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[ "Is it possible to have a PhD advisor from another university?", "I am a graduate student, 2nd year, in a STEM field at a US university. I have passed my quals. \n\nIs it possible to ask from a Professor who is not at your university to be your advisor? Did anybody hear of a similar situation?\n\nI am very interested in the research of a professor who is at a nearby university, I really want to work with him but I don't know if this is even possible. (Maybe I should also note that his university is not necessarily better than the one I am now.) \n\nAny suggestions?" ]

[ "phd", "advisor" ]

[ "How does grad school view a consistent B average in a course sequence?", "I'm a math major, and in an undergraduate real analysis sequence I got a B- and B over the two semesters. A year later I took the first year graduate real analysis sequence and got a B+ and a B over the two semesters. I know there's a lot of outside factors to consider, but in general how do these grades affect my ability to get a Master's in Statistics and a PhD in Computer Science?\n\nMy overall GPA is an A-. How can I remedy this track record if it looks negative? Does it involve taking even higher level courses in Real Analysis (i.e., comparable to 6000 level) and getting A's?" ]

[ "graduate-admissions", "computer-science", "united-states", "statistics" ]

[ "PhD consisting mainly of programming work", "I'm currently a second-year PhD student, in computer engineering.\nMy research area is in computer graphics and virtual reality.\n\nI currently don't have a specific goal or problem to solve, except generally to improve the state of the art in some regard. (i.e. develop a method/algorithm that gives better visual quality output than others described in the literature). According to my supervisor I'm supposed to find during my work a more concrete path to follow (like an existing method, and an approach on how to improve it).\n\nSo far I have mainly been doing programming/software development work, and developing a C++ framework for flow based programming. My question is if such a software development project can qualify as a PhD topic. There are plenty of complex problems to solve, involving time synchronization, guaranteeing that the system is lock-free, scheduling, etc. Here there is a clear goal: The user defines a graph for the data flow with various attributes (time windows, parallel execution, ...), and the framework does the necessary transformations, etc. to be able to execute it.\n\nHowever it seems more like an open-source programming project than like a research work. I'm basically choosing for myself which features I'm adding to it, and how to implement them. Most of the time is spent programming and refactoring code." ]

[ "computer-science", "engineering", "software", "research-topic", "programming" ]

[ "Creating a reading group with one of my students", "I am currently a PhD student (on a teaching scholarship) at a UK university. A part-time MSc student in one of my classes has asked me for some advice on how they can prepare for their courses next year. I'd like to suggest that we spend some time over the summer (when there are no classes) learning something that would be mutually beneficial to us (in a sort of reading group style). I feel that this would be a good opportunity to motivate myself to learn some basic things that are missing from my education and also perhaps to make a friend. However, I wonder whether this would be unethical as it could potentially lead to this student having an \"unfair\" advantage over their peers? \n\nNote. Other PhD students in the department tutor some of their students privately (for money)." ]

[ "ethics", "teaching" ]

[ "How to avoid gender bias when writing letters of recommendation?", "Finding letter writing guidelines that simply say something like \"avoid gender bias\" is rather easy. Finding letter writing guidelines that explain what this means in more detail is extremely challenging.\n\nWhat do men and women tend to do differently when writing letters? What do letter writers tend to do when writing about men or women candidates? How can these biases be recognized and mitigated?\n\nThis study by Bell, Cole, and Floge shows that male letter writers write differently than female letter writers and that both write differently when recommending men for a position than when recommending women. But that's one study, published in 1992, and it is relatively hard to extract concrete advice on avoiding gender bias when writing recommendation letters from this paper. Is there other work in this area? Can it be distilled into something that's more directly applicable to letter writing?\n\n(Note that there is a somewhat related question about avoiding gender bias when evaluating prospective applicants for an academic position.)" ]

[ "writing", "job-search", "recommendation-letter", "faculty-application", "gender" ]

[ "Do ACS and RSC journals have identical credit in a tenure-track application?", "I am a postdoc in chemistry and have published 15 papers in RSC journals. I hope to publish about 8 papers during the next year and then apply for a tenure-track position in the US.\n\nMy group leader strongly prefers RSC journals. Both ACS and RSC have similar titles. As I compared, they publish similar numbers of papers with similar impact factors.\n\nSince I want to apply for a position in the US, is it beneficial for me to publish some papers in the ACS journals or it is OK to have all my publications in the RSC journals? \n\nACS: American Chemical Society\nRSC: Royal Society of Chemistry (UK)" ]

[ "publications", "faculty-application", "tenure-track", "chemistry" ]

[ "How to write a reminder mail to a Professor asking about the application?", "I have applied to a advertised post for a Postdoctoral position in U.S.A. It's been a month and a half since I have sent the application documents via e-mail to the professor. I haven't received any reply yet. How should I from my reminding e-mail, without offending the professor?" ]

[ "professors", "postdocs", "email" ]

[ "How to archive an academic blog or website?", "Academic blogs and websites are emerging as an important component of academic discourse. \n\nHowever, I often lack confidence that the content will remain accessible in the short term (e.g., 5 years) let alone the longer term (10, 20, 50, 100 years).\n\nAn important function of journals is to archive the content and provide a stable citation system. \n\nIn particular, I'm worried about:\n\n\nacademics who change employment where the site is hosted by the previous employer\nacademics who die or lose interest in their content (e.g., domain names lapsing; site hosting fees ending)\nInternet services that close down\n\n\nQuestion:\nWhat can an academic blogger do to ensure that their blog content remains archived and accessible in the longer term?" ]

[ "website" ]

[ "At what stage of research career one can write a 'review article'?", "At what stage of research career one can write a 'review article'? \n\nObviously a graduate student in the beginning stages cannot/may not write one. But how experienced does one need to be before attempting to write reviews? Does authoring a number of papers in the relevant field equips one for that? \n\nCan a graduate student publish a review article? Do acceptance of review article (for publication) depends on the reputation of the author or co-authors?\n\nEDIT: As @JeffE has pointed out anyone can write a review article; the question is about getting this write-up published." ]

[ "publications", "review-articles" ]

[ "Correction of Diploma Having Two Types of Honors", "Last semester, I was graduated from a four-year university, and am now a Ph.D student at another university. I received two separate degrees: one in Pure Mathematics and one in Computer Science, both Bachelors of Science. The honors in question are:\n\n\nSumma Cum Laude (1): This is a direct, university-wide, GPA-related thing; it applies to both degrees. I fulfill these requirements and so deserve the honor.\nSumma Cum Laude (2): This is applied if the student does a Mathematics thesis. I did not do this, so I do not deserve this honor.\nComputer Science Departmental Honors: This is applied if the student does a CS thesis. I did do this, working independently to produce not just one but two theses, containing publishable work. One won best paper at a small conference.\n\n\nThe two separate diplomas were shipped well after graduation, and well after I had moved to a different state. They contain:\n\n\nMathematics: Summa Cum Laude\nCS: <nothing extra>\n\n\nClearly, there is a problem. Since I didn't do a mathematics thesis, the \"summa cum laude\" on the mathematics degree refers to the strict GPA thing (the mathematics department confirmed this). However, by the same reasoning, I should clearly have gotten the same on my CS diploma. And, in any case, I might have expected the departmental honors to show up too.\n\nThe first thing I did was ask the university help office, which directed me to the (single) email contact at the registrar's office. This email contact ignored repeated, direct questions asking to clarify the above; replies consisted mostly of one-line, semi-incoherent, half-caps, half-cut-and-paste of irrelevant information I'd already seen on the University's webpage.\n\nWere it not for the typos, this lady wouldn't pass the Turing Test.\n\nThe mathematics diploma is correct (since I do meet one of the options for having the honor). However, the CS diploma needs to be fixed. I have surmised that the only way to get a fix is to send the original diploma back with a somewhat ambiguous correction form.\n\nThis leads me to two questions for the academic community:\n\n\nIs it common practice to include both a summa cum laude honor and a lesser honor? In my opinion, my theses represent far more value, especially research value, than a stupid GPA. The contact was . . . unable to clarify whether the university has an established policy on this--but my impression is that it does not. The CS department says it's not their format, so they don't know.\n\n\nUnder these assumptions, I am forced to conclude that there is no established format at my university. Further, as it seems they are taking suggestions, I will submit my correction form to list both honors. If they really do have a policy, they'll know and can contact me.\n\n\nI am having trouble thinking up a good way of stating the honors, however. If this contact was representative of the registrar's office at large, then I definitely want my correction to be verbatim. What is a simple phrasing of the honors that makes them clear that they are distinct?" ]

[ "undergraduate", "formatting", "graduation" ]

[ "On citing common knowledge and giving credit to the 'right' authors", "Suppose that I am reading a marketing book and, while reading a specific chapter, I find like there are 10 footnotes with most of them related to specific examples or specific numbers; in other words, most of the information presented in the chapter are not cited and, judging by the context and contents, such information do not appear to be 'invented' by the author(s) of the book (not primary data). In that case, they could just be common knowledge information related to the field of marketing and business (example: purpose of marketing, strategic analysis, financial measures, etc...)\n\nSince 'when in doubt, always cite', if I want to write about information taken from such book, is it bad if I just cite the author(s) of the book since I am taken the information from their book? To clarify, I am worried that I could be 'giving credit' to people who did NOT come up with such information presented in their book and therefore, I should not cite since it's common knowledge or whatever." ]

[ "citations" ]

[ "Faculty job on-campus interview: changing flights", "I am from Europe. I am currently on my tour around the US for several on-campus interviews for assistant professor positions. As I am from far away, I managed to arrange the domestic flights between the places without having to go back and forth between Europe and the US. After my last interview, says at university A, I am booked to fly back to Europe and the one-way ticket was already bought by A.\n\nNow, I have just received another invitation to an on-campus interview at university B. B really likes my profile and they want to interview me as soon as I can (it's also the end of the interview season, so I guess they are in a hurry to grab someone). If I come back to Europe as planned then fly to B again, I will be so exhausted because each flight will be 16 to 20 hours, and I have already spent a lot of hours flying and interviewing so far. So ideally I would like to fly directly from A to B then back to Europe. But the ticket bought by A is non-refundable, and I was told before that it's very unprofessional to change flights like that, which could harm my chance at A. I am thinking of skipping the return flight bought by A without telling them (it's a one-way ticket). My questions are:\n\n\nIf I skip the flight, will A know? They bought the non-refundable ticket through a travel agent.\nDo you have any suggestion for a more elegant solution?\n\n\nThank you very much!" ]

[ "faculty-application", "interview", "travel" ]

[ "Teaching Loads by Field at Research Universities", "For computer science tenure-track faculty, the standard teaching load at a major research university in the US is 1-1 (meaning 1 course each of the two semesters). My understanding is that in math the standard teaching load is 2-1 (two courses one semester, one course the other).\n\nWhat are the standard teaching loads in other fields (e.g. physics, history, etc.) at major research universities in the US?" ]

[ "professors" ]

[ "Copyright for creating a video that is a chapter-by-chapter Analysis of a Technical Book?", "There is a technical book that I like a lot and is widely respected in my field. It has about 80 \"rules\" in it with example code. \n\nI would like to create a series of videos to further explain and review each of the \"rules\". I will narrate the video in my own words. My goal is for the video series to be like a tutor that is walking the viewer through the book. I plan to fully credit the author and cite his work. Some questions:\n\n\nCan I use code samples from the book if I give proper citation (title, author, page #)? \nIs creating a chapter-by-chapter review of a book and putting it on YouTube considered an ethical gray area? To repeat: every video will fully credit the author of the book and it will be obvious that I am explaining ideas in my own words. \n\n\nI am asking this question here because of all the stackexchange sites, people here seem to be the most well versed in copyright and fair use.\n\nThanks." ]

[ "copyright" ]

[ "Taking into account word lengths when writing humanities articles", "I am currently writing an article that I hope to submit to a specific journal on women’s studies. The journal’s word limit is 6,000 to 9,000 words.\n\nI am still in the planning phase of writing.\nHow should I organise my writing in light of this?\nDo I aim for the lower end of the word count or should I aim for 9,000?" ]

[ "publications", "writing", "humanities" ]

[ "Good approaches to integrate research and teaching?", "There is an effort at my university to promote \"research integrated teaching\" [Barnett, 2005; Robertson, 2006] which got me thinking about the topic. I generally make an effort to discuss research problems and recent results when they fit with the material we're covering in a course, but it occurs to me that this is a very passive approach.\n\nI'm interested in developing more active or creative ways that research work and teaching efforts can be combined to benefit the quality of teaching without negatively impacting research. Are there any approaches that have shown to be particularly effective?" ]

[ "teaching" ]

[ "Is a professor allowed to ask me what grade I got in a previous class?", "I'm a student in Michigan, in the United States. I've just started a class for which a previous class was the prerequisite. The professor of my current class asked that I give him my grade for that previous class. (This was an e-mail sent to me and all my classmates.) I don't like the feel of it. Does he have any right to that information? Obviously he isn't going through the system to get the information, and I feel like it's because this isn't on the level.\nOn further research, I found the FERPA website. It declares:\n\nGenerally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):\n\nSchool officials with legitimate educational interest;\n\n\nThere are additional parties/conditions, but this is the only one that even comes close to my situation. Another reference I found is Huntingdon College's General FERPA Information, which defines a school official as:\n\na person employed by the College in an administrative, supervisory, academic or research, or support staff position;\n\nThere are other definitions, but again, this is the most applicable to my situation." ]

[ "united-states", "professors", "grades", "privacy" ]

[ "How to start a talk about a topic that cannot be explained without some background information?", "I am going to give a presentation of my research soon at an undergraduate conference. I have read that it is best to begin a presentation with the ‘thesis’, i.e. a brief explanation of the topic of my research.\n\nHowever, I’m rather stuck as to how to explain it simply. It seems like it won’t make sense until I’ve explained the concepts behind it a little. To be more specific, the topic is a formalisation I’ve done in a proof verification system. But the students attending won’t know what a proof verification system is. Is it better to begin by explaining what mechanical proof verification is before explaining the topic?\n\nTime parameters: 20 minutes for the talk, and 5 extra for questions." ]

[ "presentation" ]

[ "Publishing a letter: how much extension can I ask for?", "I am attempting to publish a letter in a IEEE journal. The journal gave me 2 weeks to address the comments. It also mentioned that if I need more time, I should let them know as soon as possible so the editor can reset the dates. How much of an extension can I ask for?\n\nI dont know how long its going to take to complete the revision, and frequently I find that I need more time that I originally think I would need. So instead of asking for extensions multiple times, can I just for say more that I think I would need at this point (say 2 months)?\n\nIs that too much? First time publishing, so no idea of the protocols." ]

[ "publications" ]

[ "Should I ask colleagues of my mentor for internship opportunity?", "I have a mentor from an industrial research lab. I use the tool he has developed in my PhD research, and we have been working together for several months. We have some results that he likes very much, since my work is a new application of his tool. However, unfortunately our paper has been rejected two times.\n\nAbout a month ago, I saw an ads of internship positions at his group, so I asked him about the position. He hadn't replied anything until some days ago, he replied that this year he is busy organizing a (top-tier) conference, so he was reluctant to get students.\n\nThe ads is still there, and I still want to apply. Should I ask his colleagues if they are accepting students? More specific questions:\n\n\nShould I ask my mentor which his colleagues are accepting students?\nShould I ask my mentor's colleagues, there are 4 of them, without notifying him?\nIf I contact my mentor's colleagues, should I mention his name.\n\n\nMy worries are about the reference that my mentor can give to me. My impression is that he likes my work, but since the paper is rejected two times, I don't know that if it is good. I also don't know if it is rude asking to work with others while working with him.\n\nMy mentor is an established researcher with great personality, he treats unknown students like me just like his friends or colleagues. I'm very happy working with him, and I don't want anything that may damage our collaboration." ]

[ "advisor", "internship" ]

[ "Applying for PhD position to multiple professors in the same department", "I got interviewed by a potential supervisor but she said she couldn’t accept me because I have no research experience related to her projects. I still want to do research in her field; so I contacted some supervisor from the same department as her and will be interviewed next week.\n\nI want to know if it is ok to contact another supervisor from the same department if she finds out about it." ]

[ "phd", "advisor" ]

[ "Responsibility to new PhD students regarding bad environments", "(Given that the question was put on hold, I try to ask the question differently. If it is still off-topic I vote for deletion. Still having trouble grasping the question.)\n\nIf you know that an institute/department/adviser is looking for new PhD students, but you also know that this institute/department/adviser is really bad for a scientific career (e.g., high attrition rates, few if any get tenure) — what do you do?\n\nOn the one hand, no one likes a snitch, people who complain are often seen as bitter and as lacking loyalty. And it might be a question of fit.\n\nOn the other hand, there is responsibility to future PhD students (their careers and the other damage bad environments inflict).\n\nThere are guidelines for actual scientific misconduct (like plagiarism, fabrication, falsification), but is there anything for this kind of situation?" ]

[ "ethics", "career-path" ]

[ "How to reference a work that I refer to on multiple occasions?", "If I have taken an idea or quote from somewhere I will of course reference it properly.\nHowever my question is every time I mention someone e.g \n'Joe Bloggs said...\"\n do I need to reference every time I mention that person if I have referenced him at least once?\n\nOr if I say 'this proof is given by xyz book' \nif I have ready referenced xyz book do I need to reference it every-time I mention the name of the book?" ]

[ "citations" ]

[ "Number of Papers published in area of work", "I'm looking for some statistics related to the amount of papers published per year in an specific area. Some papers about Superconductivity said there was like 15000 papers published about superconductivity in high Tc iron-based superconductors. I'm interested in the area of fluid mechanics of swimming microorganism. Any idea where can I find this statistics? (like scopus, etc)\nMany Thanks!" ]

[ "publications", "journals", "reference-request" ]

[ "PhD in the US with an MSc from another country: coursework exemption?", "I'm currently studying for an MSc in theoretical particle physics in Israel. After I finish it I would like to study for a PhD abroad.\n\nIn the UK it seems that a PhD degree does not generally require taking any courses. In the US, on the other hand, all of the PhD programs I checked require at least one or two years of coursework as part of the PhD studies, and the actual research only starts after that.\n\nMy question is: do you know whether universities in the US allow students with an MSc degree, who have already done most or all of the graduate courses as part of that degree (and got good grades), to begin research immediately instead of taking the courses again? I really don't want to repeat the courses and waste two years." ]

[ "phd", "coursework" ]

[ "Job offer for UK Reader", "I'm currently an assistant professor at a US university, three years away from coming up for tenure. Recently, a former colleague of mine who is a professor at a university in the UK approached me about joining their institution, as they were advertising a search in my area for all ranks (Lecturer-Professor). \n\nEven though the interview didn't go particularly well in my opinion, I just got a job offer for Reader. However, their offer would effectively require me to take a 40% salary cut. When I applied, there was a form that asked me about my current salary. After asking about this, they replied that my current salary was not taken into account as it would create a \"salary anomaly\" with respect to what other Readers are being paid and that the salary isn't negotiable. Note that their job ad only stated a very broad salary range (for all ranks) and hence I did not anticipate this before applying. \n\n\nIs this the usual experience when applying for academic jobs in the UK? Or, does this perhaps indicate that my application wasn't perceived to be particularly good after all?\nThey also stated that Reader is a \"leadership position\" in contrast to my current position and hence it would be a promotion. However, it's not exactly clear to me what this means in practice: Apart from the obvious advantage of not having to go through the tenure process, what other benefits does a Reader position provide over Assistant Professor?" ]

[ "job-search", "united-kingdom", "salary" ]

[ "Is there a way to search for papers such that the data used are also published on google scholar?", "I am trying to search for papers such that the data used in that paper are also published. This is because sometimes I really enjoy replicating a paper and it is somehow hard to ask the author to give you the data especially if he surveyed this data. I mainly use it to see if I may able to replicate and get better in my coding skills. It is also better to know if the data are available upon request." ]

[ "publications", "data", "google-scholar" ]

[ "How to approach supervisor about running a start-up along side PhD?", "I have had a good opportunity to begin a start-up that would be providing SaaS to Universities. The start up is not related to my PhD topic, other than it also relies on my programming skills. As it has reached an inflection point it has started taking about 5 hours a week to manage it, but I can easily put those hours in by working a different schedule (Late or at weekends). I have a co-founder which means if a busy time hit in the PhD they could take more burden temporarily.\n\nInstitutional factors\n\nMy university is very supportive of start-ups with several different initiatives and programmes to ensure this happens. \n\nEarly on in my PhD I asked my supervisor about how I should be spending my time during my PhD and they said I should keep side projects to my personal time and devote the working week to the PhD.\n\nContext\n\n\n1st Year PhD student in UK\nFunded by UK Research Council\nHad idea for project during undergraduate.\n\n\nOther Questions related\n\nIs it possible to work on extra activities (start-up project) during PhD? :\nVery in favour of proceeding but advises caution if not in related field.\n\nResponsibility/ethics of startups during graduate studies\nQuite against the idea if it is not related field. Also asks about disclosure but does not answer regarding how to do this.\n\nMy dilemma\n\nThis idea has been pitched to people who are on a similar managerial level and could mention it to my supervisor.\nThey have thoroughly got behind the idea and want me and my co-founder to develop it.\nI would rather tell my supervisor myself than them find out 2nd hand but am conflicted by the universities stance on supporting entrepreneurship versus my supervisor encouraging me to focus on the PhD for normal working time. \n\nI'm aware that somewhere down the line the start up could take off meaning I might have to go part time, if allowed. Should I mention this?\n\nHow should I go about bringing up the start-up to my supervisor?" ]

[ "phd", "advisor", "career-path", "time-management" ]

[ "Choosing between Bachelors's in a higher uni vs masters in less reputable uni?", "I graduated with an EE degree last year and interned in two Physics labs, From September until March for experimental physics in Lab until COVID struck and lab closed and another one from Mid Summer (June) until September in computational physics (still continuing part-time I will come to that later).\nBeen applying for the Fall 2021 cycle to Physics Grad programs however I was told that I lacked a Physics Background [ Had only taken EM classes and maybe 1st-year basic waves and mechanics].\nRecently I got in BSC honors in Physics in a reputable university [will take roughly 2 to 2.5 years] along with another offer in Masters in a less reputable university with a requirement to complete a qualifying year (consists of higher Physics undergraduate courses). I talked with the department and supervisor who has told me that funding is available for research as well as some money from being a TA. I was only able to get in due to a connection from another prof in another University who very much vouched but failed to convince the admission committee in his University (due to lack of physics background). So I would also assume that the supervisor has done the same.\nBeing torn I don't know what I should choose, I feel l should choose Bachelors and then apply directly for Ph.D. while masters and then Ph.D. would take the same amount of time. In addition, my current research professor is very enthusiastic about what I have done with the detector simulation software development (he is the leader of the research group I am in which I can't specify for personal identification reasons) and he has suggested a collaboration with the university which I want to do bachelors in and wants me in future after I complete bachelors.\nFinancially speaking I would assume that Masters would be slightly less expensive than doing Bachelors (from approximate calculations I have done).\nI am just very much torn between these options, the professors on both sides have gone out of their way to help me pursue my passion.\nAdditional follow up: Does it matter where you do your masters for Ph.D. (plan on pursuing an academic career) in terms of university ranking and reputation?\nSorry for long text, and thanks for any advice, suggestions!" ]

[ "graduate-admissions", "graduate-school", "undergraduate" ]

[ "How serious is plagiarism in a master’s thesis?", "I published my PhD thesis three years ago.\n\nI have just come to know that a master’s student has copied three chapters from my PhD thesis half a year later. My PhD supervisor was also the supervisor of his master’s project. Each and every word and mathematical symbol is exactly the same. That person is now a PhD student himself. I’m obviously extremely shocked, angered and hurt by this. But before I take any action I wanted to ask the community.\n\nHow serious is plagiarism in a master’s thesis? I suspect that my PhD supervisor also had a role to play in this. He either tacitly ignored this blatant plagiarism or even actively suggested it. How should I deal with this given that my relations with my PhD supervisor will become strained if I report this?" ]

[ "masters", "plagiarism", "supervision" ]

[ "Advice for somebody who considers to join a PHD program in order to go to research about the possibly negative sides", "A friend of mine considers to join a PhD program in order to go to science. I think she has a very idealized view of science and the prospects there. (I personally am somebody who left science after 10y, without big damage to my life, career or psychological health). I don't want to convince this friend not to follow this path, but I like to give her a realistic list of major problematic points, psychological stress factors, negative outcomes.\n\nI already gave her some first-hand accounts and these were similar to questions asked here very often. The problem is that I can not quantify the likeliness of the following:\n\n\npsychological problems during the PhD/Postdoc\nstress due to workload\nstress due to uncertainity\nbad supervision (supervisor incapable or unwilling or good supervision)\ncontinued unresolved conflicts in the lab\nbad leadership \nnepotism of group leaders towards friends/s.o. in the group (e.g. on publication)\nscientific misconduct (unintentional), e.g. bad data handling, p-value hacking etc.\nscientific misconduct (intentional), e.g. faking data, plagiarism \nsabotage of others experiments\nthesis stopped due to discontinued interest of supervisor\n\n\nThe point is: I don't want to hear horror stories (seen and heard enough of them, personally and here an stackexchange), but i like to have data (e.g. statistics, studies) which actually quantify the issues in a cpmprehensive way from the viewpoint of a new PhD student. Where can i find such data?" ]

[ "career-path", "health", "emotional-responses", "research-misconduct", "social-skills" ]

[ "Post Doc application during June-July", "Is it possible for a final year PhD student in theoretical high energy physics to apply for postdoctoral positions during June-July if (s)he misses the usual deadlines in Nov-Dec? \n\n(Edited)" ]

[ "job-search", "postdocs" ]

[ "Condensed-matter theory with career prospect in the industry", "Reason for the post: I'm trying to better understand the jobs in the industry so that I can tailor my graduate studies to more closely represent the kinds of jobs I will be doing in the industry. Thus, I'm trying to figure out which field in condensed matter theory I should pursue given the details below. I know at the end of the day this will be a personal decision, but I wanted to get some insight from people who might have walked this path before. \n\nAbout me: I will begin my studies towards a physics PhD this fall, and currently my interest lies within computational condensed-matter theory (CCMT). After my PhD, I hope to secure a research-oriented job in the industry. For example, working at Micron Semiconductor company in the R&D department. Another important factor for me is I prefer my job to make direct use and connections to what I have mastered in graduate school. This takes me back to my original question where I'm trying to figure out PhD in which field allows me to have a job that closely resembles what I have mastered.\n\nMy Dilemma: Within CCMT, I can specialize in hard or soft condensed matter theory. From previous exposure, I know I greatly enjoy the former option. But I also think that there aren't many jobs in the industry that directly make use of hard condensed-matter theory. So my worry is that if I pursue this specialization I would likely end up with a job that makes no use or connections to what I spent five or more years mastering.\n\nOn the other hand, if I pursue the \"soft\" route, I feel like the likelihood of me finding a job in the industry that resembles what I have mastered in graduate school is more likely, as soft condensed matter is readily applicable in the industry. \n\nAdditionally, I have the opportunity to do my PhD in biophysics. This would be a parallel route to that of pursuing soft condensed matter. This field seems to offer ample computational opportunities and I think there are a fair number of industry jobs in the medical/pharma sector. The huge catch here, with both routes of soft and biophysics, is that I have no idea if I'm going to like the theory involved. \n\nSummary: I will be starting my PhD in physics soon with a focus on computational condescend matter theory. After a successful degree, I hope to get a research-oriented job in the industry. I prefer this job to be one that makes direct connections to the knowledge and toolkit I build during my PhD, so this way I don't end up feeling like I got a PhD for nothing. I'm seeking insight on which sub-field within condensed matter physics might best suit me." ]

[ "career-path", "physics" ]

[ "Starting a research with a professor as a business professional", "When I graduated from college in 2012, I was quite excited about my job (although it is a small hi-tech company.) My goal has always been to either start my own business or get back to school for PhD. Ultimately, be able to live a life filled with research, and learning. \n\nI have been working for almost two years now. And before going back to school, I really want to publish a paper and make myself a better PhD candidate. And ideally this would help me better discover my field, gain confidence, and maybe discover assistantship opportunities. \n\nI think I've found a quite interesting topic for a paper that also leverages my work experience in transportation technologies. The paper is about accident prevention and I am targeting a public health professor. I contacted the professor and I was not able get any response back yet. (It has been 2 days.) I am not sure about the right strategy to follow to communicate such idea and gain her interest. I wrote an email with 3 paragraphs and 350 words. And briefly tried to explain the possible research context and my intention in starting a PhD. But maybe I was just supposed to ask for an appointment? It is a wise way to sent a follow-up email stating how valuable I think this paper would be? and ask for an appointment?" ]

[ "phd", "research-process", "publications" ]

[ "What do Grad Schools think about Pass/No Pass courses?", "I am a physics major at UCLA with a busy schedule. I am currently taking 3 upper division physics courses every quarter while balancing 10-20 hours of research per week. I would like to learn more computer science, so I wanted to take a couple of CS classes for a Pass/No Pass grade without stressing about my GPA. Would Grad Schools frown upon the idea of taking CS classes for P/NP grades? I feel like my reason is justified, and the CS courses are not a part of my major, but they could potentially relate to it as a needed skill." ]

[ "graduate-admissions", "computer-science", "physics", "grades" ]

[ "How to cite the content of a zip file?", "How would you cite the content of an archive file?\n\nInside this zipfile (141MB, if you care to download), there is a notes-file (in the split directory) which contains some useful information. It belongs to several papers, yet this information is a detail I have not found in the papers.\n\nI previously asked at tex.stackexchange, where @Johannes_B recommended to better ask here. Google for citation archive etc. did not yield results. Or should it just be left alone and not cited?\n\nAs @earthling said\n\n\n If you are unsure, cite it to be safe.\n\n\nThis relates to How should I cite presentation slides?, yet unlike that question, this data is publicly available and meant to be accessed." ]

[ "citations" ]

[ "CS Masters Prerequisite Courses", "Most Comp Sci MS programs in the US require certain undergrad core prerequisites in order for a non-CS major undergraduate to be considered for admission (usually 4 or 5 including data structures, discrete math, computer systems, etc).\nIf an applicant has all but one or two of these on their transcript when they apply to MS programs (e.g. late fall 2020), but plans to take the rest of the core in the semester following the application deadline (e.g. spring 2021), will their application still be taken seriously?\nIs it worth mentioning plans to take the rest of the core in the statement of purpose?" ]

[ "graduate-admissions", "computer-science" ]

[ "Unsolicited request for a scientific collaboration", "I have a research problem in an area of Mathematics. There is mathematician whose domain of expertise is very near to the subject of my problem. \n\nI read frequently his works, he probably doesn't know me. But it is possible that he has seen some of my works. He is a senior mathematician. I am junior.\n\nAnyway we don't know each other and because of geographical and other considerations, I don't think we have the occasion to meet each other in a conference or workshop in new future. I am scientifically isolated in my country as nobody works in my area, finding funds for participating in conferences and workshops is also very difficult. So the only possibility of a collaboration that I envisage is doing by email.\n\nI am very optimistic that my problem interests him and if we collaborate, the result would be very fruitful. I have had some experiences to do scientific collaboration with some people that I knew by email. But the story with this mathematician is different because we don't know each other personally. \n\nI feel that sending an email saying that my name is X and I am interested in the question Y, I would be glad if you are interested to work on this problem is not perhaps the best approach. \n\nWhat is the best strategy to maximize the chance of starting a scientific collaboration with him? How I can formulate my request of doing a scientific collaboration with him? Is it wise to 'reveal' my problem while I don't know if there is a chance of collaboration?" ]

[ "research-process", "mathematics", "etiquette", "collaboration" ]

[ "Has the pandemic changed opportunities for graduate funding for on-line PhDs?", "In the past, I wanted to start a part-time PhD in History, but due to my geographic location and unwillingness to move, I realized there were no funding for a student like me. Usually if students want to study a PhD on-line, it required self-funding, which means $30k out of pocket minimum. Everyone advised me that, if I wanted to get funding for my PhD, I'd have to study it on-campus in a traditional format.\nGiven the pandemic has shaken up higher education somewhat, is this a situation I should revisit?\nIs it now very common for students to receive a research fellowship to fund one's online PhD?" ]

[ "phd", "funding", "online-learning", "online-degree" ]

[ "While applying to masters programs, how important is GPA of unrelated under-graduation?", "For example: I'll soon apply for masters in Statistical Machine Learning after 4 years of relevant work experience. I've done under-graduation in Electrical Engineering from a highly reputed Indian university, obtained poor grades however. \n\nI wanted to understand if admission committee emphasizes GPA in unrelated program when I have considerable work experience in field I'm applying to." ]

[ "graduate-admissions", "undergraduate", "gpa" ]

[ "What is the difference between a college and a university?", "What is the difference between an institution calling itself a \"college\" or a \"university\"? For example, take the \"University College London\". Is it a college? A university? Both? What does it mean?" ]

[ "university", "terminology" ]

[ "Why do conferences have such short page limits?", "These days, most of the conferences I attend provide their proceedings on a USB stick, or online only. Yet at the same time they have a strict page limit, which is usually set to something between 4 and 8 pages. I'm curious about the rationale for such a small limit. This is probably something that varies between fields, although I've experienced it in more than one field myself (subfields of artificial intelligence and physics). It doesn't seem particularly limited to big conferences.\n\nI realise that super-long papers would hard on the reviewers, who have to do a lot of work for a large conference. But on the other hand, a very short paper will have to leave out a lot of background and important information, which at best will make it difficult to read, and at worst will make it impossible to judge on its merits. It's also a lot more effort to write a four-page paper than a 10-page one, unless you happen to be presenting a single experimental result using an established methodology (which is rarely if ever the case in artificial intelligence and related fields).\n\nLooking at conference proceedings from the 1950s through to the early 1980s, it seems that proceedings papers were generally much longer. As an extreme example, I know of one that's over 100 pages (it's quite a famous paper and the length seems worth it), but up to 20 pages doesn't seem uncommon. In the '90s the standard seems to have been 10 pages, at least in subfields of computer science. Although there's obviously selection bias involved, these old papers don't seem particularly longer than they need to be, and their length allows them to make rather deeper points than could be made in a modern 4-page paper.\n\nI'd like to know the reasoning behind short page limits at conferences. Is there a school of thought that says these extreme limits lead to better-quality papers, and/or less work for the reviewers? Or is it just a holdover from the recent past, when big conferences were expected to provide a paper proceedings to every participant, who would then have to carry the whole thing home?" ]

[ "conference", "writing" ]

[ "Has anyone here tried this alternative peer review platform 'Peerage of Science'?", "I have just learnt about the details of this platform, located below:\nhttps://www.peerageofscience.org\n\nI am interested in trying out but none of my colleagues has experimented this platform. I am worried whether this would delay my publication process or end up limiting my options of journals (my 1st choice journal is not in their list but I could appreciate trying out one of their options). Or even if this is seen with good eyes by my peers.\n\nPlease anyone here who has submitted a paper to this website, or followed such a submission, could you please share details of your experience?" ]

[ "journals", "peer-review", "online-publication", "open-science" ]

[ "Is it polite to ask for acknowledgement of transcript received at university", "I have been offered admission in one of the top Canadian University. After admission I have sent them my transcripts from India. This transcripts were supposed to reach by 23 May but I have no acknowledgement from their side. Should I ask for the acknowledgement from them?\n\nAnother important issue, although, in Letter of Acceptance they have specifically mentioned \"Accepted\" but they have also added the condition of receiving transcripts. Will this be an issue for obtaining study permit?" ]

[ "graduate-admissions", "international-students" ]

[ "Asking a colleague for his submitted paper", "A colleague just told me about a paper he submitted to a conference, I'd love to have a look at his work out of curiosity. \n\nHow can I ask without him thinking I'm off to steal his ideas or something?" ]

[ "preprint" ]

[ "In biology papers, is it standard to to list names of people who contributed to code tools, but did nothing else towards a paper?", "A while ago, I spent some time working for a lab doing biology research. While I was there, my main job was to write code to automatically perform specific kinds of analysis on the collected data, because they collected too much data to be analyzed manually. I did that job for a couple months, and then moved on to doing other things.\n\nNow, I'm seeing that it would be quite beneficial to be able to point to a paper that exists with my name on it. Naturally, I'd like it if I could get my name on papers which used that code (because who doesn't want to get more credit for their work). However, I don't know what the standard is for biology papers, and I'd like to know what the common practice is before I have this discussion. Also note that I haven't had any discussions about this topic with the professor who heads that lab or anyone else in the lab, so I don't know what their thoughts are.\n\nIs it standard practice to include on the list of authors of a paper, someone whose only contribution to the lab was the creation of a computer program to automatically analyze the data?" ]

[ "publications", "personal-name", "biology" ]

[ "Why don't researchers publish failed experiments?", "The following might be a slight generalization for all fields but something I've noticed especially in the field of Scientific Computing:\n\n\nWhy don't people publish failures? I mean, if they tried some experiment and realized at the end that they tried everything and nothing worked. Why don't they publish this? Is it because such content won't get published or is it because it is shameful to have a failed experiment in a journal alongside prize-winning papers?\nI spent a better part of a year working on, what now looks like, a dead problem. However, most papers that I read initially took you to the point of feeling optimistic. Now that I re-read the papers, I realize that I can say (with much confidence) that the author is hiding something. For instance, one of the authors who was comparing two systems, gave an excellent theoretical foundation but when he tried to validate the theory with experiments, there were horrible discrepancies in the experiments (which I now realize). If the theory wasn't satisfied by the experiments, why not publish that (clearly pointing out parts of the theory which worked and which didn't) and save the future researchers some time? If not in a journal, why not ArXiv or their own websites?" ]

[ "publications", "computer-science", "science", "negative-results" ]

[ "How Important is the GRE General / Subject compared to ACT / SAT?", "I am about to graduate with a B.A. in Math and want to pursue a Ph.D. in the subject. I understand that most graduate schools require both the general GRE as well as the subject math test.\n\nI am wondering exactly how important these exams are for admissions. Obviously it varies by school, so I was hoping people could compare them to undergraduate admissions with the ACT or SAT.\n\nFor example, as a high school student we were told that SAT / ACT scores were an important but not determining factor in admissions. Accordingly, I stressed quite a bit about my scores and even retook the ACT.\n\nFor a graduate program, especially in mathematics, is the general GRE really that important? Or is it more of a check mark — that is, to make sure candidates are able to read and write, but not necessarily to pick those with the highest scores.\n\nSimilarly, are the subject tests decisive at all? Or are they used to just make sure that you know the \"basics,\" while the course load and letters of recommendation are far more important." ]

[ "graduate-admissions", "mathematics", "gre" ]

[ "A year + for first review, one referee report in, want to withdraw paper", "A paper of mine has been under review for more than a year now. About 6 months ago I heard from the journal that one referee report is in while they are waiting for the 2nd. The editor promised he would get in touch with the Associate Editor to speed up the process.\n\nIn any case, nothing has happened until now.\n\nI am thinking of withdrawing the paper citing excessively long review times. Could I ask for the one review that the journal received on my paper?\n\nWhat is a good way to frame the withdrawal email with the request for the journal office to be kind enough to share at least the single referee's report they received?" ]

[ "publications", "peer-review", "editors", "withdraw" ]

[ "How does 'accepted' but not published paper look on my CV?", "I am an undergraduate who recently worked on a 1-page abstract (as a team of 3) and got it accepted to the conference.\nHowever, neither our advisors nor the university agreed to aid us on the registration fee, which means that our paper will not be presented (I am not saying published here, because 1-page abstracts are not published in the journal).\nNow I am wondering if I included this in my CV, how this paper would appear to whoever's reading my CV.\nTo be more specific, I will probably be applying for a Master's degree, and I was intending to use this to simply showcase my various experience and that I worked hard.\nThe paper I wrote is not related to the major I will be applying in.\nI am basically asking this question whether it will be worth it to pay for all the fee ourselves to get it published(presented), or would it serve its role as it is.\nThank you in advance." ]

[ "publications", "cv", "research-undergraduate" ]

[ "Dedicating PhD thesis to my Dad who recently passed away", "I lost my Dad while waiting for the examiners reports of my thesis. In my final copy I would like to include a dedication page to him (in addition to the general acknowledgements page), but I'm not really sure what to say. I know I would like something really short, but more than "I dedicate this thesis to my Dad."\nI was thinking including something about how I know how proud he was even though he won't be around to see me graduate. Or perhaps referencing how I hope my dedication to my field in science stays as strong as his dedication to his own field (engineering).\nI would appreciate any suggestions or examples of dedications as I haven't managed to find too much online and I'm lost for words." ]

[ "phd", "thesis", "acknowledgement", "dedication" ]

[ "Where to post a research request?", "I want to find someone who is already or willing to begin researching the answer to this variation of the linear assignment problem as it has practical utility.\n\nIs there a systematic way to find such a person? Is this web site the best answer or are there other alternatives?" ]

[ "collaboration", "research-topic" ]

[ "when and how can I write a thank you letter for my professor?", "I took a course with my supervisor this semester. the class is finished. \nI really enjoyed every moment in class. I could ask all of my questions very easily and he always was available to answer them. it was an interactive class.\nThe final exam is not taken yet.\nI wanted to write a thank you letter to my professor and thanking him for the course.\nI was wondering if you could tell me when is the appropriate time to send him an email. and what should I say to him in my email?" ]

[ "professors", "email", "coursework", "course-evaluation" ]

[ "Is it reasonable to not study previous research to avoid bias?", "I am currently a student at a tech school and otherwise unemployed. I’ve never been a scientist or published a paper.\n\nSo I am a little skeptical of some results I have been hearing about experiments using computer simulations, and I would like to at some point do my own experiment. (The topic is among differences in gender, homosexuality, global warming, etc., i.e. a topic that can provoke emotions.)\n\nI figured that I should probably learn as much about research as I can before I do any experiment. On the other hand if I learn how exactly the others did their experiment that would bias how I construct mine. I would be prone to solving problems by doing the same thing rather than coming up with a new way to test it.\n\nSo does it make any sense to limit the study of existing experiments for the sake of more diverse testing, or should I try to learn as much about them as I can?" ]

[ "research-process", "literature-review", "methodology", "experiment-design" ]

[ "My Phd advisor does not appreciate anything I do, and provides no help", "I have completed five years in my Ph.D. (computer science) in a reputed research institute in India. The area of my research is not Machine Learning or Data Science, nothing to do with data. I have one publication in a reputed conference, and another paper which I have written and I had submitted but it got rejected and now I am working on it some more.\nMy friends and family will describe me as an extremely cheerful and jovial personality. But I am not happy. It is majorly because of my current situation in my Ph.D. and my advisor. They are an extremely manipulative person I have ever met in my life. There have been only a few occasions when they were happy about the progress that I am making. The thing which bothers me the most is that they never give any suggestions from his side. I don't know whether it is because they want me to think of my research independently or because they hate me. I think the latter. They have told me many times in the past that I should only meet with them when I have something constructive so that the precious time of my advisor is wasted to the minimum. I go to the meeting with an idea (of the third and last project), and they are not satisfied. I go with another idea and they ask me critical questions (which I am thankful for because I consider them as feedback) and if there is a flaw in my idea or approach, they give me a lecture on my competency (being in 5th year, I should have thought about the answer before coming in). So, next time I go with a solid approach that I took 2 weeks or so to formulate (after thinking and reading papers and doing research). At this stage, they tell me that they can not see any progress and that we have been discussing this design and problem in the air for very long. Is it not the technique? To formulate a problem, think about how you want to solve it and then discuss it? Am I mistaken somewhere? Is it all about churning about results and fast?\nToday there was a meeting and I went in with a solid plan to discuss (I was confident that this meeting will be fruitful and I will not be suffering any reprimand). I spoke it and we discussed the idea (that was the agenda of our meeting). But after a while, they got into the scope of this project and the difficulty of it and that I should target something else (no suggestions about what). They went back to the earlier project and started discussing what my plans were regarding that project. Why is it taking so much time (they want results, and fast). Today I felt like crying in the meeting, I was humiliated and ridiculed and compared with a RA who has joined after B.Tech. (not claiming any superiority points here). I was asked how many papers I read in the past few days, how many hours do I put in my research each day. I said I have been preparing for a talk, for a doctoral symposium and they say it should not have taken more than a day. I know this is not a normal routine for most Ph.D. students. I am eaten up by this feeling that my advisor never appreciates me and that I will never be in their good books. Many will suggest that I should communicate with him but I have zero hopes with such a meeting because as I said, they are an extremely manipulative person and they will not conclude the talk in any one way.\nI am open to any criticism and I am ready to work on myself. Because I know I have not been the star student that they expect. I work 5-6 hours each day. But if it is not the way it is supposed to be, I do not want to be in this hell-hole, there will be many other prospects. I do not regret spending five years and then leaving without a degree." ]

[ "thesis", "advisor", "quitting" ]

[ "Bologna Process - Equivalence note in European Supplement", "I recently graduated from a MSc in Spain.\n\nWhen applying for PhD abroad I discovered the equivalence system in place in order to \"translate\" my grades here into a standard one, as part of the Bologna process. \n\nThe system in place in Spain is the following for the MSc, a grade over 10 : \n\n\nFrom 5 to 6.9 : \"Satisfactory\" \nFrom 7 to 8.9 : \"Very Good\"\nFrom 9 to 10.0 : \"Excellent\"\n\"Honors\" is given on exceptional occasion.\n\n\nI insist on the exceptional occasion. On any course, there cannot be more than two students with honors, and often none is given.\n\nThe \"European standard\" grade is a grade from 1 to 4. It looks like each country decided for the equivalence system. And here is my issue, there are HUGE discrepancies between them. In Spain, they chose the following basic equivalence (see the Royal Decree 1044/2003 for Spanish speaker):\n\n\nSatisfactory -> 1/4\nVery Good -> 2/4\nExcellent -> 3/4\nHonor -> 4/4\n\n\nMeaning that even if you get a perfect score of 10/10 in an exam, this will only show as 3/4 in the European Supplement. That makes NO sense! Especially when you know that the same system in very different, in the UK for instance. I spoke with several teachers in UK and in Spain, and clearly the system is biased : From their own word, in the UK, a student with less than 3/4 will be regarded as \"average\" when applying for PhD, while in Spain, there are no simply no student with grades over 3/4 (at least this year at my uni) ! Again, words from Spanish teachers, here a student with around 2.5 grade will be considered as a very good profile.\n\nThe issue is that this EU system (from 1 to 4) is directly used as is by several processes of PhD and grant applications, inside and outside of Europe. Meaning that Spanish students are at a big disadvantage here.\n\n\n is this issue well known in Europe? Is there anything feasible in order to remedy it?\n\n\nI don't fear long administrative process. I know that I can try explaining the issue every time I apply somewhere, but this wouldn't be true solution, as it is often not possible to communicate with PhD application's jury, and many students are not even aware of this. \n\n\n Also, does anyone knows where I could find the equivalence system for other countries? I would like to look at the topic further." ]

[ "grades", "europe", "grading", "bologna-process" ]

[ "How to cite a paper with erratum?", "I want to cite a paper [A], which has been corrected by an erratum [B] in the same journal. I have not found a rule how to cite this case. \nIs it proper to cite [A,B], or just [A] or just [B].\n\nI am rather looking for a recommendation by some sort of scientific organization or major journal than for personal opinion, so please provide a link." ]

[ "citations", "citation-style", "errors-erratum", "bibtex" ]

[ "Can I revise and use a part of my published paper in PhD dissertation?", "I have a published journal article and a book chapter (both are single-authored). I am in the process of getting permission from the publishers respectively to make the most of them for my PhD dissertation.\nWell, my question is about what actions are okay as 're-use.' I asked these questions to a publisher once, but I have heard only very abstract answer (like, [...] a journal gives permission to 'reuse' and 'reproduce' to [...]).\n\nIs it normal and okay to use only a certain part of the published article/book chapter?\n(For example, exclude introduction and use only the analysis results).\n\nConsidering the overall flow of the PhD dissertation, I have theoretical discussion (Chapter 2) and analytical results (Chapter 6) far apart from each other.\nIn the published paper, as you can imagine, one come right after the other.\nIn this case, is it okay to split the published paper and put the parts in Chapter 2 and Chapter 6 separately?" ]

[ "publications", "thesis" ]

[ "The utility of graduate math study for theoretical physics", "This is question that should primarily be answered by theoretical physicists, as mathematicians always are going to want to say to take more math.\n\nI am going into my third year of undergraduate study major in math and physics and I hope to eventually end up in a good theoretical physics PhD (probably cosmology or particle physics). I have the ability to add a year at my current institution and do a masters in math, and I am trying to figure out if pure math at a graduate level is interesting/useful for serious theoretical physics.\n\nSome classes I would be interested in taking as part of the degree would be (all grad level) Functional Analysis, Complex Analysis, Lie Algebra, Differential Topology, Riemannian Geometry, Theory of ODEs, Theory of PDEs, Operator Algebras, Real Analysis, Topology, Algebra (a lot of these classes are two semester sequences).\n\nI am interested in hearing how useful people think having such a formal mathematical education would be to doing the physics. I am primarily interested in very foundational physics, and I am concerned that the brief treatment the math is given in physics books will prevent me from having a full understanding of the math at play in fields such as QFT and some the more out-there cosmology. I of course understand one can self-study some of these topics, but it seems fairly clear one would get a deeper appreciation by actually taking the courses in a proper academic setting." ]

[ "mathematics", "physics" ]

[ "Joining ArXiv without university affiliation", "I no longer have a university affiliation and in particular no longer have access to a unviersity email account. I've have had two papers recently accepted for publication in closed access journals (published by Elsevier and Springer). My university affiliation appears on the papers \nbecause that is where the research was done at the time. I would like to upload the preprints to ArXiv. Both the journals and my co-author are happy with this. There are dire warning on ArXiv of claiming university affiliation when this is not the case (eg. lifetime ban).\n\nMy question is how do I join up? Is it even possible for me to do (the previous questions below suggests that it may possible)? Ideally I would like my previous affiliation to show up on the site in some way even if it is marked as 'formerly at university X'.\n\nNote: my co-author could join ArXiv but he doesn't want to (a combination of being retired and not liking technology) and I respect his reasons. \n\nPrevious questions on Academia.Stackchange that are relevant but that are somewhat different from the present situation:\n\nCan you submit to Arxiv without an institutional affiliation?\n\nIs there something I need to do on arxiv if I lose academic affiliation" ]

[ "arxiv", "affiliation" ]

[ "What's the point in appending your CV to your Master's thesis?", "Several Master theses in my department contain a CV of their author. I don't really see the point in doing that - anyone you're sending your thesis to that would need your CV, you'll probably be sending your CV already anyways. So why do people do that?\n\n(I've edited this question so it's less of a 'does your university do that' kind of thing - sorry to the guys who already answered.)" ]

[ "thesis" ]

[ "Should a paper be reviewed in entirety, if the introduction contains plagiarized passages?", "I'm very new to being a peer reviewer. I agreed to anonymously review a paper for publication, and while reading it for the first time, I was a little annoyed by the writing style. It sort of reminded me of the feeling I get when reading a paper from a student in an undergraduate Liberal Arts Math course. When I began to read it again, I was very uneasy about the writing, especially in the introduction. There were inconsistencies in style. Some short, dry sentences followed by longer passages using flowery language. I looked at the references and noticed a few secondary sources. One was a NY Times article. I looked up the article online and in the first paragraph found a passage that was almost identical to one in the introduction section of the paper I'm supposed to review. I was shocked. And then I found more. \n\nSo far, all of the plagiarism that I've found is in the introduction. I haven't read the rest of the paper carefully yet because I'm fairly disgusted. \n\nMy question is this: should I even bother writing a review? If this were an undergraduate paper, the student would get an F on the assignment and get reported to the Dean. I want to write to the journal editor and just tell him that the paper doesn't deserve to be reviewed. \n\nHas anyone seen this before, and what did you do? If you decided to review a paper like this, how would you phrase your feedback?" ]

[ "peer-review", "ethics", "plagiarism" ]

[ "Asking to see other reviews", "I recently reviewed a paper for a math journals. I recommended to reject the paper but my decision was overridden because of two other positive reviews. Is it a common practice to ask to see the other reviews ?\n\nI am curious about what the other reviewers thought of the paper. I am not going to fight about the paper acceptance or anything, I am just being curious." ]

[ "peer-review" ]

[ "friends or competition for work", "I am in doubt if I should share new academic opportunities, studies, etc with college's friends, because they will may be my future competition for a job and they may get the job thanks to the help I gave to them. What do you guys think about this. Am I being selfish?" ]

[ "job-search", "job", "education" ]

[ "Should I mention that I worked as a professional online poker player on my university application?", "I'm 27 years old and I'm applying to university. On the applications it ask the student to list activities and employment during time away from school. I played online poker for living for ≈4 years, should I mention this? Or would I be looked down upon and perceived as a gambling addict? There's no room on the application to go into details.\n\nIf I don't mention it then I'll have this big empty gap with no jobs listed – only activities. I'm applying for undergraduate studies into CS." ]

[ "application", "cv" ]

[ "How can I request for a pdf of a book on academia.edu?", "How can I request for a new document or pdf on academia.edu.Will academia find it for me?" ]

[ "academic-life" ]

[ "Why are tenure-track professors hired on the basis of their research when they spend most of their time teaching?", "I was just looking at a different post that cites National Center for Educational Statistics about how professors of all levels spend their time. I am actually doing some research on faculty hiring practices at research universities.\n\nHow much time do professors have to do research on their own?\n\nThe thrust of the data is that most professors, whether tenure track or non-tenure track spend more than 50% of their time on teaching. I imagine this data is averaged across both research and teaching universities, but still teaching must make up the bulk of time or even professors at research universities--whether that be teaching classes, mentoring grad students, committees, etc. \n\nBut at the same time, I know that the hiring criteria for the research universities focuses on publication records with little if any concern about teaching evaluations and such. I am not trying to make a critique or political point, this is just something that I have understood from my interactions with professors and other graduate students. \n\nNow my assumption is that most research university departments get the majority of their money from student tuition. I might be wrong about this, and if I am wrong please let me know. We also know that the ability to do research does not always correlate with teaching ability. \n\nSo I want to understand the mechanisms that allow research universities to continue to hire professors who are not necessarily the best teachers? Of course, there are many amazing professors at universities who are excellent teachers. I am not trying to make a blanket statement by any means. I just mean that you would probably get better teachers if the primary hiring criteria was teaching ability, right. \n\nBy mechanisms I mean, if student tuition is the main source of money, then why do students keep paying for classes taught by not always the best teachers? Or is there just so much money coming into research universities from grants, etc., that they can afford these large professor salaries despite the loss of undergraduate students? Like how does this actually work?\n\nI imagine part of the answer to this question is associated with the growth in non-tenure-track faculty like adjuncts. That seems like it would solve some problems. But still why can universities who seem to get most of their money from students, get away with paying so little attention to students when it comes to hiring faculty?\n\nAny insights are welcome. Again, if I phrased anything indelicately, please forgive me. I was not trying to cast any aspersions on anyone. Just purely thinking from an economic rationale." ]

[ "funding", "united-states", "job-search", "tenure-track", "non-tenure" ]

[ "How to present participation in undergraduate research experience programs on CV when applying for jobs in industry?", "I am mathematics undergraduate student interested in joining the workforce out of undergraduate (quant finance and data analysis). The past few summers I have been participating in pure math research programs (REUs), and I am struggling to write a résumé section for the REUs. \n\nIf any mathematicians are reading this, my most recent REU problem is PDE regularity. I'm at a loss for words on how to explain that to a layperson without making it sound useless.\n\nHow do I effectively talk about my work/results in the context of a resume read by applicant tracking systems and human resources?" ]

[ "cv", "industry" ]

[ "Dealing with 'less than optimal' data or study designs", "I am a PhD student in a quantitative social science field. For the first study of my dissertation, I was given the opportunity to ask some questions that could be applied to an ongoing survey. Affiliated researchers have already used some of this data for a short commentary/descriptive article, and there is interest to apply the data in a slightly different 'modelling' study.\n\nHowever, the underlying study design leaves much to be desired. Although the sample is relatively large, it is a convenience sample from only a fraction of all possible survey sites in the population. There is no opportunity to expand the data collection process. The data itself is unlikely to have measurement error, but almost any estimate produced from the dataset is highly likely to suffer from sampling bias.\n\nNevertheless, I realize this is a somewhat 'common' situation graduate student find themselves in. There is active interest from the affiliated partners to carry out the study, the design isn't 'ideal', and there are logistical considerations of invested time (or as I see it, sunk cost fallacy).\n\nWhile I have many questions, I think the most straightforward is: should I attempt to make 'lemonade out of lemons' or 'stand my ground' that such a modelling study would be inappropriate? \n\nOther potential information:\n\n\nSupervisor is 'ardent' that such a study should be carried out\nI have sought out external input as to what methods would be 'most' appropriate, there are some that might be 'less' worrisome than others" ]

[ "research-process", "ethics", "methodology" ]

[ "Relevant math courses for theoretical physics/applied mathematics?", "I'm finishing my bachelor's in physics and for my masters, where I have a few free choice courses (~5), I'd like to take math courses that would be relevant for a future as a theoretical physicist or applied mathematician.\n\nRigorously (as in taught by mathematicians) I've had Calculus, Calculus in R^n, Complex Analysis, Linear Algebra, Probability and Statistics and just a small overview of differential equations. I've had more math in physics courses but not in a very rigorous way.\n\nI'm setting my eyes on the following courses:\n\n\nOrdinary Differential Equations\nPartial Differential Equations\nGroup Theory\nStochastic Processes\nFunctional Analysis\n\n\nAre all of these relevant? Which others could be added to this list?" ]

[ "mathematics", "career-path", "physics", "early-career" ]

[ "What is the \"initial screen\" for displaying a journal's copyright?", "I submitted my first journal paper to IEEE today, and when I considered posting it on ArXiv just to be safe from scooping, I noticed that IEEE has a policy for submitted content, which does not mention anything about the paper being allowed on ArXiv after it has been submitted to IEEE. \n\nBut, since IEEE allows posting a submitted paper on institutional repositories etc. as long as the copyright notice is displayed, I'm assuming I can publish it on ArXiv too, since they may have accidentally ommitted mentioning it, thinking that everyone would first put their pre-print on ArXiv and only then submit to IEEE. They didn't expect someone like me to submit to IEEE and then put it on ArXiv. Even TechRxiv's FAQ is ambiguous. Although IEEE's manual on page 88 states: \n\n\n IEEE does not restrict the rights of authors to use their\n IEEEcopyrighted articles in their own teaching, training, or work\n responsibilities, or those of their institutions or employers. In any\n preprint version archived by the author after submission, IEEE\n requires that IEEE will be credited as copyright holder. Upon\n publication of the work, authors are asked to include the article’s\n Digital Object Identifier (DOI).\n\n\nTo put my paper on ArXiv or TechRxiv now, I'll have to follow IEEE's policy of \"IEEE must be credited as the copyright holder with the following statement included on the initial screen displaying IEEE-copyrighted material:\". I don't understand what this \"initial screen\" is. Should I mention the copyright below the title of my paper or anywhere on the paper, as long as it is on the first page of the paper? \n\nps: TechRxiv mentions \"Includes permission to reuse previously published or copyrighted material, if applicable\". Again, I'm assuming I can submit to TechRxiv if I mention the copyright on the first page?" ]

[ "journals", "paper-submission", "copyright", "preprint" ]

[ "reliable english editor online?", "I am encountering some problems for making my research in English, due that this is not my native language. Even though my ideas are crystal clear in my language I find it extremely hard to express them in English.\n\nFor checking issues related to grammar and syntax I have been using Proofread Bot, it is an online grammar and syntax reviewer, but their results are not so accurate. I have been checking some persons that make this task, but their fees are pretty high (almost 200 USD for a 3 pages articles); and I would not like to be paying this amount every time that I want to submit something.\n\nDoes anybody knows another software reliable english editor tools online?" ]

[ "writing", "language" ]

[ "Citing a preprint - which year to include?", "When citing a preprint (which has been published on arXiv), which is the correct year to put? Options that seem reasonable include:\n\n\nThe year the first version made it to arXiv (that's when the theorem was originally published),\nThe year the current version appeared on arXiv (that's the closest to \"official published version\" of the paper),\nCurrent year (that's the best available approximation of when the paper will be published), \nSome way to indicate that the paper is forthcoming, such as \"2017+\", \"forthcoming\", etc.\nNo year at all (just say it's a preprint).\n\n\nWhich of these, if any, are acceptable? If more than one, which is the best option? \n\nI am especially interested in the case when the paper appeared quite a while ago, and it is by no means obvious that it will end up being published.\n\nSome related questions:\n\nCiting a paper with multiple versions - this concerns a paper which was already published by journal, and discusses more subtle issues such as establishing precedence. The accepted answer states: \n\n\n \n If a paper has been published, always cite the published version.\n \n\n\nChoosing which version of an article to cite - this one concerns a paper which was published at several conferences.\n\nWhen citing an arXiv paper, what year should one write? - this one is concerned with choosing a particular arXiv version to cite, but it does not address the fact that the paper will probably be eventually published by a journal. The answer accepted answer states:\n\n\n I would cite the exact version you are referring to in your work.\n\n\nThis is not very helpful if the versions are very similar modulu irrelevant technical details, but I suppose it gives priority to (current version) over (first version)." ]

[ "publications", "citations", "online-publication" ]

[ "Examples of teams of teachers?", "There was another question In universities, how to team up with your colleagues? which talked about building relationships but what I am really curious about is:\n\nAre there any universities which actually have teams of teachers?\n\nI am not referring to simply two teachers sharing the same module. I am also not referring to teachers being friendly with each other. I'm referring to teachers actually being developed into a formal team. In a team not everyone has the same skills and those differences make the team stronger, not weaker. In teams there is a genuine interdependence. In a team, there are common objectives which you know have been met or not.\n\nThere are many examples of increased effectiveness of teams (and certainly plenty of books and articles written about them) but since teaching is such a solitary activity (meaning you do not interact with your colleagues while teaching) perhaps it is natural to ignore the idea of actually building teams of teachers.\n\nEdit: When studying team dynamics, we can see that \"real\" teams do include some risks but my point is not about the weaknesses (which are typically overcome by the strengths). Teams normally operate an a higher level of efficiency than non-team-groups-of-people working together. A key element of real teams is that objectives are team objectives and individual accomplishments are not highlighted. For example, if 3 teams are all competing to get to the top of the mountain and we give a reward to the first person to summit the mountain, then we are really focusing on individual efforts (so each member would naturally think of themselves before the group as a whole). However, if you simply reward the team which first plants its flag at the top, then individual accomplishments are minimized and one member of the team is more likely to sacrifice for the greater good of the team.\n\nIndicators of real teams (as opposed to groups of people who work together but are not a team) include: Interdependence, shared accountability (each answers to the boss but also to every other member), common goals, and members having skills which compliment each other in order to affect the common goals.\n\nDo we ever see these qualities in groups of teachers?" ]

[ "teaching", "collaboration", "colleagues" ]

[ "Motivate students to work on exercises if solutions are provided", "I am in the following situation. I got a class with theory an exercise once a week. The students do the exercises at home and have the opportunity to discuss them at the exercise sessions. In each session, there is a test about the exercises from the previous week (similar, but different questions).\nI am unsure if I should provide the solutions of the exercises directly after the session, the week before the test.\nPros: They could see if they solved the exercises correctly before the test. (They may think they got them correct and don’t ask). Unfortunately, I cannot correct all exercises individually as there are too many students. I have about 130 students and 2 TAs.\nCons: There is little motivation to work hard on the exercises, as they see the solution before the test. (Yes, good students know they should do them on their own. The problem are the not-so-good students.)\nIs there better solution that encourage students to work on exercises on their own?" ]

[ "teaching", "motivation" ]

[ "Why doesn't China reform its higher education sector/industry to keep its money and human capital at home?", "Why So Many Chinese Students Come to America\n\nWhy doesn't China reform its higher education sector/industry to keep its money and human capital at home?" ]

[ "china" ]

[ "How to judge length of exams when teaching undergraduate engineering", "I am a first-time lecturer for an American university (am a PhD student), and am giving midterm and final exams in the course, which comprises an introduction to engineering and how to work with systems in a methodological way. \n\nI am designing the midterm exam for the course, and the students have an allotted 50 minutes to complete it. Most of the questions are brief short-answer questions (around 2-3 sentences for an answer is sufficient), followed by some multiple choice and fill-in-the-blank questions.\n\nI took the midterm by myself and timed the length of completion, which was around 12 minutes for me. From other professors that I have taken classes from, this seems to be the standard (i.e., if the professor can complete the exam in 1/4 of the allotted time, then it is an appropriate length).\n\nDoes this seem reasonable? I'd like to hear some related experiences from other instructors." ]

[ "teaching", "undergraduate", "exams" ]

[ "Do I mention that a paper in mathematics is a \"Short Communication\" or \"Note\" or \"Research Article\" when citing it?", "Apologies in advance for a possibly naive question. When I search for literature relevant to my research work, I come across articles that are published variously as either a "Short Communication" or "Note" or "Research Article". Possibly there are other variants as well. I have seen this distinction in the articles published by the Journal of Combinatorial Theory, Series B.\nMy question is regarding the importance of the distinction between these categories for the purpose of properly citing a paper. Do I mention in the bibliography whether the article is a "Short Communication" or "Note" or "Research Article"? Somehow, explicitly naming the last category feels redundant, but the former two not so much. What are the best practices to be followed here? Is there a general rule that is to be followed for these as well as other categories?" ]

[ "publications", "citations", "mathematics", "citation-style" ]

[ "Extra Masters before PhD", "In my field it is common for Americans like myself to do a 5-6 year PhD where the first two years are basically a masters degree. However, when I first applied two years ago I was rejected from all PhD programs and instead did a free-but-unfunded MS. Now I am applying again and got an amazing offer from a top 10 US program! If I go there, will it look bad in post doc/faculty applications to have a 4 year undergrad, 6 year PhD(+MS en route), and a separate 2 year MS in between?\n\nI am also still being considered for funding by the very top non-US program for a 3 year PhD where a MS is required beforehand. I had initially thought a longer PhD was better in order to do more research and make more publishable discoveries. But is the potential CV oddity worth considering if I get into this other top program?" ]

[ "phd", "masters", "cv" ]

[ "In what parts of the world, besides the US, do endowed chairs exist?", "Browsing academia.SE, I discovered the existence of \"endowed chairs\" or \"named chairs\", i.e. professorships named in the honor of someone else and paid for by a donor with a gift to the university. I've never heard of anything like that before (I live and work in France so I mostly meet European academics).\n\nApart from the US (where this apparently exist), do endowed chairs exist elsewhere in the world?" ]

[ "career-path", "professors" ]

[ "What are the prospects of a Math Master student applying to Finance PhD programs?", "What are the prospects of a Math Master student applying to top tier Finance PhD program?\n \n\n\nSo here's a little bit of my background. \n\nI'm currently in my second year of my Mathematics master degree, applying to Finance PhD programs. The top tier Universities are definitely what I'm aiming for. What are my prospects? \n\nAspects where I felt like I am disadvantaged compared to other Finance PhD applicants:\n\n\n \n I have not taken a lot of Finance/Econ course \n I have little research experience compare to other applicants\n Admission commitee might question my determination to go into the field of Finance\n \n\n\nAspects where I have outstanding performance/other information:\n\n\n \n I have a background of Master in Math, which I assume most applicants don't\n I have taken plenty of courses in applied math, including real analysis (I'm currently the grader for the first year graduate real analysis class)\n I graduated Summa Cum Laude with a 4.0 GPA. I am still keeping the GPA in my graduate courses so far.\n General GRE scores \n -Quantitative: 170/170(98% below)\n -Verbal: 156/170(71% below)\n -Writing: 3.5/6 (38% below)\n Math GRE scores: 860/980 (89% below)\n \n\n\nI would very much appreciate if someone in the Finance/Econ academia (graduate student/Professors) can give me some advice. Besides my odds of getting accepted,\n\n\n \n What are others things I can do to improve my chances of getting into the top schools?" ]

[ "phd", "graduate-admissions" ]

[ "How to stop feeling guilty about unfinished work?", "My biggest challenge as a PhD student is best summarized by the following from PHD Comics:\n\n\"Piled Higher and Deeper\" by Jorge Cham\nwww.phdcomics.com\n\n\nA consequence of working in research is that the end is never in sight - unlike other jobs, there is always more work for you to do. \n\nI am pretty good at making sure to take care of myself, because I know it's important. I can force myself to go for a run, get something to eat, participate in a regular activity that's not related to academia. But I can't turn off the voice in my head that keeps nagging me about the work that's waiting for me back at the office.\n\nThis is especially true when there are deadlines and people relying on me to meet them. On top of my research, I have mentees I should be spending more time with, students we won't be able to hire if I don't get my grant-writing act together, collaborators who keep asking when I'm going to write up that work we did together last summer. If I don't do this, nobody else will; it's not like a normal workplace, where your boss can reassign an important task if you are too overloaded to handle it.\n\nSo, my question is:\n\n\n How do you avoid feeling guilty about all the unfinished (and unfinishable) work in academia?\n\n\nI am looking for specific, practical techniques based on research and/or personal experience, not suggestions that you just thought of but have never tried.\n\nOne technique I've tried with limited success is to make a daily to-do list that is limited to three items, and tell myself that I'm not allowed to feel guilty about not doing things that aren't on the list. It works when I'm not terribly busy... but most of the time it doesn't. \n\nRelated questions:\n\nHow to avoid thinking about research in your free time is related, but I'm not trying to avoid thinking about research in my free time. I'm just trying to avoid feeling guilty about research in my free time.\n\nAlso related is How should I deal with discouragement as a graduate student? but those answers seem to address how to convince yourself that your efforts are worthwhile. I (usually) realize that my efforts are worthwhile, I don't know how to convince myself that I'm putting in \"enough\" effort (whatever that means)." ]

[ "phd", "research-process", "graduate-school", "academic-life", "emotional-responses" ]

[ "Word limitation in journal paper", "I'm writing a manuscript for a journal that has a word limitation for papers:\n\n\n Papers should be no longer than about 6500 words to include Figures,\n Tables and References.\n\n\nI am not totally sure, does it mean that Figures, Tables and References are not included in this limitation or does it mean that the entire paper must not exceed 6500 words?\n\nUpdate:\nFollowing your recommendations, I contacted the editors:\nReferences are included in the 6500 words, words in tables and figures are not.\nMy references comprise about 1000 words, so now I have to shorten all other parts, which is not easy." ]

[ "publications", "journals", "paper-submission" ]

[ "On areas of overlap between Computer Science and Economics", "For those who want to be involved in both disciplines throughout academia (BS to MS to PhD) as well as in the workplace/career, what are some places of overlap between Economics and Computer Science? \n\nTake, as an example, statistical computing using R as a programming language in econometrics." ]

[ "graduate-school", "computer-science", "undergraduate", "economics", "major" ]

[ "Non-mathematician thesis advisor", "I'm a second year graduate school mathematics student. Due to my university regulation, I didn't have a thesis advisor yet. During my first year of grad school, I passed Qualification exam. So this year soon, I have to choose a professor as my thesis advisor(Tutor, guide). I attended some several course only related to pure mathematics such as PDE(Partial differential equation), Numerical mathematics analysis, Mathematical statistics, Real analysis, and Abstract algebra.\n\nAs you all know, choosing an thesis advisor is the crucial time in my mathematics life. But it is (generally) hard to decide what the field which professor I choose. But in the first year, I have some professor in mind from their lecture.\n\nOne professor, his major is Stochastic PDE(SPDE) which is pure mathematics. The other person is majoring in climate change specialized in El nino(ENSO) and la Nina who is a joint professor from School of Environmental Science and Engineering(JA). I went to both professor, SPDE twice, JA once. And I noticed that two professor are joining their work(co-working) these days, and are very close.\n\nI got some comments from them : \n\n\nFirst joint professor said(in short) : Welcome. But I'm almost\nunaware of mathematics. So I can't help you in math field. If you\nwant you can work jointly with SPDE professor.\nSecond, SPDE professor said : Welcome. But you'd better go to JA. If\nyou really want, I can accept you. (After I asked I need his help on\nstudying mathematics if I choose JA) I don't know I can help you. The area is\ndifferent so that the basic language is different.\n\n\n\n\nIn this point, I have two questions.\n\n\nAre there some cases that a math student choose a non-mathematician thesis advisor? My final goal is to be a professor. Then is there any drawback?\nAny suggestion for me? I'm a little nervous. If I choose JA, it must be a big challenge for me. I haven't learnt 'Climate theory'.\n\n\nThanks in advance." ]

[ "graduate-school", "advisor", "career-path" ]

[ "What is the difference between a research paper and a Master's thesis?", "I checked several answers online to this question, but they are all extremely vague. If my understanding is correct, both a research paper and a Master's thesis require to have original contribution to the field, but in what precise ways are they different? More clearly, since they both seem to be very similar documents and contain original research and contributions to the field, why do they differ in the following points:\n\n\nUsually, you can't publish a Master's thesis to a scientific journal?\nWhy does a Master's thesis earn you a Master's degree and not a Phd, even though you have contributed something to the field?" ]

[ "research-process", "thesis" ]

[ "Are TOEFL requirements waived for foreigners with US bachelors degrees?", "I notice that perhaps most US graduate programs require non-native English speakers to get a certain mark on the TOEFL. Is this requirement typically waived for students who completed their bachelors degree in the US before applying to a masters program in another school also in the US?" ]

[ "graduate-admissions", "united-states", "international-students", "language-exams", "toefl" ]

[ "Publish in ArXiv/Munich Personal RePEc Archive/SSRN", "I have just finished my paper on case study in quantitative finance, and thinking of publishing my work. Although, I am an undergraduate student and getting published in a decent academic journal requires both funds and many months until the final decision after a potential acceptance. My thought was to share my work in a repository such as ArXiv, Munich Personal RePEc or SSRN Electronic Journal to share the results.\n\nMy questions are: \n\n1) whether I am eligible sharing in the aforementioned, since the paper is not a working paper and I am not willing to get into the publishing process. \n\n2) Is my work safe and equivalent in terms of copyrights as a published paper in a peer-review journal?" ]

[ "publications", "research-undergraduate", "arxiv", "online-publication" ]

[ "Reporting yet-to-be completed graduate study on CV", "I am currently enrolled as a graduate student and am working towards my PhD. I need to update my CV and was wondering how others reported ongoing graduate study when the completion date was uncertain. That is, I know that I'll be graduating in, say, 2019 +/-3 years, and therefore can't honestly list my graduate work as, say,\n\n\n XYZ University, PhD, (Expected 2019)\n\n\nWould something like:\n\n\n XYZ University, Graduate Study, (2014-).\n\n\nbe clear enough? I think that most people in my field will correctly assume that this is graduate study towards a PhD. However, it is probably not ideal to rely on assumptions. Another idea is:\n\n\n XYZ University, PhD, (2014-).\n\n\nBut I think it could be read as though the degree is practically complete, which might come off as a bit presumptuous. What about replacing \"PhD\" with \"PhD (in progress)\". This seems to fix the \"presumptuous\" question but also seems less clean.\n\nTo be clear, I'm more concerned about the phrasing than the formatting of line. (Although I recognize that certain formatting styles may convey the proper message more effectively.) Any thoughts or additional ideas appreciated." ]

[ "phd", "cv", "formatting" ]

[ "Interviewing for teaching position in a department that is similar to, but not exactly, my own field", "I'm going to be interviewing for a teaching faculty position in department X. My own PhD was in a field that included many concepts from X, but I am not strictly a \"researcher in X\" - I am contributing to a different field entirely. As a result, I am not up on the exact lingo/journals of X. However, the courses that are offered by that department include many, many things that I can easily teach, as well as a few that are specialized that I'd have to learn a lot before teaching.\n\nI really want the job, since it's a great department and, of the courses that are offered, I feel comfortable teaching a great many of them. However, there is a nagging suspicion in my mind that they will start asking me questions about so-and-so's work, or important publications in the field, and I'll obviously have no direct experience.\n\nHow can I demonstrate my value to the department while also acknowledging that my field is not entirely the same as their own?" ]

[ "interview" ]

[ "Engineering degree structure in the United States", "I often see in the US that many engineering programs are listed as a BSc or an MSc for Master's. \n\nIn my country (New Zealand) one can obtain a BSc in three years in a science field, or, if wanting to pursue engineering, a bachelor of engineering (BE) can be attained, most often with an honours component (BE(Hons)) in four years.\n\nThe honours component includes a year long research project with thesis in the final year as well as additional non-research related coursework.\n\nTo put it simply, my question is:\n\n\nIn the US, what is the duration of a BSc in an engineering field?\nDoes this include an honours component such as the one I have mentioned?\nIf not, is there a significant emphasis on research?\nIf yes, is this something all students complete, or is it optional?\nIs this honours/research component very important to the overall degree?\n\n\nMy confusion arises due to the name of 'BSc' and also due to no honours being mentioned i.e. it is not 'BSc(Hons)'." ]

[ "united-states", "degree", "engineering", "bachelor" ]

[ "Buy a server or cloud computing for a new lab?", "We are starting a new computer lab and expect to have data that is 50-100 TB of text, images, and maybe videos to process. We will need to run tasks occasionally (10-30% utilization per month), so mostly it will be used for storage. Should we go for a server or cloud computing? Some points to consider (I am not expert in hardware): \n\nServer pros:\n\n\nLast for years \nCheaper \n\n\nServer cons:\n\n\nMaintenance, upgrade problems, and other issues are common given that our expert is always busy \n\n\nCloud pros: \n\n\nEasier to use (no hassle)\n\n\nCloud cons: \n\n\nMight be expensive to host large data \nNeed to pay for it after 1-2 years (some funds needs to be spent within 1-2 years)." ]

[ "computer-science", "data", "statistics", "lab-management", "supporting-information" ]

[ "How to account for big gap between scores of course work of the first two years and scores of the comprehensive exams ?", "My comprehensive exams failed recently because of lower scores \"D\" in the written examinations of three fields( one major field and two minor fields). \n\nWhen Graduate Chair conveyed the result to me at the meeting, I asked her why scores of course work in the first years are good, GPA 3.5, whereas scores of the comprehensive exams are so low despites the fact that the course work and the comprehensive exams are the same professors and the same requirements whereas I had been diligent and complied with instructions of faculty, reading, writing papers, step by step moved towards the coming of the comprehensive exams. \n Graduate Chair replied that the standards between the two are different, is it reasonable?" ]

[ "phd" ]

[ "Why is the UK such a brain magnet?", "It's not hard to find sources that say that the UK punches (punched?) above its weight in the research, and there're lots of people who want to go to the UK for work or study. We can see this in StackExchange questions as well - people often explicitly ask about doing PhDs in the UK.\n\nWhy is the UK so attractive to researchers & students? Presumably the availability of funding is a big deal, but as long as the UK is part of the EU, funding levels shouldn't be too different from the rest of Europe. It's possible the UK has high quality of life, but it's not like other EU countries do much worse in this area, in fact several outperform the UK. It's also possible that the UK simply has many more prestigious universities than the rest of the EU, and prestige attracts people; however I find it hard to believe that this is a major factor, especially at postgraduate level and beyond. The only other thing I can think of is that the country uses English as its primary language, but that should be less of a factor in academia since most academics can speak English (it is the language of academic communication after all)." ]

[ "united-kingdom", "academic-life" ]

[ "Can asking for travel and equipment support hurt a grant application?", "If 2 proposals were similar, the first asks for travel and equipment and the second didn't. Would the second have a better chance of being funded?" ]

[ "funding" ]

[ "Are (academic) job chances improved by extra-academic activities (Podcast, Popular Science Books)?", "This might be a really silly question, but I am wondering whether the chances to land an academic position can be improved by extra-academic activities. Say, people who are famous in their fields, but not for scientific contribution, but for say having a famous podcast on the subject or having written popular books on the subject?\n\nI would assume that these researchers are attracting more students, but I am not sure how important that really is. \n\nOf course we are not talking about a bad researcher, but imagine a choice between two candidates for an academic job: all things being equal, would this be a factor?" ]

[ "career-path", "faculty-application", "tenure-track", "non-tenure" ]

[ "Requesting the mentor regarding the PhD research topic selection", "One of my friends is doing PhD under a good faculty from one year. \n\nThe mentor wants to give PhD only if the student writes two papers in SCI journals. The student wants to do his PhD on number theory conjectures. The mentor is saying that the PhD and groundbreaking research work are independent and hence the mentor saying my friend to work on small incremental work that will give papers quickly. \n\nHow to make it allowed to work under the same mentor (mentor is good enough and one year completed)?" ]

[ "phd", "etiquette" ]

[ "Historical data for success rate of grant/project applications?", "Is there any publicly accessible information regarding the success rate of grant/project applications for science/technology and other research grant programs (e.g. NSF grants) and its variation over time?\n\nI'm not interested in an exhaustive list but some illustrative examples would be much appreciated." ]

[ "funding" ]

[ "Can public political criticism of my alma mater result in my BA being revoked 35 years later?", "Perhaps it is a sign of paranoia that I even ask, but is there a chance that the private college I got my BA from back in the 1980s would revoke my degree if I were to publicly complain about its political stances?\nUnfortunately, I have never donated significantly to the college, so my views don't hold any real force.\nI doubt they would do so. And if they did, I find it unlikely that it would set off a chain reaction. But theoretically, my teaching degree depends in part on my MA, which in turn depends in part on my BA. Theoretically, if my BA got revoked, I could lose my teaching accreditation and hence my job. But can they?\n\nThank you to everyone for these thoughtful and detailed responses. My fears have been broadly dispelled, although some anxienty remains. I probably have more to fear in my current setting directly, than through a chain reaction involving my degree.\nI have posted some thoughts in the comments under the first response and will remain engaged in the discussions above." ]

[ "ethics", "degree", "politics" ]

[ "Experimental research work on a similar experimental setup patented by someone else", "For my PhD thesis, I have conceptualised an experimental setup which is similar to an already existing patented design. Can I do research work on that setup (conceptualised by me) by simply citing that patent ? Are there other things to keep in mind ?" ]

[ "phd", "thesis", "research-topic", "patents" ]