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Can I put an invited talk on my CV if the conference was canceled?
I was invited to give a talk at an important conference, which has now been canceled due to coronavirus. Can I still list the fact that I was invited on my CV, with a parenthetical note? It's not the same as if I turned down an invitation or failed to show up. Obviously this is not really that big of a deal and I can accept it if that's not a suitable thing to do, but I'm trying to find a silver lining.

Maybe a silver lining is that the organizers will try to invite you to give a talk at another conference in the future?  (Or maybe a silver lining is that you won't get coronavirus?)

Related: Invited talk had to be withdraw for visa reason, can it be on CV?

Yes. I had a similar experience where my agency restricted travel and did not allow me to present. In my case, I listed that the presentation was delivered by someone else who could attend.
Matching the style of your CV, I would write something like:

Academic, F. My cool title. Awesome conference. City, State. March 2020. Invited oral presentation. Unable to deliver, meeting canceled due to COVID-19 outbreak.

Based upon personal experience, I will now be adding a similar entry to my own CV. Also, based upon some of the comments, here's why I would list an invited talk even if the talk was not delivered: The invitation is an honor in itself because it shows people recognize you, at some level, as an expert on a topic. Thus, the invitation has value besides simply delivering the actual talk.

@artificial_moonlet: By your logic, we shouldn’t add invited talks to our CVs at all, because there is no quality control. Having sat through some crappy invited talks, I get where you are coming from, but I see no practical solution to this problem. The fact that you were invited reflects your previous impact on the community and thus it makes sense to list it on a CV, no matter whether it actually happened, was good, etc. Of course, actually delivering a good invited talk ideally increases your chances of being invited again and thus having more than one invited talk to add to your CV.

I would say yes, provided that you label it correctly. Just add a sentence that the conference was cancelled for health reasons. You can also say that the talk was accepted, but not delivered because ...
For some conferences the talk will be in the proceedings or follow up journal. It that case your write up will be available to people in any case. In fact, it is normal that the reach of a conference is normally wider than just the people who attend.

I don’t agree that „the reach of a conference is normally wider than just the people who attend“. This seems to be limited to pretty much computer science only. The answer to the question might thus very well depend on the field.

If it were false, there would hardly be any reason for conferences. Thee are a lot of ways to extend "reach" including collaboration.

@artificial_moonlet but is that the case? Was the speaker really invited or was he/she almost invited?

@artificial_moonlet As I take this - the achievement is having been invited to give the talk. So, it is something that has actually been done. Of course you have to say that you were invited but the talk itself never occurred. In comparison, if the OP had submitted a paper to a seminar that never occurred, then they did not achieve anything (at least of a third party validated nature).

I'm afraid I'm with @artificial_moonlet on this one. The invitation is only half of the achievement; the other half is actually giving the talk.  (I removed an invited talk from my CV this week for exactly this reason.)

@JeffE: Why was it on the CV in the first place if there was no achievement up to now? What is now different?

@user111388 Before it was clearly labeled "[planned]".  The plan fell through.

Technically yes, you could put it in with the appropriate caveat - but I wouldn't if I were you.
It sounds like you're straining too much for recognition. If it weren't for covid-19, I would think less of you if I read about your cancelled-conference-planned-talk in your CV. The way things are my reaction would be more neutral... but then - next year someone will read your CV and the "Corona crisis" will have ended already.
Notes:

Caveat: I don't evaluate academics' CVs.
I realize the covid-19 epidemic turns everything upside down, but it's just one talk.

@user2768: I have a hard time to see it as a non-achievement. At least in my field, it is an achievement to be invited to give an (important) talk -- you get invited because of your previous talks, papers, connections etc. But than, you can give the worst talk ever and you will have achieved "has given a talk", nobody can take this away fron you. It feels to.me that the real achievement in my field is "being invited to give", not "having given a talk".

@user111388: IMO it isn't a non-achievement. but rather an achievement which wasn't realized.

A speech is a noteworthy achievement; an undelivered speech isn't. Since CVs focus on achievements, I suggest the OP omits their undelivered invited speech from their CV. (At best, it is an achievement of little merit.)

Rather than listing it with (already) delivered talks and adding a parenthetical note, I would suggest listing it under a separate heading, such as 'Upcoming Invited Talks', where you can give the planned details. The parenthetical note could be 'Postponed indefinitely due to COVID-19 outbreak in xx country/venue.'
Two reasons for this:
(1) It shows that you are being upfront about it and distinguishing it from talks already delivered. Some may interpret the alternative as straining too hard to show an achievement. At the same time, it underscores that you have been found worthy of nomination.
(2) It is easier to simply remove this section, should you wish to edit the CV/make a modified version for some purpose. If it is in your main list, you need to ensure that numbering and sequencing is not affected. It is quite common to have different versions of one's CV for different purposes; some are very elaborate while others focus on the major achievements only. By keeping this/similar talks separate, you can easily include/exclude them when you like.


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How is literature that contains racially charged language treated in the context of academic discourse, and what is the etiquette for using it?
One of my good friends is a history professor at a local college; in order to preserve anonymity I will not specify which one, but it is a conservative Christian private school in my state. We were discussing some of his curriculum and he mentioned that he is feeling nervous about one of his literary choices, since a paragraph of the document contains one instance of a racially charged word (ne---) and he is not sure if this is appropriate to present to students in the context of an academic discussion. He is not going to read the passage aloud or say or write the word, but the word does exist in the passage and the students are probably going to bring it up. He doesn't want to just not use the passage because it feels wrong to just discard a historical document for that reason alone.
I was intrigued enough by our discussion to ponder what I would do in that situation, since I am hoping to become a professor or educator in my own career, so here is my question:
How does academia treat literary texts that contain offensive/racially charged language? What is the etiquette around presenting texts in class that include these words? Would it be better to simply present the passage in a censored version where the words are modified or removed, or is it better to use the source without any modification but carefully explain it to the students and make sure it is treated in its proper historical context? How would you handle this situation as an educator?

There are many good ways to deal with historical texts that are offensive.  So your question might be closed as opinion-based.  Censorship is not popular with academics, though.

It’s worth pointing out that the US Government still uses the word “Negro” in official documents like the US Census. https://en.wikipedia.org/wiki/Negro

Huckleberry Finn is a particular work that has been the subject of a lot of related conversation - might be good to start there. I think you won't necessarily find consistency of opinion, though, and certainly there won't be a blanket policy that covers every possible usage and every possible work.

@AnonymousPhysicist At least at my university, the line between censorship and academic freedom seems very blurry right now.  There are some indications that a heavy-handed approach to censorship is gaining in popularity.

@Kimball Among academics?  Or among administrators who are accountable to politicians?

@AnonymousPhysicist Both.  This is primarily in response to (not unjustified) student outcry, rather than politiicans (who in my state seem to not be so concerned with racism).

Any word can be "charged" if you want it to be. Similarly, any "charged" word can be considered perfectly acceptable (e.g. United Negro College Fund | UNCF).  It's all a matter of the context in which it is used.

There are a great many works by civil rights leaders that contain "racially charged" language. I can't imagine reading a censored version of The Souls of Black Folk.

@RayButterworth Interestingly enough, after perusing most, if not all, of the UNCF web site, the only place the full name is spelled out is the 501 non-profit statement at the bottom of the pages below the copywrite statement. They don't use the word, or the full name anywhere else. They are either UNCF or United Fund.

It is counterproductive and anti-intellectual for a historian to "sanitize" history. One of the reasons to study history is to learn from it. If we provide only a nice-nicey view of history it is basically impossible to learn anything. We use innuendo instead of plain facts, perhaps, but that is just sweetener in a bitter pill.
Historically bad things have happened. The bible, for example, has some pretty brutal sections. Does a "christian" educator also want to sanitize that.
If you sanitize Huckleberry Finn, for example, the story loses its point entirely. It is what it is.
I don't think there are any black people in America over the age of two who aren't familiar with these terms and how they have been used. Sanitizing the history of racism only erases their experience to make others feel good about themselves.
We need to learn to behave better. Pretending that we haven't behaved badly doesn't help us get there. The fact that some dehumanizing terms are still used today is the problem, not that that we find them in the historical record.

A perspective from a different but adjacent issue I have had to deal with - specialized historical scholarship that ends up relying on sources that incidentally use offensive/jarring terminology and stereotypes regarding (North American) Indigenous peoples. (Sometimes esp. in emotionally charged situations like race, reframing in terms of adjacent issue minefields is helpful to figure out best to proceed in your situation.)
The following has worked for me:

Query whether using the source is worthwhile or appropriate. The question is not censorship of ideas, but rather that anachronistic and discriminatory attitudes can be deeply embedded in reasoning. Jarring language is a red or at least yellow flag to consider whether the point you are trying to engage with is biased more deeply than by language itself, and whether a more nuanced and recent treatment of the topic would serve your purposes better.

Alert readers/learners if necessary. Regardless of whether the terminology is offensive or merely jarring, it is helpful for learners to be aware and prepared, to demonstrate you have considered the matter -- and to set up a fruitful discussion in class on the topic you want to engage on as well as on this side issue. And more broadly, to the extent something is trigger language or a trigger topic for someone, let them bypass. This is particularly important but not limited to situations where your audience may include people who have suffered the dehumanization implied in these terms.

Where the charged language is integral to the topic you do seek to discuss, engage unashamedly with it, including its deleterious effects at the time and now, and what is important/relevant/beneficial now in spite of the language. History happened. It is dysfunctional to hide it.

If (and only if) it is not integral, paraphrase with the no-longer-appropriate terminology changed. This can even include making edits, in [ ] of course, to quotes you explicitly use. The alternative to engagement is not thoughtless repetition but visible, aware avoidance. You feel it beneficial to make a point; go ahead and make it but steer the discussion away from the charged or shocking side-elements that would detract from the discussion you're seeking to have.

If you're finding you're using #4 often, challenge your framing of the topic. You may claim it's not integral, but repeated instances suggest it's more integral than you'd like, and engagement might be part of your intellectual responsibility to yourself and to your audience. This might in particular involve deliberately seeking out sources presenting historically marginalized perspectives as complements or alternatives, and/or explicitly addressing (and engaging with your audience on) the biases that the portfolio of sources you are using is imposing on you.

One thing worth noting on this topic is that student exposure to antiquated racial terms
(e.g., in historical documents) can be a useful catalyst for learning about historical patterns of language use, and linguistic issues pertaining to euphemisms and dysphemisms.
The case of the word "negro" is interesting from a historical and linguistic perspective because it is a word that has gone through phases of being considered inoffensive, neutral, or offensive, at various times.  The word is the Spanish word for black; according to the Oxford dictionary it came into common usage in English in the seventeenth century as a racial referent, and began to be supplanted in the 1960s.
This case is part of a broader linguistic pattern called the euphemism treadmill, whereby terms that become imbued with negative meaning through pejorative usage (or perceived pejorative usage) are supplanted by new words (see e.g., Pinker 2016).
This often gives rise to a cycle where a series of initially neutral words become regarded as dysphemisms, or at least as antiquated terms.  This particular case is also interesting, insofar as it is a case where a neutral foreign word was incorporated into the English language as a referent that was later replaced with the corresponding English word as a more polite term (i.e., the term "negro" was supplanted by the term "black", with the latter being considered more polite).
Anyway, all of this stuff is pretty interesting for anyone interested in history or linguistics, and it explains the regular cyclical change in words that refer to categories of people who are subject to negative perceptions by the dominant majority in a society.  (Other examples include the euphemism treadmill involving terms for mental disabilities, etc.  In this case, formerly neutral clinical terms came to be regarded as epithets through pejorative usage.)  If students do indeed raise the use of the term in their reading, this could be a good opportunity to introduce them to some interesting linguistic principles that will help them understand why words like this periodically fall into disuse and are replaced by other terms.  That is valuable knowledge for students, far beyond the particulars of the present case.

I agree with Buffy's answer that is is counterproductive to try to "sanitise" history.  Whenever you are using some literary text, you should not censor any aspect of the text that would detract from understanding the point you are making.  In some cases, if the text is used only to make a limited point that does not relate to the offending word, it may be okay to quote the relevant material with an editorial replacement of the offending word (e.g., replace it in the quote with "[epithet]"), but this should not be done if the loss of the actual word detracts from understanding the point being made.
This kind of censorship of the offending terminology is generally reserved for cases where the goal of discussion is on some other point, and the teacher feels that the use of the offending word would be an unecessary distraction to the point being made.  However, even if you replace an actual epithet with some form of censoring, this will generally invite the reader/listener to imagine (or speculate) on what word was replaced, and they may end up imagining the excised word anyway.  In any case, if the offending word is quoted without any censorship, university students should be old and ugly enough to understand the distinction between quotation of a document, versus support for its chosen language.
There are some particular contexts in academic work where racial epithets are of direct interest, such as in linguistic analysis and in some areas of legal analysis, such as those involving hate crimes, etc.  In these contexts the particular epithet being used is extremely important, and so it is customary for the epithet under analysis to be used explicitly, without any censorship of the term (see e.g., Kennedy 1999, Kennedy 2003, Fogle 2013, Parkes and Jones 2008).  In such papers it is common for the author to use quotations containing the epithet under analysis (or in some fields the word is given in italics instead of in quotes), and also to use this epithet explicitly for analytically purposes in their own writing.  Indeed, if an author censored a word under analysis in this context, that would probably be considered to detract from the accuracy of the paper.

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How do I convince my professor to allow me to go to a conference?
I am an international PhD student of 2nd year (my PhD is supposed to be for 3 years). When I just came to this lab, my professor mentioned a possibility to go to an international conference or visit some other lab. Later when I asked him, he said that I don't have any result (I have done a lot of work but didn't get the result which he was expecting) and why then go to a conference. I explained that I would like to a) discuss my work with other people and possibly get some new ideas and b) I want to get a postdoc later and need to do some networking, if possible, at an international level. My professor responded that a conference is not necessary for getting a PhD degree, and as I don't socialize much in lab (I am rather shy), he doesn't understand how I can discuss with others at a conference (he thought it is a very funny joke).
In my PhD 1 year progress report presentation, one of the opponents said that it could be beneficial for me to go to another (specific) lab for a couple of weeks, but my professor ignored it and when I tried to remind him later, he changed the subject. This opponent is from another institute, unfamiliar to me and I can't just contact him and ask for assistance.
I am concerned because I am new in this domain and thus without going anywhere I am unlikely to meet people for possible collaboration in future.
All other students here (around 10) have already participated in 2-3 conferences minimum (and in some cases, research visit for several weeks), including two other students of my professor (but they both have a second supervisor, so my professor doesn't have as much control there as in my case). Many have found the funding through the lab, so I don't think that the lack of funding is the reason.
What should I do? How I can convince him that it is really important for me? Any idea is appreciated.

Are you prepared to cover your own conference fee and pay for the travel?

Are there conferences in your region? A local conference can, at times, be more effective for networking than an international conference as you may follow up with your fellow attendees more easily.

For all other students their professors helped to find funding. My professor helped to his other two students. Even if he would say that he can't do anything for me, I can always try through the lab plus some conferences provide grants for students. I think there is a possibility for me to get something. I am just unable to even start trying to search for options, because my professor doesn't see any sense in me going to any conference.

There were some local conferences, but only the people from our (small) community presented. I mean that if you go and see only your colleagues' talks, it will not really help you in networking...

This is beginning to look like a red flag. If your advisor is convinced that you don't even have enough material after 2 years of PhD work to present even a basic overview of your research then they may have other expectations of you. They will need to make this clear.

I can present a basic overview and he knows it very well. He just doesn't want me to go to a conference. I presented all my work in 1st year progress report in lab with two external opponents (not from lab, but from the same research community) and the opponents were rather happy about the work I have done and gave a positive review. Even they were saying it would be nice if I could go somewhere.

Your advisor clearly has a very particular idea about what is done at conferences, then. You may need to appeal to his motivations (e.g., are you publishing papers with him? Conferences may help) or find an additional advisor/mentor, like your labmates have.

I can't just contact him and ask for assistance — [citation needed]

I would like to have a mentor but don't know how to find one. I can't just start writing to other people without telling my advisor about that because I think it is not ethical, once he gets to know, he will hate me. And I can't ask him to involve some other person because he won't understand why I am suggesting this. Plus when once an another professor wanted to have some discussion about my work, my advisor talked to him without me and later said there is nothing beneficial (and when I asked this another person, he said that he explained everything to my professor and I should talk to him).

Basically when someone is giving some comment on my work (what we could do), later my professor tells me in private discussion that it is absolutely not worthy.

For reference, it sounds like you're describing the system in Japan (and possibly Korea?) which would greatly affect the validity of any advice you're getting.

No, it is Europe...

A tangential comment about "he said that I don't have any result (I have done a lot of work but didn't get the result which he was expecting)": Does that mean you got no result at all or that you got a result different from his expectation? The latter would, in my opinion, be more interesting and more important than getting the result he expected.

Tight question and hard to answer without knowing the details. It may be that your advisor is right in that your results are not good enough to publish and that other colleagues you ask are just polite and it may be that your advisor is wrong…
From the perspective of your supervisor it looks like this: Sending you to a conference will cost money from his budget or grants and it can contribute to his reputation if good results are presented from his work group and it could harm is reputation if bad/shaky/unfinished work is presented. On top of that, your advisor has genuine interest to promote his students appropriately. However, many supervisors do not send students to conferences without own contributions - maybe a rationale behind this is that you have to earn this privilege.
Let me comment a bit on the things you wrote. You say your arguments have been

a) discuss my work with other people and possibly get some new ideas and
  b) I want to get a postdoc later and need to do some networking, if possible, at an international level.

I can relate a little bit to the response of your supervisor. Conferences are great for sharing ideas and for networking but it actually easy to go to a conference and fail in  both respects. Often there are tons of people, many knowing each other, other actively networking and for somebody new (especially if a bit shy) it is not straightforward to get involved. In fact, it is harder to network at conferences that to share ideas within your workgroup. Also, a talk at a conference is a great way to start networking and without a contribution, networking gets even harder.
You got the advice to try more local conferences in a comment and responded

There were some local conferences, but only the people from our (small) community presented. I mean that if you go and see only your colleagues' talks, it will not really help you in networking...

In view of the above, this sounds like a strange response. You say you don't think networking on the local level is beneficial but only international networking is helpful? That doesn't make sense. Start small, practice networking with locals and then go for more. Also "local" does not necessarily mean you workgroup or university, but could mean "within your region or country". Actually, networking within the own region and community is very important (and a bit different than international networking).
In conclusion, the conflict between you and your supervisor seems to be, that he thinks that your contributions are not good enough for the conferences you proposed and you disagree on this.
So here is a suggestion: You should get qualified external feedback on your work, probably even anonymous:

Submission to a journal. Does not seem like a good idea. The feedback will take a long time, higher chances of rejection (even with mildly positive feedback). On the positive side, the feedback can be quite detailed.
Submission to a mid prestige conference with peer review. On the positive side, there is a fixed time frame for the feedback. Depending on your field, the feedback may be very brief.
Find a double blind refereed venue (so a bad feedback would not harm your supervisor reputation). Pro and cons for conferences and journals are the same as above.

Then there was this piece:

one of the opponents said that it could be beneficial for me to go to another (specific) lab for a couple of weeks

To go from here, contact that very person and if you can manage to get an invitation from that lab, your supervisor should be happy to let you go (if the person is not from this lab, you may ask him to introduce you to the people from that lab). Even more so, if the lab could even contribute to the costs of the visit.

Thank you for your response!
Before starting PhD, I went to conferences pretty often. Even if I am shy, I can talk about research.
What I expect from a conference, is to find potential postdoc supervisors. I don't want to stay in the lab where I am now, and there are some particular places where I would like to go. I think a conference would be a way to approach the professors from these places. Concerning the local conferences, I just was saying that local means in the city where I am, and there are only people from the same community whom I already know.

Yeah the idea about getting an external feedback is great in itself, but practically it is not possible to do. Any submission (journal or conference) requires getting a permission from the professor, which he will be not willing to give. What I can only do is to write a draft of my paper and ask some professors from my Master studies to read and comment (I am keeping in touch with a couple of them). But my Masters were in somewhat different domain, thus this review can be only general.

I need to mention that I didn't get the result which my professor was expecting, thus he doesn't want me to show it to people as it might put him in the position where he will be seen as suggesting a wrong hypothesis. Maybe this is the reason. But it is not my fault that he was hoping for something and I didn't get it.

Those who gave positive opinion about my work, were the official opponents in my 1st year progress report presentation. I don't think they would have praised me if I haven't worked enough. I told them (without referring explicitly to my advisor) that I'd like to share my results with others, and currently didn't get what was expected, so I can't go to a conference. They said that I did a big work and it would be sad if my result in the end of PhD would be negative. Then one guy advised to go to another lab as I was using a method from these people's paper. He doesn't know anyone there...

What I am starting to think, that my professor might not like me personally as I am a foreigner (my lab is small and all other people are local or from neighboring countries with the similar culture, thus almost local). Or maybe my professor is thinking that I will go home anyway and who cares. Also, maybe he is thinking that after I defend, there is already some lab in my native city which is already waiting for me to give me a job - which is not true...

The way you describe your request may indicate part of the reason your Professor isn't convinced: You seem to be treating this as though it was a cone of ice-cream for a child: You didn't the chocolate ice-cream last time, so you want him to buy you a strawberry flavored cone now.

No. Just no.

It's not your advisor's choice whether you go to a conference - it's yours. You decide whether you go or not. The advisor may help you with funding, and perhaps with introductions and recommendations regarding who to talk to and which sessions to attend, but it's your research, your career. So - just go. Will it cost you money? Maybe. If you're strapped for cash, try to use BeWelcome.org or HospitalityClub.org, or personal academic contacts, to find a place to stay for free. Or stay in a multiple-bed room in a hostel.
(The only exception to the above is if your lab work is such that requires constant presence, or the experiment timing is delicate etc., but you haven't indicated that is the case.)
Once you decide you go, you ask your advisor for financial support - after you've told him you believe the conference is important for you to attend and that you're going.

Are there any conferences with PhD Symposia in your field of expertiece? Usually you need to submit an abstract for those, which will be peer reviewed, but in general accepted. Having an accepted abstract at a PhD Symposium might convince your supervisor to let you go there. Additionally, presenting your current state of research there helps both for your current research and eventually for training your defence.
At least in my area it is very uncommon to go to a conferance without having a paper accepted for it, so I udnerstand that attitue of your supervisor. But some conferences provide travel and registration grants for students. That might also be way to convince your supervisor.
Other than that, I could only suggest writing a paper about what you think are your current results. Maybe upon seen the paper, your supervisor will realize that there is more to it than he thought, and let you submit it to a conference.

I think my professor would not like if I submit an abstract without asking him first... Concerning a paper, here in most cases students submit one (in journal) almost in the end of PhD, which seems to be quite logical as it is 3rd year of PhD, and before there might not be enough results (and for conferences it is basically an abstract). But I like the idea to start discussing my future journal paper with my professor, he really might see that I have a lot of things to present. Thank you!

@user69377 "I think my professor would not like if I submit an abstract without asking him first..." Do ask him first of course!

For PhD Symposia you are usually sole author of your submission. But yes, its always better to discuss first! But before you appraoch him, actually search for a conference with a fitting PhD Symposium (maybe even write the abstract), and then ask your supervisor.

Perhaps in this instance you could start by looking for an appropriate local conference in your State or country or a remote conference, so that you can attend something without the larger expense of an international conference.  It may be easier for you to get funding from your research group or university (or bear the cost yourself) if you can remove the costs of international travel and accommodation.  With the COVID pandemic shifting many conferences online, there should be opportunities at the moment to "attend" a conference without the normal travel costs.
From your general description in your question, it sounds like you may have a broader problem with your progress, and perhaps your supervisor is not happy with your progress.  Speak to your supervisor about your general progress and the expectations on you, and ensure that you are not falling behind.  If you can attend an online or local conference, that will give you a chance to attend some talks and perhaps also present your own research ideas, which will set you in good stead for opportunities for attendance at an international conference later on.

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What to do when a professor hasn't uploaded course content for an online class?
I'm a student in an online class at university, and we're now a few weeks into the course. So far, only two lectures have been uploaded—there should be six or seven. On the course discussion board, many students have expressed concern that we're behind and have asked when we can expect course content to be published. The professor has indicated multiple times (the first time was two weeks ago) that he's working on getting caught up and will post lectures soon. If I heard that once and things changed, I might believe it, but the professor still hasn't posted anything beyond those two previously mentioned lectures.
What's the appropriate way to handle this situation, and how can I ensure my success in this class?

What does the syllabus say about when the lecture will be posted? It should say something like "Lectures posted every Sunday", etc.
What you should do is copy and paste the discussion board items where students complained, and his response that he acknowledges that he missed his own deadlines, and email it to the Associate Dean (or Dean if there is no Associate Dean). One of the duties of the Associate Dean is to help students with these type of problems.
In your email to his "boss", be professional and fact-based. Merely state that the professors has not posted the lectures (fact), and you wish to have them so you can keep up (the impact to you). Don't say it so negatively that the Dean feels he has to stick up for the Prof (i.e defend the university).
Remember the goal is that you want the lectures posted. No matter how pissed you're at the Prof, don't try to "take him down". You just want the lectures, but at the same time you don't want a angry prof who'll nitpick your Final Exam answers? You can achieve your results with politeness and tact.

Your question lacks several important pieces of information: is there a teaching assistant for the course? A course book? Can the students give reviews for the quality of the course after taking the course?
If there's a course book, your best option is to read the relevant chapters from the course book. They may not correspond 1:1 to the lectures of the course, but often books are better than the online course material. However, since this is an online course, you can't attend the lectures, and thus the only way to know the material of the lectures is if you have some kind of summary containing the titles of the lectures.
If there's a teaching assistant for the course in addition to the professor, you could obviously contact the TA instead of contacting the professor.
If there's a review system in place, when contacting the TA and/or the professor, do remind in your e-mail that you are going to take into account late posting of the material when giving reviews of the course.
You should consider also possible reasons for why the material hasn't been posted. One reason is that the professor has the material but for some reason doesn't post it. The second possible reason is very worrying: the professor doesn't have the material yet.
Are there any alternative courses you can take instead of this course, or is the course mandatory? I would also prepare for the worst and consider other possible courses.

Thanks. There's no TA, but we do have course evaluations at the end of the semester. However, your point about reminding the professor of these evaluations sounds a whole lot like threatening, and that's not something I want to do, nor is it something I'd be comfortable doing. Also, the course is required. More importantly, the add/drop period has passed, so I can't drop the course without it negatively affecting my transcript.

There is a course textbook, and luckily the syllabus does outline the course content pretty well, so I think I can determine which chapters to focus on pretty easily. That's a little reassuring; however, I'm still worried about not having course lectures.

@Eponym Your remark about threatening is bang-on.  It shows you're approaching this problem like an adult.  The professor knows there will be a review and knows most of you will give negative comments unless things change very quickly.  No reminder is necessary.  I hope, for the sake of the students, that the professor gets his act in gear!

@BobBrown - Funny, you liked the suggestion of making a threat, but I was bothered by that.

@aparente001 Reread Bob's comment—he's saying the exact opposite of what you think he's saying. He does agree with you. He's referring to the first comment I made, not the answer.

@BobBrown Your comment is written in a very confusing way.  Would you consider removing your existing comment and posting a clearer one?  (Since there's no editing of comments after 5 minutes.)

@aparente001 What's confusing about Bob's comment? It seems pretty clear to me.

@Eponym - Fine, I was being obtuse.  But why are you asking me what I found confusing?  We went through that already.

all_licenses: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/3.0/


text:
How to deal with student with low self-awareness about health condition?
Summary: Student got defensive when I suggested he might have some neurologial issue that should be checked, should I apologize or how to address the issue?
I am a PhD student advising a student midway through his master. This student has always been a very slow learner which has caused me frustration because I advise a few other students in the lab. Therefore, I don't have so much time and I feel that without my help he will fail his master.
Every protocol he makes, I have to teach him 3 times because he forgets the steps, doesn't take notes and is overall disorganized.  Our advisor has taught him how to take notes a few times but this aspect has not improved. When he tries to do the protocol by himself, he messages me asking about the steps and ultimately can not do it.
In the last 2 times we met, he was limping. The first time, he said he fell off his bicycle and on the second time he said he "just fell" and his legs have a lot of bruises from these falls.
The experiments we do require very steady hands, but his hands shake a lot in a way I am not sure it is normal for a young person, so he has a lot of trouble assembling the devices we make and sometimes breaks them.
Last time we met, we were going to do a new protocol. To be sure he understood, I asked him to read it and explain the steps to me. I gave him an hour to read and when I tried to check it, he couldn't explain it and asked for 3 more minutes.
I believe some activities are harder for some people and even if it is extremely difficult for someone, I should not be the person to tell them to give up. I always consider the case the person might have some personall challenges, but I can only accomodate if I know if the person  doesn't want to do a master or if the person has some disability.
Last time he failed a protocol, I asked by message if he would like to see a neurologist for these issues and he got very defensive. This makes me angry because I think he has ADHD or essential tremor or some form of anxiety which are all treatable but prevent him from doing his work and make me loose my time.
I should not diagnose him and that is why I would like him to see a professional, so I resent him not considering this option because if he has no issues, I feel like I should give up on him and let him fail, which is against my principles and the idea of "giving up on someone" makes me feel like a failure too.
I don't know if I should treat him as he has an undiagnosed disability or someone with the opposite of an impostor syndrome (someone who really shouldn't be doing a master but doesn't realize it).
Should I continue helping him? Give up on him?

Which country? In the UK and possibly US, there are special services by the university who do the relevant accommodations. As a PhD student advising a master it cannot be your burden to address such problems. You do your best, but there is only so much you can do.

Did you discuss this with your advisor? Are they likely to support your decision?

Talk to your advisor. Seriously. It sounds like you are doing everything you can think of to help and it’s still not working. Well, the system has senior people in charge of supervising you and the student precisely to figure out what to do in situations like this.

The country is Japan, the university could make accomodations if he was diagnosed, but he told me by message "I am healthy, thank you for your concern", so I don't think he is going to check these symptoms. My advisor is aware he is slow learning, but I don't know what are his hypothesis for this. He is likely to support my decision if I give up on him, but I don't feel well taking this decision without knowing if it is caused by a health issue...

Consider: You need to take a more professional stance towards students you help. Budget your time carefully, because you have other higher priorities in academia than any one student. Some (in fact, many) students will fail. You're going to need psychiatric help yourself if you can't accept a student failing, even after your allocated time has been spent on them.

An essential tremor is, of course, a problem, but what if the tremor is not essential but rather secondary to some even more serious problem? I think it's important to get medical treatment for this student. You're probably not in a position to push him hard to get treatment, but somebody (your advisor, or a department chair, or some other university official) should do so, even to the point of answering the student's "I am healthy" with "No you're not." (I have an essential tremor, and a family member died of a brain tumor, so I might be overreacting; if so, I hope it gets this student help.)

I should not diagnose him

That's correct.  Even if you knew how to, he is not your patient.

I would like him to see a professional

Also correct.  You should tell this student they may benefit from an appointment with the disability office at your university. You can also ask that office for advice.
You should tell your supervisor about the problems with the student's performance.

Should I continue helping him?

If you have tried to help a student several times and made no progress, it is acceptable to give up.  This is particularly justified if the student refuses to follow your advice.  Depending on circumstances, you may also be able to give the student an easier research project.

Others may disagree, but your position sounds extremely unreasonable and passive-aggressive to me.  I'm going to make some criticisms of your position here, and some of it might sound harsh, but I will end with some constructive advice to assist you.  The good news is that you sound like a person who is keen to become a good teacher and not give up on students.
The student has already given you explanations for the observed physical problems you mention (except for the shaking hands, which really does not require one), and it is unclear why you do not accept the student's explanation.  You have also said in the comments that the student has explicity told you that he is healthy.  I fail to see how it is your business to act as a medical assessor for the student, to refer them for treatment,  especially when the student denies that they have the condition you suggest.  Suggesting to the student that they "might have some neurologial issue" sounds to me like a passive-aggressive way of saying "you're dumb", only in high-falutin academic language.  Getting angry that the student denies this speculated neurological condition is absolutely nuts, and it reflects terribly on your teaching practice and your general patience for dealing with students.

Every protocol he makes, I have to teach him 3 times because he forgets the steps, doesn't take notes and is overall disorganized.

Welcome to teaching.  Teaching exists because people are not already good at the thing you are trying to teach them.  It largely consists of reinforcing things you have already explained many times before, until your students internalise the material, methods, and habits.  There are always some students who do not meet the required standards, and we set a cut-off level for failure to deal with this.  Some students manage to get through to levels of education that they shouldn't have, with bad habits, poor study skills, etc.  Dealing with these students can be frustrating (it would be wonderful if they were all the A+ students), but that is a part of teaching.  If bad work by students is something that frustrates you to the point of speculating to students that they have neurological problems, that is not great.

Last time he failed a protocol, I asked by message if he would like to see a neurologist for these issues and he got very defensive.  This makes me angry...

That is totally inappropriate.  Firstly, who are you to tell this guy he has neurological issues?  Are you his doctor?  Maybe he is just a disorganised student who doesn't know the material well.  Secondly, the fact that you get angry that he denies it is absolutely nuts.  It suggests that you are psychologically invested in your own (totally invented) medical diagnosis of this student, in a way that is not about helping him at all.

Let me end with some constructive advice --- demarcate the proper limits of your job.  As teachers, we try to help students learn, and some students are not well equipped for this.  Part of the job is to assess the quality of student work and inform students of their progress.  This includes being frank with students when their work is not up to the minimum standards expected.  You don't need to play amateur psychologist (or amateur medical doctor) for this, and speculate on the causes for poor performance.  All you need to do here is to provide whatever teaching assistance is necessary, and calmly but firmly inform the student if he is falling short of the required standard.  At a certain point, if the student cannot do the work, they will be failed and leave the program.  It is up to the student to seek the causes of his own failure.  If the student asks your opinion on possible causes, you may feel free to offer your opinion, but offering unsolicited medical opinions (in a way that seems to me to be quite rude) is generally not helpful.
Sometimes novice teachers get themselves into trouble because they take an overly expansive view of their role, and they imagine that it is their job to act as psychologist, medical assessor, etc.  Unless you are very good at doing those things calmly and in a helpful way, that tends to lead to more trouble than it solves.  Students appreciate teachers who stick to to the facts --- here is the work, here is some teaching assistance, here is an objective assessment of your performance, etc.
Finally, unless it is your actual paid job, it is not incumbent on you to help this student.  It is commendable that you have a general ethos of not wishing to give up on students, but if you find it too frustrating to deal with this student (which you clearly do) then stop.  It is silly to get angry at the student (and resentful even!) regarding your own personal hang-ups about "giving up on someone".  Presumably this student has teachers who are part of the general faculty of the university so there is plenty of assistance there for him (from people who do not resent him).


text:
Why bother publishing papers in journals?
Read this: Why publication in an academic journal matters
It says:

It is through publication that the research, including its scientific
  and practical contributions, is disseminated to others in a particular
  field.

Ironically, how can you disseminate research when they put a high paywall right between you and the paper?
And in today's Internet world, can't anyone just publish anywhere?

This may be different in other countries, but at least in the Netherlands, universities pay for subscriptions to these journals. So if you're a student or academic, you're on the inside of the paywall automatically. Paywalls mostly hinder "outsiders", people with an interest in the literature but who are not a member of any institution.

This is a very legitimate question, given the fact of paywalls and given the eminent possibility of self-publication. Also, given that many current mathematics journals ask referees not so much to determine correctness, but "suitability", one might speculate that the main point of this game is gatekeeping, with some profit by some publishers.

I note a similarity with "why bother to ask and read SE?". There are other similar sites and certainly surfing the web leads one to facts and opinions of all sort.

There are a number of reasons to do so, never mind the existence of self-publishing on the internet.
Some of the reasons are institutional. If you don't publish in reputable journals you probably don't have any future in most of academia. You will be judged, at least in part, and largely in some situations, on your journal/conference output. Some of this is just inertia, of course, but much of it is really valid.
Your answer to another question on this site expressed skepticism of the review process. I think that view was too dim. People, even if unpaid, consider it their professional duty to contribute to the community by making a good faith effort in reviewing. Journals normally use several reviewers for a given paper so that the occasional poor job can be discarded. One person reviews papers so that other people will be willing to review their own papers fairly and honestly. The review process does two things. First it helps authors improve papers even if they are already pretty good. Second, it keeps junk papers out of the mainstream.
So, authors and the community at large get a benefit from the publishing process that wouldn't be in place if everyone just self published.
But there are other reasons as well, some of them going back to fair and independent review. In a world in which there were no gatekeepers on publishing (and there really aren't now - since you can publish on your own) every reader of every paper has to work hard to validate everything that is said. The effect of this varies by field.
In mathematics it is fairly easy to write a paper that doesn't hold up, but "sounds good" due to the use of specialized mathematical symbols and terms (jargon). If I find a paper online, I have to work pretty hard to determine if it has value. If I find it in a good journal, I have some assurance that others, with skills like mine, have already done this and have found it worthy. So my task is eased and I can be more productive myself. Errors occur, of course, so mathematical skeptics are welcome.
In some other fields, especially those relating to health and public policy, a lot of garbage gets published in the "popular" press. The anti-vax community, for example, has caused a lot of harm. Without the vetting process that occurs in reputable publishing, where people independent of the author have an important judgement, the garbage will start to obscure the gems. Enough of that happens already.
And comments on self published work are just about worthless as a judgement. The reader of a bunch of comments has few ways to judge the veracity of the commenter. And bots and trolls are rampant in flooding the space with mis-information on some topics.
A third issue is that if you only publish yourself, then it will be hard to find you. And even harder for people to make a judgement about whether what you say has value or not. An internet search on most topics will turn up a lot of things, of course, but it is, again difficult to sort the treasures from the trash. If I already know and respect some individual, then it is easy to find their work online. But not so easy to find the work of a recent PhD who doesn't yet have a body of respected work (probably in journals and conference proceedings).
Publishing is a public good. It isn't paid for with public money, however. This is both good and bad. Having it be a private undertaking keeps the possibility of governmental interference (censorship) out of the game, but also requires that the money come from other sources: subscriptions, author fees, etc.
So, publishing is an effective and sufficiently efficient (for now) way to make one's work known to a community who might need to see it and may use it to advance the state of the art.
And, for most researchers the "high paywall" doesn't really exist. Many people use grant funds to obtain the materials they need, as well as to pay page fees required by some journals. But even a poor student can obtain free access to nearly everything just by going to a decent library and asking for a copy. You don't even need to go physically anymore. An email to the librarian may be enough if you are an enrolled student. The libraries pay the fees if needed, sometimes using public funds. This avenue may be open to nearly everyone, actually, provided that you have access to a library that, itself, has academic connections.

Indeed, in many fields now, open-access publishing is the norm (and sometimes even funder mandated), to the paywall really doesn't exist.

In my opinion, the link posted by OP gives an overly simplified picture of academic publishing:

It presents Journal Impact Factor as a metric which reflects the quality of a journal/researcher, but doesn't mention any of its shortcomings.
It doesn't mention the recent trend towards open-access publications

Ironically, how can you disseminate research when they put a high paywall right between you and the paper?

Traditionally "dissemination" was meant as "dissemination in the academic world", and it was assumed that academics have access to any publications they want, their institution having subscriptions to any relevant journals. There has been a backlash against this view for various reasons, most notably the fact that research is often funded by taxpayer money but the results are not made available to said taxpayers. Nowadays many funding organizations require that the outcomes of the research are made available through open-access publications.

And in today's Internet world, can't anyone just publish anywhere?

Sure they can (and they do), but without a peer review process there's no evaluation of the quality of the research. That's why there is still a need for reputable selective journals/conferences:

Reputation is crucial, because that's how the community knows which journals are fair and rigorous (as opposed to predatory journals, for instance)
Strict selection through the peer-review process ensures that only papers which satisfy the quality standards of the journal are published.

Because a journal validates and collates results.  It’s a form of guarantee that the results are probably correct, and it’s usually an entry point to other results in the field.  Both aspect add value by minimizing time wasted in searching and collating results by yourself.
You can publish on your own in your own website, but who’s gonna find your papers?  And moreover, even if people find your papers, who has the time to read not only yours but the 100s if not 1000s of other manuscripts on a topic by self-published authors?
People bash paywall access - granted I think in some instances they are too high - but it remains that running a good journal takes resources if it is to be done with the level of professionalism that reflect the professionalism of the authors.  There are various schemes to get around paywall access, the least expensive of which is to politely ask the author (or another third party) to send you a copy if you don’t have access, or if you can’t find it on the ever expanding repositories.


text:
Prof. never responded to email about LoR
I am in community college, and I emailed my calc prof a few days ago asking if he could give me a LoR so I can transfer.
I'm not close to him on a personal level, but he knows who I am and I have been involved in the class (going to office hours, attending review sessions, sitting in the front, etc.) I also gotta B in his class. I mean I could go ask one of my English profs, but as a Comp Sci major I feel asking a math prof would be best. Plus he knows this is my second attempt at Calculus.
The very main reason why I am asking him is because he is an alum to the school I want to transfer to, and which I am asking a LoR to. But also, he is the only prof that I have been somewhat willingly involved in the class.
He hasn't responded to my email for a few days, should I give it more time? He has office hours tomorrow, but I don't want to take it away from the students using it for review for our finals next week. Should I wait till after finals to follow up? This isn't a university I'm at, it's only community college so like the classes aren't that big, so he know who I am and stuff. It's not even due until June 1st, but the admissions is rolling admissions so it's not the decisions are all out at once. So I just think I'll set the due date to a month whenever after he agrees to do it.
I've never done this before so I have no idea any criterias or anything. I just know that I should give him a decent amount of time, and have been told about a month seems reasonable.

I would follow up after finals. Probably a huge time crunch for him right now with students and grading!

@Dawn okay I will until the week school ends for the semester. That Monday grades usually release so that means instructors are finished with grading. I will send one then!

Some people answer emails the next day, some after a few days, and some forget about all emails that they do not answer immediately.
As a rule of thumb: I would write a gentle reminder after about two weeks. If he still does not answer, I would try to meet him in person. If you yourself are under time pressure to get the LoR, then you might need to react sooner.


text:
How advantageous is it to have presented a poster at an international conference?
I am trying to figure out how important it is for a grad student to present their research at a conference.
Let's assume the paper with the research is definitely going to be published.

Does it look better to a potential postdoctoral advisor if the work
was also presented at a top international conference? Could it be the
thing that gives one candidate the edge over another?
Is networking at a conference much more effective if you have a
poster to refer people to?
Is there any point in going to a conference without a poster?

To give you some more background, why I am asking is because my supervisor has said that I can attend a conference but they don't want me to present a poster (my data is too preliminary). However, if it was really good for my career, I would be willing to challenge them on this point. But first I really need to weigh up if the advantages of presenting outweigh the chance of annoying my supervisor. My other option is to not attend the conference at all, and instead delay going to one until I have solid results to present, but I'm afraid of missing out on this opportunity.

See https://billf.mit.edu/sites/default/files/documents/cvprPapers.pdf - the point being that unless you have really good work, the likely effect on your career overall is close to zero, and if you have bad work, the likely effect on your career might actually be slightly negative. If your work's very preliminary, the likely effect is also slightly negative - people will assume it's finished work and think it's bad. So I would suggest thanking your supervisor for paying for you to go even without finished work, and then attend. I certainly wouldn't argue too much about it.

It's probably best to listen to your supervisor, especially if they have seen your data. If they have not, show him/her your work and explain to them why you believe this conference would benefit from you presenting. That way you have greater clarity regarding why they disagree, and you frame it as the conference benefiting from your contribution rather than you simply gaining a reputation advantage by presenting premature data.


text:
Responsibilities of PI to PhD student post PhD submission, but pre-viva
I have recently submitted my PhD. However, my project requires about 5 months more work to be publishable. The standard time between submission and the viva defence in my lab is about 5-6 months. I had hoped to do this work, defend and finish the paper over the next 5 months. I am not being paid as officially my PhD is over, but I want to see the project out to the end, both because I have worked on it for 4 years and I need a paper for career progression.
However, my PI and I have never worked well together, and now a post-doc who was originally asked to help out with my project seems to be preparing to take over. I have a meeting soon to clarify everything, and I'm determined to fight for this project and paper but am unsure if I may be asking/expecting too much. I'd really appreciate some help.

Does my PI have any obligations to help me in the period post-PhD submission but pre-viva? My contract is officially over, so can they refuse to let me enter the lab to do wrapping-up experiments, even one that would really help me pass my viva?
Can my PI take the project off me and give it to someone else if I don't finish it within the dates of my PhD? This would effectively end my academic career. (Everyone else graduating from our lab was given short-term postdoc extensions to finish up, so no-one in my lab has ever finished a paper in the time of their PhDs)

This would seem to be highly dependent on both location and field. Are you suggesting s/he would deny you the degree or publications based on your work?

This answer is a bit blind as some information needed to give a more complete answer is missing. I'll try to give some guidance, but it is probably incomplete.
You say that you haven't gotten along well with your advisor. You don't say why. There could be a lot of reasons, but if you have, through your own actions, given the advisor reason to question your commitment or ability to finish, then you may not get very far here. It is impossible to say what is "owed" in such a situation.
You say you want to "fight for this project...", but I'd suggest that you change that approach a bit and stress why and how you are the best person to complete the work and how you guarantee that you can and will do it. Funding is a separate issue and, again, it is impossible to say what is "owed" here.
Depending on the nature of the work, it may be completely reasonable for the professor to pass it on to someone else since you are no longer involved. In a lab situation, students very seldom "own" the research thread and that thread may be so important to complete that personalities matter less than the work itself - childhood cancer, say.
Technically, your advisor owes you what was in the contract. Morally it may be more, but there isn't really enough information to judge it externally.
On the other hand, an attempt to deny you your degree or prevent you from publishing your results or impeding your career would be unjust.
If you want to stay with the project, however, convince your advisor that you can and will be the best person to do it. Any other approach is likely to fail.

Thank you for this very level-headed answer. I think I had a lot of emotions considering years of work is at stake, but I see now your suggestion is the best approach. There is no one specific reason my supervisor and I do not get along, it's just a case of they think I underperformed and I think I did okay considering the lack of guidance.


text:
How to proceed if a professor does not answer the request for letter of recommendation?
I have written an email to a professor asking him for a letter of recommendation. It's been almost a week and he didn't answer back.
I have already seen questions on this topic here, saying that when a professor doesn't answer is probably because he forgot or he overlooked it. However my question is: what is the best thing to do next? Send him another email? Or try and see him in person?

Many accepted answers for related questions including this (https://academia.stackexchange.com/questions/24285/what-does-it-mean-if-a-professor-does-not-answer-your-email-in-time?rq=1) do actually give you some ideas on what to do next.

I don't usually answer if I don't have anything good to say about a student.

Possible duplicate of What does it mean if a professor does not answer your email in time?

@Prof.SantaClaus I generally do answer, and suggest that they instead ask a professor who is "better able to evaluate your potential."  That allows the student to move forward, maybe, instead of wondering when I'll reply.  Only once have I had a student insist.  I explained to the student that my evaluation would necessarily reflect the student's performance in my classes.  He still insisted, and I wrote the recommendation.  It wasn't pretty.

A week isnt that much time. He's probably busy.  If you needed it that quickly then you planned poorly, Im afraid.  I say wait another week - he will either write the letter or write you back acknowledging your request.  If it takes him longer than that to get back to you, send an email reminder (sometimes mail is forgotten or overlooked) or find him in person to ask. Or both. Id wait until week four before formally requesting that he write you an email rejecting your request, just so you can put it behind you. Dont get too pushy though.

@Prof.SantaClaus (and the one upvoting your comment): I find this a pretty unprofessionell attitude. In my opinion, every student deserves an answer (namely that you can't write them a good letter). Please reconsider your opinion about that (even if only to avoid that your students have to post questions like this one).

@yupsi I try to answer every serious mail I get, even from unknown students. However, some people get hundreds of mails. Assuming that not responding a "cold email" is unprofessional lacks respect for the time of the recipient. Some people have hundreds of students. Maybe they are busy writing recommendations for students they know?

What it means depends a lot on the proximity of your application deadline.  If the deadline is looming, say, within ten days to two weeks, it means you should probably ask someone else.  If the deadline is a month or more away, it means the professor is busy.  (And, if you didn't tell the professor when the deadline is, it means you didn't provide enough information.)
Send a polite email that tells when the deadline is and asks whether the professor could write a recommendation by that time.  That should get some kind of response, even if it's, "Sorry... I'm really busy right now and cannot do it."
Here is my general advice to students about recommendations: http://ksuweb.kennesaw.edu/faculty/rbrow211/recommendations/ It will likely help you to read it all, although the bit about communicating deadlines is the first item on the list, in bold type.

Just encountered the same issue. Sometimes it’s better to have any answer than be waiting. Try a follow up email: they may have been too busy to answer, especially they’re trying to think of a polite way to decline. Reply to your previous email to remind them of the request and make it clear that you understand if they cannot give a recommendation. For example, if they have not known you very long or do not have the relevant experience. Hopefully it is not such a desperate situation that you don’t have other referees. You need to make it clear that they are not obliged to recommend you. Otherwise, it may be easier for them not to reply or delay it longer. Obviously don’t pester them too often but I think after waiting for a week is reasonable if you chase it up politely.

In my experience it’s better to have requests with busy people in writing. At least in their inbox, you are on their to-do list.


text:
Should authors be required to report a paper is being resubmitted?
This is probably more relevant to conference submissions than to journal submissions, but still.
Some CS conferences have recently started to employ a resubmission policy: if your paper got rejected from a prior (relevant) conference, and you are resubmitting,  you have the option of attaching your previous attempt’s reviews and a cover letter explaining how you addressed them.
You don’t have to do this. There are very good reasons to believe that doing so is beneficial. For the authors, it offers a chance to show improvement and a willingness to improve (thus deflecting potential repeats of prior criticism). For the community, it prevents p-hacking of the review process (resubmitting until you luck out and get your paper accepted).
What are the potential downsides of making this process mandatory?

The title and the body don't particularly match.

Related: 1) Submitting a paper to a new journal with responses for the rejection to the first journal, 2) Are you permitted to forward the reviews from a rejected manuscript when submitting to a new journal?

That is not "p-hacking."  Or hacking of any kind.

I have seen authors resubmit the exact same paper to related conferences four or five times. I was involved in the review process of that paper in varying capacities, and every time it got negative and constructive reviews. The authors kept the typos. I don’t know what to call it but it’s definitely not something I want to see.

And I have seen program committees rejecting papers multiple times, based on positive reviews, acceptance recommendations, etc., with some minor or even no substantial criticism. I don't know what to call it. Nepotism? Cliquish behavior? But it's definitely not something I would like to see. PC should explain clearly and justify their decisions, or admit that the decisions are arbitrary or utterly subjective. (Of course, I agree that constructive criticism by reviewers should be taken seriously!)

The obvious downside is that you can't verify it. You could have a policy which says "if your paper has been rejected elsewhere, you must attach your previous review and a cover letter explaining how you addressed the issues". However if the authors don't do it anyway, how would you find out? The only chance is to invite either the editor or reviewer(s) who reviewed the previous submission. The odds of this is small, especially since you don't know who edited/reviewed for the other journals, or even which journal it was.
The other danger is that you open a potential path for fraud. Currently the most common form of fraud is for authors to suggest as reviewers people who are linked to them (or to themselves using obscure email addresses). With this policy, one could easily write the "previous review" oneself to give the paper a sheen of reputability. The new conference cannot verify these previous reviews are legitimate. In principle this should not fool the editor, but in practice it is all too easy. Example of the former ploy fooling journals; this is likely to manage as well (at least some of the time).

You don't have to verify each submission. But every case of proven fraud will be punished by expulsion and public reprimand.

Actually, the chance that there is some overlap in the program committee between two conferences in the same area is not exactly low. So you could detect it in most cases. However it puts another burden on PC members which isn't necessarily something you want to do.

To follow @Maesher's comment: Some groups of related conferences plan overlaps between PCs exactly for this purpose.  In theoretical computer science, every STOC program committee has someone from the previous FOCS program committee, and vice versa. (STOC and FOCS happen every June and November, respectively.)

In this case though, wouldn't submitting the review achieve little? The editors can already access the old reviews.

The downsides for this process are clear I believe: a haphazard and arbitrary initial rejection of a paper will play a significant role in forming a biased opinion in the minds of the program committee. Instead of looking at the paper with fresh eyes, they will conveniently reject it again based on a prior possibly mistaken opinion (they do have other hundreds of papers to sort out, so eliminating quickly one paper is only convenient for the committee).

To complement the other answers, another downside of requiring the disclosure of a previous rejection is that difference conferences have overlapping, but not identical interests. One conference values theoretical results more than experimental results on proof-of-concept implementations of new ideas, while for other conferences, both may be mandatory.
Hence, if a paper is rejected because it's just below the threshold for acceptance, it is quite common that another conference with a different focus will accept it. The previous reviews may however not actually reflect that this is the reason for rejection, as reviewers often focus on the points that they deem important. Then the  paper would have a harder time getting into the second conference because it looks much worse than it is.
Also reviewers are sometimes simply wrong with their judgement - they may claim certain parts of the paper to be incorrect even though they are. That puts the authors into a defense position, which is an additional burden on them.


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What is the general procedure to read and understand a research paper written by a third person?
I am reading a research paper given to me by my supervisor that was published by a research group at another university in another country. The aim is obviously to improve it.
The paper is about constructing energy functions for proteins using machine learning.
As I am reading, I am understanding bits and pieces and struggling to acquire the full picture in my brain. It seems to me that I lack an understanding of some concepts in machine learning and/or protein dynamics.
As I have no time to go to the text books and study everything mentioned in the paper from scratch, what should be the correct approach to reading and comprehending this paper?
Should I take notes and go to my supervisor (a structural chemist of proteins who doesn't have a solid background in ML) to ask for clarifications? Or should I find a machine learning expert and talk to him?
I mean, what do PhD students generally do in this case?

What's your purpose in reading the paper? Do you need to understand it in detail? Consider this answer.

@Anyon, #3. To improve the existing paper to build something on top.

I don't understand why you think that understanding the background of a paper you mean to improve on is somehow an optional task.

@BryanKrause, when did i say that?

You said you had no time to learn the background. You think a couple of questions posed to a professor are going to be enough for you to learn enough biochemistry and machine learning to contribute to research in those fields?

The aim is ‘obviously’ to improve it? Was that explicitly stated? I’ve handed papers to all kinds of folks because I thought they were interesting and they might too, but not with intent that they improve upon them. Get clarity on what is expected of you.

@BryanKrause, coz, if i take time my supervisor becomes impatient and start to scold me. he only wants instant results.

That's a different problem than the one you asked about.

@BryanKrause, that was why I didn't mention it in the first place.

Read this: https://meta.stackexchange.com/questions/66377/what-is-the-xy-problem It's not helpful to ask questions about things that are different than the actual problem you face. The answers won't fix your actual problem, and the question often ends up wasting peoples time trying to figure out what's going on because they are missing important information.

If your actual problem is in fact that your supervisor expects you to produce novel, useful research about a topic that you are unfamiliar with in a timeframe that is unreasonable for becoming familiar with that topic, you will never solve that problem by asking questions about how to become familiar more quickly.

@BryanKrause, That was not my real problem. that was why I didn't ask about that.

It is your real problem, if the reason you can't actually learn about the topic you are doing research on is that your supervisor becomes impatient and only wants instant results. The sooner you realize that the more chance you will have to actually come to a solution.

As for your last question: A smart student in this situation would start looking for a new PhD advisor or/and a PhD program in a different university.

I agree with the comments telling you that your real actual problem is likely to be your advisor.
But, I think the question as posed is also valid, and may be of value to others, too.  When I was a first year PhD, we had a class that might just as well have been titled, "How to be a PhD student," with many guest lectures from the department.  More than one of them talked how they approached understanding a paper-- even tenured professors can't always just leaf through a good paper like it was a novel or a comic book.
And more than once, I found myself mentoring overwhelmed undergrads who were trying to get their feet wet in research, who didn't know how to approach a paper.
This answer is a synthesis of some thing that I do, and some things mentioned in that paper, written for your situation.  They don't necessarily go in order.  They might not all work for you, but I hope at least some do.  But here are some approaches.
Step Zero
Why are you reading this paper?  No, seriously, I see you struggling against this idea in the comments.  Stop struggling!  You need to know!  If it's assigned work from your advisor, ask what you're going to do with it-- is it to improve on the results, as you think?  Is it background?  Is it inspiration?  Is there an application in mind that needs this technique?  Is it the minimum necessary understanding to contribute in that lab?  Is it discussion fodder for the next group meeting?  Is the author coming to visit next week?  Does your advisor think it's nonsense and want to refute it?
These are all valid reasons to read a paper.
Skim The Start And End
Learn the art of skimming a paper.  I usually do this by reading the abstract and intro, then reading lightly through the rest until I get to the conclusions and the discussion.  If I can't follow those two sections, I'm likely to be too lost to read the rest.  But if I do understand the start point and the end point, those will help motivate me to understand the path from one to the other.
Skim The Rest (Again)
You know where the start and endpoints are, now skim so you get a general idea of how those points connect.  You're not trying to memorize the whole map (to use an analogy) but you are trying to get a sense of where the obstacles lie.
Start Reading For Details
Now you can start reading for details.  If you are a new graduate student, you probably won't get too far.  In most labs-- again, if you are just starting out-- that's probably okay.  But make the effort.  The a serious effort.  Keep track of where you get bogged down, make a note to get back to it, and power on.
Fill In The Background
As I said, starting grad students aren't going to get everything in a solid paper, on the first, or even the second read through.  This is where it gets tough, and a lot of these bullet points are dependent on the time pressure, your relationship with your advisor, and so forth.

Look up other research by the authors.  If they are continuing a direct line of research, they may have other details in previous papers.

Ask your advisor, if you have regular meetings.  Be prepared to have at least a few thoughts of your own.

Ask your peers, if this is a group assignment.  Be prepared to try to answer their questions, if they are in the same boat.

Look up simpler papers.  Sometimes these will be helpfully listed in the footnotes of the Introduction.  Sometimes they won't, or those papers won't be helpful.  I would encourage you to cast a wide net, here.  It's not uncommon (at least for me!) to check a half a dozen papers while I'm trying to catch up.  Some would be too advanced.  Some would be at the right level, but not have everything I need.  Sometimes it's just useful to have multiple explanations to compare and contrast.

I really have to hammer this home:  Reading multiple viewpoints of the same material can be really helpful when you're trying to learn something.  It's anecdotal, but I've seen a fair number of colleagues and undergrads think that they should be able to read any given paper-- I think this is one of the ways that impostor syndrome manifests.

Look for tutorial and introduction resources.  In some disciplines, these are easy to find.  Machine Learning is one of them-- sometimes they're published papers, sometimes informal publications, website discussions, even YouTube lectures.  I have no idea what the biology field looks like.

Crack the books.  Not your first resort.  But if you need to be a CS person doing multidisciplinary work in computational biology, well, you're going to need to acquire that knowledge eventually.

None of these are going to be easy or fast.  They are all difficult and time consuming.  That's part of what it means to be a researcher-- you can't teach yourself everything, but you must be able to teach yourself something.  Finding the balance between those is something I believe everyone struggles with.
But this is something your advisor should be helping you with.  And it doesn't seem that he is.

You can treat the problem in a fashion parallel to how good questions are written here on SE. Document what you do and don’t understand, the lengths you have gone to work it out for yourself, how those measures fell short, and what your understanding, hunches, etc. are. Then, take all of that to your supervisor. It shows that you undertook the scholarship that is expected of any PhD-worthy researcher, but it also candidly acknowledges that you are still learning the ropes.
Of course, some advisors can be bears, so you might get your head bitten off. But if you’re happy behaving in a manner that reasonable advisors would consider appropriate, then go for it.
Any advisors worth their salt conceive of their role as not so much to convey content knowledge but to convey how to research.


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Is the Ph.D. fellowship amount for 1st-year students the same in all universities in Israel?
Just curious!
Is the Ph.D. fellowship amount for 1st-year students the same in all universities in Israel?
If yes, what is the amount?

Is this information not present on the website of the institution in Israel you are interested in?

@BryanKrause, No, I haven't found.

I am studying for PhD in Israel, it is not the same even inside universities. The PhD fellowship is determined by the PI's funding or the fellowships that the PhD student can apply for. In our university, the fellowships/salaries are between approximately 6-12,000 NIS.

"determined by the PI's funding or the fellowships that the PhD student can apply for. " <- that is only true in some departments of some universities. Others have common pools, and there are also university-wide policies sometime.


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How ethical is it to hide information from students?
I have multiple experiences from multiple teachers that they hide the book they are secretly following and picking problems from, and whenever students ask for a reference book, they give a multitude of names except for the book which he is secretly following.
As a result, students either waste a lot of time figuring/finding out the answers to the questions or never find an answer which the teacher wants them to write, and consequently most (or some) of them fail. So, those failed students have to repeat the same course multiple times, and others collaboratively build and maintain question banks.
Why do teachers do this?
How ethical is it to hide information from students?

There are several difficulties with the premises of this question... E.g., "waste a lot of time figuring out the answers..."?!?

It is a waste of time if the student just goes looking for the answer on line. Figuring out the answer to a course-relevant problem is one of the most useful ways a student can spend time.

@user366312, do I understand your question right? Students are being graded on whether they get the answers to questions right? And with the books your teachers recommend, you can't figure out how to solve the questions?

@user366312 then the problem to me seems not that the lecturer isn't giving you the exact book the questions are coming from, but that between the assigned reading for the course and the lectures, you can't solve the questions? Because it's a pretty strange situation when you can't do the homework without asking the lecturer for additional books to read.

It is fine. But you seem to have the misconception that education is about answers. It isn't. Instructors don't ask students to do problems because they need the answers. They (the instructors) can probably figure them out on their own. I hope so anyway.
The exercises are to get the students to do the mental work that will reinforce anything in the class. It is hoped that they will struggle a bit and so get stronger. it is about growth, not answers.
But the ethical instructor will also provide feedback so that when students can't come up with answers on their own, they are guided to a better way of thinking.
And a really good instructor will give out exercises that vary in difficulty so that everyone can do some of them, but there are also some that even the best students will struggle with.
And, building question banks is also a disservice to students. Especially to those students who really need to learn. Shortcuts don't get you there. If you try to take a shortcut in a bicycle race you will be disqualified. Do the work. Get strong.
A teacher that gave out exercises but always provided the answers immediately would also be doing the students a disservice. Working toward a known answer is a different, lower level, skill than searching out the answer and the demonstration that it is true.

I figure out all the problems as I write them... And each problem comes with a supplementary challenge ie a “what if”...

@SolarMike, great idea. Thanks.

Some, most, many teachers don’t.
I give the worked solutions to all of my problems after a week to give the students time to attempt them.
Some solve them all and don’t need to check, others solve some and check some, others do none and look at the solutions, then think it is easy...


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Having collaboration with other professors
I graduated with math degree. Now I want to conduct research which is a kind of combination of two subjects X and Y. I found another professor (by googling) in different country who is working on Y. My question is that: How can I ask the professor to have a joint work? May you please give me a proper text for my request?

You should write this yourself, we don’t even know what Y is... This is not a difficult letter.

Professors are people, too. They are not robots to be sent a formal instruction code. Write an email like you are talking to a human. Introduce yourself, introduce your background, clearly explain your proposal. Don't forget to clearly say what is X and Y and why you think working on their combination is a good idea.
Professors are often very busy but they also value good collaborations and will respond if your idea is clearly explained and is promising.


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What is the meaning of "Manuscript submitted"?
I submitted a manuscript to a journal about two months ago, its status was remains "manuscript submitted" until yesterday. In fact I saw no changes from the beginning to now and every process just happened in one day. I mean in yesterday it became "with editor" and soon after that "Decision in Process". It seems to me it will be rejected. But the strange thing for me that why it was not "with editor" from the beginning?

Analogy: I went to the grocery store yesterday.  I was "in line" for 10 minutes, while two customers got checked out.  Why was I not "with cashier" immediately?  ;-)  Capisce?
They also may run some sorting process ahead of time (e.g. which editor gets it).  Or maybe it's a poor paper and they let it sit for that reason (even though the status doesn't say that).  Very hard for us to guess.  Every journal is different, and even different experiences may occur at same journal.
By the way, some journals do emphasize a more caught up workflow.  At least getting it out to first review ASAP as this is next bottleneck (or desk rejection if not meriting review).  But you will have to learn from experience how different journals in your field behave.
P.s. The answer to your title question is "manuscript submitted" just means "manuscript received".  It's just acknowledgement they got what you sent.

Does the status of "Decision in process" lead to rejection? Specially in my case?

It means editor is deciding the next step.  So you are still alive.  I would expect the next step to be either be (A) sent out for reviews or (B) rejection (if not worthy of review).  I guess there is some possibility of acceptance, but this would be unusual at a good journal.


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What is the meaning of a statement regarding the result of interview?
I did an interview for a faculty position around 1 and half month ago. I recently sent a follow up email regarding the status of my application, and the chair of faculty replied that my application is with the dean. What is the meaning of with dean?

Possible duplicate: Faculty hiring after campus interview

The most useful information you can draw from this e-mail is that the fate of your application is not decided yet. You need to be a bit more patient.
Another bit of information is that the chair of faculty sometimes has poor communication, since they make statements that are a little confusing for a person that doesn't have knowledge of their internal processes.

Thanks for your answer. The point is that I have been offered other positions and I still waiting for a clear reply from this one.

@user40491 I think that there's an existing question about that situation on this website (no time to search currently)

While this answer is correct, I would take the statement as positive, rather than negative. It is unlikely to have been sent to the dean, IMO, unless it was sent with a positive recommendation. Maybe not glowing (impossible to judge that), but positive. A negative opinion would be more likely to be handled by the department, perhaps with a recommendation to the dean that "we keep looking".

@user40491 does the chair know that you have other offers? It’s really important that you tell them, including any decision deadlines that you have for accepting the other offers.

@DanRomik Today I sent an email explaining that I have another offer and waiting for his reply


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About forwarding email to professors
I have two advisors for phd from differnt countries. I recieved an email  from first professor. I just forwarded his email to second professor for his information. I used the native language of the second professor when I forwarded the email including one  general statement. Is forwarding with the native of second person is mistake?

Sorry, it is not clear to me what you mean with the fourth sentence. ("I used the native language... ")

I mean that I used language B wich second advisor speaks with it but the first advisor does not speak with la gauge B.

So, you translate the message from Prof. 1 and sent the translation to Prof 2?

What is the point of forwarding something that the receiver will not understand? I would prefer to just write an email telling the important things your supervisor said.

I would be concerned with the accuracy of the translation...

tl;dr Agree with your advisors on how you communicate
You've certainly not made a "mistake". But what you're realizing is that your assumptions about:

Which language to use?
What information should be shared?
How verbose should you be?
Whose responsibility is it, and who has permission, to update the 3rd person of the triangle about communication between the other two?

and so on. In your place I would talk to both my advisors, separately or together if you ever meet, about your "email routine" - what they expect and what, and what you expect and want. Then none of you will surprise/annoy the others with undersirable email practices.
And this is basically true about most kinds of collaborations in groups of people which don't all communicate together in a common forum.

It is OK and totally normal to forward the 'raw' email from Professor A. Include any additional comments or summary of your own interpretation of what Professor A was suggesting or agreeing to.  (Make sure that additional comments are clear to a reader as being your own 'side notes' -  particularly if you are actually making them inside the original text).
It is appropriate to go ahead and try to explain any aspects that might be unclear due to the language issues. (If a student had to translate email into a language I understood, I'd still strongly prefer to have a clean (unaltered) copy of the original email attached in case there were any aspects that I wanted to ask about in greater detail.
The worst thing to do would be to 'rewrite' the original language in the email and send it as if it were the original text as sent from Prof A. (What if in your own enthusiasm, you misinterpreted what she was actually trying to say or propose or implied?)
The other thing that forwarding will do will make sure that everyone has everyone else's email addresses in case there need to be some other side-conversations.
However, it is in the OP's best interest to make sure there is some summary email at end of flurry of discussions that helps everyone know how the information was interpreted and acted upon by all parties.
Last line above has been added in response to @DeboraWeber-Wulff: The original (and current) answer is under the assumption that both Professor A and B are advisors/mentors to the OP and that they know each other but may have language issues - ("two advisors for PhD from different countries"). In that case, I don't agree that it is necessary to cc or ask permission before getting advice from one advisor about something communicated from the other advisor.
But, I agree with her totally - if this were a correspondence between a different set of scientists, the OP should ask permission, or at least cc the initial scientist, so that she knows that her private email is being forwarded to someone else.

Actually, I don't think it is okay to forward any mail from A to B when B is not on the to: or cc: list, unless you have specifically asked A for permission to do so. Sending an email is a private correspondence and should be respected as such.

Thanks @DeboraWeber-Wulff, I'll add that - (I was assuming from the OPs description that the initial emails were assumed to be eventually going to the second faculty but that isn't always the case). Although, I do imagine some situations where the 'exchange' is more like calling and asking advice/talking to advisor (which I personally wouldn't cc the initial person on). The emails with the cc's would be final flurry of official emails between A and B and student on which everyone gets CC'd on.


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LaTeX format for writing reviews for AMS
I need to know how I can find a LaTeX template for writing reviews for American Mathamatical Society? Thank you in advance for your help.

You mean after-publication reviews for their Mathscinet / Mathematical Reviews database, or actual referee reports for one of their journals?

Yes I mean  for their Mathscinet / Mathematical Reviews database

For book reviews: AMS has a Latex template for that.  https://www.ams.org/arc/journals/journal-produce.html#journal_packages

You don't need a template. Just type (or copy and paste) your review into the text box, enclosing any math you need in $ signs.


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What is a junior researcher in academia
Can we call someone a junior researcher if he or she has obtained their Ph.D recently and also has research stay abroad?

I would classify a "junior" researcher as pretty much anyone who does not yet have a permanent position. (The question of whether a tenure-track faculty member is a "junior" researcher might be open, but anything "below" that is not, at least in my mind.)
So yes, someone who has had a research stay abroad and has recently received a PhD is still very much a "junior" researcher.