For student employees in a higher education institution, what laws are there to protect them?
From my experience, university human resources does not provide much help if at all to student employees. A good amount of student employees depends on the financial aid (assistantship, some sort of tuition waiver etc) to stay in school.
these seem to be very common for student employees
- low pay, usually not much higher than minimum wage
- not eligible for benefits
- no vacation days (paid or unpaid)
- expected to work after hours, weekends, holidays without compensation (grade, financial aid often used as leverage to enforce the expectation)
- discrimination in workplace
- unsafe work environment, work related injury
I am currently at a Top-20 engineering school in the US. I am making great progress on my PhD and have an excellent relationship with my advisor.
My advisor is transferring to a Top-3 engineering school and wants to bring me.
I am concerned because I’m afraid that the Top-3 school will reject me (average undergrad GPA, crappy GRE, etc.). The good things I have are a fellowship with 3 more years of tenure, a high quality paper and a few talks.
Anyways, when advisors move does the new university just automatically accept students? I’m afraid that my bad undergrad GPA and GRE score will keep me from following my advisor and doing the research that I love.
This is a fairly simple question, which any arxiv author could answer: the username set while registering in arxiv is not the authorial name users see when they read a paper you’ve published, right? The arxiv username set during registration is merely so that the author can log into arxiv?
A similar question has been posted before, but it caters only to graduate studies in the US.
My question is whether a 3-year undergraduate degree would be sufficient to take up a Masters/PhD program in Europe (E.g. ETH Zurich) or Japan (E.g. University of Tokyo). Is it more to do with just the duration of the program, or with the number of credits that have been earned in the degree?
From what I’ve observed, universities in the US seem to be concerned with the duration of the program (they require 4 years of undergraduate studies) while those in Europe and Japan require a certain number of credits to be completed. However, I would like to verify these facts on this forum, before enrolling myself in a 3-year undergraduate program (I’m keen on taking up graduate studies abroad in the future).
I would like to major in Biology (Pure Sciences).
During my undergraduate years, I spent a lot of time studying Physics and Mathematics. I did all that I could. Is there no way that I can get a PhD degree in physics? And by physics, I don’t mean some specific field where medicine and physics combine. I’m concerned about other fields in physics. I want to be a physicist.
This summer, I present a paper at two conferences. I submitted the paper to the conferences earlier this year, then improved it significantly and submitted it to a journal where it is now under review.
I now presented/am going to present my paper with the updated contents, in the form more or less identical to what I submitted to the journal (i.e., no differences that would be visible in a 15-minute presentation), because it makes no sense to present the old version with certain weakpoints.
Now, I seem to have sparked interest in fellow researchers that came to me after my presentation. One wants her Master student’s thesis to include a large, comparative literature review, for which she would love to receive the full version of my paper.
The other is researching in the same area and would like to “just” read my paper, without having mentioned any “specific” usage.
Can I send to them the most updated version of my paper, in the form that is currently submitted and under review at the journal? I understand that me distributing the paper when I actually want the journal to publish it and distribute it for me could be a problem.
Should I disclose this to the journal? Their guidelines for authors mention only submissions to other journals explicitly.
Furthermore, is it common practice or perhaps risky to send out relatively finished papers that are sent out to a journal? I would overlay a watermark over all pages, “do not circulate” or similar, is this reasonable?
One of the two people asked me if I submitted already, and I told her it is under review. I was not sure how to interpret that she asked this question.
Why do some professors arrange meetings to give updates about their ongoing work? The updates are certainly exciting, especially for the other people who have been in the lab for awhile and was involved in the work in some small way. But these meetings are also open to visitors, and visiting professors and post docs come too. Isn’t there a fear of outsiders (or even insiders) scooping the ideas and beating them to publication? Although I highly doubt that, but I’m curious to know.
I have been involved in a research lab for a while now. I have a set of peers who work on related, yet non-overlapping fields.
I find myself uncomfortable when other’s works get accepted in some research venue (journal or conferences). And, so do I believe that others feel the same when my work gets accepted.
However, though it might be common in the research labs, I feel it is not a good sign and it, in some way, restricts me to open up my discussion on my ideas on any problems. Further, others also do not discuss much on their own ideas and their working problems. It is obvious that discussion among peers could lead to better research and outcomes.
- Is it common for others who have experienced such behavior during their graduate studies? Or, is it a paranoia?
- How to handle such uncomfortable feeling inside the lab and feel positive?
I did speak with some of my professors and still, I can not let this useless feeling go away from my brain.
For grading exams, I usually assign points to the exercises in such a way they sum to 100, and then I correct the exams by giving partial points based on such assignment.
Lately, I feel this is a poor choice: students which obviously don’t get the topic sometimes get acceptable grades (because they sum some points for every exercise), while some students who understand the topic get bad grades (because they didn’t do all the exercises, but some exercises they solved very good). Is there any resource (i.e. book or article) discussing this methodology of grading? What are the alternatives?
I think I’d like a grading methodology that analyses the whole of the exam not as the sum of the parts, but first I’d like to read about pros and cons.
I want to include an image in my lecture-note paper written in English. The image elements are fully made with non-English language. Below I show a part of the image:
I use this image because a reviewer commented:
The authors could have given fig 1 with the actual example of the
And the contest data is Persian, however I want to publish it in prestigious proceedings.
I want to know if it is wrong to exactly use the data or I shall use the translated format?