Alright this question needs a little more context. This is not about me but I will define the situation as if it was for myself, so feel free to ask me directly for clarifications.

I’m a german student currently in my second year of an universitary course that combines both teaching (to children) and artistry. The problem is, with actual practice during internships, I quickly realized that teaching is not for me ; plus, artistry doesn’t guarantee me stable outcomes at all, the jobs are very rare and underpaid.
So now I’m fully decided to change my course,I’ve already started doing some searches, they included :

  • looking up the available diplomas in different universities in my country, and the classes’ contents they are made of. This didn’t give me the inspiration I expected, and didn’t give me a relevant sense of what was really taught in there.

  • going through various online orientation tests, but their questions are not precise or numerous enough to give me relevant tracks ; most of them lead me up to the legal field, which I highly dislike.

  • going through various lists of jobs, also to get inspiration and know about stuff I didn’t know. But it still does not give me a solid overview of the actual tasks

  • talking with as many people as I can about it, to share experience and knowledge.

But all this brought nothing, I’m still stuck at the same point. So my exact question is : what would be the best tools/ways/methods to find and analyze relevant studies that I could enjoy, as well as their outcomes ?

P.S. : didn’t find any other relevant SE community in which I could ask this ; if there are, I would be happy to move my post.

The word “paper” on this site seems to be extensively used to refer to serious scientific publications/articles by PhD students and other researchers.

Now I am coming across its use by students completing a diploma in legal executive studies — which is not even bachelor’s degree level. Here are real examples:

  • I live in … and will be continuing on with my Legal Exec papers from home, having completed two papers last year.
  • I have finished 3 papers and I hope to complete 3 papers this year.
  • Only 2 more papers towards completion!
  • I am hoping to complete my two final papers this semester (Business and Estate Law).

Never having been a student in an English-speaking country before, I am now struggling to perceive what exactly those “papers” are. Can someone please explain? The examples above are from New Zealand.

My master’s mentor was a PhD student in my university.

I had an interview in a Dutch University for a PhD position, and the committee made me feel weird about my former mentor being a PhD student. Although the University and my supervisor have said it was okay, I am still a bit worried about my chances.

Does having a PhD student as a mentor lower my chances?

Suppose a graduate student is found to be noticeably or even significantly behind in overall academic and research competence. For example, they may have significantly weaker language and comprehension skills and technical skills such as using a computer or navigating the web. They may also be lacking other peripheral skills which are often important for graduate students. This may be indirectly related to being from a minority and/or underprivileged background where such exposure and opportunities to learn can be limited.

The question is, can he/she be held to the same standards as his/her peers when comparing their relative performance? If they are, would this be considered to be discrimination if his situation was known? On one hand, same treatment would be fair to his peers and avoids human judgement. On the other hand, one could argue that it is unreasonable to expect the same amount of performance when they are missing necessary skills and experience.

Edit: There was a comment that ‘held to the same standards’ was too vague. As a result I want to provide some hypothetical situations in which it is necessary to compare the performance of a student with his/her peers.

Suppose an advisor has limited funding for RA and travel opportunities. They want to provide them to students with the best performance either as a means of rewarding them or to provide a better return on investment. This would mean the graduate student in question would have little chance of obtaining it. Is this discrimination or an unfair bias?

Suppose again the average graduation time for a program is 5 years. However, due to the slow progress of the student (compared to their peers) they may be held for 6 or 7 years before being deemed ready to graduate. Is this a discriminatory practice?

I want to cover the topic of achondroplasia, the most common form of dwarfism, in a large introductory biology lecture. How can I discuss it in an appropriately sensitive way, one that respects people who have the condition or are close to people with the condition? I’m used to lecturing about sensitive but biologically relevant topics like race, incest, and “extra-pair copulation” [mating outside of a socially monogamous pair, which would be adultery in a human context], but these are topics that are applicable to a broad audience. In this case I’m more worried about offending or annoying particular individuals. (I may be feeling particularly sensitive about this because I’ve had a little person in a couple of my other classes in the last few terms.)

Such terms as dwarf, little person, LP, and person of short stature are all acceptable, but most people would rather be referred to by their name than by a label.

(this is in a section explaining that “midget” is considered offensive).

For what it’s worth, I’m going to be discussing the rate of mutation in the gene responsible for the condition; the strength of natural selection against the condition; and how we can calculate the expected frequency of the condition in the population from this information. This does raise some potentially problematic topics (such as the lower probability of survival and reproduction). In the past when I’ve covered this topic, I have mentioned Peter Dinklage, a little person who has been both professionally (Emmy-award-winning) and reproductively (he has a child) successful.

The reason it’s worth discussing achondroplasia in class is that it’s a surprising example of a deleterious, autosomal dominant genetic condition that’s maintained by pure mutation-selection balance (i.e., we don’t know of any counterbalancing selective advantages that would have caused it to stay in the population).

Any suggestions?

I have just started master’s in math. There is a class with a very “powerful” (great researcher) professor and I’m taking it. However, there is a classmate of mine who, every time the professor asks a question, she answers it. I find this a little bit anoyying because sometimes I want also to participate in class because sometimes I also have an idea and also because it seems that in academia there is a big component on “reputation” and I’m afraid that if I don’t talk in class, I’m not going to get a letter of recomendation of that professor (and I make a big effort in class!). At the same time, I don’t want to start a war about who answers questions more quickly.

As in masters program, teachers don’t grade exams, the only way to get a good reputation, letter of recommendation and so on, is by participating in class.

How can I deal with that situation? What is the best strategy to get noticed in class with such an anoyying student?

I’ve recently been the subject of bullying by a group of students. I taught a difficult module alongside another module, which was taught by somebody else. The other module was much easier and offered huge amounts of support. Students described having their hands held in this module. One student told me that this module felt like students were being treated as newbies, whereas my module felt like they were being treated as second year students at a Russell Group university. The university where I work is more teaching focused.

Having heard feedback from students, I think that the tasks I set them were quite challenging, and I don’t think they were used to it. I’m still adjusting to the level that the students are operating at in this university, and were I to I teach in the module again, I would adjust the level.

However, the main issue is that students posted rude, personal and abusive feedback in the module evaluations and also posted nasty comments on the module forum. I also got nasty emails from some students, and although I passed this up to management, nothing was done and I was left to deal with this alone.

It has affected my self esteem and my confidence as a lecturer. I’ve always had plenty of good feedback before and I’ve always felt competent in my role. I don’t know if I have any rights in terms of being bullied by students, but one student has just told me that there is a Facebook group where I was being slated and there were really personal comments. The student I spoke to today described it as a bit of a hate group, directed at me. One student even copied an email that I had sent her (a photograph of it) and posted it on a Facebook group. I’m not sure if this contravenes any confidentiality regulations.

Anyway, I just wondered if anyone else had experienced this and if anyone had any advice. I’ve been teaching for 10 years and I was on the verge of quitting my job, and I don’t feel like I can easily face teaching these students again. On a personal level, I see it as an opportunity to develop greater resilience, but I can’t help the fact that it really feels undermining and threatening to be in this situation.

Any advice or support would be appreciated.

Is it unethical to research journals for other students?

For example, a student is researching gifted students and their subsequent ACT/SAT scores. Then:

  1. Would it be unethical for me to research educational journals and give the student the title of articles that pertain to their research?

  2. Would it be unethical for me to charge for this?