I am sure there are several exceptions). I am, however, sure these will become more common. To use the <em>h</em>-index provided in ResearcherID is one way to get a relative standard measure, compared to one calculated by each individual. Hence, I am sure these linkable sources will become more common in application procedures.</p>\n\n<p>I use researcherID in my CV and am now on ResearchGate and will use their measures as well. Since they are official checkable soures I think they serve well in CVs. In my case, however, I have noticed that maybe 5-10% of the citations I can find in Web of Science cannot be found through Researcher ID, this is because some references occure as several entries due to errors in peoples reference lists etc. I believe it is possible to send in error reports to Web of Science to get corrections made. This means that the total number of citations through, for example, ResearcherID may be smaller than what you think you should have. But since this problem likely affects everyone in a similar way the values are still comparable, at least that is howI think about it.</p>\n\n<p>So, I think it is fair and very useful to list these measures that can be independently checked. You could (should) check your field to see what services are often used and perhaps focus on those first.</p>\n"
},
{
"answer_id": 12615,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>I think the reason ResearcherID is sometimes used on CV's is because <strong>it's a quick way to link to (and host centrally) your publication list as well as bibliometric information</strong> (h-index, number of citations, etc.). I also see people use Google Scholar as an alternative service for that, although the quality of citation data is not as good.</p>\n\n<p>For <strong>LinkedIn</strong>, it may be field-dependent. I see a large number of people around me (chemical engineering, both academic and industrial) semi-actively using it, i.e. maintaining a network of peers and getting the occasional introduction/reference through it. I do not often see it used in CV's, however. It is clearly used for <strong>networking</strong>.</p>\n\n<p><strong>ResearchGate</strong>, as you stated, is neither here nor there. It's not very widely used yet, and rather aims to be a \"Facebook for researchers\": it is centered around papers, comments and discussion. While it can be used to host a publication list, <strong>the metrics it offers access to are not commonly used and, one must say, rather opaque</strong>. I think that's why it has little value to add to a CV.</p>\n"
},
{
"answer_id": 17159,
"author": "just-learning",
"author_id": 10483,
"author_profile": "https://academia.stackexchange.com/users/10483",
"pm_score": 1,
"selected": false,
"text": "<p>IMHO it would be better to have a web page containing the links to all the professional profiles you have (ResearchGate, LinkedIn, etc.), and give a link to this web page (rather than several links to separate profiles) in your CV.</p>\n"
}
]
| 2013/09/12 | [
"https://academia.stackexchange.com/questions/12611",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,618 | <p>I understand that the salary of a postdoctoral fellow depends on the field, project, contract, and so forth, but I am curious how much is the normal range for a fellow. Someone told me that he prefer to continue postdoctoral fellowship, as he gets the same salary of assistant professorship with less official duties.</p>
<p>In my experience, the range of salary for a postdoctoral fellow is much less than an assistant professor, something between $25,000 - $50,000. In Europe, it is in the lower side, but it is usually higher in the US.</p>
<p>I am curious to know what is the actual rate, and is there a norm for estimating the salary of a postdoctoral fellow?</p>
<p>In other words, when looking at postdoctoral openings, how much is an excellent/good/normal deal?</p>
| [
{
"answer_id": 12621,
"author": "Simon Arnold",
"author_id": 8123,
"author_profile": "https://academia.stackexchange.com/users/8123",
"pm_score": 5,
"selected": false,
"text": "<p>@All,\nI can only give you some examples. In most areas in physics, in the USA, the postdoc salary ranges from 36000-45000US$ for most universities. Some high-ranked universities pay as much as 60000$ too to their physics postdocs, with an exception of Simons Center which pays 70000$. On the other hand, national labs pay around 70000$ for their physics postdocs - I don't know why the difference between the university payscale and the national lab payscales in the same country for the same field!</p>\n\n<p>In the UK it is fairly uniform for any field, at least in science and engineering. It is usually between £29000 to £33000 per year. Where you lie in this range depends on how many years you have passed after your Ph.D.</p>\n\n<p>In Australia, they usually pay 60000-70000 AUD + 9% (if the contract is for short term - I don't know if the short term means 1 year or less than 3 years though) or 17% (if the contract is for 3 years or more) superannuation, i.e., retirement fund. Again, there are precise rules on where you lie in this range depending on years after the PhD date.</p>\n\n<p>In South Africa, it is somewhere between 180000-240000 Rand per year tax-free.</p>\n\n<p>In New Zealand, you may expect the salary around 50000-60000 NZ$.</p>\n\n<p>In Germany the salary levels seemed complicated to me when I was applying as there are many kinds of taxes and you may avoid some if you are married and have child etc.</p>\n\n<p>In Brazil, you may expect around US$14000 for the national postdoc fellowship (52000BRL). With month life cost of US$1073 (3966BRL )</p>\n\n<p>If you ask me, the postdoc life is miserable if you are in most universities in the USA and have even a small family to support. In my experience, Australia or the UK where the salaries are uniform and above the national averages for the fresh engineers (or other professionals), your life can be much more pleasant - well unless you are in the expensive area in Sydney or London!</p>\n\n<p>Brazil seems excellent too but I can't speak Portuguese !</p>\n\n<p>Edit: Forgot about Ireland. The salaries are around €35000 per year. I used to get paid around €43000 per year (each every expenses like insurance, taxes, 'levy' which was another kind of tax, etc. were on me though) in 2009-2010, however I would think the salary levels have gone lower after the credit crunch in which Ireland has been affected the most.</p>\n\n<p>I should also mention that most postdocs in Math departments in the USA are paid 48000-55000 US$ per year but they have to teach 2 courses a year or so whereas the physics postdocs don't teach at all (if they teach then they get more money than their salary).</p>\n\n<p>Also in Japan and South Korea the salaries are around US$40000 (converting. their local currencies)</p>\n"
},
{
"answer_id": 12624,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 6,
"selected": true,
"text": "<p>Let's find some official numbers and statistics. From <a href=\"http://www.newscientist.com/article/dn23512-postdoc-payday-salaries-for-fellows-are-on-the-up.html#.UjLASBbvaE0\">this article</a>:</p>\n\n<blockquote>\n <p>As a baseline, in 2012, <strong>the National Institutes of Health (NIH) National Research Service Award (NRSA) postdoctoral stipend for new postdocs was $39,264</strong>, increasing to $54,180 for those with seven or more years of experience. Funding levels at universities are broadly similar.</p>\n</blockquote>\n\n<p>Post-doc salary guidelines depend on individual institutions, and benefits vary widely from place to place. In addition to salary, checking the benefits is important in the US, but less important in more civilized/socialistic (strike out the inapplicable term) countries.</p>\n\n<p><a href=\"http://www.salarylist.com/jobs/PostDoctoral-Fellow-Salary.htm\">A job site</a> that gathers salary information from US job advertisements has the following for post-doctoral fellowships:</p>\n\n<blockquote>\n <p>Post-Doctoral Fellow average salary is $39,302, <strong>median salary is $38,000</strong> with a salary range from $20,779 to $961,896.</p>\n</blockquote>\n\n<p>I think it's safe to say that $961,896 is an outlier, but apart from that, the median matches the NRSA number. It also shows that there is a broad range of salaries, even by browsing the job listings on that site.</p>\n\n<hr>\n\n<p>For Europe, as I've said the situation is heterogeneous. I know how to find numbers for <strong>UK</strong>, at least. If you look at <a href=\"http://www.jobs.ac.uk\">jobs postings from jobs.ac.uk</a> for post-doctoral positions, the range appears to be <strong>£28,000 – £37,000</strong> (apart from a few outliers). This would be roughly $44,000 – $58,000, but you have to adjust for taxes, health insurance, and then cost of living (which can be quite high in UK).</p>\n\n<p>In <strong>France</strong>, <a href=\"http://www.cnrs.fr\">CNRS</a> is the largest scientific employer, and its <a href=\"http://www2.cnrs.fr/sites/band/fichier/w_2007_gb_web.pdf\">post-doc salary</a> is:</p>\n\n<blockquote>\n <p>The gross monthly salary of a CNRS postdoc is <strong>2,500 €</strong></p>\n</blockquote>\n\n<hr>\n\n<p><em>As an anecdote, when I started as assistant professor, my salary was significantly lower than my post-doc salary. And even some of my post-docs in my group had higher pay than me (as well as some industry-employed PhD students). But money's not everything…</em></p>\n"
},
{
"answer_id": 12643,
"author": "Noah Snyder",
"author_id": 25,
"author_profile": "https://academia.stackexchange.com/users/25",
"pm_score": 4,
"selected": false,
"text": "<p>In math in the US postdocs generally pay between 40K and 70K with the bulk between 45K and 60K. The AMS has <a href=\"http://www.ams.org/profession/data/annual-survey/2009Survey-StartSal.pdf\">survey data and graphs</a>.</p>\n"
},
{
"answer_id": 12648,
"author": "Benoît Kloeckner",
"author_id": 946,
"author_profile": "https://academia.stackexchange.com/users/946",
"pm_score": 3,
"selected": false,
"text": "<p>To give a lower-end answer, the worst position in France is \"demi-ATER\": it is a half position in the sense that you have half as much teaching duty than professors (about 4 hours a week on average, for about 24 weeks), but you are usually expected to work full time, research included.</p>\n\n<p>It is paid less than 1200 Euros per month, net before taxes.</p>\n\n<p>The full ATER position is as much teaching as professors, with a month salary of approximately 1600 Euros.</p>\n"
},
{
"answer_id": 13743,
"author": "posdef",
"author_id": 5674,
"author_profile": "https://academia.stackexchange.com/users/5674",
"pm_score": 3,
"selected": false,
"text": "<p>The answer to this <em>very broad</em> question depends on many factors such as (but not limited to):</p>\n\n<ul>\n<li>field: I can't really say if the same position in one field makes more than another but it's very possible. </li>\n<li>country: see other answers; North America or Western Europe are waaay to broad to be clumped into a single bucket. (see below for approx figures from Sweden) </li>\n<li>university/city: bigger and more expensive cities usually call for larger figures, but in practice you don't get richer on that due to higher cost of living (particularly rent)</li>\n<li>financing: postdoc but where? ... at a company/university/independent research institute? In certain systems it's also possible to apply for <a href=\"http://www.vr.se/forskningsfinansiering/bidragsbeslut/internationellpostdok.4.41c4c50b1195b50750780002260.html\" rel=\"noreferrer\">postdoc grants</a> (ref in Swedish), I know some people who have gotten grants that include their own salaries. Getting such a grant means your financial burden on the employer is much less.</li>\n<li>tax: some countries have special, time-bound tax classes for \"visiting scientists\" or something like that, I have heard that Denmark has a such a policy </li>\n</ul>\n\n<p>That being said, I have got a figure of <a href=\"http://www.saco.se/Yrken-A-O/Larareforskare-vid-universitet-och-hogskola/\" rel=\"noreferrer\">approx 32500 SEK/mon</a> (ref in Swedish) which corresponds to roughly €45000 per annum (The source is a labor union for university employees).</p>\n\n<p>Hope that helps</p>\n"
},
{
"answer_id": 13744,
"author": "Aaron",
"author_id": 1228,
"author_profile": "https://academia.stackexchange.com/users/1228",
"pm_score": 3,
"selected": false,
"text": "<p>Some anecdotal data from (theoretical) computer science:</p>\n\n<ul>\n<li>A Simons funded postdoc gets ~ $70,000</li>\n<li>A \"normal\" postdoc funded by a faculty member from an NSF grant seems to get between $50,000 and $60,000 around these parts. </li>\n<li>A postdoc at an industry lab (say, Microsoft Research which I think is the highest paying lab, but numbers at other labs like IBM are not so different) gets upwards of $130,000.</li>\n</ul>\n\n<p>Of course, part of the reason that these comparatively high is that the outside industry options all pay more. </p>\n"
},
{
"answer_id": 13745,
"author": "walkmanyi",
"author_id": 1265,
"author_profile": "https://academia.stackexchange.com/users/1265",
"pm_score": 3,
"selected": false,
"text": "<p>Just adding information for some countries omitted above. For useful links find my answer to <a href=\"https://academia.stackexchange.com/questions/2346/after-my-phd-how-much-salary-should-i-expect-as-a-professor-of-computer-science/2453#2453\">this question</a>. For Germany, you are interested in the E13 scale (grade depending on you experience = the number of years from your PhD. start/defense - depends on the position), which boils down to somewhere around 40-50k EUR brutto. For Netherlands, you are interested in a salary scale 10, or 11 again depending on your experience, generally the grade corresponds to the number of years from your PhD. defense. The end result again lies somewhere between 40-50k EUR brutto. There are however significant tax reductions for \"knowledge workers\", which could significantly increase your net salary.</p>\n\n<hr>\n\n<p>Later edit: adding few sources</p>\n\n<p>Information about the \"30% ruling\": \n<a href=\"http://en.wikipedia.org/wiki/Income_tax_in_the_Netherlands#The_30_Percent_Rule\" rel=\"nofollow noreferrer\">http://en.wikipedia.org/wiki/Income_tax_in_the_Netherlands#The_30_Percent_Rule</a>\n<a href=\"http://www.iamsterdam.com/en-GB/living/official-matters/thirty-percent-ruling\" rel=\"nofollow noreferrer\">http://www.iamsterdam.com/en-GB/living/official-matters/thirty-percent-ruling</a></p>\n\n<p>most universities also provide information about this, for instance TU Delft here:\n<a href=\"http://www.tudelft.nl/en/theme/international-staff-and-students/staff-guests/procedures-prior-to-arrival/immigration-procedures/30-rule/\" rel=\"nofollow noreferrer\">http://www.tudelft.nl/en/theme/international-staff-and-students/staff-guests/procedures-prior-to-arrival/immigration-procedures/30-rule/</a></p>\n"
},
{
"answer_id": 64890,
"author": "N Brouwer",
"author_id": 20683,
"author_profile": "https://academia.stackexchange.com/users/20683",
"pm_score": 1,
"selected": false,
"text": "<p>In Ecology in North America, $45K is generally considered a good salary. $55K is possible via a competitive NSF post-doc. The lowest I've seen was I think $38K. Many post docs are funded via NSF grants and I believe there is an automatic cost of living adjustment implemented by the NSF. The lowest post-doc salaries I've seen are generally at universities in more rural areas.</p>\n"
},
{
"answer_id": 64898,
"author": "VonBeche",
"author_id": 50217,
"author_profile": "https://academia.stackexchange.com/users/50217",
"pm_score": 1,
"selected": false,
"text": "<p>I am not going to research this in detail for you, as you can find almost all of this online, and there are many western European countries.</p>\n\n<p>For western Europe it really depends on the country, you can expect to earn roughly 2.5x more in Switzerland (86k CHF) compared to Portugal or Spain (€33k), with most of the other countries in between (Germany €50k). The cost of living also changes, but still you end up with more $$ in some countries. </p>\n\n<p>In most countries there is a collective agreement, meaning that you get payed according to a table. For example in Germany all postdocs earn E13, with the exact amount depending on the years of documented experience, and you only get to E14 if are directly managing 3 persons that are in E13. So for a lot of places you don't have to worry about getting a bad deal on your salary. </p>\n"
}
]
| 2013/09/13 | [
"https://academia.stackexchange.com/questions/12618",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,620 | <p>Endowed professorship is very common, but the financial endowment normally comes from external sources. Is it also common that a professor/research endow his/her position to establish a research group in the target university?</p>
<p>It should be an excellent approach for mid-level professors/researchers who can establish a research group in a top university (where it is normally hard to get that position) and get research fund from external sources such as industry and funding agencies.</p>
<p>This is of mutual benefit for both the university and professor, but I have not heard about such positions. Is it uncommon or just through private contracts?</p>
<p>UPDATE: Apparently, I confused endowed and named chair with research professor. I asked the question about research professor <a href="https://academia.stackexchange.com/questions/12640/how-to-get-a-research-professor-position">here</a>. However, I still do not see a contradiction between research professor and self-endowed professor. Does a endowed chair must be necessary result of a huge donation to university? or a foundation can merely fund a professor position. If it is the latter case, one should be able to fund his own endowed position too.</p>
| [
{
"answer_id": 12628,
"author": "F'x",
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"pm_score": 2,
"selected": false,
"text": "<p>What you describe sounds like a <strong><a href=\"http://en.wikipedia.org/wiki/Professors_in_the_United_States#Research_professor\" rel=\"nofollow\">research professor</a></strong> in the US system:</p>\n\n<blockquote>\n <p>A professor who does not take on all of the classic duties of a professor, but instead focuses on research. At most universities, research professors are not eligible for tenure and <strong>must fund their salary entirely through research grants</strong>, with no regular salary commitment from internal university sources. In parallel with tenure-track faculty ranks, there are assistant and associate research professor positions.</p>\n</blockquote>\n\n<p>The obvious drawback is that it puts enormous pressure on grant finding, with no tenure and thus no job security.</p>\n"
},
{
"answer_id": 12630,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 4,
"selected": true,
"text": "<p>Endowed professorship typically are the result of a large donation of money to the university that allows them to fully fund a position in perpetuity based on the earnings on the initial donation. This is generally much larger than what an individual can bring in from external sources. If you manage to bring in that type of income, you will likely have little problem obtaining a permanent position.</p>\n\n<p>I am aware of one independently wealthy individual who made a large enough donation to establish his own professorship. Basically he spent a small fraction of his wealth (which would be a large fraction of the wealth of most academics) to become a full professor with minimal teaching and service duties. His research was funded from his charitable foundation and I believe the foundation paid the standard overhead rates. He was reasonably productive throughout his entire career and probably could have obtained a professorship without using his personal wealth, but given the competitive nature of the job market and limited availability of positions, probably not at the institution of his choosing.</p>\n"
}
]
| 2013/09/13 | [
"https://academia.stackexchange.com/questions/12620",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,627 | <p>In my thesis there are 7 chapters. Each chapter contains many nomenclatures and symbols. </p>
<p><strong>Nomenclature:</strong> </p>
<p>Chapter 1</p>
<p><code>Monte Carlo (MC)</code> simulation is wonderful. <code>MC</code> is a stochastic process. </p>
<p>Chapter 2/3/../7</p>
<p>Do I need to re-expand the nomenclatures at the beginning of each chapter or expanding at the chapter 1 (or first occurrence) is enough?</p>
<p><strong>Symbol:</strong>
Same question applies for Symbols also. For example, <code>Temperature (T)</code></p>
<p>(Note: Apart from the above, the list of abbreviations and symbols is a must in the thesis as per institute guideline.)</p>
| [
{
"answer_id": 12628,
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"author_id": 2700,
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"pm_score": 2,
"selected": false,
"text": "<p>What you describe sounds like a <strong><a href=\"http://en.wikipedia.org/wiki/Professors_in_the_United_States#Research_professor\" rel=\"nofollow\">research professor</a></strong> in the US system:</p>\n\n<blockquote>\n <p>A professor who does not take on all of the classic duties of a professor, but instead focuses on research. At most universities, research professors are not eligible for tenure and <strong>must fund their salary entirely through research grants</strong>, with no regular salary commitment from internal university sources. In parallel with tenure-track faculty ranks, there are assistant and associate research professor positions.</p>\n</blockquote>\n\n<p>The obvious drawback is that it puts enormous pressure on grant finding, with no tenure and thus no job security.</p>\n"
},
{
"answer_id": 12630,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 4,
"selected": true,
"text": "<p>Endowed professorship typically are the result of a large donation of money to the university that allows them to fully fund a position in perpetuity based on the earnings on the initial donation. This is generally much larger than what an individual can bring in from external sources. If you manage to bring in that type of income, you will likely have little problem obtaining a permanent position.</p>\n\n<p>I am aware of one independently wealthy individual who made a large enough donation to establish his own professorship. Basically he spent a small fraction of his wealth (which would be a large fraction of the wealth of most academics) to become a full professor with minimal teaching and service duties. His research was funded from his charitable foundation and I believe the foundation paid the standard overhead rates. He was reasonably productive throughout his entire career and probably could have obtained a professorship without using his personal wealth, but given the competitive nature of the job market and limited availability of positions, probably not at the institution of his choosing.</p>\n"
}
]
| 2013/09/13 | [
"https://academia.stackexchange.com/questions/12627",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/6763/"
]
|
12,633 | <p>I am currently writing a piece of work, mainly studying some theory developed in a particular article. I did my best to be clear whether it was one of my own comment concerning the subject or material, eventually rephrased, coming from the article.</p>
<p>But now, I <em>need</em> to copy a large section from the article. There is no point in modifying the section, it is actually a list of hypothesis written in a mathematical fashion, and rephrasing it would be unclear. So well, maybe I changed a bit the formulation of a few things, or changed the order of the list to fit the way I present the things, but really cosmetic changes.</p>
<p>How should I cite that ? I guess (as it is not exactly copy/paste) no "", but then what ? I already mentioned that the whole work was closely related to the article, but I feel uncomfortable copying the section without knowing how to reference it.</p>
| [
{
"answer_id": 12634,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>Copying is of course not good. But, it is always possible to use a quote. This can be done by either use quotes or in your case to state that you are providing a copy of the list provided by the author.. In your case I think you can easily say something like \"Following \"cited author\" (yyyy) we can define the problem as ...\" and then follow up by rewriting the list you mention. It should then be very clear that what you write follows what the cited author has written. The exact phrasing might be slightly different but along the lines I outlined.</p>\n"
},
{
"answer_id": 12691,
"author": "Moriarty",
"author_id": 8562,
"author_profile": "https://academia.stackexchange.com/users/8562",
"pm_score": 3,
"selected": true,
"text": "<p>You likely will need to check the copyright requirements of the journal, and contact the publisher and/or author. Very often, quoting or copying more than a few sentences or one or two figures will require direct permission.</p>\n\n<p>Permission may not be necessary, but you don't want to open a big bag of trouble by publishing something that violates copyright - better safe than sorry.</p>\n"
}
]
| 2013/09/13 | [
"https://academia.stackexchange.com/questions/12633",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/4448/"
]
|
12,640 | <p>Since universities do not normally pay the salary of a <a href="http://en.wikipedia.org/wiki/Professors_in_the_United_States#Research_professor">research professor</a>, and salary along with research funding comes from external resources, this not a paid position. On the other hand, a few people are interested in a job without a secured salary (or a few researchers are confident enough to get enough funding to secure their salary too).</p>
<p>As a result, universities do not advertise for hiring <code>research professors</code> (at least, I do not see in job websites). Therefore, it should be based on private negotiation. Logically, universities should not have limitation for the number of research professors, as they do not pay their salaries. If they can obtain fund, it is good for them, if not, the university loses nothing.</p>
<p>In the aforementioned circumstances, I guess, potential researchers should start this negotiation. If yes, how this negotiation is normally started? A potential research professor contacts the university President, Vice President for Research, Dean, Department Chair with a proposal?</p>
<p>What is the procedure for hiring a research professor?</p>
| [
{
"answer_id": 12641,
"author": "F'x",
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"pm_score": 2,
"selected": false,
"text": "<p>Different institutions will have different procedures. Some of them handle it case-by-case, but in other places there are actual formal recruiting procedures and call for applications. See, for example, <a href=\"http://dof.tamu.edu/content/research-professor-hiring-guidelines\" rel=\"nofollow\">Texas A&M’s guidelines</a> on hiring research professors.</p>\n"
},
{
"answer_id": 12644,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 5,
"selected": true,
"text": "<p>The first thing to realize is that within the same department a tenure track/tenured position is usually more desirable than a soft money position (what you are calling a research professor). Soft money positions tend to have less responsibilities (e.g., teaching and service) but at many research oriented universities TT staff can use grant money to buy out of teaching and service. In fact those on soft money positions often pick up the residual work thereby making their grant money go further.</p>\n\n<p>Also realize that most departments do not want lots of soft money staff. There are often physical space constraints. Soft money staff can potentially push a department in a direction it is not interested in which can lead to social and political issues. There is also the issue of graduate students. Most people on soft money positions want to have access to graduate students but this can syphon off students and funds from TT staff and provide less security for the students (e.g., when the soft money runs out).</p>\n\n<p>Finally, realize that most departments actually care about their staff. When soft money positions have a gap in funding, the members of a department often try and cover the shortfall. The ability to attract the best soft money candidates depends on the past history of how soft money staff have been treated.</p>\n\n<p>Now to answer you question, at the highest I would contact the Department Chair. No Department Chair wants to hear from the Dean that they should consider someone. No Dean has the time to read CVs of candidates that are not good enough for a TT position. Even better is to contact a TT staff member in the department that you would like to work with. the best soft money positions are ones in which the individual is not isolated from the rest of the department.</p>\n"
}
]
| 2013/09/13 | [
"https://academia.stackexchange.com/questions/12640",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
]
|
12,651 | <p>In the past (historically), <code>A+</code> was a bonus in transcript and had an effect on the cumulative GPA too, but it is no common these days (at least I do not see around). If some universities/colleges use <code>A+</code> in the transcript, but it is equally considered as an <code>A</code> in calculating the GPA.</p>
<p>Is <code>A+</code> obsolete in the US universities/colleges? or because they use it for rare occasions, we do not normally see it?</p>
<p>In other words, are there still universities using <code>A+</code>, and equaling it to <code>4.3</code> in calculating the GPA?</p>
| [
{
"answer_id": 12653,
"author": "cuabanana",
"author_id": 7329,
"author_profile": "https://academia.stackexchange.com/users/7329",
"pm_score": 1,
"selected": false,
"text": "<p>I think A+ is used, but not very often. For GPA purposes, A and A+ are usually equal, but A+ is a rarer grade. Sometimes, A+ is used for 96 and higher. Personally, 97 and higher would merit an A+ if I was doing the grading, but that's just my opinion.</p>\n"
},
{
"answer_id": 12655,
"author": "Aaron",
"author_id": 1228,
"author_profile": "https://academia.stackexchange.com/users/1228",
"pm_score": 4,
"selected": true,
"text": "<p>How an A+ is treated varies from school to school. In the traditional American grading system, an \"A\" contributes a 4.0 to one's GPA, an \"A-\" contributes a 3.7, a \"B+\" contributes a 3.3, a \"B\" contributes 3.0, etc. In many universities, 4.0 represents the maximum possible GPA, and so an A+, although it may appear on the transcript next to a course, also only contributes 4.0 to one's GPA. At other universities (such as e.g. Columbia), an A+ contributes 4.3 to one's GPA. </p>\n\n<p>None of this matters very much of course. </p>\n"
},
{
"answer_id": 12664,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 1,
"selected": false,
"text": "<p>I am a student at State University of New York. For my first semester (I transferred from a community college) I got 4.03 GPA. I got three A's, one A-, and one A+.<br>\nSo to answer your question: A+ is equaled to more than 4.0 GPA (I do not know if it is 4.3), it is rare and probably depends on your professor, but it is definitely not obsolete.</p>\n"
},
{
"answer_id": 20062,
"author": "user2258552",
"author_id": 12655,
"author_profile": "https://academia.stackexchange.com/users/12655",
"pm_score": 2,
"selected": false,
"text": "<p>I know that, out of top 20 schools, at least Stanford, Columbia, and Cornell give \"bonus\" credit for A+ (4.3). I'm sure many other schools do as well, though it is not really the norm.</p>\n"
},
{
"answer_id": 51479,
"author": "Eric",
"author_id": 38545,
"author_profile": "https://academia.stackexchange.com/users/38545",
"pm_score": 1,
"selected": false,
"text": "<p>I am a student at Arizona State University, I have a cumulative GPA of 4.0. However, my term GPA is 4.17 because I had an A and am A+! So, at ASU, if you got all A+'s you would have a Term GPA of 4.33, but probably still have a cumulative gpa of 4.0. </p>\n"
},
{
"answer_id": 111671,
"author": "James",
"author_id": 94280,
"author_profile": "https://academia.stackexchange.com/users/94280",
"pm_score": 1,
"selected": false,
"text": "<p>At the University of Oregon, you can get an A+. Only some courses actually offer A+'s, however, if you do receive an A+, it counts as a 17.20 QP's and a 4.3 (instead of 4.0) towards your GPA. </p>\n"
}
]
| 2013/09/13 | [
"https://academia.stackexchange.com/questions/12651",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/406/"
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|
12,663 | <p>In a conference, where I am an author, I noticed that there is a substantial fees for registering as a listener for the conference.(10-30% less than the fees for professionals, students etc but it is still on higher side).</p>
<p>Is this justified given that as an author I would like my work to be presented in front of as many people as possible and receive comments for the same. Is this common practice in conferences across Computer Science or any other field ?</p>
| [
{
"answer_id": 12666,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 5,
"selected": true,
"text": "<p>The main reason for fees is that there is a cost for renting the auditoriums and perhaps other services (refreshments, facilities etc.). Under such circumstances all participants need to pay to support the conference. Exactly how the pricing is done differs widely but in most cases it is based on costs divided by a certain number of projected participants in different categories. There are conferences which I have attended that seem horrendously expensive and are held in luxurious places with organizing services and then there are those run by a smaller society where making a cheap efficient meeting for the members by the members is a priority. In all cases you pay just to get in.</p>\n\n<p>So pricing will vary depending on venue and organiser. Depending on how the conference is organized you may be able to gain some insights into how the costs come about and then make constructive comments to the organisers on how it should change; particularly if the organisers are a membership organisation where you are a member.</p>\n"
},
{
"answer_id": 12667,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": -1,
"selected": false,
"text": "<p>Is it justified? Well, if people pay it, then yes. If they don't, then no.</p>\n\n<p>I don't think it's any more complicated than that.</p>\n\n<p>Conference organisers want to earn a living by doing their job. Just as you do.</p>\n\n<p>Some will seek to make as much profit as possible. The market will decide whether or not they are succesful in this.</p>\n\n<p>It's just the economics of the private sector within a mixed economy. So looking for a moral dimension is like dancing about architecture.</p>\n"
}
]
| 2013/09/14 | [
"https://academia.stackexchange.com/questions/12663",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/2823/"
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|
12,674 | <p>I am doing research in an industrial organization. Now, I have written a paper describing my work and outcomes. The idea was completely envisaged by me and the paper was written solely be me. It was an outcome of a funded research project, but the research done was no where in the scope of the work, and I managed to squeeze time to do this work. </p>
<p>Now, I am confused on whom to include in my co-authors lists.
I have only one teammate, with whom I worked in the project but didn't take any help for doing this area of work and writing the paper. But I think he deserves to be a co-author since we discussed various related things.
I also gave the paper for review to my reporting officer who gave a few grammatical suggestions and tips on paper writing.</p>
<p>Now, the problem is, I have two more level of hierarchy above my reporting officer one of them being the director of the organization. Would it be ethical to include their names as co-authors when no discussion was made with them regarding this or should they be acknowledged ?
Note: The usual practice in my organization is to keep your superiors name before yourself(some red tapism probably), and I have already violated that by keeping myself as first author(thanks to ASE).</p>
| [
{
"answer_id": 12676,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 2,
"selected": false,
"text": "<p>Regarding your teammate, it seems that you had exchange of ideas with him, and it is up to you to consider whether that consists of a scientific contribution to the final paper. Regarding your reporting officer, the description your currently have (<em>“a few grammatical suggestions and tips on paper writing”</em>) do not sound like <strong>significant scientific contributions</strong> (which \nis the commonly-used threshold for authorship determination; check with the journal or publisher's guidelines for your specific case). Your hierarchy, well, this doesn't sound like they contributed at all.</p>\n\n<p>That being said, there is real life to consider, your organization's policies and customs, and your own contract. In a way, it might actually be easier for you not to have your teammate as co-author, in which case it is clear that the paper is <em>yours</em> (while the outcome of the work itself was the company's).</p>\n"
},
{
"answer_id": 12677,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 2,
"selected": false,
"text": "<p>People who have made no intellectual or scientific contribution to a paper should not be listed as authors. So, unless your upper-level supervisors have had an active role in designing the project, carrying it out, or writing the papers, they should be excluded. This is the practice normally carried out in corporate environments. </p>\n"
},
{
"answer_id": 12679,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 1,
"selected": false,
"text": "<p>The guide lines suggested by the <a href=\"http://www.research.mq.edu.au/about/research_@_macquarie/policies,_procedures_and_conduct/documents/Vancouver.pdf\" rel=\"nofollow\">vancuver Protocol</a> lists what should be the norm. It is evident that not everyoone abides by this protol and in some cases deviations may be fine. Take some time to study the protocol (the one linked or some other version) and make your mind up how you should abide. It is not always easy to know who to include and excluding peoplemay be evenharder because of a variety of reasons from personal to financial. The protocol at least provides a platform against which any such decision can be judged.</p>\n"
}
]
| 2013/09/14 | [
"https://academia.stackexchange.com/questions/12674",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8612/"
]
|
12,675 | <p>Assume you are reading two academic papers every day. What strategies can I use to decrease the possibility of confusion between the two? </p>
| [
{
"answer_id": 12685,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 4,
"selected": true,
"text": "<p>I do of course not know what your current work strategy looks like so I can only provide what I think are generally helpful tools.</p>\n\n<p>Note-taking should be a priority, not only to avoid confusion but also to help you get an overview. set a target to summarize the paper in a about a page and try to capture the following:</p>\n\n<ul>\n<li><p>What is the major question covered by the paper?</p></li>\n<li><p>Why is it important?</p></li>\n<li><p>What was done (experiments observations data)?</p></li>\n<li><p>What are the major conclusions of the paper?</p></li>\n<li><p>Did you find any new information of particular interest to you?</p></li>\n</ul>\n\n<p>You may come up with similar or different key questions depending on th epurpose of your reading. The point is to make such short summaries of the papers. </p>\n\n<p>Once you have the summaries you could consider organizing them in some fashion. There is no exclusive model to use and in fact the organization may depend on the purpose of your reading. You may find that after reading a number of papers a possible way to organize them can become clear. The main purpose of this step is to bundle papers that have specific points in common.</p>\n\n<p>You should also sort your papers (printouts or files) with your notes. There are many ways of doing this rom the analogue to data bases. Try to use a free reference data base system to get everything organized.</p>\n"
},
{
"answer_id": 12951,
"author": "Fomite",
"author_id": 118,
"author_profile": "https://academia.stackexchange.com/users/118",
"pm_score": 1,
"selected": false,
"text": "<p>As JeffE has suggested, some confusion with reading papers is both expected and desirable - \nI can always tell which paper's I've read closely, versus skimmed for a little bit of information, because they've got scribbles in the margins.</p>\n\n<p>And therein lies my recommendation: Thoroughly, carefully interact with each paper. You're not just \"reading\" them in the same way one reads a good novel. Annotate. Take notes. Find places where the author seems to have taken a leap and make sure you agree with them. If they don't show the steps for something, see if you can puzzle them out for yourself. If you don't understand a bit of math, etc. work it out until you do.</p>\n\n<p>It may also help to read from two related but distinct fields, so that your papers don't feel \"the same\". For example, one empirical and one theoretical paper. Or a wide scale review and a single study.</p>\n"
}
]
| 2013/09/14 | [
"https://academia.stackexchange.com/questions/12675",
"https://academia.stackexchange.com",
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|
12,680 | <p>I am a co-author in a paper. How can attending a conference be beneficial to career and resume since I am not sure whether to attend it.</p>
| [
{
"answer_id": 12682,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 3,
"selected": false,
"text": "<p>Since conferences are the places where new science results are typically first presented, going to conerences can be very rewarding. You will most likely get an overview of the area within which the conference lies. You will meet and hear many researchers you may only have heard about or read. You also have the opportunity to network and find others that are working on similar or related topics. So there are several reasons for going and if you intend to stay in academia you should make it a habit to attend at least one per year (depending on costs and travel etc.)</p>\n"
},
{
"answer_id": 12683,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 4,
"selected": true,
"text": "<p>Unless you are <em>presenting</em> a paper at a conference, there isn't much advantage for your résumé. From a professional and educational perspective, however, conferences can be very informative, for the reasons Peter outlines. </p>\n\n<p>I would go a little bit further than Peter, however, and recommend that, if possible, you try to attend <em>multiple</em> conferences per year, particularly if you are relatively early on in your career. At least one should be a relatively large meeting, where you can make many contacts in your <em>general</em> field; and one, if possible, should be a smaller meeting or workshop, where you can interact with your peers in your <em>specific</em> field. That way, you get the benefits of learning about the overall field—which is important for networking and job-finding, as well as the close-up exposure to work related to your own. </p>\n"
},
{
"answer_id": 54075,
"author": "Kakoli Majumder",
"author_id": 9920,
"author_profile": "https://academia.stackexchange.com/users/9920",
"pm_score": 0,
"selected": false,
"text": "<p>Conferences provide opportunities to learn about the latest research in your field. Additionally, conferences also help in networking. Networking often increases your chances of collaboration in future projects. You should attend as many conferences as possible as this will make you a known figure in academic circles. It will also be beneficial for your CV as it will create the impression that you are an active member of the academic community. </p>\n"
}
]
| 2013/09/14 | [
"https://academia.stackexchange.com/questions/12680",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/6589/"
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|
12,692 | <p>US universities seem to have assistant professors go through a reappointment process before tenure. It seems like a similar review, complete with letters. Except unlike tenure, almost 100% of people get reappointed. In fact I do not know of a case in which a professor failed to have their contract renewed at reappointment. </p>
<p>Since it seems pro-forma, why do it at all? </p>
| [
{
"answer_id": 12693,
"author": "Ben Webster",
"author_id": 13,
"author_profile": "https://academia.stackexchange.com/users/13",
"pm_score": 4,
"selected": false,
"text": "<p>It is not totally pro-forma; I do know of examples where the contract was not renewed, though it certainly does happen less often than a tenure denial. I think the standard is basically \"is it reasonable to hope this person gets tenure?\" </p>\n\n<p>I think the purpose is to try to get people ready for their tenure review by having a look at their case early, and trying point out where they are doing OK and where they could do better. If nothing else, it focuses the minds of people in the department who might have let things slide otherwise. It seems pretty logical to me.</p>\n"
},
{
"answer_id": 12694,
"author": "Anonymous Mathematician",
"author_id": 612,
"author_profile": "https://academia.stackexchange.com/users/612",
"pm_score": 4,
"selected": false,
"text": "<p>As Ben Webster points out, it is not entirely pro forma (I know a couple of people who did not get their contracts renewed). I agree with his points, but here's another aspect:</p>\n\n<p>In departments where tenure denials are common, it's extremely valuable to get a preview of how strong the letters will be. If they aren't compelling enough, the department will probably still renew your contract, but they'll warn you that tenure isn't likely. This gives you several years to find another job, which is valuable because job hunting is more difficult after a tenure denial: universities that might have been interested when they thought they were competing with University X may not be as excited about taking what they perceive as University X's rejects. So the information from the reappointment process may be very useful in ways that are intentionally invisible from the outside.</p>\n"
}
]
| 2013/09/14 | [
"https://academia.stackexchange.com/questions/12692",
"https://academia.stackexchange.com",
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|
12,695 | <p>I'm a master's student doing research in the field of the cognitive psychology of language and I would like to do an unpaid 4-month research internship in a different university. I am preparing cover letters to send to different professors within whose projects I would like to work. I want to include in my cover letter a description of what I plan to do during my short internship, so I want to know what research interns usually do. How can they contribute to an existing research project? Also, can I say that I want to learn how to use a specific research technique (like for example a neuroimaging technique) even if I have no experience with it?</p>
<p>Do you have any general advice on how to best ask a professor to accept me as an intern within their research project?</p>
| [
{
"answer_id": 12930,
"author": "kotAPI",
"author_id": 8734,
"author_profile": "https://academia.stackexchange.com/users/8734",
"pm_score": 1,
"selected": false,
"text": "<p>You need to have an insatiable hunger for learning and adding knowledge or contributing to the society. If you have bad grades, you need to present yourself well and prove to your professors that you've got more that good grades to offer. Be inspired and work your way to the top without getting gunned down by pressure.</p>\n"
},
{
"answer_id": 13097,
"author": "J. Zimmerman",
"author_id": 7921,
"author_profile": "https://academia.stackexchange.com/users/7921",
"pm_score": 4,
"selected": true,
"text": "<p><strong>Networking is key</strong>--check out <a href=\"https://academia.stackexchange.com/a/5066/7921\">F'x's answer</a> to <a href=\"https://academia.stackexchange.com/q/5065/7921\">this question</a>. Find people in your university who are willing to recommend you to the other researchers in the field, whom you would like to work with. Take advantage of the connections your faculty members have developed.</p>\n\n<p>Then <strong>write a killer cover letter</strong>. aeismail notes that <a href=\"https://academia.stackexchange.com/a/5071/7921\">a compelling 'cover letter' email</a> was the only reason he even considered an individual for a research internship. Research the PI and tailor your letter to his/her interests and current project.</p>\n"
}
]
| 2013/09/14 | [
"https://academia.stackexchange.com/questions/12695",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8565/"
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|
12,696 | <p>I'm a first year PhD student. </p>
<p>I'm in my first stage (doing a literature review) but I face problem in organizing the papers I read and the notes I take for all papers. Should I put all that in one MS Word file for example, or different MS word files, or maybe use a different software?</p>
<p>I don't want to come after month from now and get confused about the way I organize my papers and notes in. </p>
<p>So, any helpful ideas?</p>
| [
{
"answer_id": 12700,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 4,
"selected": false,
"text": "<p>First of all, a graduate <em>school</em> is a learning process so finding what is perfect from you from the start is a valiant endeavour but not necessarily sure fire.</p>\n\n<p>You should start to use a data base system, some (mentioned in comments) that come to mind are <a href=\"http://www.mendeley.com/\" rel=\"nofollow noreferrer\">Mendeley</a> (free), <a href=\"http://endnote.com/\" rel=\"nofollow noreferrer\">EndNote</a> (commercial), <a href=\"http://sourceforge.net/projects/refbase/\" rel=\"nofollow noreferrer\">RefBase</a> (free) to mention a few. If you consider going into LateX (which many of us swear by) then I can recommend <a href=\"http://jabref.sourceforge.net/\" rel=\"nofollow noreferrer\">JabRef</a> (free; BibTeX format). There is also a <a href=\"http://en.wikipedia.org/wiki/Comparison_of_reference_management_software\" rel=\"nofollow noreferrer\">Wikipedia comparison page</a> that can be of assistance.</p>\n\n<p>To sort your references concerns managing some form of structure where you group or \"mind map your articles. In the old days you simply kept them in piles. With a data base software you can start providing key words in the data base and also keep some short notes for each paper which makes everything searchable and ready for sorting. I think the process or sorting articles is one that changes with different tasks and also persons so you are best of taking some advice from others and looking into it. Hopefully you also have peers around who can provide their insights. In the end you will develop your own set of tools that suit your needs and to keep trying different ones at an early stage, and discarding many of them, is far better than trying to do it later when the mass of information is much larger. Another option is to simply start using something and sticking with it regardless of weaknesses. </p>\n\n<p>The bottom line is that with experience you will rely less and less on note-taking and be more efficient at seeing structure in what you read and so keeping a reference database is the main tool you will use. Even if this may not sound very constructive, I also say that the time you spend now on testing different solutions will pay back later, putting it off is only pushing problems forward.</p>\n\n<p>A final personal note. If you want a free, platform independent, and completely versatile way to author documents you should look into LaTeX-writing (for example through <a href=\"https://tex.stackexchange.com/\">TeX.stackexchange</a>). I recommend it to everyone unless you are in a complete Word-environment, being alone with a different system can be hard. You should nevertheless look into it.</p>\n"
},
{
"answer_id": 12787,
"author": "gammapoint",
"author_id": 8647,
"author_profile": "https://academia.stackexchange.com/users/8647",
"pm_score": 2,
"selected": false,
"text": "<p>I electronically highlight and comment my papers in the program Xournal. I used to then organize them somewhat in a program called Zotero (in some ways similar to the Mendeley mentioned above I believe). However, I recently stopped using Zotero because it was an additional hassle.</p>\n\n<p>So currently I just mark up papers in Xournal and then organize them into different directories within my Dropbox account. I'm happy with this, and have been doing it for about 4 years now. </p>\n"
},
{
"answer_id": 12823,
"author": "Tangurena",
"author_id": 109,
"author_profile": "https://academia.stackexchange.com/users/109",
"pm_score": 2,
"selected": false,
"text": "<p>I used to use a journal to keep track of my readings as I could take the journal to the library with me. If I were doing a similar thing today, I'd use a wiki to keep track of my notes and research as that would let me re-organize things as needed, host PDFs of the journal articles when available and allow for searching.</p>\n"
},
{
"answer_id": 12849,
"author": "Flyto",
"author_id": 8394,
"author_profile": "https://academia.stackexchange.com/users/8394",
"pm_score": 2,
"selected": false,
"text": "<p>I'm a first year myself, so I can't say \"this works\" so much as \"this is what I'm trying\"... But what I'm trying is using Zotero & Zotfile to hold notes on individual papers, and after reading each one I to try to fit it into a structure in a mind map (I use X-Mind). </p>\n"
}
]
| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12696",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8544/"
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|
12,697 | <p>I have two related questions, which are similar to my other question </p>
<p><a href="https://academia.stackexchange.com/questions/12414/should-i-apply-for-all-jobs-that-a-university-offer">Should I simultaneously apply for multiple jobs in different ranks at the same university?</a></p>
<p>The first one is say a school is opening a tenure position in the Associate Professor rank. I like to know how the job committee will view the application from a candidate who is currently a postdoc?</p>
<p>The second one is that say the school opens both a tenured-track Assistant Professor and a tenure Associate Professor. Should a candidate who is a postdoc apply to both or only to the tenured-track position? If he/she applies to both, whether that affects his/her application negatively?</p>
| [
{
"answer_id": 12699,
"author": "David Ketcheson",
"author_id": 81,
"author_profile": "https://academia.stackexchange.com/users/81",
"pm_score": 4,
"selected": false,
"text": "<p>No. Unless you have proved the Riemann hypothesis or cured cancer, you won't be hired into a tenured position straight from a postdoc (in the USA). You should apply for tenure-track assistant professor positions.</p>\n"
},
{
"answer_id": 12710,
"author": "Ben Webster",
"author_id": 13,
"author_profile": "https://academia.stackexchange.com/users/13",
"pm_score": 4,
"selected": false,
"text": "<p>I actually do know of examples of postdocs being hired with tenure. They were people with very strong records, though certainly not solving the Riemann hypothesis (or even necessarily future Fields Medal) caliber. However, I don't think applying for the tenured in addition to TT job will increase the probability of this happening. This something that a university will do if they really badly want you and are worried you will get a TT position somewhere \"better,\" not because you asked politely. </p>\n"
},
{
"answer_id": 12715,
"author": "Anonymous Mathematician",
"author_id": 612,
"author_profile": "https://academia.stackexchange.com/users/612",
"pm_score": 5,
"selected": true,
"text": "<p>Under most circumstances (not an exceptionally brilliant candidate or a field that is very difficult to recruit in), if a postdoc applies to what is advertised as a tenured associate professor position, then I would interpret the application as asking whether the university might consider hiring at the assistant professor level instead. That's not unreasonable, since job openings do not always get filled the way the department had in mind. The chances are lower if the department is hoping for something else, but it's not impossible.</p>\n\n<p>I'd recommend being explicit about this. If you are actually trying for tenure straight out of a postdoc, you should say so, but it will be a waste of time unless there are unusual circumstances (and it may make you look arrogant or out of touch). If you would like to be considered for a tenure-track position should the department decide to hire at that level instead, then you should make that clear.</p>\n"
}
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| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12697",
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|
12,701 | <p>I was actually thinking about submitting one of my papers in a conference which is to be held in Spain (LATA 2014) but alas I might not be able to do so since the registration fees for this conference is 400 Euros (discounted since I'm a student) which is virtually impossible to afford (since in addition to the registration fees I will have to travel to Spain as well). In fact just to get a sense of how much money this is, this 400 Euros is almost equivalent to half the salary (in terms of basic pay) a senior professor earns in my country (India) and I see that this conference is not the only one when it comes to such high fees. What are the real reasons behind such high fees? Isn't this in some away discouraging genuine contributions in academia?</p>
| [
{
"answer_id": 12702,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 5,
"selected": false,
"text": "<p>Typically the fees are to cover the facilities of the meeting including services attached to the venue. In addition there may be administrative costs for the conveners to be added to that. My experience says that everytime you let a professional conference center and staff organize a meeting it becomes very expensive. this may seem like a bad ideabut what is often not seen is the work volounteers would have to put in if you tried to organize a large conference without such help. Free help is usually not easy to muster these days.</p>\n\n<p>So while I agree that conference fees may seem ridiculously high at times the reason is that it would be hard to organize them otherwise. It may be easier for recurring conferences since they can build a knowledge base and tools to help but for a one-off the ask can be too large without professional help.</p>\n\n<p>By keeping a discussion open about these costs we can perhaps put the spotlight on the problems and realize that we cannot both have the cake and eat it. In order to reduce costs meetings may have to be organized in simpler venues and by more volounteers from the community. </p>\n"
},
{
"answer_id": 12704,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 4,
"selected": false,
"text": "<p>Unfortunately, it is expensive to run a conference. You have to rent the venue, provide food, possibly pay for a keynote speaker, and pay for other incidental costs.</p>\n\n<p>Furthermore, as you note there is a disparity in salaries between developed and developing countries, and this can price out participants from developing nations.</p>\n\n<p>I don't believe there is an institutional discrimination against academic contributions from developing nations, but your inference that it is harder to make these contributions because of a wage/price discrepancy and the need to attend a conference to be published in it is valid.</p>\n\n<p>One option that might be helpful is to try to publish in journals, which do not incur travel fees. Not the best answer, I admit, but something to consider.</p>\n\n<p>Finally, this is a discussion that you should have with your university -- it is in their interest to help faculty and students get published, and there may be money for travel and conference fees that the university can help out with. Furthermore, research grants (often also harder to obtain in developing nations, unfortunately) should be set up to pay for conference fees and travel, and faculty members should do everything they can to compete for grant money.</p>\n"
},
{
"answer_id": 12741,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 4,
"selected": false,
"text": "<p>First, some practical side notes. </p>\n\n<ul>\n<li><p>I'm in a field with high conference fees as well. However, my professor once complained with conference organizers when student fees were 250 € saying that no student (and no institute paying for the student) could afford that. I got in at a much reduced price.<br>\nHowever, I once attended a conference in Africa where many \"speakers\" didn't show up after they had tried to make the organizers completely waive the fees <em>and</em> pay their travel a week or so before the conference. The organizers felt blackmailed and refused (I believe they had a developing countries discount from the beginning, but I'm not entirely sure. Europeans paid about what you'd pay for a conference in Europe)</p></li>\n<li><p>You may be able to negotiate a discount for not attending the conference dinner, tourist program, etc. (though I recommend attending if possible: this is where you can talk and get to know people)</p></li>\n<li><p>Some conferences and/or professional societies have travel grants for students. Some universities have travel grants as well. They would usually help towards both conference fee, flight ticket and housing at the conference location. Ask around.</p></li>\n<li><p>In my field (analytical chemistry/spectroscopy) in terms of conference fees for students I found that conferences in the US had <em>much</em> lower student fees compared to Europe. </p></li>\n</ul>\n\n<p>Some more points on the costs:</p>\n\n<ul>\n<li><p>you mention that the 400€ is half a months salary for a prof in your country. But the costs of living and the wages are not the same all over the world. You don't get as far in Spain with 400€ as you'd get in India. Unfortunately I guess from India most good conferences will be in crazy expensive countries. </p></li>\n<li><p>However, I've seen conference announcements in southeast Asia and northern Africa, and the fees were not that much lower compared to european and north american locations. </p></li>\n</ul>\n"
},
{
"answer_id": 40765,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 4,
"selected": false,
"text": "<p>I just had a discussion about this last night and the conclusion is that it's pretty much a reverse Robin Hood thing: tax the poor (with no grants) to pay for the elite (who have major grants). Meaning, a large part of the exorbitant fees consists of money to pay for the travel and lodging of the plenary speakers -- Plenaries in my view being the least interesting part of the conference, as the speakers, who have won the popularity contest, are generally not any better speakers than anyone else, not talking about my specific niche, and not talking about their own niche intelligibly enough for an outsider. Just a 20 minute torture extended into one hour and paid for by the unfortunate masses in their registration fees.</p>\n"
},
{
"answer_id": 77717,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 4,
"selected": false,
"text": "<p>Here's the budget from a recent conference I attended, surprisingly published in the conference program. Woohoo for transparency! What surprises me are the absolutely lunatic catering costs (14%): the catering was abysmally bad, just coffee and water in the breaks, and a conference reception with almost nothing served. (And true to US conferences, the hotel was ludicrously expensive with no breakfast included, unlike in Europe.) Definitely not worth the $71 USD that 14% of the $510 registration fee is (for minisymposium organisers--even more for regular participants). Also a lot of paying into SIAM's bureaucracy. The invited speaker costs are 8.5%, so quite a bit, but less than I expected. They filmed this conference to be distributed online, and I guess that is a lot of the 13.5% AV cost (SIAM did not even provide computers for the talks, session organisers had to bring their own)--in my opinion a total waste of participant money. </p>\n\n<p><a href=\"https://i.stack.imgur.com/rdBuC.png\" rel=\"noreferrer\"><img src=\"https://i.stack.imgur.com/rdBuC.png\" alt=\"SIAM IS16 budget\"></a></p>\n"
}
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| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12701",
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|
12,706 | <p>I am a beginner in research papers and doesn't know much about registration and presenting.</p>
<p>Can two authors register for the same conference and present the paper (together)?</p>
| [
{
"answer_id": 12707,
"author": "aeismail",
"author_id": 53,
"author_profile": "https://academia.stackexchange.com/users/53",
"pm_score": 3,
"selected": false,
"text": "<p>Registration and presentation of a paper are two somewhat separate issues. Normally, presenters at a conference must register, but there is no rule that says only one author of a paper can register for a given conference.</p>\n\n<p>In general, however, papers normally have only one presenter, as the logistics of a conference normally work against having multiple speakers for a single presentation. (The presentation time is not that long, transferring a microphone between speakers, ensuring proper \"flow\" of the talk across the change in presenters, and so on, all tend to work against the idea of multiple presenters for a given paper.)</p>\n"
},
{
"answer_id": 12709,
"author": "penelope",
"author_id": 4249,
"author_profile": "https://academia.stackexchange.com/users/4249",
"pm_score": 3,
"selected": false,
"text": "<p>As @aeismail said, registration and presentation are two separate things. I don't have a <em>vast</em> conference experience, but from what I've observed/done until now:</p>\n\n<p><strong>Registration</strong></p>\n\n<p>Registration is more about attending the conference.</p>\n\n<p>Most conferences require at least <em>one author</em> of a paper to <em>register for a \"full\" fee/participation</em>.</p>\n\n<p>To explain, I've seen reduced fees for students or options to win a free/reduced stay sponsored by the conference (this usually requires a motivation letter or things like that). So, the conference usually requires one registration at full price, and then other authors can register and attend at a reduced fee if they're eligible. Reduced fees (about 10-20%) for members of various organizations (e.g. IEEE members) still count as full fees.</p>\n\n<p><strong>Presentations</strong></p>\n\n<p>It's very uncommon to see two people presenting. And it's substantially harder for them -- for the reasons @aeismail said; it's hard to get the dynamic right and you will potentially loose a lot of time on the switches.</p>\n\n<p>However, <em>it can be done</em>: I did it. Just as in @ChrisGregg comment, I had a truly collaborative paper with a colleague: we joined our substantially different work in a single application, and knew only the basics about the other ones contribution, so we decided to present our own contributions each.</p>\n\n<p>It required more work and preparation than any other oral presentation (conference or otherwise) I ever did. We had to really know what we were doing, we both needed to know each others slides and their contents well. We had to practice being <em>really good at presenting our own parts</em>, and then <em>practice presenting together</em>, especially the switches. The switches had to be fast and natural. We actually switched two times I think (person A - person B - person A) (or even three times, not sure?). But <em>every presenter's part had to be a whole \"chapter\" all in it self.</em> There's much less room for improvisation (even the tiny ones within one slide can confuse the other person). The flow of the presentation is also more constricted -- what is the most natural way to present a work might require way to many switches. So, you have to ensure a minimal number of switches while still keeping the presentation flow natural and concise. And, I did feel kind of out-of-place just hovering around waiting for the switch while my colleague was presenting.</p>\n"
},
{
"answer_id": 12714,
"author": "fedja",
"author_id": 6118,
"author_profile": "https://academia.stackexchange.com/users/6118",
"pm_score": 3,
"selected": false,
"text": "<p>I and Misha Sodin did exactly that on the last IMC meeting (though it wasn't a single paper but a survey of a series of related papers) and nobody had any problem with that. We just felt that 50 minutes is a bit too little to tell everything we wanted in an understandable way and split the presentation into two parts. Of course, nobody wants to listen to the same talk twice, but if your paper can be split into two more or less independent parts (making some cross-references is OK as long as you avoid vicious circles and state clearly what you refer to), then I see no problem whatsoever with you presenting one part and your co-author another one. Just make sure that people who go to only one of these talks still have a chance to understand something. </p>\n"
},
{
"answer_id": 19609,
"author": "Nate Eldredge",
"author_id": 1010,
"author_profile": "https://academia.stackexchange.com/users/1010",
"pm_score": 2,
"selected": false,
"text": "<p>I've occasionally seen a situation where, in a conference session divided into short talks (say 20 minutes), two co-authors will speak back-to-back on the same paper (though each focuses on different aspects). This obviously needs the consent and cooperation of the organizers to get consecutive time slots. The talks normally have titles like:</p>\n\n<ul>\n<li><p>Integrability in quantum category theory I: Applications to the derivation of isometries</p></li>\n<li><p>Integrability in quantum category theory II: Connections to an example of Banach</p></li>\n</ul>\n\n<p>to make it clear that they are closely related.</p>\n"
}
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| 2013/09/15 | [
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"https://academia.stackexchange.com",
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|
12,711 | <p>To expand on the question, I recently (as in yesterday) posted a question on Math.SE and also wrote my answer in the post, claiming that my answer was wrong. One answerer pointed out that I was correct, but simply needed to do a quick deduction step, after which I edited that question with that deduction step.</p>
<p>So if I use this answer now in my assignment, will it be considered an academic offense? None of my university's resources are helpful at all in this regard. I'm a student in the sciences, and all the 'resources' of the university are towards arts students. I'd like a clear cut answer because informing my instructor that I posted my own interpretation of a question on an assignment is really out of the question, since I don't know if consequences exist for that.</p>
<p>I'm already looking for an alternative answer, but I'd like to know if using my current answer would be an academic offense. Thanks.</p>
| [
{
"answer_id": 12712,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>The offense lies in taking material without consent or proper acknowledgement. In your case, you can simply acknowledge the comment so that it is clear that you received feedback to improve or correct your work. I think this help can be equated to peer review. Hence I do not think consent is necessary as long as the person providing the help is explicitly acknowledged.</p>\n"
},
{
"answer_id": 12713,
"author": "Anonymous Mathematician",
"author_id": 612,
"author_profile": "https://academia.stackexchange.com/users/612",
"pm_score": 4,
"selected": false,
"text": "<blockquote>\n <p>I'd like to know if using my current answer would be an academic offense.</p>\n</blockquote>\n\n<p>It's impossible to determine this without more information about your university and course policies. If you're honest about what happened, then I doubt you could get in a lot of trouble for this, but of course I don't know the policies and potential consequences in your case. At my university different courses can have different policies on collaboration (regarding what's allowed and what sort of acknowledgment must be given), but they should be explained at the beginning of the semester.</p>\n\n<p>If I were teaching the course, it wouldn't bother me that you got advice on this problem, since it looks like you did most of the work yourself and learned something from the feedback you received. However, I would be unhappy that you posted the homework problem and a complete solution online, thereby making it easy for other students in the class to copy your solution if they know about math.SE. If the grader detects several solutions with nearly the same wording as the one you submit, then you may all be accused of cheating.</p>\n\n<p>If you can't find a clear statement of the relevant policies on your course or department website, then I strongly recommend asking your instructor how to handle this. In theory that could end badly, but I don't expect it to. Bringing it up yourself is almost certainly better than letting the instructor discover it, and it would mean you could stop worrying.</p>\n"
},
{
"answer_id": 12716,
"author": "JeffE",
"author_id": 65,
"author_profile": "https://academia.stackexchange.com/users/65",
"pm_score": 3,
"selected": false,
"text": "<p><strong>Only your instructor can answer this question.</strong></p>\n\n<p>If you were a student in one of my courses, consulting Math.SE and using the comments/replies you received would be fine, provided you cited them properly and you rewrote them in your own words. But I believe I am in the minority. Most faculty in my department would consider consulting a StackExchange site in the first place to be cheating. You just have to ask.</p>\n"
}
]
| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12711",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8620/"
]
|
12,717 | <p>In writing a literature review, assume you have the paper X and the paper Y. The two are similar in the study and the results. How can I write a review in this case? </p>
| [
{
"answer_id": 12719,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>Without knowing all the details it is not possible to provide equal amounts of detail in an answer. Since we (you) do not know the background of these papers it is also problematic to try to say anything to separate them. It is, for example, possible that they were mde independently bt one wtook much longer through review. we simply do not know. We cannot therefore cast judgement. I think it is ffair to simply list them both in a citation without saying anything about who was first, the publication date will definitely put one before the other.</p>\n"
},
{
"answer_id": 12720,
"author": "Rabbit",
"author_id": 7219,
"author_profile": "https://academia.stackexchange.com/users/7219",
"pm_score": 2,
"selected": false,
"text": "<p>It looks that it is an example of two independent studies that obtained similar results so you might comment that this reinforces the claim that the reported results are correct. However, most probably the studies weren't exact replications so it might be good to mention the differences between the studies.</p>\n\n<p>It is also a good idea to investigate the journals they were published in - maybe the earlier paper was published in some obscure journal and the second one appeared in a high impact factor one? Have you looked at 'cited by' numbers (in Google Scholar)? Which paper got more citations? Maybe there are some publications that mention both papers? This might give you a clue how the community finds both papers and which one made more impact. It is also plausible that one paper got bigger publicity simply because of more known authors/research group.</p>\n"
},
{
"answer_id": 12724,
"author": "fedja",
"author_id": 6118,
"author_profile": "https://academia.stackexchange.com/users/6118",
"pm_score": 2,
"selected": false,
"text": "<p>I would just say \"We have the following result in the following setting\", tell the scientific part of the story, and finish with \"see [] and [] for details\". No matter what you do, my advice is not to try to claim that someone \"did it\" and the other one \"repeated it\" or \"did it later\" or that the results were \"obtained independently\". With a three year difference in publication time (some papers take longer to prepare and to review and it certainly takes more for an average paper to get \"widely known\"), you never know what exactly happened and it is neither your duty, nor your right to make any \"educated guesses\" on that account unless you have some tangible evidence at your disposal. </p>\n\n<p>This is basically the same as Peter said (only in stronger language). You may launch a small \"private investigation\" along the lines Rabbit indicated to satisfy your own curiosity, of course, but it is definitely way beyond your reviewer duties and nobody really expects that.</p>\n"
}
]
| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12717",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8544/"
]
|
12,718 | <p>This question may be too specialist to be on topic here. If it is off topic, please feel free to transfer it to another SE site, or close it, as
appropriate.</p>
<p>I am planning to publish an applied statistics paper. This paper
develops an algorithm and then applies this algorithm to some data. I
obtained most of this data from the site <a href="http://www.imgt.org" rel="noreferrer">http://www.imgt.org</a>. The data I am
using are immunoglobulin and T cell receptor nucleotide sequences, in
the form of FASTA files. I'm using around 200 of these.</p>
<p>Here is an <a href="http://www.imgt.org/IMGTlect/?query=201%20M38103" rel="noreferrer">random example</a> of the data I am using (click on [6 Sequence (FASTA format)] to get the FASTA file).</p>
<p>Now, I have a problem. In <a href="http://www.imgt.org/Warranty.html" rel="noreferrer">Warranty Disclaimer and Copyright Notice</a>, is written</p>
<blockquote>
<p>The IMGT® software and data are provided as a service to the
scientific community to be used only for research and educational
purposes. Individuals may print or save portions of IMGT® for their
own personal use. Any other use of IMGT® material need prior written
permission of the IMGT director and of the legal institutions (CNRS
and Université Montpellier 2).</p>
</blockquote>
<p>I just heard from Prof. Marie-Paule Lefranc and she replied:</p>
<blockquote>
<p>I have no objection that the data you retrieved for your work from
IMGT/LIGM-DB be made available to the reviewers, but unfortunately we
cannot authorize a script or a distribution of the IMGT/LIGM-DB files
with your code to the users.</p>
<p>You can provide the users with the list of the IMGT/LIGM-DB accession
numbers you used, with the source of the data clearly identified:
(IMGT/LIGM-DB version number) and reference to NAR 2006.</p>
</blockquote>
<p>Well, this just made my life more difficult. To start with, I'm
puzzled by this. Isn't biological data like this public domain? Is it
really possible to treat immunoglobulin and T cell receptor nucleotide
sequence data as proprietary information?</p>
<p>I just wrote back and asked Prof. Lefranc what license the data was
published under, which I had not done earlier.</p>
<p>Additionally, how does one make data available to reviewers and not to
users? That is awkward, to say the least.</p>
<p>Also, the data is inconvenient to download. As you can see
from the example above, the FASTA file is displayed in a web page, and
is not downloaded by that button. One needs to clean the web page to
get the FASTA file, which is a pain. As you can see Prof. Lefranc also
disallowed the use of a script for doing this. What this most likely
means in practice is that no user will ever actually test the code,
because obtaining the data is too difficult.</p>
<p>I realise that the users of this site may not be comfortable offering
what is essentially a legal opinion, and if so, can anyone suggest a
more authoritative source to ask about the legalities of this? Thanks.</p>
| [
{
"answer_id": 12732,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 3,
"selected": false,
"text": "<p>Yes, <strong>it is making your life a little harder, but it doesn't mean publication of your work is impossible, nor does it make IMGT's action unethical</strong>. I cannot comment on the legality of IMGT's copyright claim on the data, but contesting their claim doesn't sound like a great idea in the first place. In any case, talk it through with <strong>a lawyer from your university's legal department</strong>, before you do anything that deviates from what IMGT asks for.</p>\n<p>Now, how can you move forward? Well, separate your existing code (which does the scraping and the analysis) into two separate parts:</p>\n<ol>\n<li><p>The IMGT website scrapper/parser, which will download data and write it to files named after each query (<code>M38103.txt</code> for query “M38103”).</p>\n<p>Do not publish that part (but keep it around, it would be a shame to throw away code that you have already written, and that works: you never know, IMGT's policy may change in the future).</p>\n</li>\n<li><p>The bulk of your analysis code, which takes these query results as text input files.</p>\n</li>\n</ol>\n<p>You now publish #2, and give the referees access to the files (journal submission websites have an option for <em>“supporting information for reviewers only”</em>, although it may be called differently). In the paper, you indicate clearly (but not aggressively) that “because licensing restrictions do not allow us to redistribute IMGT data, we provide a script that requires query results as text input files”.</p>\n<p>You're not the first person to publish valid research results that come from analysis of a proprietary data source. There is no ethical issue here, because <strong>the reviewers have enough information to accurately review the validity of your work</strong>. Moreover, even the readers will be able to reproduce your work, though it will require a separate download step (and definitely depends on IMGT keeping its database online and freely accessible).</p>\n<p>So yeah, <strong>it makes your code is little harder to use for others, but it doesn't diminish the values of the results you have obtained with it!</strong></p>\n"
},
{
"answer_id": 12737,
"author": "cbeleites unhappy with SX",
"author_id": 725,
"author_profile": "https://academia.stackexchange.com/users/725",
"pm_score": 3,
"selected": false,
"text": "<p>As F'x already said, from a scientific perspective there is no problem.</p>\n\n<p>The data is available, just not automatically and from you, but from the original source (via the ID numbers). So editor, reviewers and readers can get the data, given they are not too lazy to download it from the original web site. That is much more than is common in many fields of physical/experimental science.<br>\nConsidering that you are talking about biological data, not having an automated download is so much more convenient than trying to reproduce experimental data (although I have to say that it is a sensible and under-used mid-way checkpoint) ...</p>\n\n<p>However, here are a few more thoughts:</p>\n\n<blockquote>\n <p>Isn't biological data like this public domain? Is it really possible to treat immunoglobulin and T cell receptor nucleotide sequence data as proprietary information?</p>\n</blockquote>\n\n<ul>\n<li><p><em>Facts</em> cannot be copyrighted. But the measured <em>data</em> is subject to copyright. If I go through the effort of doing these measurements, I'm the owner of that data. Just as you are the author of the program code you wrote and the paper you wrote.<br>\nBut, as you cannot forbid that someone else to write another program doing the same, or another paper on the same subject, just because I have the rights to <em>my</em> measurements, I cannot forbid you to make your own measurements.<br>\nOf course I could donate my data base to the public domain, just as you can put your program under a FOSS license. </p></li>\n<li><p>Copyright varies considerably depending on jusdiction. So IMHO this question cannot really be answered without taking into account where the database comes from (EU) and where you are located.<br>\nNow, in the EU we have a database copyright given you put enough effort in making the data base (it is not enough to grab an old encyclopedia and scan pages from that. But carefully curating a nucleotide sequence database is clearly enough). Again, this copyright is for the database, not for the facts stored in the database.<br>\nFor your nucleotide sequences that means: if you choose to use <em>their</em> nucleotide database, you have to stick to their rules. But again, you are free to measure the nucleotide sequence yourself and use that data set instead. </p></li>\n</ul>\n\n<hr>\n\n<blockquote>\n <p>how does one make data available to reviewers and not to users</p>\n</blockquote>\n\n<p>You can use the letter to the editor to tell the editor that you'd be happy to supply the reviewers with the curated data set you acutally used for the analysis.</p>\n\n<hr>\n\n<blockquote>\n <p>the data is inconvenient to download. [...]<br>\n I realise that the users of this site may not be comfortable offering what is essentially a legal opinion</p>\n</blockquote>\n\n<p>While it is certainly a good idea to learn about copyright, I cannot recommend going for legal loopholes against the database owner's expressed wishes. They do allow enough for you and other scientists to do science. Why would you want to upset them?</p>\n\n<p>I think it would be better to talk to them. What about this instead of asking them to allow scripts, you could offer to produce for <em>them</em> a second version of the data base that is suitable as machine-readable input, and kindly ask them whether they would be willing to make that version available via their server.</p>\n\n<p>In addition to learning about copyright, maybe you could ask them for their reasons for their download policy. There may be a whole lot for you to learn in that answers as well. </p>\n\n<p>I come from one of the physical sciences where good measurements take lots of effort. Here are some reasons why a data base ownder may say that people should download the data base from the original source:</p>\n\n<ul>\n<li>The name of \"owner\"/author of the database is associated with it. As author you may not want to run the risk of getting associated with derivatives that do not follow your strict high-quality policy. </li>\n<li>One very simple way to ensure that people actually get <em>your</em> data base when they think they do is to tell them always to download the original<br>\n(there are alternatives, such as signing a version for distribution etc.). </li>\n<li>In addition, the owner may want/need to have at least a rough overview of how many people use the data base. Such information is at the very least extremely helpful when you need to show that you are not doing useless stuff for your wages.</li>\n</ul>\n"
},
{
"answer_id": 12738,
"author": "Peter Rice",
"author_id": 8632,
"author_profile": "https://academia.stackexchange.com/users/8632",
"pm_score": 4,
"selected": true,
"text": "<p>The copyright is probably on the full database release flatfile and the formatted entries ... you will find similar conditions for UniProt/SwissProt so it is not so unusual.</p>\n\n<p>The restrictions on scripts are common to prevent server performance hits from a large number of requests.</p>\n\n<p>You can simply invite reviewers to download the data from some other server, for example from the EBI SRS server. The URL for entry A00673 would be</p>\n\n<p>\"http://srs.ebi.ac.uk/srsbin/cgi-bin/wgetz?[IMGTLIGM-ID:a00673]+-view+FastaSeqs+-ascii\" </p>\n\n<p>You can also use a list of accessions, for example A00673 or A01650</p>\n\n<p>\"http://srs.ebi.ac.uk/srsbin/cgi-bin/wgetz?[IMGTLIGM-ID:a00673|a01650]+-view+FastaSeqs+-ascii\" </p>\n\n<p>If downloading many entries you should pause between requests, but putting lists into the URLs may reduce it to few enough not to cause a problem. I doubts EBI would be upset by 200 requests - they would be concerned about thousands.</p>\n\n<p>There are various fasta formats available for IMGT data, you need to find a server that produces fasta files compatible with your input requirements.</p>\n\n<p>Alternatively of course your reviewers could download the whole database from IMGT or any of the other servers (including <a href=\"ftp://ftp.ebi.ac.uk/pub/databases/imgt/\">ftp://ftp.ebi.ac.uk/pub/databases/imgt/</a>) and generate their own fasta subset from the list of accessions/ids</p>\n\n<p>Hope that helps!</p>\n"
}
]
| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12718",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/285/"
]
|
12,721 | <p>I'm an <em>undergraduate</em> student at the University of Waterloo. I'm writing a paper potentially for IEEE Security and Privacy, which is a semi-academic magazine. Basically, papers follow the abstract, body, lots of references format, and read like research papers, but apparently generally exposit some random software gadget produced by the author's research etc, so not a super-academic journal.</p>
<p>My question is, how should I put my name on the paper? Should I just write "Yuhao Dong" or "Yuhao Dong, Faculty of Mathematics, University of Waterloo" or something else? I don't want to be misunderstood to be a faculty member.</p>
| [
{
"answer_id": 12723,
"author": "Artem Kaznatcheev",
"author_id": 66,
"author_profile": "https://academia.stackexchange.com/users/66",
"pm_score": 2,
"selected": false,
"text": "<p>You should put your name, your university, and (if appropriate) your department. Sometimes it can be difficult to figure out which department to put. When I was in undergrad, I listed the departments that were paying me, or in which my concentration (i.e. major) I was. If when you were working on the project, you were employed by some professor or received an award (say NSERC) through your department, then that is the easiest affiliation. In your case, this means that you would go further than \"Faculty of Mathematics\" and say something like \"Department of Combinatorics & Optimization, University of Waterloo\" (I am just randomly guessing a department in the faculty, replace appropriately). Sometimes, it might make sense to instead of placing a department to place the name of the lab on which you worked, but for that ask your professor.</p>\n\n<p>Further, if you plan to stay in academia (or go to grad school) then you should decide at this point (I am assuming this is your first publication) what your academic name will be. Search Google Scholar for your name, and see if somebody in your field is already using it. If it is a common name then it might be worthwhile to add an initial to disambiguate.</p>\n"
},
{
"answer_id": 12740,
"author": "Community",
"author_id": -1,
"author_profile": "https://academia.stackexchange.com/users/-1",
"pm_score": 2,
"selected": false,
"text": "<p>Grad students often write \"PhD candidate\" on their websites, etc., so you might consider \"Yuhao Dong, BSc candidate, School of Computer Science (or whatever your department is), University of Waterloo\".</p>\n\n<p>Edited to add: I was curious, so I checked the <a href=\"http://www.computer.org/portal/web/peerreviewmagazines/acsecurity\" rel=\"nofollow\">author guidelines</a>. They don't indicate how to specify your affiliation, so I would either ask the editor or look at some articles from the most recent issue and copy their style.</p>\n"
},
{
"answer_id": 12742,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 2,
"selected": false,
"text": "<p>The answer to this and all such similar questions is in two stages:</p>\n\n<ol>\n<li>first, check the journal's guidelines for authors. The answer's probably there.</li>\n<li>If the answer isn't there, ask your editorial contact at the journal.</li>\n</ol>\n"
},
{
"answer_id": 16290,
"author": "J. Zimmerman",
"author_id": 7921,
"author_profile": "https://academia.stackexchange.com/users/7921",
"pm_score": 0,
"selected": false,
"text": "<p>To answer the title question:<br>\n <strong>Yes, you should include your university affiliation.</strong> (Particularly important if you plan to stay in academia or go to grad school--and at this point I would advise at least keeping those options open.)</p>\n\n<p>Consider something like this:</p>\n\n<blockquote>\n <blockquote>\n <p>\"Yuhao Dong, Student, Department of Mathematics, University of Waterloo.\" </p>\n \n <p>OR</p>\n \n <p>\"Yuhao Dong, Candidate for BSc, Department of Mathematics, University of Waterloo.\"</p>\n </blockquote>\n</blockquote>\n\n<p>This clearly indicates <em>where</em> you have done the work, as well as specifying that you are a student rather than a faculty member.</p>\n"
}
]
| 2013/09/15 | [
"https://academia.stackexchange.com/questions/12721",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7903/"
]
|
12,725 | <p>I am a post graduate engineering student (computer science). I have only one conference publication (not very good) as a first author.</p>
<p>One of my senior labmates worked on a very good research project a few months ago and wrote a paper. I have been approached by him to generate a few more results for his paper and proof reading and extending his paper with a literature survey and elaborate explanation of results. I have been offered co-authorship (second author) for this paper.</p>
<p>Now, though I can dedicate some time to do that work, I wonder whether being the second author is worth it.</p>
<p>I would like to ask in general as well, that is: Is it worth it to put effort in papers to become the second author, given that the paper is not related to my primary area of research or rather work, as opposed to dedicating time to one’s own research and getting papers as a first author?</p>
<p>Note: I have seen that in academia (where I want to go), usually advertisements call for applications from people having some number of papers as a first author.</p>
| [
{
"answer_id": 12726,
"author": "Nobody",
"author_id": 546,
"author_profile": "https://academia.stackexchange.com/users/546",
"pm_score": 5,
"selected": false,
"text": "<p>In my opinion, I would evaluate the quality of that paper (so far) first. If the quality is good, I would join him and become the second author. If the quality is poor, then walk away.</p>\n\n<p>You have only one publication thus far. Have another one, even the second authorship, is definitely better than nothing. Not to mention your first authorship paper is not very good by your own evaluation.</p>\n"
},
{
"answer_id": 12727,
"author": "Chris Gregg",
"author_id": 4461,
"author_profile": "https://academia.stackexchange.com/users/4461",
"pm_score": 7,
"selected": true,
"text": "<p>If the paper is well-written, contributes non-trivial knowledge to a particular field, is peer-reviewed, and you contributed significantly enough to the paper to be listed as an author, you should put your name on it. In the case of fields where pre-prints are common (i.e., it won't be peer-reviewed, at least initially), it is also worthwhile.</p>\n\n<p>What you don't want is to be an author on a poorly written paper. In other words, you should be proud to list a publication on your CV even if it isn't exactly in your primary research area. Especially at this stage in the game, having a few good papers will help your case, even as a second author (and keep in mind that some fields, such as theoretical computer science, should have the authors listed alphabetically and all authors are considered primary).</p>\n"
},
{
"answer_id": 12729,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 4,
"selected": false,
"text": "<p>In the end, each paper counts. I would not hesitate to get second authorship unless I felt I deserved to be first author on the paper. What you need to consider is if the time you spend is worth it. If the paper is going to a good journal then is more acceptable than if it goes to a low rank journal. When your cv is evaluated, number of papers, journal impact, and citations on the papers are most frequently looked at. First authorship is an important factor as always but having second authorship (I am assuming among several co-authors) shows that you have been instrumental in the paper (I am again assuming authorship order reflects contribution). As long as you have first authorship on a sizable fraction of papers no-one will think twice about coauthoships, particularly not early in ones career.</p>\n"
},
{
"answer_id": 12762,
"author": "Joe Hass",
"author_id": 2738,
"author_profile": "https://academia.stackexchange.com/users/2738",
"pm_score": 2,
"selected": false,
"text": "<p>I think you have to do a cost/benefit analysis. It's always good to have another paper, even if you are second author. A hiring or review committee may ask you to describe your own contribution to the paper. As long as you can do that honestly and point to some substantive contribution to the paper, it will be to your benefit. If it will take you a significant amount of time then it is probably a substantive contribution. The fact that it is not completely aligned with your own research may be an asset...it shows that you can collaborate and are willing to get outside your comfort zone.</p>\n\n<p>So, what would you be doing instead if you did not contribute to your colleague's paper? If you have another paper that is at a critical stage then it may be reasonable to turn down your friend. Otherwise, I'd say go for it. It's hard to say what will catch the eye of a hiring committee.</p>\n"
},
{
"answer_id": 12783,
"author": "user8645",
"author_id": 8645,
"author_profile": "https://academia.stackexchange.com/users/8645",
"pm_score": 1,
"selected": false,
"text": "<p>It always depends on how much effort you need to put relative to the quality of the paper. HOWEVER -</p>\n<p>This may be an urban myth, but I keep hearing from faculty that not having any second author papers is seen as a slight negative (this is in biology). Both in academia and in industry, the ability to collaborate and work in groups is seen as important. The only method they have of guessing what your teamwork skills are is - second author papers.</p>\n"
}
]
| 2013/09/16 | [
"https://academia.stackexchange.com/questions/12725",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8612/"
]
|
12,728 | <p>We are looking for a solution to manage our literature (citations and corresponding PDFs) in our workgroup (~15 persons). Everybody should have read-write access, so a solution having a shared library would be the best for us.</p>
<p><strong>Which workflows do other groups use for a common literature management?</strong> We've checked out EndNote, Reference Manager and Mendeley so far, but are not happy with the "workgroup" options these softwares provide.</p>
| [
{
"answer_id": 12731,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 2,
"selected": false,
"text": "<p>I'll go with <strong>group-level Wiki</strong> on that one. Give every member of the group read-write access (or IP-based write access), and have maintain lists of references (and attached PDF files) by topic and sub-topic. If you want to include some notes on a paper, create a new page for that paper, and put your notes there. People can add their own notes to the same paper later, by editing the page.</p>\n\n<p>Search capabilities will be important, so choose you Wiki software so it has decent search support. Or export all the PDF files of papers as a read-only network drive, thus allowing for full-text search of the whole database through client's OS (which is what I do myself).</p>\n\n<p>For examples of wikis run by research groups, see for example <a href=\"http://tbayes.eecs.umich.edu\" rel=\"nofollow\">professor Hero</a> or <a href=\"http://www.sklogwiki.org/SklogWiki/index.php/SklogWiki%3aAbout\" rel=\"nofollow\">SklogWiki</a> (on which papers are ordered by topic). </p>\n"
},
{
"answer_id": 13971,
"author": "non-numeric_argument",
"author_id": 8067,
"author_profile": "https://academia.stackexchange.com/users/8067",
"pm_score": 1,
"selected": false,
"text": "<p>If you run your own server, then there are some open source, web-based reference management tools like <a href=\"http://www.refbase.net/\" rel=\"nofollow\">refbase</a>, <a href=\"http://www.aigaion.de/\" rel=\"nofollow\">Aigaion</a> or <a href=\"http://wikindx.sourceforge.net/\" rel=\"nofollow\">WIKINDX</a> which seem to me most suitable for your purpose: </p>\n\n<ul>\n<li>You can share a reference library plus file attachments (and quotations in the case of WIKINDX) and </li>\n<li>all have import/export functions for RIS and BibTeX, so that all users can upload their own references and download the collective library independent of their reference manager of choice.</li>\n</ul>\n"
},
{
"answer_id": 63935,
"author": "pahi",
"author_id": 49704,
"author_profile": "https://academia.stackexchange.com/users/49704",
"pm_score": 0,
"selected": false,
"text": "<p>Swiss Academic Software (I work for them) has a solution called \"Citavi for DBServer\" where the data is saved in a MS SQL server. The software \"<a href=\"http://www.citavi.com\" rel=\"nofollow\">Citavi</a>\" is installed on the client computers to access the data. You can set different rights (Project manager, author, reader). </p>\n\n<p>It is also possible to install the SQL Server on Windows Azure, allowing cross-organizational collaboration in a private cloud.</p>\n\n<p>Caveat: Citavi is Windows-only (but a platform-agnostic web version is being developped at the moment).</p>\n"
}
]
| 2013/09/16 | [
"https://academia.stackexchange.com/questions/12728",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/3885/"
]
|
12,733 | <p>I must admit that although I deeply believe museums, no matter how small, play a very important role in almost any sort of research, proving their scientific character can be sometimes quite awkward. Is there any set of fixed criteria that would allow a museum to be considered as an academic institution if met?</p>
| [
{
"answer_id": 12758,
"author": "StrongBad",
"author_id": 929,
"author_profile": "https://academia.stackexchange.com/users/929",
"pm_score": 2,
"selected": true,
"text": "<p>The <a href=\"http://www.oed.com/view/Entry/880?redirectedFrom=academic#eid\" rel=\"nofollow\">OED definition of academic</a></p>\n\n<blockquote>\n <p>Of, relating to, or characteristic of an educational institution or\n environment; concerned with the pursuit of research, education, and\n scholarship; scholarly, educational, intellectual.</p>\n</blockquote>\n\n<p>has a focus on education. The <a href=\"http://en.wikipedia.org/wiki/Academic_institution\" rel=\"nofollow\">wikipedia definition of academic instituion</a></p>\n\n<blockquote>\n <p>Academic institution is an educational institution dedicated to\n education and research, which grants academic degrees.</p>\n</blockquote>\n\n<p>also has a focus on education and a requirement to grant academic degrees. To me degree granting is critical to being an academic institution. I do not think of any non-degree granting institute as being academic. Places like the German MPIs and US National Laboratories are cutting edge research institutes, but not academic-institutes.</p>\n\n<p>Non-academic research institutions often have a grants office, just like their academic counterparts. Further employees at non-academic institutions that wish to conduct research can often get a research appointment at a local university.</p>\n"
},
{
"answer_id": 13025,
"author": "Sylvain Peyronnet",
"author_id": 43,
"author_profile": "https://academia.stackexchange.com/users/43",
"pm_score": 2,
"selected": false,
"text": "<p>My answer is \"localized\".</p>\n\n<ul>\n<li>In France there is a distinction between museum of arts (arts in a broad sense, antiquities being arts for instance) and museum of natural sciences (biology, paleontology, etc.). The latter is considered an academic institution: part of the people working there have the title of associate or full professor, and they can have PhD students.</li>\n<li>In some european countries (France, UK, belgium at least), some museums are part of a university, so I think we can say that they are academic places.</li>\n</ul>\n\n<p>The real question may be then \"are you an academic if you work in an academic institution\", and I guess the answer is no.</p>\n"
},
{
"answer_id": 13044,
"author": "Moriarty",
"author_id": 8562,
"author_profile": "https://academia.stackexchange.com/users/8562",
"pm_score": 1,
"selected": false,
"text": "<p>I think a better definition of an academic institution is whether they contribute to peer-reviewed research.</p>\n\n<p>If museum staff often have <em>academic</em> input to peer-reviewed research, then perhaps they could be called an academic institution (in a pragmatic, not legal, sense). However if the museum staff merely serve as a repository of knowledge rather than a source of original ideas, then I would hesitate to call the museum an academic institution.</p>\n"
}
]
| 2013/09/16 | [
"https://academia.stackexchange.com/questions/12733",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8628/"
]
|
12,743 | <p>I'm trying to write my first introduction sentence, which should be catchy. I came up with a sentence along the lines of "imagine the world without this super thing, all these things wouldn't be possible". Obviously, this case will not occur in the next million years and I guess I won't be able to find any paper supporting my claims. However, the described consequences still seem realistic.</p>
<p>As the rest of the introduction is very technical and dry, I think a fresh start is quite nice, but I'm worried someone might say that this first sentence is not scientific as nobody can back up my statement.</p>
<p>Is having a bit more colloquial or lurid kick-off sentence considered to be a "good" or "bad" scientific writing style?</p>
| [
{
"answer_id": 12744,
"author": "J. Zimmerman",
"author_id": 7921,
"author_profile": "https://academia.stackexchange.com/users/7921",
"pm_score": 3,
"selected": false,
"text": "<blockquote>\n <p>Is having a bit more colloquial or lurid kick-off sentence considered to be a \"good\" or \"bad\" scientific writing style?</p>\n</blockquote>\n\n<p><strong>It depends.</strong> If your attention catching statement is relevant, true, and tasteful, then it is probably \"good\" scientific writing style. However, if the connection to the rest of your paper and its findings is not immediately apparent, the veracity of the statement is in doubt, or it might be considered <em>not tasteful</em>, then it would be \"bad\" scientific writing style.</p>\n\n<p>See also Eykanal's <a href=\"https://academia.stackexchange.com/a/493/7921\">answer</a> to <a href=\"https://academia.stackexchange.com/q/492/7921\">this post</a> about the appropriateness of humor in academic writing. These points apply here too. Don't compromise the integrity of the results--is it relevant? Use this type of statement sparingly. And last but by no means least, this may best be reserved for someone who is fairly well-known in their field--don't jeopardize your career! </p>\n\n<p>I would add one more point to Eykanal's excellent advice above. <strong>Don't be afraid to be <em>interesting</em>!</strong> Just be sure that your interesting statements are in good taste.</p>\n"
},
{
"answer_id": 12745,
"author": "F'x",
"author_id": 2700,
"author_profile": "https://academia.stackexchange.com/users/2700",
"pm_score": 5,
"selected": true,
"text": "<p>I think there is a <strong>non negligible chance that this will make a bad first impression on the readers</strong>.</p>\n\n<p>Don't get me wrong: I love it when people depart from the dry and oft boring “academic style” of writing and try to invigorate their papers: more concise writing, less use of conditional, more direct statements, use of active voice, stating one's opinion when need be, etc. But this should be done with the goal of making your paper easier to read, and not hyping it. <strong>If you start with a broad claim that has little to do with your actual conclusions, you may alienate some readers</strong> (<em>“hey, I read the paper because the first line said that a world without gluons would be beneficial in the long term, but then it's only a boring particle physics paper!”</em>).</p>\n\n<hr>\n\n<p>To give a specific example, when I read papers dealing with physical and chemical properties of water, oftentimes the authors think it wise to start their introduction with a broad statements like:</p>\n\n<blockquote>\n <p>Water is the most abundant molecule of the human body, and the second most common molecule in the Universe. Its presence or absence has dramatic consequences for human life and civilization: droughts cause famines and floods cause death and disease. Though it has a special relationship with our everyday lives, there is still much we need to learn about it.</p>\n</blockquote>\n\n<p>and then end with:</p>\n\n<blockquote>\n <p>In conclusion, we reported the most accurate measurement yet of the bending vibration frequency of heavy water, with an uncertainty of 10<sup>–9</sup>.</p>\n</blockquote>\n\n<p>It annoys me.</p>\n"
},
{
"answer_id": 12759,
"author": "debray",
"author_id": 7974,
"author_profile": "https://academia.stackexchange.com/users/7974",
"pm_score": 2,
"selected": false,
"text": "<p>I once wrote a journal paper[*] whose abstract was in the form of a limerick:</p>\n\n<blockquote>\n <p>The analysis of control flow<br>\n Involves finding where <b>return</b>s may go.<br>\n How this can be done<br>\n With items LR(0) and (1)<br>\n Is what in this paper we show.</p>\n</blockquote>\n\n<p>The reviewers seemed OK with it (which is to say, none of them took issue with it in their reviews), but the editor nixed it on the grounds that ACM's indexing software wouldn't deal with it properly.</p>\n\n<p>The moral of the story, I suppose, is that humans may not be the only \"readers\" of your paper, and non-standard writing styles may confuse such non-human readers.</p>\n\n<p>[*] The paper showed that algorithms for computing LR(0) and LR(1) items, used in parsing context-free grammars, could be used for control-flow analysis of tail-recursive programs. I still think it's the best abstract I've ever written. :-)</p>\n"
},
{
"answer_id": 12760,
"author": "Nate Eldredge",
"author_id": 1010,
"author_profile": "https://academia.stackexchange.com/users/1010",
"pm_score": 2,
"selected": false,
"text": "<p>With regard to citations: Generally, statements that are \"common knowledge\" don't require citations. Nor do statements that are purely conjectural, or are not intended to be taken literally. The opening sentences you have in mind seem to satisfy at least one of these criteria.</p>\n\n<p>I won't venture an opinion on whether or not a creative opening sentence is a good idea or not.</p>\n"
},
{
"answer_id": 12786,
"author": "Peter Jansson",
"author_id": 4394,
"author_profile": "https://academia.stackexchange.com/users/4394",
"pm_score": 2,
"selected": false,
"text": "<p>First of all, a good (not catchy) title catches readers, not a first sentence in an introduction. The problem of trying to be catchy is that people's opinion about catchy may not be the same as yours, in which case it backfires. yes, science can be dry and the temptation is large to be catchy or funny, but it rarely works. Rarely, partly because each paper is read by only a few, and partly because the diversity in opinions.</p>\n\n<p>The introductory sentence should try to provide the interesting perspective within which your results fit. It is difficult to get right but since it is not the first you write, you can use the results and your hopefully thought through title to ponder what is the perspective you wish your work to fit.</p>\n"
},
{
"answer_id": 36952,
"author": "Aaron Brick",
"author_id": 14140,
"author_profile": "https://academia.stackexchange.com/users/14140",
"pm_score": 0,
"selected": false,
"text": "<p>it's well known in writing that you should \"murder your darlings\", which is excising the unusual phrasings you think are so sparkling, i.e., your darlings. there are many, many web sites covering this tactic. when you edit this way, the result is a clean text which will better accommodate OP's tendency to playfulness.</p>\n"
}
]
| 2013/09/16 | [
"https://academia.stackexchange.com/questions/12743",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/8549/"
]
|
12,747 | <p>Some fields like Economics and Maths have their work in progress published as "working papers" with notes like "work in progress, do not cite or quote without the author's permission."Sometimes they upload these to their own websites or to their universities websites. I don't see much of this going on in my own field (sociology). I have heard from people that are afraid of having their work scooped or that fear that work published in this way will not be considered as "unpublished" by journals and conferences.</p>
<p>What are the advantages of making work in progress available in this way? </p>
| [
{
"answer_id": 12748,
"author": "410 gone",
"author_id": 96,
"author_profile": "https://academia.stackexchange.com/users/96",
"pm_score": 4,
"selected": true,
"text": "<p>The advantages are that you get to stake a claim to some sense of ownership of the work; it's a way of inviting feedback and collaboration from others by showcasing your work in progress; and it's a quicker way to publish your work than submitting to a journal or conference.</p>\n\n<p>So when do you publish your work as a working paper?</p>\n\n<p>When the following conditions are met:</p>\n\n<ol>\n<li>You've done some work.</li>\n<li><strong>And</strong> some combination of:\n<ul>\n<li>you want feedback on it from a wider group than your immediate colleagues;</li>\n<li>you want to showcase your work to get new collaborators, new funding, or improved career prospects</li>\n<li>you want to publicly stake a claim to the work you've done</li>\n</ul></li>\n<li><p><strong>And</strong> some combination of: </p>\n\n<ul>\n<li>the follow-up work is something that you've already got sufficiently far advanced that it is very unlikely that you will get scooped by your competitors;</li>\n<li>you're not bothered about being first to publish the follow-up work yourself.</li>\n</ul></li>\n<li><p><strong>And</strong> publishing your work in a working paper won't prevent it from appearing (possibly in modified form) in a journal.</p></li>\n</ol>\n"
},
{
"answer_id": 12749,
"author": "fedja",
"author_id": 6118,
"author_profile": "https://academia.stackexchange.com/users/6118",
"pm_score": 2,
"selected": false,
"text": "<p>Your first paragraph's implied question and your formal question are different.\nThe first concerns an already finished work, which is just unpublished, and the second a work in progress. I'll comment on the second one as the more interesting one to discuss.</p>\n\n<p>When you make your work in progress public, you just let people see your ideas and use them or comment on them. I perceive a publication of unfinished work as an invitation to take a look and try to answer questions like</p>\n\n<p>1) What else can be done this way?</p>\n\n<p>2) Can you do it better (find some shortcuts, generalize, whatever)?</p>\n\n<p>3) Do you see how to finish the project or why it is a dead end?</p>\n\n<p>4) Are there any mistakes in what is done so far?</p>\n\n<p>etc.</p>\n\n<p>The advantage is, of course, getting a few more brains engaged, which has the potential of enhancing the quality of the final product drastically. The \"disadvantage\"\nis that you agree by default to share the credit with anyone who contributes something of value. Which one is more important for you is up to you to decide.</p>\n\n<p>Outright scooping is not something I would be particularly afraid of; not in my field at least (my usual mode of operation is to send what I know to a few \"experts\" and ask what they think rather than to put unfinished works on arXiv but that is primarily because I do not want to clutter my arXiv list of papers with half-cooked stuff some of which will never be finished and some of which makes little sense). Most people who get interested in your project share their thoughts with you on exactly the same basis you share yours with them: if you go open and supply your ideas for free, they pay back with the same coin. </p>\n"
}
]
| 2013/09/16 | [
"https://academia.stackexchange.com/questions/12747",
"https://academia.stackexchange.com",
"https://academia.stackexchange.com/users/7428/"
]
|
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