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How important is teaching experience?
I am a PhD student in economics in the UK. Recently, I have been hearing how important teaching experience is to find a job in academia as a lecturer. One needs to submit teaching statements and may be asked about one's teaching philosophy.
Can you please share your experience about how important teaching is in becoming a lecturer? I suppose being a teaching assistent and leading example classes is a big plus. Of course, only if the research part of the PhD is going sufficiently well such that there is time for teaching.
What about schemes like the TSP (The Scholars Programme) of the Brilliant Club where PhD Students visit schools the odd times and give mini courses to interested pupils? Does this count as being committed to teaching or is it neglected due to the low level of difficulty?

At my school, we have no shortage of applicants with a wonderful research record.   However, after shortlisting them, the overwhelming factor we use to hire an applicant is teaching.  We've passed on some excellent candidates with a brilliant track record because they would make awful teachers.  In short, at my school, research gets you an interview, and good teaching lands you the job.  Note, in Australia, some universities are hiring teaching focused staff, usually non-tenure.  So teaching will be the main consideration for these positions.

"I suppose being a teaching assistent and leading example classes is a big plus." Not if every job applicant has done that.

@AnonymousPhysicist what about the mentioned school programme from Alex? Does teaching pupils really help in demonstrating your interest in teaching and attending an extra teaching workshop or doesnt it really influence university hiring decisions as it is not quite the same as teaching university students?

@KeSchn I'd not heard of TSP before, but it sounds like it will demonstrate your interest in teaching secondary school, which is a good career path for a PhD, but not the career mentioned in the question.  One teaching workshop isn't sufficient to be evidence.  Do several a year, for many years.

I voted to close, because depending on the institution, the answer to the question could be "teaching is the only thing that matters" or "teaching does not matter at all."

How important are carbohydrates in a healthy diet?

@Prof.SantaClaus Would they have made awful teachers because you saw them teach badly or because they didn't have much teaching experience on their CV?

@ElizabethHenning As part of the interview process, shortlisted candidates (usually based on their research record) have to demonstrate their teaching abilities.   From their demonstration, we then make the offer.

Even if the PhD research does not go as planned, I would strongly suggest you to get some teaching experience for a number of reasons:

"One learns best when one teaches" as a translation of the German "Am besten lernt man, wenn man lehrt". Teaching gives you a deeper understanding of many topics, it helped me a lot.
Character building: you as a person will benefit as well from teaching. Speaking publicly is not an issue for me since I taught during my PhD studies, this had a really positive effect on my work outside academia as well.

For a lecturer (defined generically) it would be very important anywhere. Most of your competition for any teaching position will include many people with experience. Some will have a lot. It is good to get it wherever you can.
I have no experience with the program you point to, but it looks promising. But there are other ways. I'm surprised that you aren't getting some of that in your doctoral program, but that depends on funding. One way to easily get a bit of experience that may be open to you is to ask a professor who also has undergraduate teaching duties if you could give a lecture or two on some topic in that other course.
When I was an undergraduate, my professor actually asked each of the students (very small classes) to deliver a lecture on some topic. It didn't give him the day off, however, as he was there and gave us some feedback on how we did. The first try can be pretty miserable, actually. Especially for an introvert.
You can develop a teaching philosophy of sorts by watching the professors you admire and giving some thought to why you think they are effective. What is it that they do, not just in the lecture hall, but overall, that makes you appreciate them. You can even ask them about it.
But many new PhDs have a lot of misconceptions about teaching and learning. The biggest misconception, I think, is to believe that students are all like yourself. They aren't. And you need to adapt to that if you want to be effective. Effective lecturing, for example, is only a very small part of teaching.

However, since the term lecturer (descriptive, generic) may be different from Lecturer (an entry level academic rank in UK) your mileage may vary. How important it is for hiring into a specific rank depends on the university hiring. For some, teaching would be very important. For others only research really counts. For some even research isn't enough unless you attract grant funding for it.

Would a hiring board base their decision equally on teaching and research or does research dominate the hiring decision of new lecturers?

If lecturer means teaching faculty then research will play a small part. If lecturer means an entry level position with teaching and research then research might dominate, depending on the institution. My interpretation of "lecturer" was the former. In some places it is expected that you will (eventually) "pick up" some teaching skills but research and grant writing dominate everything else. If you make the position a bit clearer in your question I'll edit as needed. The terms aren't the same everywhere. In my world "lecturer" = "teaching primarily". Yours?

The question specifies UK, so this is probably a good start: https://en.wikipedia.org/wiki/Academic_ranks_in_the_United_Kingdom

@buffy it's quite common for UK phd students to get little to no teaching experience. At my Uni, PhD students cannot deliver lectures to undergraduates and they are not allowed to grade master's level assignments. They are left with marking undergraduate essays as their only teaching experience...and only a limited number of them get that job. I delivered one lecture to undergraduates as a PhD student and that was notable...and was because the actual lecturer was hospitalised.


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Should a citation be included when answering a question regarding a specific source?
For example, "How do the six types of shenanigans relate to the ethical use of a flux capacitor according to Smith and Smith?"  (Smith and Smith are authors of the textbook).   For this type of question, where there is a specified source that must be used, is it necessary to re-state the source in the answer?
The question is posted in a discussion board.  Only students of the course and the instructor are the intended audience.
Also, the chapter of the book is directly stated in the subject line of the posted question.
Ex. "Chapter 2: Electric Boogaloo"

When writing a paper for publication, include the citation.  When speaking to your friends, no citation is required.

For a textbook, which could be long, it might be appropriate to specify where the information is in the book.

If it is a discussion board the audience are only the course instructor and the students of the course, whether or not you repeat the citation in your answer is not going to have any important or lasting effect. That said, while a very strict instructor might complain if you do not repeat the citation, I cannot imagine any way in which repeating the citation could have a negative effect. If you are in doubt, just cite it again.

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Bachelor thesis without a research question
I have been asked to provide feedback regarding a paper a friend of mine has written. I sometimes read scientific research in my free time and I am yet to come across anything similar to what that friend has produced. I don't think I can provide any meaningful feedback as I am not sure how to approach this thesis.
This thesis has no defining research question that it is trying to answer. The aforementioned friend of mine wrote his bachelors thesis to merely inform the reader about the subject. As such, no meaningful conclusions were made. The conclusion section of the paper only contains a short summary of previous chapters. That friend of mine studies in Finland. The subject of this paper is Cyber Security.
Is that friend of mine doing something wrong? If not, could you perhaps point me into the direction of similar research so that I can use that as a baseline to provide feedback?

I can't be sure, but from your description it seems like this thesis does not include original research, and that is what troubles you. Instead of original research, it sounds like your friend may have produced a survey or review of a particular area, which informs the reader about the body of work in that area. (See this answer to Difference between research paper and scientific paper).
A bachelors thesis may or may not be expected to include original research. Your friend should ask his or her thesis advisor to clarify the expectations in their department.

I see. Thanks for the information. However, from where I stand the thing look even bleaker now as my friends paper contains no citations of any other papers. It only contains general information that I would expect to find on a Wikipedia page. In any case, thanks for your help. I'll try to guide him into the right direction.

@P_Andre Your friend should definitely ask around to find out what the specific expectations are in his or her department. This varies tremendously from one place to the next.

There is probably no requirement for original research.  Check but I bet this is the case.  However, based on your statements, including comments, I get the impression the paper is not very good.  While you are not an expert in their requirements, your common sense gut reaction seems to lean this way.
Give this advice:

Add citations and comments on the literature.
Also advise the author/instructor to try to come up with some better slant/theme/question or some interesting categorization/structure (importance, front to back end, historical evolution, etc.).  Obviously the facts, ideas have a value on their own.  But any written work functions better for the reader if there is some narrative or story.  It's not an exact problem like an equation to know how to assign a theme, and multiple decent options exist.  But the effort to assign one will likely pay off.

The paper will still probably be lacking (I am reading between the lines), but you will have discharged your duty to give a few words of decent advice.  At that point, que sera sera.  Heck, even if all the kid does is a half-hearted attempt at 1 (writing endnotes but not really evaluating the literature for importance), at least he will have practiced the clerical mechanics of doing citations.
The scope sounds too large.  He would have been better off picking something more granular.  But at this point, it is likely too far down the pike to worry about.  It's really just a school project...let the kid get his gentleman's C and be on his way.

What you can is compare to other bachelor's theses on the same area at the same university. Most or all Finnish universities have an electronic depository of published articles and theses (these might be different or the same one).
I checked that the repository for University of Jyväskylä does not contain bachelor's theses on this subject.
Aalto's repository has several; but they do not seem to be openly accessible to everyone, see https://aaltodoc.aalto.fi/doc_public/bachelor_info/?la=en. But maybe your friend can access them with their university account.
On cybersecurity:
1
2
3
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5
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In a similar spirit, I would suggest asking your friend to find the institutional repository of their university, or alternatively visiting the university library, and checking out some of the theses, if they are accessible. Or maybe you can find some publicly accessible ones. You can use them to get an idea of what such a thesis might look like.
In math
In (fairly pure) mathematics, most bachelor's theses do not contain original research. They likely contain a proof and maybe some context on the problem. This might or might not be different in cybersecurity.
In general
A bachelor's thesis should be a significant contribution to or sign of the writer's understanding, in any case. It is also practice for scientific writing. If it looks like a literature review, then it should definitely have references.
Ask the advisor for more details.

Original research is not required for bachelors or masters courses, only doctorates. A replication study is acceptable. However the research question, hypothesis, or aims/objectives should still be clearly stated. Many courses still require a dissertation to have original data, even if the conclusions are negative or not novel themselves. What you appear to be describing is a literature review, not a thesis. Please check the requirements of the specific programme to ensure that this is acceptable instead of a thesis. Submitting it as original research would be inappropriate but it should be possible to add sufficient results (including modelling or simulations) in the context of the literature to meet these requirements. If this is the case, then this is a matter which should be taken up with the supervisor as it appears that the candidate has misunderstood what a thesis entails.

A "bachelor's thesis" can certainly be a literature review, as mentioned in the other answer.

My programme certainly would not have allowed this. The requirements were made clear to us. Of course, different fields, institutes, and countries have different conventions. Every course is different so it’s hard to generalise. It is the candidate’s responsibility to read the the regulations of the course but this really should have been discussed with the supervisor if it hasn’t already.

Agreed that the requirements should be clear for a given program and that it varies, that was why I was raising the issue with your answer that states a thesis requires original data. A "bachelor's thesis" is really just a synonym for "bachelor's project" and can be just about anything, depending on the program.

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Not enjoying post doc work environment
I think this is more of an interpersonal/workplace question rather than an academic but still related I think.
I'm in the first year of a three year post doc in the UK. I enjoy the work I do with my advisor for the most part and I enjoy working with my advisor. Its unfortunately, everything else about the position I dont like.
The building doesnt feel 'academic', rather more of a generic office building. While this is likely minor for most, one of the reasons I chose academia over industry was the dislike of 'office culture' ie semi-forced social events, rumours, cliques, almost timed coffee breaks, offices with many people leading to volume issues or temperature disagreements etc. While some of this may be UK culture (American), I still find it hard to want to come into work. Some interpersonal issues as well in regards to politics (centrist with regards to American politics, which is apparently far far right in the UK).
This has led to me working from home or working odd hours (~6am to 2-4 pm) so that I attempt to remain productive while not having to deal with these issues. This led to rumours about me being depressed and 'raised eyebrows' about how I leave much earlier than others. Outside of work, I enjoy my hobbies and the area and I am mostly content, but having to come into work 5 days a week just drains me and stresses me out and is wreaking havoc on my emotional state and to an extent my productivity.
I have brought this up to my advisor, and we may try and change my location in the building, but there's likely not a free 1 person office so all the previous issues are still there.. just different desk location? Im not as productive at home and Im unsure how 'okay' the department is with regards to me working from home even if my boss is okay with it.
I'm unsure I can manage 2 more years at this rate. Advice?
TL;DR I like the work I do and my boss, I just dont like going to work or being at work. What should I do.

In what way do you expect an academic office to be different to one outside academia? I'd suggest that in any environment like this, you're going to get cliques, rumours, disagreements etc. The best you can do is ignore it and do your work to the best of your ability.

If you think that's bad, you see see how it works in Asia. Perhaps you search for something quite specific, which means it will be hard to get. I will provide a suggestion in answers later.

No one likes being a postdoc.

Sadly, I am an American postdoc in an American lab, and I am experiencing the same issues. The details are different, but the sentiment is the same--the laboratory is not conducive to work. At all. It is a noisy, distracting place with coworkers of all varieties doing any number of distracting activities. And right now, I have to write, and i have to write a lot. My PI/boss likes to be able to also come into lab and look over our shoulders, to make suggestions and check progress. This is entirely unnerving to me. it's compromised my ability to be productive and keep those standard hours in the lab. So, I employ strategies- noise-cancelling headphones. Working from home. Telling everyone I'm writing and getting the biggest headphones and possibly sporting a slight scowl in general. It's not fun and i'd love an office. But for me, the bottom line is what I have to show for this experience when it's over. And I'm willing to do whatever it takes, because this is a great opportunity to advance my career. And i need it and i want it badly enough. But, that said. ...it is difficult and the environment works against me, daily. It might be something you encounter in an ideal setting.
And what i've found...is doing 'whatever you must' to be productive, might get some odd looks. People might talk or be judging. Someone might not like you working from home or keeping odd hours.
But you will have those first author papers. And that matters. That matters to your boss, the department, and for your career--far more than whatever situational annoyances arise in the process. You've got to get yours.

Noise/distraction can be an issue in shared labs/offices (the norm for students and postdocs).
Actually I have this issue in corporate America as well (especially on travel, working with a team in a conference room). What I try to do is find a nook, conf room, study carol or the like where I can be nearby but separate.  The issue is not all from others, but from me wanting to chitchat.  I think for a postdoc, even more separation is fine, than for a team in corporate America.  [If you have an enclosed office, though, there's enough separation to be efficient.]
A couple small other stories (just for comparison) in case it helps.

Had a Japanese postdoc, who would come in and work 3-4 nights (long ones)...and crank out a lot of lab work.  Then he would goof off for the other time.  He was productive.  And it was accepted as people saw he was productive (and not super social).
I wrote my thesis in 10 days (last minute crunch) coming in and working nights.  Other people bailed from the lab around 1700.  I would be there ~1800-0700.  Allowed me a modicum of face time and interaction if needed.  And kept me out of the churn.  So I could type, type, type-ity type.

Big picture:  Figure out what works for you to get stuff done and to it.  WAY better to be asocial AND PRODUCE than to "show face" and not get the "ball across the goal" in terms of paper cranking.  [This applies in corporate world too.  Yes, better to have cake and eat it too.  But if it is a choice...pick production over fitting in.]
P.s.  Personally, I don't find the at home thing to work for me as I goof off.  But whatever works.  I prefer at work but with some ability to isolate myself for periods of time.  You can still say hi a couple times a day as you get coffee or go to the head, but they are not in your shi... the whole time.

Unfortunately what you describe has become the rule, instead of the extreme exception, among academic groups around the world. There is an increasing pressure and nurturing of company-like standards, which is quintessentially incompatible with quality and deep thinking. Departments are increasing the demands over professors for speed, numbers of both publications and graduating students. Because of this trending treadmill a "boss culture" is also thriving, realised by the scores of professors role-playing the manager or the start-up CEO, surrounded by ever-smiling show-offs and yes-men.
I suggest you hold your horses through creative and adaptive strategies as best as you can through this postdoc period. I bet you can always reach for the library (or even the cafeteria area) so you don't leave early and always leave a bad impression? Maybe switching one of your working days into the weekend ? Think carefully, and try your best as not to "disrupt the group mood" which is also the kind of company nonsense being minded seriously in today's academia.
As a personal advice, I'd recommend you take a look into more introspective work cultures, such as Swiss academia. You might be able to find a better fit for your next step.
Remember: Adaptation is key to survival! Good luck.

I'm afraid that it might be difficult to find buildings that feel really 'academic' and I wouldn't want to select positions based on that. Similarly, whenever you work together with other people there will always be some degree of gossiping and cliques. I think your expectations here do not correspond to a lot of academic environments.
I would strongly urge you to find a way to deal with this for yourself - stuff like noise-canceling headphones may work, and you don't need to interact more than superficially with people you don't like. Maybe there are some friendly people around as well; I could very well imagine not everyone is very much into office culture.
However, I'm a little surprised about the discussions about politics and the raised eyebrows/rumours about you choosing your own working hours. This seems absolutely impolite and I would try to find a way to shut this down friendly but firmly ("I'd prefer not to discuss politics/Let's not discuss my mental health.")
Hope this helps!


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Is use of multiple bibliographies, especially with annotations, in a thesis, accepted?
As I am reviewing sources for my thesis, I am citing my sources in an (APA style) annotated bibliography (as required).  However, I am also finding some excellent points from other sources that are either not entirely on-topic or less-empirical (read: poorly referenced).  I have (of course) kept track of them.
What is the accepted practice for listing cited works in a thesis?  Is it acceptable to have an annotated bibliography, as well as a list of "additonal works cited?"  Or should they all be listed (with annotations) consistently in one section?
I have posed this question to my adviser, but I would also like to hear from others as well.

I agree that reference formatting for a thesis tends to follow university and discipline specific guidelines. In my experience, theses also tend to have a little more flexibility than other documents, because the university often has to provide guidelines that are relevant to research students from a diverse range of disciplinary backgrounds.
That said, if you are using APA style referencing, then you may wish to follow APA style guidelines more generally. I have not seen annotated bibliographies in APA style. Rather, if you cite a work, then it is added to the reference list. You can cite a wide range of works including popular-science and other works of less rigour. You generally don't cite works that you simply used as background reading, unless you can weave the reference into a specific citation.
In APA style, all references are typically combined into a single section at the end of the work. An exception can occur in the case of book chapters, particularly where each chapter has been written by different authors, where separate reference lists often occur at the end of each chapter.

I think the answer to your question is very dependent on your subject and the culture of that research area.  In my area, math, I've never seen an annotated bibliography as part of the thesis.  I've probably only looked at 15 or 20 theses, but I've never seen one.  In other areas (humanities and social sciences?), I suspect such a bibliography is more par for the course.

Generally thesis formatting questions are answered by someone at the the institutional level. At my institution, deviations from the proscribed format were not permitted. You should verify with your institution what the guidelines are. The academic merit of this approach may be a secondary concern. Usually the person who is in charge of this can be found working for your institution's library.

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Transition from Computer Science to Statistics
I have a B.Tech in Computer Science & Engineering and I want to apply for statistics gradschool. My interest is in stochastic calculus. I'm from india and I have limited exposure to statistics. I have a work experience of 3 years in software development.
Will I get rejected from decent level schools ? What should I do to improve my chances ?

Why do you want to apply for statistics in a grad school when you think you have little exposure to statistics? What do you think you can offer? If you clarify this, we can help better

I think it depends on which country you want to apply for the Grad School. In Japan, you have a very Math oriented entrance examination for the Math department, and is usually the most important factor that decides whether you get in or not.
In USA, the educational system is different, since Undergrad education is often not oriented to a specific area, and you have a good chance as long as you get a high GRE score and have a good set of Recommendation letters (preferably from the Dean of your Univ. if you are not from the US).
As an example, take a look at Stanford's admission requirements:
International Academic Credentials
For India, you do need some kind of engineering background, but other countries like Japan, can in theory apply as long as they have finished an undergrad regardless the discipline.
Bear in mind though, that a PhD in statistics has a hefty load of subjects that assume that you have some mastery on math and advanced math(which, to be honest, the GRE does not cover). So you might have to throw in some hours just to level even with the rest of the students that have math undergrads.

You're right that good enough recommendation letters would make a big difference in the US, but I think it would be extremely difficult to get such letters with only a limited exposure to statistics.  (Letters that aren't from statisticians or people in closely related fields will count for little.)

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How can I protect my loose leaf textbooks?
One book I ordered this semester is a loose leaf book (3-hole punched) that I'm currently keeping in a binder. Problem is, the pages are quite thin, and tear very easily near the hole punches. What can I do to help prevent this?

You could take the book to a copy shop, and have it binded properly (e.g., hot glue, hardback, etc.). Here in the Netherlands, that costs about 3 euros for a simple but effective glued back.

Time-wise, this is definitely the best solution. Your university book store can likely do this for you very quickly.

Hadn't even thought of that, thanks! I'll head down there today to see what kind of options they have.

Heck, spiral or comb binding is fairly cheap, and for light-use has served me quite well.

@Fomite Indeed, but while answering, I saw the "2000 pages" requirement come by, which kind of biased me towards glued backs :) But for (much) smaller documents, comb backs are probably the cheaper/easier way to go

Find someone who has access to a document scanner and scan it. Our departmental copier/printer can also scan (I think the spec is 100 ppm), so 2000 pages will take a while, but not forever.
EDIT: Have you contacted the author to see if an electronic version is available?

Coincidentally, this version actually came with an e-book version. But since I had to pay for the physical pages, I personally feel like I should make use of them.

In the olden days, you could buy little sticky circles that you'd place around the holes and this would prevent the pages tearing out of the binder.
Another approach is to put the whole thing in a box.
Or maybe scan the document and carry it around on your iPad – that's probably the modern solution.

Putting it in a box, I'd be afraid the pages would get out of order, or be lost. The sticky circles would work, but for a thousand pieces of paper x 3 holes each sounds like a big pain - as does scanning 2000 pages.

My only other suggestion is a bad one. Put the book on a shelf and don't use it. (Perhaps seal it first in perspex.)

You know that there are scanners/copiers that can load automatically separated sheets of paper, don't you? Often your library or department has one.

My experience with reinforcement rings was that their primary effect was to create much larger tears in the paper very shortly after the unreinforced sheet would've ripped anyway.

Met too. But that was a while ago.

+1 for the nostalgia of those good old sticky circles, even if they're not a practical reinforcement solution in this case.

I use Acco Pressboard Covers for exactly this purpose, and they work great.

Cheap and effective solution. Other forms of binding will be more durable in the long term -- spiral/comb binding, glue binding, velobind (which I was very fond of when i had it easily available).... Note that your school's print shop, if there still is one, may have one or more of these option available internally.

I use a binder AND a pressboard. In the binder I use tabbed dividers, one at table of contents one at the break between chapters I am currently using and  one at the start of the index. Then in the press board I only have the current working chapter.
It works for me. My original idea was just to pressboard all the chapters but I ran out of them before I got done, so binder and 1 pressboard.

Manufacturers should either reinforce the page edges or stop hole-punching the pages; the paper is just too thin for the books to be used in 3-ring binders. One solution I found is to use reinforcing strips. They are pre-cut to page-size (10.75" by 1"), but are not hole-punched. You stick them on the page edge and then hole-punch it. You don't necessarily need to reinforce all of the pages of your book, just the first few pages in the front and back and the occasional page that gets torn out.
One of the advantages of loose-leaf books is that you don't have to carry all of the chapters in your backpack. You can take the chapter you are reading, and possibly the index, glossary, answers, etc., and leave the rest of the weight at home. One way to do this is to use swing-clip or zip-up report covers. Since the covers can be reused, this is also an environmentally-friendly way to solve the problem. After all, one of the reasons loose-leaf books are made is to reduce waste, especially for books that become outdated each year when a new edition is printed. Loose-leaf books require less material to manufacture and less fuel to ship.
One final idea is to bind the book using binding post screws or brads (available at office supply stores). Make a cover for your book with two pieces of cardboard (possibly from the backs of old notebooks), hole-punch, place your pages inside, and then bind the whole thing with screws or brads.

In the past, I have bought a small 3 ring binder, and just removed 1 chapter at a time to put in the binder. The great thing about this is you don't have to carry around hundreds of pages the entire year, when you only are using a few dozen at a time.

These work wonderfully.
http://www.bindingdepot.com/Shop-BD/Chicago-SCREW-POSTS/
you can break it up into groups of chapters, but make a copy of the front table of contents and the back index for each bound group that you want.  these posts unscrew so you can switch it around when you want.


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How do I use/add first name (or forename) in citation?
I like to use first names (or forename) to cite the work of others.
It has become even more relevent when I found that somebody working in my field shares my initial and surname.
However, this is not the most common practice and in many cases, I do not know the forenames of the people I would like to cite.
Do you know of any pratical way to find these information ?
I usually resort to Google and Google Scholar search but that does not always solve the issue and can be time consuming (considering it is a detail).

While I think this is a good question (and up voted), are there any citation styles that even allow this?

I am writing a thesis so I can choose my citation style. Same goes for technical report in my company (no particular style is defined).
I think that when space is not a crucial issue (such as in some tightly packed journals) this citation style is well adapted.
Now that most articles transit in numeric format, I think the space argument is even a bit out of place -- but I do not intend on challeging the standards though.

Can you just cite yourself differently?

I might. I have find however that name and surname are the most straightforward manner.
I am not the only one with a potential ambiguous name though.
The question is raised even if I do not cite myself, as I would definitely appear as the author.

@AlfredM. Since you have some responses below that seem to answer your question, please consider marking one of them as ‘Accepted’ by clicking on the tickmark below their vote count. This shows which answer helped you most, and it assigns reputation points to the author of the answer (and to you!).

I also prefer to cite people by their full professional name whenever possible.  Unfortunately, the only reliable way to find that information is to look for papers that they've written under their full name (whether first, or middle, or second-of-four, or what have you), while being very careful not to confuse authors with the same initial and last name.
In some fields, there are reasonably reliable review/citation databases like Mathematical Reviews or DBLP that disambiguate authors by full name, affiliation, and so on.  (For example, DBLP successfully disambiguates me from another computer scientist that shares my first and last name.)  A slightly less reliable method is to find the author's web page, or at least a web page at the author's department with their name on it, such as a faculty roster or a class syllabus.
But always remember that someone's full professional name may not be the same as their full legal name or their full given name.  As Anonymous Mathematician points out, some authors consistently and deliberately publish under their initials to protect against sexism and other biases.  The full professional names of these authors do not contain first names, only initials.  A smaller number of authors (and groups of authors) publish under pseudonyms.  Finally, authors from outside the US and Europe sometimes follow naming conventions that differ significantly from the modern European standard.  (For example, one of my department colleagues publishes under what appears to be his last initial and first name; the reality is a bit more subtle.  He doesn't go by either of those names in person.)

It's a little tricky trying to expand someone's name, since you might inadvertently arrive at a form they never use (for example, some people have never been called by their first names, but have always used their middle names instead, and may prefer to be cited as "F. Middle Last" rather than "First Last", "First M. Last", or "First Middle Last").  Some people also prefer to use initials when publishing, for example out of fear of prejudice or bias.
So if the published paper uses initials, then it is safest to retain them when citing it, unless you are really confident that your expanded version of the name won't confuse readers or offend the author.
On the other hand, if the published paper gives a first name, then you have your answer.  Other databases may also give first names (for example, MathSciNet or the Mathematics Genealogy Project), but which databases are relevant depends on the field.

How about citing them in the standard way, but in order to disambiguate use marks by the names, such as superscript *, or '. And on the first appearance of such, put the explanation of the markings, as well as reasons for doing this into a footnote.

This seems to me a bi cumbersome.
First, the ambiguities might be implicit in the sens that I might not have cited the people sharing my (or of those I cited) name an initial but they exist in the field anyway.
Second, to do do this, one has to track down every possible ambiguities.
Third, from a typrographical point of view this could be considered unelegant.
However, your suggestion is helpful when one has not the choice of the citation format, like it is mostly the case with journals.

In addition to other excellent answers, I would like to make a suggestion for you,
Find the author's e-mail address and then send an e-mail to ask the author's full name.
If the author replies, you get the answer. If the author never replies in a reasonable time period, find the author's professional name as suggested by others or use the name that appears in the paper you are citing.


text:
How important is research experience of undergraduates in the application for graduate school?
I'm planning to apply to graduate school in applied mathematics, but I do not have any research experience. The reason being is that I did not become a math major until my junior year in college. How will a lack of research experience affect my application?

You're in the US, I guess.

I have retagged your question with the graduate admissions tag. There are a number of questions with the [graduate admissions] tag that might already contain the answer to this question, for example, my answer to this related question. Research is a plus, but not necessary if you have strong grades & test scores and good recommendations.

@BenNorris ...unless you're shooting for one of the top departments, which generally require concrete evidence of research potential.

I've heard a lot of people say that research experience is important.  However this answer (4th paragraph from the end) says otherwise.

@DanC: It does?  My reading is that the author thinks research experience is important, but that he doesn't think organized REU programs provide actual research experience.

@JeffE The phrase "undergrad research experience" typically means something like what most students get at an REU (and this is how I interpreted OP's "research experience").  Their problem is often clearly specified, and a semester-sized chunk is broken off.  The author of that answer would be equally nonplussed by such an experience, regardless of if it was an REU, a senior honors project, or an undergrad helping in a lab during the semester.  Very few undergrads experience more than this, because rarely do they possess the maturity and self-direction expected for a grad research experience.

I can show people who doesnt had research experience and got admitted to a phd in stanford. So I think it is a plus, but no a requirement.

Evidence showing a research experience is definitely a plus.
However, do not get discouraged if you have none. Show in your application that you know what you want and why, be persistent and proactive and see how you can stand out in a positive sense from the rest of the applicants.


text:
From a historical perspective, when did impact factors become so important?
This is a question on the historicity of impact factors for journals. There are hundreds of questions and websites on the impact factor of journals, or journal rankings (and fake rankings and impact factors).
I was wondering:

When did rankings and impact factors become so prominent in academia?
Was there a general and widely shared decision by national governments or scientific societies that now, impact factors are the most important aspect for research and publications?
Was there a lack of clarity or even dissatisfaction with journals, publishers etc. among academic scholars that they pushed for certain (quantitative) standards?

Any research study or own experience is very welcome!

The ones by the Journal Citation Reports were since 1975. https://en.wikipedia.org/wiki/Impact_factor  An other question if/where/when do they matter, especially in sight how differently these may be calculated.

I also found this as the starting point of using such metrics. My question was on the relevance respectively since when is such a measurement relevant? Or do you suggest directly from 1975 onwards? As I stated So, since when does the impact factor matter?

From this I guess the question is not about the installation of the IF, rather than their social context "why" they were introduced, and how they influence(d) reseach(er).  Well then I misunderstood you, but still point to doi:10.1001/jama.295.1.90 (by E Garfield himself), and 10.1073/pnas.1509912112.

It's not clear to me that these contrived stats are prominent now, either, apart from the promotional efforts of the for-profit entities that generate these numbers... and, unsurprisingly, the affection for "simple (even if wrong)" numerical ratings of research in the minds of bureaucrats... But, as with many things, if sufficiently powerful entities promote made-up things as though they were real, in effect they become real in the sense that human behavior treats them as though they were...

@paulgarrett Unfortunately the minds of bureaucrats have influence in the hiring and funding processes in some, possibly many, countries and, thus, yes, these contrived stats are still prominent now.

@MassimoOrtolano, yes, all too sadly, I know this. But I can't help but push back against it.

@paulgarrett Your point on the constructed realness of such measurements is well taken. Of course, there are (valid) criticisms on these (see the last link above, posted by Buttonwood). Nevertheless, for grant applications, job offers, etc are such rankings and impact factors quite relevant. So, I started wondering since when such rankings are seen as so relevant and accepted by the majority of research institutions. It seems there is not much research on this...?!

I'll speak to my experience in the social sciences, and others are free to add their experiences from other disciplines. I see your question as part of a bigger question: more than scientometrics, when did quantification become prominent? And within what context? A recent paper published in The American Sociologist (https://link.springer.com/article/10.1007/s12108-017-9348-y) gives some insight to the question. The move towards quantification was gradual in America, from the 1960s onwards, when governments and institutions (i.e. Ford) began pouring more funding into quantitative research and essentially allowed it to become a privileged method of knowledge production.
People started inspecting results, doing research, and even seeing reality in different ways, where everything was broken down into data. This was a big deal in the social sciences. We were beginning to measure what had been unmeasurable. New subdisciplines were springing up. But we needed a way to order and evaluate these rapidly growing disciplines. Impact factors entered into this picture down the line. They complemented these changes by providing an effective way of quantifying and measuring output, and, by extension, prestige.
By contrast, in places where this quantification didn't happen the same way (Europe), impact factors are not used or referred to widely. In Europe, prestige has traditionally been more known, than it is measured in a quantitative sense. Rather, impact factors surely still exist, but don't carry the same weight. Particular journals and publishers, for instance, carry old-school, sedimented prestige from having published notable scholars in the past, etc. Today, this picture is beginning to change, and for the same reasons it did in America in the past. "Big-data" and quantification has begun dominating more funding, attention, and research, so impact factors are also becoming a bigger deal.


text:
What differences should an early career UK academic expect when moving to Australia (e.g., research culture, funding opportunities)?
I'm currently a Lecturer in Computer Science at a (medium ranked) institution in the UK and I've been given the opportunity to join one of the (top ranked) universities in Australia.
While I do consider the above to be very good news, I'm a bit uncertain what to expect in terms of the different academic cultures and expectations (from me) compared to being a Lecturer in the UK.
Also, are there funding opportunities in the Australian research funding landscape tailored to new staff? In the UK one can apply for an EPSRC First grant scheme but I couldn't spot such schemes for AU.

You will want to check your eligibility for the ARC DECRA program.

Another option is to find someone with a Laureate Fellowship to hire you. These are later-career fellowships given to a select few, and they include money for postdocs etc.

I happen to be a PhD student in Computer Science in one of top 8 universities in Australia. I don't know much about the available grants, but there seems to be an early career research grant. More information about that and the grants in general in here: http://www.arc.gov.au/discovery-early-career-researcher-award
The Australian Research Council (ARC), in general, is the go-to source for information about government grants. Apart from that, if you are female, there are additional opportunities available such as this one: "APEC Women in Research Fellowship" and for Women in STEM through WISE program.
I don't know about the academic culture in the UK, but here is Australia research staff usually have a teaching load which is about 0.5 of your FTE. It can be more or less depending on the academic, but I'm not sure how it is decided. There are research only academics as well, with no teaching load, but they have a publication target to meet, I'm not sure what happens if they don't, most probably they receive teaching load.
In our university, there is a formal annual review for academic where you fill a form much like the one PhD students fill, but you have to meet targets on publication, teaching and PhD completions under your supervision.
Other than that the academic culture depends on your local research group. I am not sure about the expectations; I think it can depend. Most academics have a crew of PhD students and postdocs and these pump out publications like there is no tomorrow. A few others just chill and hang out, and I have seen them doing that for the past five years that I have been here, no publication or anything and they seem to be doing fine. So I think the expectations depends on non-trivial factors.
Congratulations on your move to Australia. I am just a PhD student so hopefully some academic can give you more detailed information.

Before saying anything specific, it is worth noting that the culture, expectations and rules varies a lot within Australia. Universities differ; faculties and departments differ within a university. So, it's definitely worth starting conversations with people who might be your mentors at your new university, and reading material on the university website (e.g., grants office, rules about probation and promotion, information about the workload model, etc.).
Funding: Regarding funding, most Australian universities will have internal funding programs designed for different levels of experience. In particular, there will often be programs for early career researchers.
The ARC (non-medical) and the NHMRC (medical) are the two main government funding schemes. They each have schemes designed for early career researchers. They are highly competitive. Your new university should have a grants office, and probably an academic in your school or faculty who can advise you about grant strategies.
You'll want to learn more about ARC Discovery (for more pure science) and ARC Linkage (where you have an industry partner who is providing resources) funding schemes.
You ask about funding "tailored to new staff". If this exists, it will generally be at the university-level. Funding schemes outside the university are generally based on time since you were awarded PhD. So early and mid-career funding schemes will typically look at time since PhD possibly with adjustments for career interruptions and so on. Thus, whether you have changed universities is not really relevant.
That said, universities will often provide additional support to new staff to help them get their research program started. In some cases, you will be given a default allocation of research time which is protected in the first few years regardless of performance, but after a few years, your research allocation may be based on performance.
Probation. You ask:

In the UK most people pass probation (at a much higher rate than passing tenure in the US). Is the same true for the probationary system in the Australia?

Yes. I think that most academics pass probation. The expectations for probation  vary between institutions, but it is not like the U.S (although see @daaxix's comments that some Australian universities are moving more to the U.S. model of probation/tenure; I've particularly heard this from those at Group of 8 institutions). The academic hierarchy seems similar in Australia and the UK. In general, the challenges in the Australian system are less about passing probation and more about getting promoted. So for example, each jump from B (lecturer) to C (senior lecturer) to D (associate professor) to E (professor) is where you need to prove yourself. Many  So for example, someone who is doing less well with research, teaching, service and so on will struggle to get promoted. More generally, only a few academics get to level E. It is common for academics to plateau at a particular level (e.g., C or D).
In addition, the concept of tenure is different in Australia than in the United States. My understanding is that Australian academics on ongoing contracts and who have passed probation do not have tenure. Rather, they have an ongoing job. Thus, you could presumably only lose your job for performance issues or redundancy. In general, redundancies are quite rare, but they are not unheard of.
Teaching/research/service mix: Universities and departments vary a lot in how they allocate workloads. @daaxix mentions that you may be notionally allocated 50% of your time to teaching. This is perhaps a useful guide, but there is a lot of variability. For example, in my department, the default allocation is 40% teaching, 40% research, and 20% service. The 40% research allocation is protected for your first three or four years. After that, it is based on research performance metrics (e.g., publications, grant money, PhD completions). So, academics who achieve less in the research domain will be asked to do more teaching or service. And if you consistently excel at research, you can get a greater research allocation. More importantly, universities and departments vary substantially in the hours they assign to all these activities. Some universities have very strict and bureaucratic workload models (e.g., you make $49,000 instead of $50,000 in grant funding, then you might find yourself taking extra tutorials, etc.), whereas others are more fluid and flexible.

Note that there has been a move in the Go8 (the top 8 older Unis in Australia) to move to a more US style tenure like system.

At my institution, the allocation is supposed to be 40/40/20, but it isn't realistic. It ends up being more than 50% for most lecturers for teaching. Also, we have the same policies for additional teaching and service being assigned to low research output lecturers, however, the inverse is not true. If a lecturer has high research output, but does not have high grant income, their teaching and service allocation will not be reduced. Only grant income is used to reduce teaching and service allocations.

Could you share some insights regarding the confirmation and probation system? What does it mean to be on probation vs being in the confirmation period? Thanks

Dan and Jeromy answers cover much of the culture. I would like to add that

You will be assigned 0.5 FTE to teaching, but you typically can buy out of that with research grant money, provided that you can get any.
Research output is high in Australia, and funding is low. The funding situation is not good here, and we spend an abysmal amount of money compared with other OECD countries. This makes grants very competitive. Furthermore, the major grant awards (the ARC Discovery grants) assign 40% of the score to your past publication output. If you are more than 5 years past your PhD, this will put you at a serious disadvantage unless you are a super star.
The caveat to the above is that if you are on not yet past the 5 year mark past your PhD, you can try to get a DECRA (for early career researchers). This looks really good down the road and isn't as competitive as the discovery projects. is similar in competitiveness to Discovery grants (16.4% and 17.7% award rates for 2016 respectively).
There are also the Linkage grants, which are even less competitive than the DECRA and DP (31.1% award rate), but they require a non-academic partner who is willing to put in some money. The linkage will then match the money.

I came from the US culture, and it seems like there is a lot more administrative work put on researchers here as opposed to the US, but there is more paperwork in general. The other strange thing that I noticed in the academic culture here is that all Lecturer's in a group/department rotate through various classes in order to maintain a collective expertise. This increases the number of teaching hours required over the long term. In the US, research heavy institutions have academics teach one or two courses which they specialise in, and the academics often teach those same courses for years on end.

FWIW some of the things you mention in the last para, as AUS practices that seem different from the US culture, sound pretty familiar from the POV of the UK system. (Familiar doesn't mean they're better or worse, of course)

How much teaching is an FTE of teaching?

@FedericoPoloni It would depend on the university and there would always be a fuzzy calculation specific to the faculty/school that you belong to. I would say 1 course / semester would account for the 40% in the 40/40/20 distribution in most universities and would translate to 1FTE teaching.


text:
How can a PhD student find a collaborator who might assist with programming in exchange for co-authorship?
I am a PhD student and since I am busy with my current projects, I have no time to implement a C# project for my paper.Also, I was looking for an intermediate C# programmer as a student job in my university ( Potsdam ). But, I could not find any one! So, I was wondering if you can tell me how could I find somebody to implement a C# program for me and be interested in participating and publishing a paper? is there any forum website or any solution in this situation?
Best,

Did you use the bulletin board in the faculty of computer science/software engineering? You could also try to find a MATSE and offer the position via job center.

And who is getting the credit? People will be wary to work for a random PhD student they do not know personally.

tried to make title more descriptive; feel free to edit further if any important nuance is missing (e.g., it wasn't clear to me whether you were offering payment as well as co-authorship).

Ask your professor to assign the task to an undergraduate student.

As a reminder, make sure you have a good handle on what a paper authorship entails.  It typically marks an intellectual contribution, and implementing a C# program you've already conceived probably doesn't qualify.  This route would probably better served by paying someone or through undergraduate workers/researchers in your school.  A more true collaboration is more easily found in fellow grad students which your advisor may be able to connect you to.

The best solution would be finding someone locally. Contact the professors who teach advanced programming-oriented courses in your university (and also in Berlin, for instance, since the two cities are close) to see if they have someone to suggest among their past or present students.
Finding someone to do the work remotely seems more risky. It is difficult to train and mentor someone without meeting in person at least a few times.
And, in any case, when hiring a student for such a job, keep in mind that  there is always the risk that in the end this move will save you a negative amount of time, if you find the wrong person.

Thanks yes I understand. But I am also a programmer and have a little bit experience about how to deal with other programmers


text:
How to search for articles from a specific journal in Google Scholar when the journal name is a subset of other journal names (e.g., Science)?
A bit of an odd question, but I would like to search for a phrase in articles from Science (the journal). Yet I cannot do this on Google Scholar--if I specify in the advanced search that the source is Science or "Science," I get results from all sorts of journals with the word "Science" in them. "Science Magazine" or any further specification yields zero search results. Furthermore, Science Magazine's website search is terrible, and returns every article in the issue of an article containing a search term (my search is for "hierarchical model").
Has anyone else run into this? Can anyone think of a search term trick that might help?

Most journal websites have a search feature to search for articles.

The site: qualifier can specify results from a particular URL.
In this case, searching "hierarchical model" site:sciencemag.org in either Google or Google Scholar seems to work.

site: is not the same as searching within a specific journal, site: is used to search within a domain.

@HermanToothroth Right; it's a hack to get around the problem.  Specifically, they're already trying source:Science and source:"Science", but this seems to include references to papers in journals that have "science" in their title as opposed to just articles from the journal Science.

That's it right there, thanks a bunch. Now that I know what to look for, here's a list of search tips I found that includes the "site" keyword: https://www.wur.nl/en/article/Google-Scholar-13-search-tips.htm

Like Google, Google Scholar seems to support boolean operators. So one way to solve the problem would be to use "-source:[string]" (note the minus sign) to exclude by hand journals with names containing "[string]". This may take a few iterations of trial and error before you get only the results you want, and can of course also be used in conjunction with the "site:" qualifier to narrow things down further. E.g.
coffee source:"physical review" -source:"physical review letters"

Generally speaking, boolean searching is a powerful technique, and one that a lot of people seem to be unaware of.

I think this should be the accepted answer since by now the url based search doesn't make much sense. Most publishers have urls that have the same domain for all journals and a single alphanumeric identifier across all journals.

suggesting to edit your answer to separate the two cases: to include and exclude, preferably including a third case where both are combined. I could do the edit but then it will stay in the queue forever :)

You have to use source: followed by the name of the journal
For example, source:nature if you want to search in Nature

This is correct, though it's the same thing that they're already doing.  This is, if you try to use Google Scholar's Advanced Search feature, then search for content from "Science", it'll convert it into with with the qualifier source:Science.  The problem presented in the question is that this returns hits from sources that have "Science" in their name rather than just the actual journal called "Science".

Alternatively, you could use a big university catalog online search feature for this rather than Google Scholar.  Note, you don't need to be affiliated with the institution to do a catalog search.  The affiliation will only be required for the second step, pulling up article contents.

You could use a different academic search engine. All Science articles are indexed in MEDLINE, so you could use the following search to find "hierarchical model" in Science articles. It returns 8 results. It will find instances of this phrase in the article abstract, title, or full text, if the article is freely available.

If you want to extract those papers programmatically, for example via Python, you can do it using Google Scholar Organic Results API from SerpApi, which is a paid API with a free plan of 100 searches to test out. Check out the playground.

Code and example in the online IDE (you have to pass your SerpApi API key in order to work):

# https://academia.stackexchange.com/questions/102122/how-to-search-for-articles-from-a-specific-journal-in-google-scholar-when-the-jo

import os, json
from serpapi import GoogleSearch
from urllib.parse import urlsplit, parse_qsl

params = {
    # os.getenv(): https://docs.python.org/3/library/os.html#os.getenv
    "api_key": os.getenv("API_KEY"),                 # your Serpapi API key
    "engine": "google_scholar",                      # search engine
    "q": '"hierarchical model" site:sciencemag.org', # search query
    "hl": "en",                                      # language
    # "as_ylo": "2017",                              # from 2017
    # "as_yhi": "2021",                              # to 2021
    "start": "0"                                     # first page
}

search = GoogleSearch(params)         # where data extraction happens

organic_results_data = []

papers_is_present = True
while papers_is_present:
    results = search.get_dict()      # JSON -> Python dictionary

    for publication in results["organic_results"]:
        organic_results_data.append({
            "page_number": results.get("serpapi_pagination", {}).get("current"),
            "result_type": publication.get("type"),
            "title": publication.get("title"),
            "link": publication.get("link"),
            "result_id": publication.get("result_id"),
            "summary": publication.get("publication_info").get("summary"),
            "snippet": publication.get("snippet"),
            })

        if "next" in results.get("serpapi_pagination", {}):
            search.params_dict.update(dict(parse_qsl(urlsplit(results["serpapi_pagination"]["next"]).query)))
        else:
            papers_is_present = False

print(json.dumps(organic_results_data, indent=2, ensure_ascii=False))

Outputs data from the one page as there's no pages for such search query:
[
  {
    "page_number": null,
    "result_type": "Pdf",
    "title": "Hierarchical Network with Label Embedding for Contextual Emotion Recognition",
    "link": "https://downloads.spj.sciencemag.org/research/2021/3067943.pdf",
    "result_id": "vuRtqci4UKYJ",
    "summary": "J Deng, F Ren - Research, 2021 - downloads.spj.sciencemag.org",
    "snippet": "… In this paper, a hierarchical model with label embedding is … This paper explores a hierarchical model to learn contextual … (1) This paper proposes a hierarchical model to learn contextual …"
  },
  {
    "page_number": null,
    "result_type": "Citation",
    "title": "Toroidal Magnetic Fields for Stable Plasma Confinement",
    "link": "https://science.sciencemag.org/content/160/3826/439.3.extract",
    "result_id": "kqZ_vhnt8KUJ",
    "summary": "DW Kerst - Science, 1968 - science.sciencemag.org",
    "snippet": "… The results of these studies are interpreted in terms of a hierarchical model of mental abilities going from associative learning to conceptual thinking, in which the development of lower …"
  },
  {
    "page_number": null,
    "result_type": "Pdf",
    "title": "A high-throughput phenotyping pipeline for image processing and functional growth curve analysis",
    "link": "https://downloads.spj.sciencemag.org/plantphenomics/2020/7481687.pdf",
    "result_id": "093PpcXeoM8J",
    "summary": "R Wang, Y Qiu, Y Zhou, Z Liang… - Plant …, 2020 - downloads.spj.sciencemag.org",
    "snippet": "… The hidden Markov random field (HMRF) model is a hierarchical model with an unobserved layer for the pixel class and an observed layer for the pixel intensity given its class. The …"
  },
  {
    "page_number": null,
    "result_type": "Citation",
    "title": "Galactic Blowup",
    "link": "https://science.sciencemag.org/content/326/5950/206.2.abstract",
    "result_id": "WQd-NjqsznsJ",
    "summary": "M Cruz - Science, 2009 - science.sciencemag.org",
    "snippet": "… Fritz et al. show that a hierarchical model can be used to calculate the diffusion coefficients and excess chemical potentials (solubilities) for ethylbenzene diffusion in atactic polystyrene …"
  },
  {
    "page_number": null,
    "result_type": "Citation",
    "title": "Microwave-Safe Dishes",
    "link": "https://science.sciencemag.org/content/326/5950/206.3.abstract",
    "result_id": "k-jOiH7l3-8J",
    "summary": "J Yeston - Science, 2009 - science.sciencemag.org",
    "snippet": "… Fritz et al. show that a hierarchical model can be used to calculate the diffusion coefficients and excess chemical potentials (solubilities) for ethylbenzene diffusion in atactic polystyrene …"
  },
  {
    "page_number": null,
    "result_type": "Citation",
    "title": "Dissolute Behavior Up North",
    "link": "https://science.sciencemag.org/content/326/5950/206.1.abstract",
    "result_id": "5FXzkE1KrfUJ",
    "summary": "C Ash - Science, 2009 - science.sciencemag.org",
    "snippet": "… Fritz et al. show that a hierarchical model can be used to calculate the diffusion coefficients and excess chemical potentials (solubilities) for ethylbenzene diffusion in atactic polystyrene …"
  },
  {
    "page_number": null,
    "result_type": "Citation",
    "title": "Embedded Sensors",
    "link": "https://science.sciencemag.org/content/326/5950/207.1.abstract",
    "result_id": "uJ2gwtehXzgJ",
    "summary": "LD Chong - Science, 2009 - science.sciencemag.org",
    "snippet": "… Fritz et al. show that a hierarchical model can be used to calculate the diffusion coefficients and excess chemical potentials (solubilities) for ethylbenzene diffusion in atactic polystyrene …"
  },
  {
    "page_number": null,
    "result_type": "Citation",
    "title": "Pregnancy Can Be Stressful",
    "link": "https://science.sciencemag.org/content/326/5950/206.4.abstract",
    "result_id": "f6-h2PtpV_gJ",
    "summary": "BA Purnell - Science, 2009 - science.sciencemag.org",
    "snippet": "… Fritz et al. show that a hierarchical model can be used to calculate the diffusion coefficients and excess chemical potentials (solubilities) for ethylbenzene diffusion in atactic polystyrene …"
  },
  {
    "page_number": null,
    "result_type": "Pdf",
    "title": "Recent advancements in optical harmonic generation microscopy: Applications and perspectives",
    "link": "https://downloads.spj.sciencemag.org/bmef/2021/3973857.pdf",
    "result_id": "xHvS7epGUmsJ",
    "summary": "DS James, PJ Campagnola - BME Frontiers, 2021 - downloads.spj.sciencemag.org",
    "snippet": "Second harmonic generation (SHG) and third harmonic generation (THG) microscopies have emerged as powerful imaging modalities to examine structural properties of a wide range …"
  }
]

Disclaimer, I work for SerpApi.

Google Scholar - Advanced Search allows you to specify the name of the publication (put the name in quote marks to prevent the words being applied as if joined with AND).

This doesn't solve OP's problem, because it won't exclude longer journal names containing the journal name you specify. If you try to use this method to  restrict results to e.g. "nature" you'll find plenty of search results from journals like "nature physics". Also see Nat's comment to Herman Toothrot's answer.


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How to indicate that a thesis is confidential on the title page using APA style?
I am currently preparing to submit my thesis/paper to my educational institution and to the company who commissioned the study.
The only entities allowed to read the paper are internals of the university and internals of the company
As my paper is confidential, I am wondering, does APA-style offer any guidelines about how to indicate confidentiality? Are there any do's and don'ts?
Right now, I have CONFIDENTIAL written in bold and red, just above the title on the title page. Like this:
Example of current title page

I don't think I understand. Where are you submitting a paper to that is confidential?

Maybe the question becomes clearer if you tell us what you hope to avoid by putting confidential on your paper.

@Wolfgang Bangerth To the eductional institution I am associated with and to the company that commissioned the study.

@MaartenBuis The only entities allowed to read the paper are internals of the university and internals of the company.

Assuming that this expectation of confidentiality is embodied in a contract, then the agreement should specify how to mark material that is under the agreement. At the least I would expect some marking of confidentiality, the parties that distribution is limited to, and perhaps the contract number.

Alright, thank you. Yes, it is included in a contract. So no APA guidelines on that point?

Beware that if this is a Bachelor or Master thesis, then that there is often a requirement that the thesis will be made available in the university library. This is often done automatically and anything you write on the title page can easily be ignored. If this is a thesis see your advisor before handing it in to solve this potential conflict.

APA is intended for scholarly papers, which usually are meant for publication and are not confidential.  So I wouldn't expect APA to have guidelines for this.  I think you can just do anything you think is reasonable, or check with the clients if you think they might care.

I have edited the question to incorporate some of the comments.

I'm going to second Nate Eldredge's point: Unless the organization that receives the report has specifically stated a particular format for it, you are free to do whatever you please. You can use APA and a placement of your choice for the CONFIDENTIAL text, or any other format. You use APA style because that's what the journals you submit to want to see, but unless explicitly proscribed, nobody forces you to use any particular style for your report.

Thank you all for the useful additions! It indeed is a (bachelor) thesis. The university explicitly stated it can keep theses confidential if desired. But therefore, it needs to be clear the thesis is confidential in the first place, hence my question. I think I will go with the CONFIDENTIAL text plus a confidentiality clause on the title page


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Is there an informal understanding at universities about PhD student funding?
This question was prompted by answers and comments on this question about PhD student funding.
I am under the impression that STEM Ph.D. graduate students, when accepted into an RU/VH university in the United States, will typically be funded for at least 5-6 years, depending on the average length of Ph.D. in the specific field, by either TAs, RAs, a mix, fellowships, etc.
I understand that my university, the University of Arizona, has shirked this duty in a legally binding sense, but is this impression wrong?
If it is, why would I (or any other graduate student) risk having to find a job in the middle of a Ph.D. in order to "pay the bills?"

It's important to distinguish between the legal commitment and the moral commitment.  To the best of my understanding, US research universities morally commit to funding their STEM students, i.e., any student joining the university should act on the expectation that they will be funded one way or another throughout their education.
There are any number of ways in which that can go wrong, however, and leave a department in a position where it is unable to fulfill that commitment.  For example, public universities are typically subject to review and interference from the state legislature, such as the massive budget cuts that have just been inflicted on the University of Arizona.  They can also potentially face interference on a much more fine-grained level from its (state politically appointed) Board of Regents, who are not under a legal obligation to respect the tradition of academia independence.
I would thus not be surprised if many universities carefully weaken their language to avoid a legal commitment, and therefore attempt to immunize themselves from student lawsuits should such a situation arise.

I cannot speak for all US universities or all disciplines. That said, the graduate programs in the natural sciences that I have been involved with  do knowingly commit in legally binding fashion to provide five years of support with the caveat that this may come in the form of 20 hour per week TA appointments if no RA funds are available from the PI or the department.
Why would someone accept a lesser deal? If one has a better option, I see little reason to do so. If one does not, one might perhaps accept such an arrangement in order to receive a PhD education that, in many fields, vastly increases one's earning potential.

At the University of Arizona (UA), all contracts (that I have seen) for graduate students do not bind the University in any way, legally at least. They all contain legal language allowing UA to not pay a graduate student during that student's tenure, with no legal recourse. Admittedly, I've only compared offer letters with a few other students...

@daaxix the cynical answer is that if the university can do that, and still get students, why would they promise a better deal?

The university I went to for graduate school made no such commitment. They usually guaranteed you, in one form or fashion, your first year or two of funding. But beyond that? The department would definitely try to help you, and did it's level best to match people who needed RAs/TAs with people who had funding, and for most people it worked most of the time but it was by no means secure, and absolutely not legally binding.


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How to save a literature review?
I have done a literature review, but every time I send my article to the journals I receive either major changes or a rejection because I have only searched in journals indexed by Scopus and Web of Science (40). The journals say I have to search the databases. I am in the last year of my thesis and I have to publish my work in an indexed journal. How to do so?
I searched also non-Scopus and non-Wos journals. They say that I have to search articles in the databases directly and not search in the journals indexed by these databases and then searching articles in these journals.

Talk to your supervisor...

Are you writing only literature reviews? Don't you have results to present? It's weird also for journals to say you have to search non-Scopus non-WoS journals as well: most of the results worth referencing are already in these two databases.

I searched also non scopus and non wos journals. they say that i have to search articles in the databases directly and not search in the journals indexed by these databases and then searching articles in these journals

To clarify: Is your problem that you spent the entirety of your three-year PhD writing a single article that no one will publish?

@user2768 a phrase with "nail" and "head" in it comes to mind...

@abdoulah do you mean you have search in the journal pages and NOT in the database? How many journals did you searched?

@ Emilie 40 journals that are indexed by Scopus and Web of Science. Yes only directly in the websites of the journals.

@user2768  yes i spent 3 years to do this work.

@abdoulah To make this clear, you might like to edit your question or ask a new one. (I'm not sure what the community guidelines are on asking a new question as opposed to editing an old one, I suspect that in this instance the new question will be significantly different, hence, is merited.)

It is indeed considered best practice nowadays to search publication databases for literature rather than only individual journals or conferences, typically combined with some snowballing. Scientific fields are manifold, and it is very easy to miss relevant publications if all you do is look through a pre-defined list of journals (independently of whether they are listed in Scopus, WoS, or whatever). Essentially, for a literature review to add value it needs to be able to make a case for completeness, and it is very hard to claim that without a fairly clear and comprehensive search procedure (along with rather objective acceptance criteria for papers).

I am in the last year of my thesis and I have to publish my work in an indexed journal. How to do so?

I should also say that this is, to no small degree, also a failing of your supervisor. Your supervisor should have told you early in the process that your research methodology has a good chance of not surviving peer review.
However, that doesn't really help you now. If you have repeatedly received this comment there really are only two ways forward:

Do as you have been told, i.e., search the standard publication database(s) of your field and extend your review with any new material that may pop up.
Lower your standards, i.e., go for a lower-ranked journal and hope that the reviewers there will be more happy with your approach.

As a sidenote:

every time I send my article to the journals I receive either major changes or a rejection

In my field (Computer Science), "major changes" is qualitatively different from "reject". A request for Major Revision is typically the first step towards getting accepted - it actually happens to most manuscripts. You really should not back out once you have received a request for major revision - usually, you address what can be addressed and argue about changes that cannot be addressed. In the vast majority of cases such papers end up being accepted.

In first round of review i had majors revisions and i added articles published in other journals.  I have selected 100 studies in order to address reviewers comments. In the second round, the reviewers rejected the paper saying that my review is very limited and i must repeat the process of searching

It depends on the culture of your scientific field, but a literature review per se is nothing to be published. Yes, it is work you did, but it should be the basis for your work and an article about the results.
In some rare circumstances, a review article might have a value on its own, but in such cases the article adds additional value and insights which can not be found in the individual articles.

Thank you but i passed 3 years to write this article…..

This is not accurate in my field (applied CS). People often do publish systematic literature reviews or mapping studies. Nothing strange about this.

@xLeitix yes, but then you are e.g. categorizing the research, apply some systematic, compare results, etc.

I see no indication in OP's question that this is not what they did. Especially if they spent 3 years on this project ...

Even non-systematic reviews, that basically present a "this is the current state of the field" view are publish all the time in my field.

I suggest to look for another (better) journal.
I can't imagine the quality of a lit review coming more from completeness than from organization and explanation and selection.  There are a lot of junky papers in some fields.  I would even see completeness as a bug, not a feature.  It sounds like a link farm.


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Conference reviews contains the whole range of ratings
We have received reviews for a paper we submitted to a top tier CS related conference, which holds a rebuttal phase. The ratings we got are:

strong accept (expert)
weak accept (knowledgeable)
weak reject (expert)
strong reject (knowledgeable)

which covers the whole spectrum of ratings for this conference. There aren't any major technical comments, and reviews are mainly about the reviewer's taste of the model.
Does it happen often? Is there a way to present this scattering as a possible strength of the paper (being controversial)? Should we address this fact in the rebuttal process? Any tips for the rebuttal concerning this issue?

It happened to me, I once got 1-2-3-4 as review scores (1 to 5). It was eventually rejected after a rebuttal.

@TheWanderer Sorry to hear that. Any tips for the rebuttal? Actually my case is (1,2,4,5) in your scales

@corey979 Probably the level of confidence and familiarity with the topic of the reviewer that gave the mentioned score

@Omer I would focus on the points raised by the meta-reviewer Associate Chair / primary reviewer, if your conference has such a type of reviewer. They usually take the final decision, and in case of a tie, their opinion will be the one that matters.

This happened to me twice. I think the rebuttal is only necessary for the rejections (1 + 2), or the weak accept? the strong accept requires no rebuttal. It's hard when there's no extensive comments. But when I did my rebuttal, I just targeted my response by reviewers (as in, I wrote separate rebuttals for each, and labeled them as such). If there's not enough comments to go on, can you write to the conference organizer asking them to solicit a bit more info? once I received a blank comment page, but as it turns out the reviewer made a PDF of his/her comments and it failed to attach. Not saying this is your case, but it doesn't hurt to ask.

While it is probably fine to address only the rejections, it may be beneficial to use the positive comments of the positive reviews to highlight the strength of the paper.

@Matteo oh yes, thanks for pointing that out. although I would do it in a more diplomatic way (i.e. not pitch one reviewer's comment against another, or use that as the only reason in the rebuttal)


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What is the difference between the promoter and the advisor?
I am applying for a Ph.D. position at Netherlands and I see that there will be a promoter and an advisor. I have never seen such a title as "promoter". What is the difference between the two titles?

To add to the previous answer: an advisor is likely to be your daily supervisor, meaning that you have most contact with him/her. This person can also be a full professor. Your Promotor is a full professor (often head of department) who is likely to be too busy to meet often (though their level of commitment differs). An assistant professor is (since a couple of years) allowed to also be a promotor.
In short: the advisor is someone you'll spend more time with and should be there to help you with practical matters.


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Can a person from arts background with masters in Computational Linguistics do Masters in Applied Mathematics?
I have a bachelor in Linguistics and masters in Computational Linguistics with cgpa 3. After using Machine Learning for my thesis work, I am realizing my interest in Applied Mathematics. I do not know, how to begin. But I plan to take Math sub-gre and also to do a small project in Applied Mathematics with a scientist I know. Given these details, will I be eligible to do a Masters in Applied Mathematics from US/Canada?

The "scientist I know" could probably provide you with some useful information.

@Buffy: In my experience, most people have no or a very bad idea what people with other backgrounds than themselves should know.

You should start by writing to the graduate program directors of the departments where you are considering pursuing an MS in applied math. Explain you background and ask whether you can be considered for admission to their MS programs.
Typically,  master's level courses have one or more undergraduate courses in the same discipline as prerequisites. If you don't have these prerequisites, I am guessing that many universities in the US/Canada would be reluctant to admit you into their graduate programs. However, some departments may have an option where a student without an undergraduate degree in specific field or related fields takes a few essential courses at the undergraduate level (in that specific field) and obtains a minimum specified GPA. The student is then offered admission to the graduate program.


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Soft Question: Documentation of Important but Commonplace Calculations
I've noticed the following about some facts in probability and statistics (it is probably true more generally).  Some results (formulas, for instance) may be moderately straightforward to derive and check, but they are not documented anywhere (at least anywhere easy to find).  So, everyone working on that problem needs to perform (and double-check) all those calculations for themselves when doing their work.
For example, the existence and formulae for the moments of some probability distribution may not be very easy to search for but may take about an hour or two derive and check.
I feel that the research in the community would proceed quicker if these calculations were documented somewhere.  What is the standard way of addressing this situation?

Just do the calculation yourself, and don't worry about the rest of the community
Write a blog post
Write it up on Wikipedia
Write a so-called "note" on something like arXiv

I should note that I am pretty new to the game of research.

When you say certain formulae are easy to search for but take time to derive and check, are you talking about this in the context of an academic paper? I've been told things that in mathematics, deriving well-known equations is usually skipped ("left to the reader") in the interest of getting to the novelty.

arXiv would be my go-to place for those. (Or github, if you feel arXiv being too formal.)

To avoid a lot of quibbling that I'm pretty sure is going to ensue about the precise nature of the "important but commonplace calculations" you're thinking about, can you give one very specific example of a specific calculation to which this characterization applies? A link would be fine, I just would rather not go to the trouble of writing a long, well thought out answer only to be dragged into an even longer discussion about whether my interpretation was correct (this has happened many times before here, to me and to others). I assume others would similarly appreciate some added clarity.

If the result is known and was published back in the dark ages of print journals, then the thing to do is to find and cite that reference.  Or, if there's a more recent secondary or tertiary source, you can cite that.  Knowing that earlier literature is something that you're supposed to know about- if you try to include it in your research paper or simply refer to a note that you wrote about, some referee will almost certainly call you on it.

If "everyone needs to perform that calculation", doesn't that imply that someone already did?  So find that paper and cite it, or see who they cite.  You may also find these sorts of results in textbooks instead of journal articles.

@tonysdg I mean calculations that are NOT very easy to search, but take time to work out.  I guess you are right...maybe I'm having trouble getting back to the original papers, calculations, and formulae because people stopped citing the material and started to take them for granted.

@Dan Romik Existence and expression of statistical moments of some distributions.  I'm referring to the exponentially cut-off power laws.

While my academic background is in theoretical CS rather than "pure" Math - it was mostly combinatorics and probability, so I feel qualified to tell you that:
AFAICT there isn't a standard. I suggest:

Leave calculations private? Definitely not!
Write a blog post - Most people don't have a blog. Also, a blog is not the most accessible medium for results in Math, as online resources go. It won't show up in places like, say, Google Scholar.  Also, some blogging platforms are not very stable over many years. Bottom line: If you do blog about things like this, possibly write a blog post in conjuction with something else.
Write it up on Wikipedia If the result itself is basic and commonly-used enough to merit a Wikipedia page, then sure. But - it might only merit a mention in some other page, in which case it doesn't make sense to try and stick a proof/calculation in there.
Write a so-called "note" on something like arXiv  ---> Do this <----. Collect severall related mini-results / calculations, describe them nicely, introduce them with a bit of motivation perhaps, find a reasonable title and publish it on arXiv.

One last option:

Sneak it into some book : This option is not available to grad students, but if you're a more experienced academic writing a book (perhaps something introductory, but not just in that case) - put this stuff in an appendix. A great example is Appendix A of Alon and Spencer's The Probabilistic Method, about large deviation bounds. The book uses those all over, but isn't about these strictly-probability-theory results, so they're not a proper chapter.

Or sneak it into an appendix to a paper.

@Anyon: I was assuming it doesn't fit into a paper-appendix-length space.