I am a 3 year Masters CSE student. Since I am a 3 year student, my advisor has asked me to work on my thesis since 1st year itself. I picked a problem and worked very hard for around 1.5 years only to realise that nothing new could be done out of it. I have asked my advisor multiple times to let me go for some internships but he doesnt allow telling me that I should get some research output first. But the problem is that he doesnt really have a good problem statement to work on. I am in my final semester now and I have no accomplishments like a research paper or any internship experience. He doesnt have any collaborations either. I am very depressed because I worked so hard reading multiple research papers but now I have nothing on my resume. What should I do?
I’m a young graduate student in the physical sciences. As far as I can tell, the purpose of graduate school is to learn to become an independent researcher. This means becoming a good writer, solving novel problems, publishing good papers and becoming an expert in your field.
The trouble is that these goals are horribly vague. I have no clear idea how to get from my current skill level to that of an “independent researcher”. There is some mix of learning from a textbook, reading papers, attending classes and coming up with new ideas. But I find it hard to break it down into subtasks and be deliberate with my time. Instead I find myself wandering from textbook to textbook, learning this and that, solving this small problem and that small problem, wondering if I am really spending my time on the right things.
In many other domains, it’s easy to tell if you are getting better on a short-term basis. For example, in bowling you can practice and see if your score goes up. In chess, if your rating goes up. In music, if you’re hitting the notes. But in research there is no such metric. This leads me to feel discouraged and unsure of my progress and myself.
What are general, realistic research goals that I can set on a daily, weekly and monthly basis?
Some of my ideas are setting a target for: number of papers read, number of practice problems solved from a textbook, number of hours spent writing about a technical topic, number of hours worked in a state of deep concentration.
The most relevant question I could find is here: Is it possible to measure/evaluate one's progress or development in quantitative terms?
I am writing a thesis and i got not help from my consultant. i would be grateful if anyone can help me with the start that how to i write my thesis .i have a topic and i got the material but i dont know how to incorporate this? lets say i have found a thesis same as mine and i can use the references they have but how to use them in mine. do i have to rephrase those lines .i mean i sound so dumb but it will be great help to know how to start with. i am writing my thesis about leadership. thank you in advance.please ignore my cluelessness in this regard.
I am currently in the process of waiting for PhD verdict. I have submitted the thesis last 2 weeks for examination and I am thinking while waiting for PhD verdict, I want to write a review paper on my subject. The reason is because I have ran out results from my PhD study for publication and I reckon why not try on reviewing the subject I am studying. My area of research is biological science. My question is whether it is possible to write a review to journal without being invited to do so.
I have done M.Sc. Hons. in Physics from a reputed university (7 yrs before) and thereafter B.Ed.. Now want to study in USA or CANADA. Any course/ studies which does not require much excessive studies but can get me a job in US or Canada. Please advise.
I began my PhD in October 2016 following my master’s degree. I have been progressing quite well in terms of the work but I want to address and take up some other (but related) problems for my PhD. Unfortunately, the curriculum of my PhD is such that I ain’t allowed to do what I want to do fully! This makes me dissatisfied at times. I have read several papers in the area of my interest and I always felt that I would be more suited to “that” kind of work instead of the one I am currently doing. Besides, another important aspect is I come from a not very sound financial background. I have to take care of my parents as well with whatever little salary I get as a PhD student (India). Besides, I also need to pay for my Bachelor’s educational loan from this money itself.
So the situation right now is as follows–1. I have applied and also received a fully funded PhD offer from a prestigious research group at the University of Oslo in the field of my choice (that I always wanted to work on). This would have immediate positive impact on my personal life because I would be more stable financially (I already how much would it cost and how much I would be paid) and besides I would be happy with my work. 2. This would also mean that I have to speak to my present supervisor about it who doesn’t know much details. I have spoken to him about this many times in the past. At least I guess he understands my financial constraints. He himself asked and suggested me to move into jobs (if I get any with my master’s) or PhD abroad. But, I guess he never took it very seriously that I would think of leaving one day! Now, I do not know what will be his reaction. He seems to be a nice and friendly guy and quite motivated regarding my work here. However, I do not exactly share his sentiments mainly because of the above two reasons.
I wish I could have put it in a simpler form but I would appreciate if anyone can kindly suggest me what should I say to my advisor? I want to do it as early as possible.
PS- I am from a reputed research institute in India.
Please don’t close, I’m just asking for research purposes.
I don’t care if your answer is biased.
I have been following the review process of a replication journal
In particular, it has an open review which can be seen.
On a particular submission they are having a debate about whether copying equations and their explanation in a paper counts as copyright infringement.
I would like to ask this question here, since the answer seems non-obvious.
Equations, by themselves, since they are ideas, should be free from copyright infringement. But to have equations, explanations, replica of figures, and discussion, would basically be a copy of the paper, and I imagine that would be copyright infringement. Where exactly can a line be drawn?
Note: There are questions on stack exchange which ask similar questions, but often in context of building up on previous research. Since the point of such a journal is just to replicate, it would seems that the aim is to build a freely available copy of the existing (perhaps paywalled, copyrighted) material, that can be freely accessed, and this is different intent than regular articles.
Also, answers regarding plagiarism aren’t much help in this case as the point is to do “explicit plagiarism” with proper attribution.
While knowing that students lose their focus on lecture after twenty minutes, due to the inefficiency of moving between classes every twenty minutes, universities timetable lectures for an hour up to even three hours. Nevertheless, e-learning has made it more practical.
This has been completely explained in the following two publications:
Kinchin, I. M. (2016). Visualizing powerful knowledge to develop the expert student: A knowledge structures perspective on teaching and learning at university. Springer:
Many curriculum structures within universities have long historical origins and are bound up with issues such as internal politics and research funding as much as they are to do with any underpinning pedagogical claims. However, that is not to say that they cannot evolve and outgrow some of the more dated and restrictive practices that have helped to shape them. For example, that universities still tend to timetable lectures for about an hour even though we ‘know’ that students will typically only concentrate for about twenty minutes of that hour is a practical outcome of the logistical impracticality of moving in and out of classes every twenty minutes.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
I was wondering if there is any experimental evidence that having breaks every 20 minutes in classes is not practical, or it is just a common belief and no one has ever tried it?
I am going to have a private meeting with an institution next month, and I would like to use what will be said there as a reference in my doctoral thesis.
What would be the most appropriate way to do this?
I thought about taking detailed notes, or even recording the meeting (with the consent of everyone involved) so to be able to transcribe it and include the transcription as an appendix, after allowing the other participants to review the notes/transcription to correct eventual mistakes.
Are there other alternatives? Is this somewhat usual?