I have never asked a question here before, so apologies in advance if there are any problems with this post.

Some background context:

My family moved to England in 2000, we’re all Swedish citizens and can all speak Swedish. My brother has never received any formal tuition in the Swedish language, and sometimes uses English grammar, or uses Swenglish words (we correct him as it happens).

I attended a University in the UK, despite it being cheaper to attend in Sweden since I’m not confident I could write essays as well in Swedish. We have recently had the University situation confirmed in the Brexit White Paper.

10.11 The Government has provided further assurances by confirming that existing EU students and those starting courses in 2016-17 and
2017-18 will continue to be eligible for student loans and home fee
status for the duration of their courses. We recently extended that
assurance to postgraduate support through Research Council
studentships, which will remain open on the current basis to EU
students starting courses in the 2017-18 academic year. The funding
support will cover the duration of their course, even if the course
concludes after the UK has left the EU.

My brother would be starting university in the academic year 2018-19, so it appears he would have to pay international rates, which are extremely high. As a result he is considering attending University in Sweden, probably to do a course in Computer Science. As such we’re planning on getting him to get an internationally recognised qualification in English, since it appears that Universities often require those if the course is taught in English outside of English speaking countries. My parents are considering moving back to Sweden after he has finished his A-levels, if that changes things.


Given that he will only have British A-Levels, and would probably require the course to be taught in English, how likely is it that my brother can get a place at a good University in Sweden? Would he need really high grades? Would he have to do a Swedish language course and take an undergraduate degree in Swedish? I understand that tuition would be free, but he would still need a maintenance loan, would he be able to get one of these in Sweden?

It’s unclear whether this section in the white paper only deals with EU students coming to the UK to study, or whether it affects current residents who are EU nationals. We have assumed the latter for now, does anyone have any more information on this?

I have three given names, say Adam John Isaac. Furthermore I have one family name, say Harris. (The names are not my own, but the initials are.) On this website, I read that I can freely choose which names to put on a paper.

My first given name is not the name that I’m actually known as. Therefore, it feels a bit strange to put Adam J.I. Harris on a paper.

In other papers, I often see people placing initials between their (first) given name and family name. So far I have never seen initials before the first given name, like A. John I. Harris. This looks strange, in my opinion, both because an initial before the given name is uncommon, and it might be read as the word ‘a’ instead of the initial ‘A.’.

Now I’ve been thinking of using John A.I. Harris on the paper. This way all my names/initials are there, and it looks less strange. Furthermore it’s kind of funny, as I’m an AI student.

Another option would be to just stick with my calling name and family name: John Harris.

Do you have any thoughts on this? Can the initials A.I. be seen as some (stupid) joke, so could I better leave them out? Or doesn’t it really matter at all, and should I just pick an option?

I’m senior year undergraduate, and I have to say I love to teach. I have assumed the role of a TA for multiple courses uptil now, including courses in economics, physics and mathematics. I have had the fortune of leading tutorial sessions for almost all the courses I have TA-ed thus far.

I have the following concern:

I feel as if that students are reluctant to express their concerns to me. I try and keep things as formal as possible. This is not to say that I peg the students down to their chairs (after all, they’re my peers!); rather, I try and conduct everything as formally as possible. Prior to every session, I send timely, formally phrased emails reminding the class of the schedule of the sessions; I’ll typeset the tutorials on LaTeX and distribute copies in the session. I feel as if the students are at times intimidated of the lengths I’ll go to make the experience of attending the sessions both worhwhile and learning intensive. Hence, I feel as if they’re at times reluctant to express their concerns (about the pace of the sessions, about my ability to explain a particular concept etc.), even though I repeatedly ask them to let me know if the pace is too fast for them etc.

What can I do to encourage/facilitate more communication between an undergraduate TA and a class of undergraduate students? I’d like the students to be ideally express their concerns to me as if I’m a mentor or a helper, rather than a TA who’ll probably downgrade them on the next assignment in case they bad mouth me to my face, for instance (I don’t know if this is a valid concern among students in general, but let’s consider this hypothetical for one).

I’m asking this question in the spirit of the question asked here:

I’m a senior-year non-physics major at a university in Pakistan. I will be graduating in 2017, and I have planned to take an year off and apply to graduate school in physics, most probably in the theoretical/mathematical physics research groups.

How many credit hours of physics does an average successful student take before applying to graduate school?

Note: My case, and perhaps the case of other students who find themselves in similar situations is unique: even though I am not a physics major, I have been actively taking physics courses over the last two years. By the time I graduate, I’ll have about 12 under my belt.

I submitted an abstract and received notification of acceptance to present at a conference. The notification of acceptance asked for a short bio. I provided the bio and was asked to provide more info in my bio relating to my academic and professional background. I provided the requested info touching on my experience in multiple disciplines in academia and industry. I received notification today (10 days after receiving acceptance) that my submission has now been rejected. They cited concern over the depth and breadth of the topic.

This is not happened with the many conferences I have submitted to. I am not sure what to do handle this situation? I have already devoted time and efforts to securing funding and completing the necessary studies to present. Should I make attempts to rectify the situation and figure out why this was retroactively rejected? Is this normal behavior for an academic conference? Should I attempt to find out what happened in their review process? What I can do to rectify the situation of having this submission retroactively rejected?

Similar questions (privacy/ethical point of view,generic legal point of view) have been asked before but I am looking an answer from a legal standpoint specific to the state of New York.

I am a Masters Student and one of those who find it very difficult to concentrate in the class. During my last semester, I started using recorded(by the University) lectures for exam preparation and found this way to be way more effective (in terms of marks obtained in exams) and time efficient as compared to actually attending the lecture. During this semester, I am enrolled in a subject where lectures are not recorded. I specifically want to do well in this subject and therefore want to have audio recordings of the lecture. But I am afraid that if I seek the Professor’s permission, my gut feeling says that I might not get it(I don’t want to dot down my reasons here as I want the discussion to be focused) and of course lose my chance to record lectures in the future. This is a public university in the State of New York.

Can anyone tell me if I were to record his lecture without seeking his permission, will I be breaking the law?

I have to decide whether I’m staying/leaving my lab soon, but would need a few changes on my PI’s part to erase my doubts about whether it’s a good idea to stay. Lets assume for all intents and purposes that my advisor really wants me to stay:

  1. I need continuous advising. My advisor tends to have really busy streaks where she will basically lock herself in her office for weeks when overwhelmed (grants/papers etc). Although we still see her every day, it’s just in passing, and she’s mostly unaccessible. This has been at times detrimental to my project, which is also very exploratory. This is the most important thing for me, but I cannot think of a good way to “demand” it. Only good thing is that she makes it clear that she’s also learning, and has asked for suggestions for how to improve.

  2. I need constructive feedback. For better or worse, my advisor has taken to only praise me and give positive feedback. I’m here to learn though, and this is not helpful. I would like to ask her to teach and mentor me.

I also want to make it clear how important these are to me. If I stay and they are not met, I know I will end up dropping out instead of wasting my time, but that’s definitely better unsaid. So I have two questions: 1) do you think I should even have a conversation with her, and would you be offended if you students discussed “expectations” with you (I won’t phrase it that way obviously. 2) Any advice on how to have this conversation effectively and politely?

Additional detail: I’ve never brought up any of this, and have just “sucked it up” with a smile. I can’t continue doing that though, as it will be wasting years of my time.