I’m sorry if the question is not of the kind usually dealt with in the website. Honestly, I’m looking for a personal advice and/or real-world experience to help me figure what should I do.

My question is whether applying for a master’s program is a good idea? or not? Given that I have no deep knowledge in mathematics, except for some engineering level linear algebra and calculus.

More details about me: I’m an electrical engineering (EE) graduate with a B.Sc. and a M.Sc. in power engineering. Although I finished my degrees with high grades and a strong resume, I didn’t ever feel a thing for EE to be motivated enough to go after it in my professional life. On the other side, I always enjoyed math both in high school and college, and by “enjoying” math I’m not just talking about ordinary problem solving but mathematical stuff including defining mathematical objects, theorems, proofs and so on.

For me, the good thing about mathematics is that I always felt an aptitude for it. I get it naturally and in a joyful way. In many cases, at first sight, I feel the solution or how to get that, in a strange abstract way. During my entire education, I have always had a closer connection with my mathematics teachers/lecturers. The problem in college was that the level and depth of mathematics courses in engineering programs (even EE) was too little to feel satisfaction. Therefore, I am considering pursuing mathematics itself.

What are the national and international competitive exams an Indian medical student can take during his/her undergraduate years (during MBBS)?

Specifically, I am looking for an international olympiad type competitive test on medical subjects (Anatomy, Physiology…) which I can apply from India.

I am new to post on this website. Please ignore my mistakes.

I am working to find best authors which i called nodes.
I have identified nodes centralities (Betweenness,Degree,PageRank,Closeness) using NetworkX in Python. The result is decimal value against each centrality. Attached is screenshot of values.

Nodes Centralities in decimal

I want to convert these values into integral value for writing in my Research Paper. I have read a research paper that have written in integral but i am unable to understand through what method it will be done. Picture attached of Paper.

Centralities in Integer values

Please help

(This is a repost (crosspost?) of my question from MSE here.)

As the question title suggests, should I apply to graduate school for mathematics? I am currently an undergraduate studying mathematics at some unnamed university in the world about to enter their last year.

Here are some reasons why I think I shouldn’t.

  1. I don’t think I’d be happy doing mathematics all day long. I don’t have a lot of discipline when it comes to “working”, and I tend to get bored quite easily.

    I have strong interests in other areas as well. I could be doing something else with my life! Maybe I’d not be living up to my “true potential” if I decided to become a mathematician.

  2. I don’t think I have what it takes to be a successful mathematician. I don’t think I’m good enough. Also, I’ve been struggling with extreme depression for a while now, and there’s no signs of it disappearing anytime soon. I think this will affect my ability to succeed in graduate school at the least.
  3. (Related to 1 above.) The “real world” is a terrible place, and I want to help make it better. Becoming a professional mathematician would detract from my (already quite limited) ability to make it better.
  4. The (senior-than-me part of the) mathematical community sucks. The few times I have managed to gather the chutzpah to talk to faculty and graduate students over the last few years at my school, quite a few of them just insulted me for various failings and were quite cold even if they didn’t insult me.

    By comparison, the other undergraduates studying mathematics at my institution are, by in large, far more pleasant. But I still get this very empty feeling when talking to them.

    (On a related note, I have a lot of anxiety about talking about math in “real life” and in “real time”. I’m very slow, compared with other undergraduates at my institution. Talking about mathematics in “real time” and assessment of mathematical ability/learning give me great displeasure. Sometimes, I feel as if my self-worth is deeply tied to my mathematical ability? Some related issues are discussed by the liberated mathematician somewhere on her website.)

    I don’t really want to provide specifics, as it’ll make it easier to ascertain my identity… I know for sure quite a number of folks from my institution peruse MSE regularly.

Here is a reason in favor of applying to graduate school for mathematics.

  1. Doing mathematics (and specifically, discovering and producing one’s own mathematics) is the most pure form of Sartrean radical freedom, as stated with different wording perhaps, by quite a few practicing mathematicians.

And so I ask, should I apply to graduate school for mathematics?

(I have already discussed this somewhat with some family and friends, some of whom are also undergraduate mathematics students. But a lot of the discussion was unsatisfactory, so I would like to consult the opinion of informed strangers online.)

Also, for the few people who know/think they know my identity, I welcome you to contact me to talk about this, if you are comfortable with doing so. But please don’t spread the word that “I”, where “I” is replaced with my (speculated) real name, made a post of this sort on online.


Please suggest few universities based on my profile GRE 309 (verbal-150, Quant-159, AWA 2.5) TOEFL-88 (writing-21, reading-22, speaking-22, listening-23) CGPA-9.12/10, did 3 projects for Go-Kart, Hybrid Go-Kart and Effi-Cycle. Have a good extra-curricular activities. I wish to pursue the Master’s in Mechanical Engineering with specialization in design and manufacturing.

I have a professor in my university. He has married his PhD supervisor, and students are now making fun out of it as he didn’t work on his PhD. Instead they were in relationship and this and that.

I was wondering how this decision affects his academic life. Do people doubt his degree as being softly defended or can people trust the expert knowledge of such a person?

Especially if a student wants him as a supervisor and when the student knows about this, what can be the effects of such a relationship on the student’s decision?

I am doing a computer science undergrad degree which specialises in digital systems security, just finished first year with 2 more years left. Although there are math modules, it is just 2 modules. Do you think it is a good idea to do a postgrad diploma in applied math (thinking along the lines of logic and computation. The Logic and Computation major focuses on the development of computer languages. It has strong applications to artificial intelligence and speech recognition, and to the relevant software.) After that, then do my masters? In cryptography and information security or advanced cyber engineering. Basically want to know if the topic of diploma will help the topic in masters. Thanks!

I read on the wikipedia page for coursera:

In May 2014, Antioch University announced that 
it was the first US institution to offer 
college credit for Coursera courses. 
Antioch said it hoped the partnership would allow 
them to reduce student costs to complete a degree.

I would like to know what other universities (USA and worldwide) offer the possibility to gain credits towards their degree from online courses which are not organized by that university?

Speaking long term, will universities bother giving standard basic courses themselves?

(This is not the same question as this one.)

I work for an organization that has some research restrictions — for instance, we do not allow non-employees to have direct data access for security purposes.

I recently invited an academic collaborator to work with me on a new (social science) project that may get launched. It would involve data collection from a non-profit. The plan was for the non-profit to send the data to my organization. My potential academic collaborator and I were in very early talks over the ideas and direction of the overall project when I mentioned the data restrictions. His response was that not having direct data access is unacceptable (although I offered to try to facilitate an on site visit) and as such, he is going to directly contact the non-profit, thereby eliminating me and my organization from the project.

The original contact was made by another employee at my organization, meaning that he would have not had access to the non-profit without me.

My gut reaction is that this behavior is unprofessional and unethical. My understanding was that many organizations restrict data access to give preference to their employees, so that this restriction is not unreasonable. My question is whether others agree regarding 1) those restrictions and 2) the ethics of this professor’s behavior. Thanks.

A follow-up question, given the response below, is whether we have any obligation (ethical or otherwise) to keep the academic on the project. We built the relationship with the non-profit for months prior to contacting the academic, so I certainly would feel comfortable moving forward with the non-profit on another idea (and possibly this one, if the logic holds on both directions).