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How to make your small ideas into a research paper?
I am a computer science PhD student who works mostly in theory. I always have multiple ideas in my mind about the research problem I am working on and also on problems which are related to my research. Many times my ideas were vague and not important, and many of my ideas have led to algorithms which are not in themselves enough for a paper. In the last couple of years I have given many ideas to my labmates and others. My colleagues say that some of these were very good, but so far, I have not able to find anything so big that it becomes a paper. Is there any way to makes my ideas more valuable and more significant?
Question: How to make your small ideas into research paper?

What does your supervisor say?

Projects that truly interest you have most (perceived) quality and most fun. The only caveat is that they should not endanger your day job of getting a PhD degree.

Add context to the paper.  Create a narrative, and make your problem interesting.  In this way you will hopefully attract other brains.

Duplicate: https://academia.stackexchange.com/questions/105405/what-should-i-do-with-small-research-results-in-theoretical-computer-science

One of my biggest regrets is not writing down small ideas. There were waiting for a better time. But usually this time never came - either because I didn't find a good way to expand on the project, or because new projects left little time.
In There are no projects like side projects (which I wrote after finishing my PhD) there is:

If you have a great project, do moonlight. Don’t wait for better times, because they won’t come. Maybe you overstate the need of money, institutional support or social confirmation?

Depending on the project, it can be a small draft (e.g. with a theorem and some comments on possible approaches to prove it) or a GitHub repository with code and some description.
Once something is shared, there are two main benefits:

you can talk about it / send it to your colleagues,
you made some progress, even if it is a small step, it's strictly more than nothing.

Occasionally, during the writing phase you may:

see how to expand on it,
or realise that actually you already did a lot,
or discover that it is flawed (e.g. your proof is trivial or incorrect).

Additionally, if a few years later someone ask you - you will be able to recover it quickly, along with its core content (formulae, citations, etc).
Sharing means that you can share it with your future self.
Is it just a one-page LaTeX note? Just write it.

This is exactly what I was planning to say, great suggestion. It's important to actually write down ideas, learnings and even stray comments as small articles or reports. It gives clarity and refines thought, besides working the writing muscle.

If you have an interesting idea, but it is not yet enough for a publishable research paper, write it up anyway, in whatever form you can, and then you have a partial research paper sitting there ready for expansion whenever some new insight or aspect of the problem reveals itself.  These partial papers might sit in your folders for months, or years, and some of them will come to fruition and become valuable papers, and some will just remain interesting ideas that you never developed fully.  If you make the effort to write them up partially when they are just a half-developed idea, you will have a useful reference document to record your thoughts (and remind you of what you were thinking), and something to add to when you get flashes of inspiration.
Here are some suggestions for how to (eventually) turn your small ideas into research papers:

Write up your "small idea" as if it were a full paper: This requires you to formalise your idea, put it into the language of your discipline, explain its context, etc., and situate it in the context of literature on some broader problem.  Once you have written up your idea, this gives you a useful reference so that you can understand the problem and its context, and remind yourself of your idea and the progress you have already made.
Look for applications of your "small idea" to concrete problems: Keep your idea in mind and look for concrete problems where it can be deployed to add value.  If your idea requires some variation/adaptation to a new problem, think about what changes are required and whether this leads to a broader idea or methodology.
Look for generalisations of your "small idea": Small ideas often lead to larger ideas about problems that are more general than the initial problem for in which the idea was formed.  Be on the look-out for other situations where your small idea is applicable, and see if this leads you to a general class of problems where your idea is applicable.
Bounce your idea off a colleague who finds it interesting: This can potentially start a collaboration, or give you some additional information that might tell you where to look for more material, or give you some additional lines of thinking for how to pursue your idea.
Re-read your partially written papers periodically: When you are bored and want a change of subject, pull up your directories of old half-written papers and read a few of them to jog your memory of all your past ideas, and see if any of the pique your interest.  You may find that since you last read these you have accumulated some relevant knowledge that adds to the idea, and this can spur some further work that adds to your idea.
Let your sub-conscious take over: Once you have written up your idea to whatever partially-completed state you can get it to, and you have thought yourself to a dead-end, stop thinking about it and let your subconscious take over.  Allow yourself to work on other problems, but come back to it periodically to see if there is anything more you can add.

Your problem reminded me of a passage from the physicist Richard Feynman, where he talks about the importance of "playing" with your subject matter, even if this has no obvious importance.  Here is Feynman (1985) describing how an interest in a silly little toy problem led to him receiving the Nobel prize in physics:

Then I had another thought: Physics disgusts me a little bit now, but
  I used to enjoy doing physics.  Why did I enjoy it?  I used to
  play with it.  I used to do whatever I felt like doing - it didn't have to do with whether it was important for the development of
  nuclear physics, but whether it was interesting and amusing for me to
  play with.  When I was in high school, I'd see water running out of a
  faucet growing narrower, and wonder if I could figure out what
  determines that curve.  I found it was rather easy to do.  I didn't
  have to do it; it wasn't important for the future of science; somebody else had already done it.  That didn't make any difference.
  I'd invent things and play with things for my own entertainment.
So I got this new attitude.  Now that I am burned out and I'll never
  accomplish anything, I've got this nice position at the university
  teaching classes which I rather enjoy, and just like I read the
  Arabian Nights for pleasure, I'm going to play with physics, whenever I want to, without worrying about any importance whatsoever.
Within a week I was in the cafeteria and some guy, fooling around,
  throws a plate in the air.  As the plate went up in the air I saw it
  wobble, and I noticed the red medallion of Cornell on the plate going
  around.  It was pretty obvious to me that the medallion went around
  faster than the wobbling.  I had nothing to do, so I start to figure
  out the motion of the rotating plate.  I discover that when the angle
  is very slight, the medallion rotates twice as fast as the wobble rate
  --- two to one.  It came out of a complicated equation!  Then I thought, "Is there some way I can see in a more fundamental way, by
  looking at the forces or the dynamics, why it's two to one?"
I don't remember how I did it, but I ultimately worked out what the
  motion of the mass particles is, and how all the accelerations balance
  to make it come out two to one.  I still remember going to Hans Bethe
  and saying, "Hey, Hans!  I noticed something interesting.  Here the
  plate goes around so, and the reason it's two to one is ..." and I
  showed him the accelerations.  He says, "Feynman, that's pretty
  interesting, but what's the importance of it?  Why are you doing it?"
  "Hah!" I say. "There's no importance whatsoever.  I'm just doing it
  for the fun of it."  His reaction didn't discourage me; I had made up
  my mind I was going to enjoy physics and do whatever I liked.
I went on to work out equations of wobbles.  Then I thought about how
  electron orbits start to move in relativity.  Then there's the Dirac
  Equation in electrodynamics.  And then quantum electrodynamics.  And
  before I knew it (it was a very short time) I was "playing" - working,
  really - with the same old problem that I loved so much, that I had
  stopped working on when I went to Los Alamos: my thesis-type problems;
  all those old-fashioned, wonderful things.
It was effortless.  It was easy to play with these things.  It was
  like uncorking a bottle: Everything flowed out effortlessly.  I almost
  tried to resist it!  There was no importance to what I was doing, but
  ultimately there was.  The diagrams and the whole business that I got
  the Nobel Prize for came from that piddling around with the wobbling
  plate.

While I agree with Piotr Migdal's advice about writing down your discoveries, even small ones, I don't think it directly answers the OP's question.
In my opinion, you should be clear on two things:

First, generally you will have more ideas/questions than you have time to seriously work on.
Second, while (rough) ideas are easy to come by, well-thought out plans for doing something serious and novel generally take a lot of work.

So when you have an idea you like, sit down and take the time to think about it thoroughly.  See how far you can push it.  Sometimes it will lead to a nice nontrivial result you can publish (directly or indirectly) but often it won't go anywhere.  Or maybe it will go somewhere when you come back to it years down the road.  That's the nature of research.
Also, sometimes when you have a little result, sometimes it's hard to decide whether you should try to publish it.  It really depends on the situation.  But try telling some people about it, and maybe they'll provide feedback or suggest possibilities to do something further with it.

I am not very knowledgeable about the sciences, but I am an M.A. Student who has done several research-projects (nothing worth writing home about).However, as someone majoring in TESOL, and as someone working on my Teaching of Composition Certificate, I have studied a fair amount of theory. Combining my theory with my experience, I would suggest that you formulate your research questions, even if they don't seem significant, and begin writing your paper. Initially, just worry about getting your ideas down, and do not worry about grammar, style, or formatting. Many studies of writing indicate, as does my own experience, that as you write you will stimulate thought and new knowledge will emerge. The writing process, itself, should help you formulate more and better ideas as long as you are willing to abandon some of your initial ideas, assuming they no longer apply as you progress. The very act of writing the paper will often help clarify and expand your thinking in a way which hopefully will inspire you to find some really exciting research questions. If necessary, walk away from it for a day or more and come back to it for a fresh perspective.  Once you find the question or questions that you are interested in, like the old adage--A problem well defined is a problem half solved. I hope this is helpful, and I wish you the best of luck on your project!

There are some good ideas in there, but they're hard to pull-out. Maybe consider editing into several paragraphs, pushing your background (opening sentences) to the end, and compressing the text in places. With a little work, this could be a really nice answer.

Well yes that would make it better. I was just trying to get some quick ideas out there that might be useful. Perhaps later I will revise it, or perhaps I should have just put it in bullet points instead.

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What should physics majors work on during semester breaks?
First and second year students are unlikely to get selected for major internships (right?). Given this, what can students do after freshman and sophomore years that will be useful later on. I thought of learning MATLAB, but not sure if this is a good idea or if there are better options.

The grammar aside, this seems like a fair question to me, not sure why the downvotes (unless it's a duplicate, in which case the link would be helpful). The answer is likely to be similar for most STEM majors, so it's not really a physics question.

@cag51 The reason is that there are tons of things that one can do over 2-3 months that can be useful later on, from selling ice cream (yes, this can be useful to future researchers too) to experiment with electronics at home, studying a programming language, studying a new subject etc.

@MassimoOrtolano Thanks for explaining. Advice on identifying and down-selecting from a large number of options seems appropriate to me, but I can see that it's a judgment call.

The summer after sophomore year should be late enough to start doing research. There are lots of questions / tutorials about how to start research; best to just talk to your professors and/or apply to research programs such as the REU. This is also a good time to start studying for your physics GRE.
For the summer after freshman year, it's probably too early to do the above (though it's worth asking your professors about research options). I recommend working on soft skills -- writing, people skills, presentation skills, and programming all come to mind.

"For the summer after freshman year, it's probably too early"  I disagree, I've had high school students perform meaningful research in my lab.  But they had good soft skills and could program.

Sure, there are exceptional students and tractable projects; it's definitely worth trying -- will update my answer. But in most cases, this will be a long shot (hence the "probably").

The summer project I did, which later turned out to be the most useful, was sitting down and learn C++ from scratch, using Stroustrup's own introductory book. Learning a programming language like it was intended, and not like a tool to use for a specific thing (like what is taught in most courses) has over and over again proven valuable.
I suppose one would maybe rather learn Python today, but once you know how to write code, you can swap one language for another with only minimal pain. This is often not the case if you have only learned to use the functionality needed for a given course.

Programming sounds like a perfect summer project that could be somewhat self-directed.  You could tie this in with numerical methods.
Check the offerings at your local community college.
You could also focus on community outreach.  You might be able to latch onto an existing program in the target area, or volunteer at an observatory or science museum.  Or you could create a hands-on program at your public library as a volunteer.
Another possibility would be to volunteer at a recycling facility that safely dismantles dead electronics, or that teaches basic computer use and repair skills to teens and adults.
You could design and teach a self-contained enrichment course at a senior citizens center.
Depending on where you live, you might be able to volunteer to assist with the high school physics classes (there are often one to three sections -- so this would be part-time).
You could study a new foreign language.
Those are just a couple ideas to get you started thinking.
Don't forget to check for REU opportunities.

Students can work -- as interns, or something else -- during semester breaks, so employment is one thing that students can do. They could also seek to improve skills that aren't taught as part of their degree, e.g., writing skills, business skills, ...

but most internships require that you are studying in the final year of your UG course , esspecially with physics and research labs ! How do you find useful employment related/useful to your degree

Some internships do not include such requirements.

The ones i came across had such requirements , what else can one work on other than internships ?

Maybe search harder.

Employment period is a good thing - lifeguarding, retail, construction, etc. At the least you get paid, learn that getting a degree would be a good thing, and still have time to fiddle with stuff in the evenings.

there is a risk of losing touch with studies after getting employed for 2-3 months in lifeguarding, retail, construction, etc
Anyways , I'll keep searching for internships then , what if i ask a professor ?

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I have good results from a project that my advisor told me not to do and refused to help me with. Do I have to make them a co-author?
My advisor gave me a published approach (algorithm) used to solve some type of numerical optimization problems (however, it is old and ditched compared to better algorithms that came out after it). His idea was to implement this approach, do numerical experiments and compare with other existing algorithms. And publish in a mediocre conference or journal if we got better results, and graduate early.
Along the way, I got an original idea and told him about it that could potentially revive this algorithm, he was unconvinced and underestimated me. I worked on it for two years independently on my own. He never asks about my progess and I don't visit him because he adds nothing to me.
He was convinced that I'd do nothing in my degree. Now, I finished everything, done my experiments, have results that my idea worked. And I want to submit my work to a journal and I feel it is unfair to put his name on my paper. I sent him it 4 months ago, and never gave me feedback. He told me to submit the fully finished completed thesis.
Now, is not it fair to publish it on my own? Should I ask him? But if I do, he might think I am naive and then tells me to put his name on it when he did nothing given that he has power over me, I might not have options.
I am looking for what is ethical to do here. If I went to a conference for example, I could have been guided to this published paper but this doesn't mean that I put the presenter in this conference as a co-author.
Sadly, I am in not top university in a 3rd world country where it is not common for grad students to be 1st authors. This could put me in a difficult situation, the advisor might lie and say I did my work with him and proceeded to publish without him.

"I sent him it 4 months ago, and never gave me feedback." Please clarify - what did you sent him? Did you already sent him the paper by email and he did not reply? Did you not talk about it any further? Also: is this your first paper?

If  he did no work on the paper then he should not be a coauthor.
That said, it may not be in your best interest to insist on the ethical course of action. At this point in your career you do not want to jeopardize your degree.
Your question suggests that the material in this paper is in fact your thesis. If so, you can do what he asks for and "submit the fully finished completed thesis." If that suffices for your degree then after it's official you can submit the paper.
If the paper is required for the degree, you can politely suggest to your advisor that single authorship seems appropriate to you.  If the tradition at your institution is that  advisors are coauthors of papers from their labs (presumably for general support of their students' work) then list him even if it feels uncomfortable.

Is it fair to put his name: perhaps not.
Can you get away not putting his name?  Best way to find out: tell him you want to submit, ask him if he wants to be a co-author.  Second best way: send him a draft without his name on it, ask for his opinion, see if he complains.
But honestly, think about yourself first.  Having a senior co-author could help with getting your work published, as you remarked.  It won't get you an enemy and perhaps will even get you a friend!  So, here's my opinion: who cares if it's fair?  It's just a paper!  Put his name there, send him the draft, ask for his opinion, get published, and move on.
Just a word on the ethical question: by your description, and since he's your supervisor, he seems to me to have a claim on co-authorship.  If I were him I would probably relinquish this claim, but that's on him.

This answer would have been fine if not for the third paragraph. If you put his name on the paper because he insists on it and you don't have the power to prevent it without seriously damaging your career, that's not great, but it's understandable that you need to pick your battles and can't necessarily stop others from being evil. But if you put his name on the paper because lying gives you an undeserved benefit, then it's you that's being evil, and there's no excuse for that.

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Supervisor accuses other person of copying my PhD ideas and now he offers her my teachings next semester. What should I do?
I am on my 2nd year of PhD. Some months ago, a woman from another department had similar PhD ideas to me and my advisor's other student. Our supervisor was furious when he realised this and he accused of us sharing our work without authorization. It turns out that my colleague had informed her about our ideas because they were close friends and she copied them. When our supervisor learned this, he was still angry but was not able to do anything because he "didn't have any proof."
At the end of last semester, my supervisor talked with the woman who copied our ideas and invited her to co-teach our lectures next semester. I don't know exactly what her role will be or why her involvement is necessary. I thought this was unfair and I told him so. He was angry at me, but I don't regret it. Since that time our relationship is very cold and way more distanced. In fact, I am worried he wants to replace me with this student who stole my ideas.
So, I am wondering: is my anger justified? Should I have concerns about the woman who copied (or at least, inspired herself too much from) our ideas? And at my supervisor for offering her a place at our lectures? I know my supervisor is a head of a department and it is him who makes decisions but I felt that this situation was unfair. Additionally he would accuse me of being unfriendly and not cooperative.

I guess I'm not following what your advisor did. You were TA'ing for a class that your advisor teaches, and now this other student will also be a TA for the same class? Or?

It sounds like your supervisor wants to make this person a collaborator, not a competitor. This is pretty common if the supervisor has capacity to take on more students. The other student is interested in a similar topic. I don’t know what “PhD ideas” you feel possessive of but usually I have more ideas than people to carry them out and would always like more smart students.

Yes,the one that he was angry at 6 months ago.it is a bit complicated that's why I wanted to ask for an advice. This woman is from other department and her advisor's responsibility is to find her lectures to teach, not other advisor's responsibility.I wonder why my advisor was angry at her 6 months ago and currently he acts like nothing happened and instead accuses me of being unfriendly, suspicious and not willing to work in a group. My arguments are that I play fair. It was him to notice the similarities in our PhD's proposals so I don't understand why he let her work with us.

But did she steal your lectures? Or do you both have teaching assignments now?

Thank you for the answer, I  understand that my advisor wants more students. For the last 1,5 years his subjects that he let me teach at has been very popular among master students. With advisor we created some scenarios of classes using different techniques that he never used at this class before. It was partly my idea. And it is a part of my PhD research. He agrees for this in 2021. What I am saying is that he introduces someone from different department to our class that was created partly with my ideas in 2021 and is a part of my PhD research in official documents.

We both will have teaching assignments now on a topic that me and my advisor created in 2021 which is part of my phd research. And he agreed on this in 2021. I don't understand what she will do in this project. I do not know why she does not search for her lectures with her own advisor.

The environment you describe where advisors are responsible for teaching assignments is a bit foreign to me, I'm used to this being mostly up to departments and students themselves. Overall, it's quite unclear to me what all the relationships and associations are between the characters involved, and I'm a bit doubtful that someone from "outside" is going to be able to answer your question. Is there any reason you cannot simply have a conversation with your supervisor about this? You also talk about worry, and then anger... What is it you actually want to achieve?

This is very confusing. Why do you care about having more help teaching? Less teaching= more time for research= better career prospects

Hello, thank you all for those answers. Maybe there is a problem in me. I need to re- evaluate my views. Dawn you are right- less teaching is more time for research. The reason i reacted like this is that  the whole teaching class and its main idea was created by me and my advisor in 2021 and its a very small part of my phd research-  results of student work from this class. Otherwise i wouldnt wrote this post.

"I wonder why my advisor was angry at her 6 months ago and currently he acts like nothing happened" - anger is a feeling and not necessarily something that lasts for long. There's nothing unusual about leaving anger behind. If your supervisor can hire more people to do the work there (which may be good for you, see above), and this person is qualified to do this (maybe more than others who are available), to me it's normal that she is taken on.

"I don't know exactly what her role will be or why her involvement is necessary." It would probably have been better to ask your supervisor first about this in a neutral way, before complaining about it. Very often, particularly in a work environment, we can work better with others if we try to not let negative feelings guide our actions and communication.

In science, I find it easy to stole other ideas. But they are just ideas. What cannot be stolen is the hard work. I am a PhD student in math. And usually, when I work on a problem, an idea is at the beginning. However, even though I have an idea, a lot of weeks of hard work is ahead of me to write down the formal proof. There is always room for more collaborators. Now, after 2 years of working on my PhD, I realised I can't do the work alone! Even on my own ideas! And I am willing to share my ideas to others especially because I can't handle so much work, it has to be splitted among many.

One lesson to learn for life (and it takes time): get angry slowly. Find the facts first. Understand the situation. And then, if you still believe you should get angry, but always in a controlled way. Yes, easier said than done.
The situation seems to have multiple components. A leaked piece of idea. A unreliable colleague (who is that? someone from your group?), a second group, and PhD student. And you.
Now, the problem for you is to find out what is the situation with this idea and to which degree it is actually a problem for you. Does this allocation of the idea to the other person endanger your PhD? Would you want to give that teaching instead?
You should find out exactly what is going on, and perhaps ask your supervisor what he thinks the status with this idea is, and how he sees the collaboration with the other group, and what, if at all, your role is within this collaboration, as well as what effect it has on your PhD.
All this should happen in a sober, unexcited, calm and factual tone. Once you understand what your supervisor's thinking is, you can decide how you wish to proceed further.
In my own opinion, the only case where it is worth contemplating making a more forceful point is if that leak may endanger your own PhD; not being involved in the teaching is an ego hit, but from my experience not a hill worth to die upon. In this case (where your PhD is affected), again, you need also bring that up with your supervisor, possibly in the same meeting and discuss what the consequences of this leak might be.
You might consider reminding him in a side remark that it was not you that decided to share the idea, to refresh his memory that you are just affected by the situation that emerged as much as him.
This is a relatively diplomatic approach, but from what I read between the lines about the situation, the supervisor themselves may have lost control over developments and does not really know how to reclaim control over the idea against the other group. I think it is worth trying to show him you are on the same team and see where that goes.

I am surprised that most answers are acknowledging neither the power dynamics at play within the supervisor-student relationship, nor the toxic and immature behavior of the supervisor. In a PhD, the supervisor (who is additionally the head of the department) has a disproportionate amount of power over theirs students. It is thus the supervisor's responsibility to provide good working conditions for the phd students, together with making sure that communication is maintained and healthy, in order to overcome any problem arising during the PhD. From the testimony, however, we understand that the supervisor does not show responsible behaviour and does not treat his students with care and consideration, that are needed to go through PhD. The student here is in their own right to feel disturbed and angry by the situation, while the supervisor is just putting oil on the fire. This behaviour for a PhD supervisor is not responsible and is immature.

Thank you for this answer. What would  you suggest on doing? Actually it is not the 1st time I feel 'weird' or uncomfortable when dealing with my advisor. I can not change him right now because im on my 2nd semester of 2nd year now. During the whole 1st year I internally felt that some actions and situations were not right. But I have never had the comparison between other supervisors. I always say to myself that 'it is how it needs to be'. but on the other hand my intuition never fails me. I have just also written the 2nd post on some situation which also triggered me in last semester.

I don't find this answer clear or useful; there are no other answers (except for a spam answer posted after yours), so "most answers" doesn't make any sense.  You describe the purpose of a PhD supervisor and their power, but do not make clear what "good working conditions" are not provided here. There is no "testimony" here, we aren't in court; it's not clear in what way the supervisor has not treated their students with care and consideration. What is irresponsible or immature? Why should the student feel disturbed and angry?

(to be clear, the "spam answer" I refer to is a deleted answer that most readers will not see; I'm not referring to any not-deleted answers which will have been posted after that comment)

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To whom can I report an instructor who is teaching 35+ credit hours across five universities in one semester?
I have a prof who is teaching between five universities, full-time at one and adjunct at the others. This semester alone they're teaching over 35 credit hours, which is double a regular full-time teaching load.
They are not organized and sometimes don't give helpful feedback.
Who can I report them to? This is too much of a load to properly teach.

Well… it is quite possible in the current academic context that some instructors need to stitch together multiple jobs.
Is this person tenured or tenure-track?  It would be unusual for this person to be tenure-track as such a workload would affect other conditions required for tenure (v.g committee work, supervision, research etc).  If this person is tenured it will be harder for the university to do much unless the instructor is in breach of contract, i.e. obviously does a poor job or is explicitly forbidden to hold a position outside of their current institution.
Keep in mind it is entirely possible for one to have a full-time limited-time contract position at one place without this restricting work outside of the contract.  In particular, it could well be that this person does not want to abandon courses taught elsewhere so that, once the contract runs out, they have multiple cushions for a soft landing.
Ultimately the only thing you can do is provide constructive but critical comments at the course evaluation.  While these are not necessarily available to the Dean, they at least point to the issue.

There seem to be two different issues. First, you say that there are problems that you have experienced with aspects of the instructor's teaching; for example, that the instructor does not give good feedback. Additionally, you indirectly assert that the cause of the poor teaching is the number of hours that the person is working.
What is it you are really concerned about: the poor quality teaching, or what you infer to be the cause? I suggest that you focus on the problem and its possible solutions and not on your beliefs about the cause.

Any administrator, such as a department head or dean, would do. It is possibly contrary to their full-time contract. But, before you make any report, make sure your information is accurate. Hearsay can be very damaging.
It is possible, however, that at some institutions this would be within the bounds, if unusual. It is hard for me to see how they could be fulfilling their contract with so much outside employment, even if it isn't teaching elsewhere.
Ask for confidentiality if you decide to report it. It is up to the institution to investigate and issue appropriate sanctions if warranted. It is even possible hat they have permission and some special need. But it is also possible that you need a better institution if this is within bounds.


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How should instructors react when students bring (noisy) babies to class?
I'm a student. Recently, in one of my classes, a fellow student brought their baby in a stroller. She may have asked the professor beforehand for permission to do this. The baby cried, made loud utterances, and loudly kicked the inside of its stroller. Several students, including me, found this very distracting. The professor didn't react to any of this. What should he have done? Should students be prohibited from bringing babies to class, or are there some circumstances under which it should be allowed?
I didn't complain to anyone, as I assumed that the student brought her baby to class because of exceptional circumstances and that this wouldn't become a habit. I don't know whether anyone made a complaint. This has only happened once, during the most recent lecture.

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A blanket ban on bringing babies to class is probably not allowed at many institutions. However, I agree that if the baby is acting up, then the supervising parent should take the baby out of the classroom so as to minimize disruptions to the overall lecture.
This should be reached as an agreement outside of class time so that the lecturer is not placed in the position of having to stop lecture to ask the parent to remove his or her child from the room.

While I fully agree with you, something tells me that a parent who doesn't take a crying baby out of a classroom will act up when someone suggests to him/her that the baby should be taken out of the classroom in such a situation.

@Mark That's why the student and professor need to reach an agreement outside of class time.

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The professor's situation is hard to deal with and it is pretty tricky no matter which route he chooses, whether he does not allow the parent bringing kid or he allows them to be present in class. However, I see no difference between college kids using cellphones, or accessing to social media on their personal computers during class and the parent bringing her kid. Can you ban personal computers in class? No. Can you control the person accessing to internet as a professor? Yes, you may block thru the network given to that class but still, you cannot.
Situation is the same. Can you ban parent from attending the class? No. Can you control a 6 month old baby's noises? Arguably no. In my tender heart, I DO believe no college student parent bring their kids for fun to the school. They bring because they had to, they had no other choice. It should be noted that there are over 5 million college students who are also parents. Finding day-care is either hard or not affordable for them given the high cost of attending college. At this point, kicking the student out of the class due to baby is violating her educational rights.
In that sense, the solution does not lie with "What can professor do?", it lies with higher management of the school.
The only way to solve these kinds of problems at school, I think, lies with the new regulations of school's special services, and technological arrangements. Either they may treat the parent of the kid as a special needs student and provide the necessary assistant for free. Or the school may identify parents as special needs and bring distance learning option for the mentioned classes.
I am not a parent, however, I had been in your situation, the single parent could not afford school's overly expensive daycare, and could not find a babysitter at home after her mother, who is the initial caretaker, passed away. However, this situation was taken to the student government body and to the higher management and new arrangements were made, and necessary means to solve the problem were provided by the school.
A little empathy and willingness to solve a problem may bring you to contact with student government body, or approach and urge the professor to bring the issue up in weekly/monthly faculty meetings. Your voice won't be heard if you don't raise it up.

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This is the right answer! I am stunned by the most stupid comment ever in the chat: "The students who want to learn (and are prepared to regulate their breeding activities to achieve that goal!) will apply plenty of peer pressure, without any further encouragement." This sounds so disgustingly inhumane!

What are "educational rights"? Which country enforces such rights?

In my former department, one lecturer brought this up. The answer given was that the student was not allowed to bring the baby to a lecture, because legally if their were some incident and the baby was harmed, then this wouldn't be covered by the University Insurance Regulations.

Why is this downvoted? This is, in my opinion, the only reason why an instructor should not allow babies (if their parents agree to try to keep the distraction minimal, that is).

@user79680 Perhaps because the insurance policies are not the same in all institutions, so this may be not relevant to the OP.

-1 because this reasoning (as it is presented currently) is ridiculous. The situation as described is not a lab or a workshop, but a classroom.

Universities have a legal obligation to ensure that all people on its campus are safe and perform a risk analysis. Unless they have performed a risk analysis for parent and child they may be liable if, for example, as students rush to classes accidentally knock into the child and injure him/her. What are the risks involved if there is a fire? Would the university have a plan to ensure the safety of children? It's not just about the obvious dangers of laboratories, but on campus as a whole.

+1 for the answer, although I must agree that "because babies are not insured on our premises" just sounds like a lame excuse for not dealing with the real issue of a student having to (or wanting to) bring their baby to class.

downvoted because the reason is so nonsensical that, absent of sources, in all probability it is fake and was made up on the spot by the blankfaces in the administration. Repeating this nonsense non-critically normalizes it and should be avoided.

College classrooms are learning environments that students pay tuition to attend. The material being taught is important for the students to learn to excel in their field. What may not be a distraction to one person could be to another and what gives one irresponsible person the RIGHTS to interrupt everyone elses learning? The preservation of the learning environment is a necessity. The parent has several choices such as taking online classes, organizing child care care with others facing the same difficulty, have more than one back up plan for child care etc.

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You are not a single parent, are you?

TLDR

What should [the professor] have done?

Depends on the actual extent of the disruption. But probably he did the right thing.

Should students be prohibited from bringing babies to class.

Of course not.

There is no such thing as a perfect learning environment
Even assuming all sources of distraction eliminated, I doubt that you'd be able to focus 100% on the input provided by the lecturer and that you'd be able to pick up and digest every bit of information presented after one time hearing it during lecture time. If your learning strategy relies on others spoon feeding and guaranteeing "perfect learning conditions" for you all the time, good luck to you.
Of course, the student should take the baby out of the classroom if it constantly requires attention. However you should be able to ignore the little noises happy babies usually make. Not all children require being looked after all the time. If they do, it should probably be taken care of outside the classroom. If they don't, there's no reason to outright ban them for some minor distractions they may or may not cause.
Not all distractions are created equal and regulations regarding the usage of entertainment technologies obviously do not apply here. A balance need to be found requiring a certain degree of thoughtfulness and tolerance on all sides. But you need to accept the fact, that you don't live in a world without children.
Also parents deserve formal education
To those who argue the normal way of life means education first, family second, and it's their own fault not adhering to that, I say that for academics there will never be a better time to reproduce. Do you want to take a break after completing your master's or phd? Do you rather want to take a break during your postdoc or professional career phase in the industry? Do you want to buy and pay off a house first? You can't wait until retirement to start a family, as a woman at least. Also note that most people probably will find it easier to share the little money they have as a student with a baby, rather than cut their household income almost by a factor of two after getting used to a dual income, no kids lifestyle.
It is as essential for parents to receive formal education, as it is to you.
Probably the situation is at least as inconvenient for them, as it is to you. So you can expect them to have a strong incentive already to get external child care available whenever possible.
As parents usually have it harder than you all the time, it seems unfair to make it even harder for them, just to avoid causing others to notice there is a world outside beyond the lecture topic.
Diversity is good for you
You are lucky, because it seems to be possible to participate in the education provided by your university even as a parent.
Because that means that there are people promoting a demand for a family-friendly environment and likewise family-friendly employment conditions, that might benefit you one day.
In the long term (evolutionary sense) it's undesirable to remove the academics from the gene pool. Similarly, it's undesirable to remove the parents from education or the workforce.
In the short term, I'd suggest you to either ignore the situation (as the professor did) or to get to know the parent, talk about how she feels about this, what her options are. Ideally in a non-offensive way. Maybe this is different in the US, but here in Germany every sizeable university has programs for the promotion of a family-friendly culture at the university and for the support of working or studying parents among students and staff. If there is none, you could suggest to establish one.
A family-friendly culture starts by recognizing children are there and by making offers to those involved to improve the situation for everyone. If there are no options outside the classroom, they will continue to stay inside. It's the same as with cyclists without proper cycling infrastructure. They need to make use of whatever they can find.

The "family-friendly culture" you cite is based 100% on the babies being removed from the educational environment.  A baby making noise is no more acceptable in class than a boombox, a TV, or a phone going off every minute.  You're not in class to play with your baby, or surf the web, or chat on your phone - you're there to study.  And if you aren't there to study, at the very least you can remove yourself from the class and allow the rest of the students to study.  It's really that simple.

@Graham The parent is not in class to play with his baby either. A family-friendly culture starts by recognizing children are there and by making offers to those involved to improve the situation for everyone. If there are no options outside the class room, they will continue to stay inside. It's the same as with cyclists without proper cycling infrastructure. They need to make use of whatever they can find.

Diversity is good for you and you should be willing to make any sacrifice for it, no matter if you gain nothing from your education?

@Itsme2003 I would hardly compare a single occasion during which noise was disruptive in one lecture one day to "gain[ing] nothing from your education."

But you don't go to school for diversity training.  You go to school to get an education.  Any benefit that you gain from seeing the benefits of diversity are incidental to, and not the main purpose of getting an education.  I would argue that the lesson that the OP learned here is about the drawbacks to diversity, not the benefits of diversity.

@Itsme2003 Of course, if you narrow down the services any education facility provides to the purely technical function to fill you up with knowledge, then you fail to notice the social and political aspects to the matter. If, from this post, the OP learned that his studies are embedded in an actual sociopolitical and socioeconomical context, then that's time well spent.

@Itsme2003 This is a rather pointless discussion unless the OP finds out what kind of policies their institution have.

@moooeeeep The social aspect of education happens outside the classroom, not inside.  The school exists in a social context, but the lessons themselves are purely there to, as you put it, "fill you up with knowledge".  There is no other purpose - and indeed, bringing any other purpose to them destroys them, as the OP has proven.  You can use that knowledge in a social context, sure, but getting that knowledge is what the classroom is for.  And you leave your widescreen TV, your phone calls, your Facebook messages, your hifi and your family outside.

“parents deserve formal education” But this has nothing to do with the right of disrupting a lecture.

@AndreaLazzarotto Of course. I think I made it clear that such right does not exist.

@Graham If you'd remove the social aspects (especially peer interaction and direct feedback) from the lecture, you could replace the lecturer with a video screen or a textbook. You should seriously overthink your conception of what makes up a good lecture.

@moooeeeep Peer interaction during a class is (or should be) related to the class.  Ditto direct feedback, where you can ask the lecturer to clarify points.  This is not a "social aspect" - it's a key part of that transfer of knowledge, and it's why you can't easily replace a lecturer with a video or a textbook.  I don't understand a thought process that can equate these to making phone calls in class, watching TV in class, or looking after a child in class.  If it's not related to the class, it doesn't belong in class.  If you don't get that, please don't try teaching, or attend classes.

@Graham Not all children require being looked after all the time. If they do require it during lecture time, of course, it should be taken outside. If they don't, there's no reason to outright ban them for minor distractions they may or may not cause. (I don't understand how your reasoning about entertainment gadgets would apply to this situation anyways.)

I would talk to your professor about this after class. He's responsible for organizing the learning process during his class, and should be made aware of any problems related to that process.
Ask if there's a policy which requires parents with babies to be admitted. If this is the case, there's not much you or your professor can do. It's unreasonable to expect a baby to sleep on a schedule, and when babies are awake, they make all sorts of noises.
If your professor allowed this out of goodwill, your complains should make him reconsider his decision regarding such admissions in the future.
Complaining to the parent will probably not help. I'm pretty sure they wouldn't bring their baby in class if they had better options, as they're just as disrupted by the baby during class as you are. In any case, the decision to admit them with a baby in class is not yours to make.

This is a great question for several reasons. In today's world, we have phones they are to be turned off from ringing and when they are vibrating, they are just as annoying; we have people clearly watching a program on a laptop during a lecture; now we have a small child not behaving, which is normal, but we do not know why the child is there that one day.
The question of the baby in class could be complicated. Has this happened previously? If not than there may be a very good reason and the professor knew.
Therefore, ignore this. If this becomes a standard event I would find out if babies can be brought into class. Going to school makes being a mom even more difficult; you have to give her credit. She came to class.
Perhaps helping her might let her know the child needs to behave better, or be brought to class while tired enough to sleep. Run her round the park, than come in. Or perhaps pass the child around the room and see who she quiets down for, "It Takes a Village" as I recall.
This is one of those problems that deserve compassion, understanding and a discussion with your professor on how to have a baby in class should she return and how to let Mom know she has to behave a bit better. There are so many distractions, one more seems to blend in.

Welcome to Academia SE. As it stands your answer is very difficult to read as it has hardly any structure and just appears to be a stream of thought. Can you please [edit] it to make it more readable?

@Wrzlprmft As I read this, the suggestion is for other students to help out the parent with the baby.

Or perhaps pass the child around the room and see who she quiets down for, "It Takes a Village" as I recall. Interesting solution...


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Why does arXiv have a multi-day lag between submission and publication?
If you go on the recent pages (now, 8th December 2020, 19:24 Italian time), there is for example the article "Exploring the Usage of Online Food Delivery Data for Intra-Urban Job and Housing Mobility Detection and Characterization".
This article is under the heading "8 December".
But if you click on it, it was "Submitted on 4 Dec 2020".
Why there is a lag between submission time and the header under which it appears for recent publications?
I guess the arXiv staff have to approve the article before is being published .... is my guessing correct?

I guess the arXiv staff have to approve the article before is being published .... is my guessing correct?

Yes, arXiv moderates all submissions before posting them (there is some description of this here). This is not anywhere near as rigorous as peer review; rather, someone just flips through it to ensure that the submission is (1) not complete junk and (2) classified correctly. This approach is used by many pre-print platforms (SSRN, socarXiv, etc.).

I suspect the real reason is that all software updated that way in 1993, and nobody has offered to pay to change it.

I suspect they would be overwhelmed by spam, misclassified articles, and other junk if they eliminated human moderation and let authors post articles immediately.

This blog post says "Approximately 15% of daily submissions are flagged for additional actions or review.". So, are all submissions moderated by a human or only a subset that fail automatic checks?

That's an awesome link -- thanks, added it to the answer. I do not know whether the initial flagging is done by a human or an algorithm. But I suspect that the time delay is important regardless -- without it, bots could get real-time feedback on whether their auto-generated spam "paper" was flagged or not. Even Amazon reviews have a delay of at least a few hours, probably for this reason.

@AnonymousPhysicist The submission system has been updated more than once since 1993.

@cag51 I doubt the main reason for moderations is to prevent bots from posting.

@AnonymousPhysicist: It’s pretty clearly not a legacy software issue, but a deliberate choice in their submission/moderation/announcement process.  The arXiv web interface provides several automated services (e.g. proofreading the arXiv-processed pdf) which are at least as non-trivial from a software point of view as posting the papers live would be.  On the other hand, the delay serves several useful functions: besides moderation as others mention, it gives authors a “second thoughts” period to pause or withdraw a submission; and batching releases is also (arguably) useful to readers.

@PLL moderation and "second thoughts" do not require batch processing.  "batching releases is also (arguably) useful to readers." I do not see that.  This is clearly a legacy system; but it is not a "legacy issue" because it is not an issue.

To complement the other answer. All submission to ArXiv pass through a rudimentary moderation process, which checks that submitted manuscripts satisfy the ArXiv's basic technical and content guidelines. In general, this process is quite fast and this by itself does not account for the 4 day lag observed.
In general, submissions before 14:00 (Eastern time US) appear online at 20:00 the same working day. Note that no new articles are announced over the weekend, so some of the articles appearing on Monday were submitted on Friday.

Publish time (Eastern US)
Submission time

Monday 20:00
Friday 14:00 - Monday 14:00

Tuesday 20:00
Monday 14:00 - Tuesday 14:00

Wednesday 20:00
Tuesday 14:00 - Wednesday 14:00

Thursday 20:00
Wednesday 14:00 - Thursday 14:00

Friday 20:00
Thursday 14:00 - Friday 14:00

In fact, since the articles appear in order of submission time in the daily digests, some authors make appoint of submitting directly after the cut-off time. This ensures that their article appears at the top of the list of new articles for the next announcement. This means that it is common to see articles that were submitted Friday at 14:00 + a few seconds in the Monday new articles.
The specific example given by the OP appeared on a Tuesday at 14:00 and was submitted on Friday at 15:18:37. So the usual delay does not account for the 4 day lag in this case.
Some submissions (about 15% according to this blog post) are flagged for additional moderation checks. There are various reasons for a submission to be flagged. Some common ones include one of the authors having a problematic previous submission history, and the submission being flagged by automated plagiarism checks. This must have happened to the example given by the OP, most likely due to it being a PDF only submission (which means that some of the automated checks done for TeX submissions are not available).

Could also be that the author edited after the initial submission, say on the weekend, which would have bumped it by one day? I'm actually not sure whether arXiv keeps the timestamp of the initial submission in this case, but I think I recall correctly that it does delay the announcement.

@Kyle If it keeps the timestamp, it will produce a new version.  So I strongly suspect that it won't.   (Things were different in the past, when you could submit just after the deadline and keep your position in the daily announcements even if you updated later. But even then, I believe that the timestamp would be the one of the last submission.)

This is mostly, but nor entirely, because of the weekend.
The real delay from moderation is very short: you need to submit before 2pm Eastern time in order to be included in the following day's mailing. However, since there are no mailings at weekends, that means you need to submit before 2pm Eastern on Friday to be included in Monday's mailing. So it is quite normal for a paper to be submitted on a Friday afternoon (e.g. 4th Dec 2020) and appear on a Tuesday (e.g. 8th Dec 2020).
In this case, however, the paper was submitted on Friday morning, so would normally have appeared on the 7th, and there must have been some other reason, specific to this submission, for the additional one-day delay.

The other answers are correct that articles are reviewed (moderated) by humans, but only about 15% are flagged for additional moderation checks which take more time, and this reasoning doesn't explain why "trusted users" who have submitted many papers to arXiv with absolutely zero problems, don't get a fast-track process.
The first time you ever submit to arXiv, someone has to "vouch" for your paper, which is a manual process that takes a lot of time. After that, the amount of time spent on moderating the articles is extremely minimal (I've been involved in the process in the past). One answer has said that articles submitted before 14:00 EST appear online at 20:00 the same working day, which means only 6 hours delay. Many articles are not even looked at, or barely looked at during those 6 hours, because the articles don't need to be "vouched" for. There's many tags such as "quantum physics" and "discrete mathematics", and the moderators on each tag will vary a bit in how strict they are in monitoring whether or not the papers are appropriate for the tags, but there's certainly some tags for which the papers are barely looked at.
So 6 hours seems reasonable for articles that need to be examined, usually because the user has very little history of submissions in the past, or because they are submitting from a hotamil email address rather than a princeton.edu email address (for example), but what about all those articles that are not really being examined much? I don't know if arXiv has made any public statement about the reason for the 6 hours in those cases, but I sure like the fact that the paper doesn't get published online immediately, because I do find myself wanting to make last-minute changes after a couple hours, so very much like the extra hours of leeway, but that's just me.


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My 1.5 time accomodations were not properly implemented, what can I do?
I am an undergraduate student in Canada. I have academic accommodations from the accessibility centre since I have autism and ADHD. I informed the instructor of my 1.5x exam time at the start of the course, before the midterm, and before the final. Each test is made up of a timed multiple choice section and a timed written section.
Unfortunately, the professor has not correctly implemented these accommodations:

For the midterm, my multiple choice time was increased appropriately, but the time allowed for my written section was decreased so that I would finish at the same time as everyone else. Thus, the written section was 1.5 hours long, I was entitled to 2.25 hours, but I only got 1 hour.
For the final, she told me that I had 75 minutes for multiple choice and 165 minutes for the written part. But she demanded I submit the written part just 135 minutes after the start of the exam (and just 60 minutes after the start of the written section). So, I was only half finished.

In both cases, I messaged her over Zoom during the exam, but I feel that she brushed me off during the midterm, and she didn't respond at all during the final.
I'm worried about failing this course, and I'm unsure what to do and if my professor would even penalize me. I felt that my academic accommodations weren't properly implemented. And even if she didn't penalize me, I could've had so much more time to complete my final exam. I don't know if I could do anything about this.

Comments have been moved to chat; please do not continue the discussion here. Before posting a comment below this one, please review the purposes of comments. Comments that do not request clarification or suggest improvements usually belong as an answer, on [meta], or in [chat]. Comments continuing discussion may be removed.

If you were not accommodated according to the rules, you should go to the accommodation center and inform them of what happens. In your case, the fact that the accommodation offered to you was not what you thought it should be had pretty disastrous consequences because you were not able to handle the stressful situation very well. The accommodation center will be able to inform you on how to proceed with your case.
Different institutions have different ways for student complaints about teachers, though no-one can give you an answer without knowing your institution.
It is very easy and natural to feel anger at your professor. It will not serve you well however to express those feelings and it is best to stick to the facts. Also, while the professor seemed to have done you a wrong, accommodation to time and a half has become a standard regardless of the severity of the issue that causes an accommodation. Therefore, as a professor, it is easy to fall into the trap of thinking that the accommodation gives preferential treatment for students who like to complain. Furthermore, the cost of accommodation often fall on the professor who needs to adjust their manner of giving the exam, instead of the accommodation center. I am saying this to make it easier for you to not fall into the trap of making it a personal thing. As you report it, you were not treated as you should have been, which put you into a panic. Thus, something need to be done.
Try to make your statement easily readable, maybe by having someone else read over them. Do not speculate on the professor's state of mind, etc. but you should include the effect the lack of accommodation had on your state of mind.
TLTR: Find out from the accommodation center what the steps are if you were not accommodated. Then report the facts, including your attempts at remediation by contacting the professor and YOUR state of mind that resulted from the lack of accommodation.

Thanks for the support...I know that it's always hard not to make this emotional.

This answer assumes you are in the US (which was my guess since your profile says college student).
The Americans with Disabilities Act (ADA) requires universities to provide requires reasonable accommodations for students who have a documented disability. At most universities and colleges this verification process is handled by a special office (often called the "disability office", or "accessibility office"). This office determines what "reasonable accommodations" means. If individual instructors believe the given accommodations are are not appropriate, they must contact the accessibility office. If an instructor unilaterally denies the accommodations (as what seems to be your case), my experience is that the university will take this very seriously.
I would recommend immediately contacting the office through which you got the accommodations to provide them with basically the info you have here. If the school does not respond in a suitable manner, there are also a number of legal resources (ADA is taken seriously by the government).
Also note it would have been entirely appropriate (and a good idea) to reach out to the disability office after the first midterm (or whenever you first realized that you wouldn't be receiving your accommodations). This way they can rectify the situation and avoid issues with future exams. This isn't helpful to your situation, but it might be relevant to someone else reading this post in the future.

Re last paragraph: It's definitely helpful, especially if the OP attends other classes at university in the future and might encounter a similar situation again.

Oh I live in Canada but this is definitely helpful!

Ah, I don't personally know if Canada has similar procedures, but I would not be surprised if they do.

This isn't really an answer per se -- the other answers here address your options pretty well -- but there's something important to be said that wouldn't fit in a comment.
If the information you present here is accurate, you can and should make a fuss about it. This isn't a case of an instructor incorrectly applying accommodations or forgetting to apply accommodations; this is a case of an instructor penalizing a student who has requested accommodations. Here's why I think that:

For most students with extra-time accommodations, the type of work that most benefits from those accommodations is writing. On the midterm, the fact that your multiple-choice time was extended and your writing time reduced means it is reasonable to expect that you were worse off than you would have been without accommodations.
You have 1.5x exam time accommodations. On the final, you were told you had 75 + 165 = 240 minutes; if that was an appropriate number, that means that the standard exam time was 160 minutes. But you were told to turn in your work after 135 minutes -- you had 25 minutes less than the rest of the class. 135 minutes would have been appropriate if the standard exam time had been 90 minutes; but in that case, informing you of a 75/165 breakdown would have been an egregious error.

The thing is, some professors are vehemently opposed to disability accommodations, believing (despite the extensive evidence to the contrary) that these accommodations give students an unfair advantage. The only way these professors can be held accountable is if people in your situation do reach out to complain when they are mistreated. If you report this to the disability office at your school, regardless of whether they are able to take action, you will be doing a service to other students with disability accommodations.

I think it's far more likely that this happened from inattention and while it certainly needs to be addressed so that OP doesn't see negative consequences I don't think that going in assuming they were intentionally disadvantaged is going to be helpful. Better to stick to what is known and fixable: OP didn't get the proper time.

@BryanKrause I'm not sure I understand how this could happen just from inattention. In any case, I'm not claiming intention; I'm just observing that OP didn't just fail to receive their accommodations, they were worse off than if the accommodations hadn't been requested at all. And honestly, it's overwhelmingly common for students entitled to disability accommodations to decide "well, I don't want to get the professor in trouble for an honest mistake, so I'll just let it go and hope it doesn't happen again". Speaking as an instructor myself, I hope that my students would hold me accountable.

I definitely don't think they should let it go. As for how it would happen, the professor likely has dozens of other students and possibly multiple courses running together as well as other responsibilities. I'm not saying this is acceptable, either, but to me saying they are "penalizing" suggests intent that I don't think is necessarily there.

You need to check first with the accessibility office.

It is possible that the accommodations sent to the instructors are not those you expected.
It is possible the accommodation only covered part of an assessment, or specific types of assessments.

Before blaming the instructor, remember that instructors may receive multiple accommodation requests, all of which are different, so individual accommodations can sometimes not be managed correctly.  I have certainly had classes (in COVID times) where the number and types of accommodations for students in my class was nearly overwhelming, and errors did occur not because of malevolence but simply because of the complexity of each individual circumstance.
Because of the multiplicity of possible accommodation schemes, instructors where I work do not themselves handle accommodations for in-person assessments: rather this is done by accessibility center.  In particular, it is for students with accommodations to make arrangements with the center if they want to use their accommodation privilege.
So: before throwing a stone anywhere, make sure the process was followed (or not followed) by all involved.  Accommodation is not at the discretion of the instructor and if indeed you have an accommodation and it was not properly done, the accessibility center and the instructor can discuss how to rectify your situation, and eventually present you with their solution.

How it works at my university
At my university if you need exceptions and accommodations the dean of the faculty gives students those exemptions. For example I have autism and an official diagnosis. I made an appointment in my first academic year and a dean got me extra time on all exams. This accommodation is valid during my whole study and I'm in my second year now and I still have this accommodation.
Check where you could ask
Check the rules and regulations of your institution and where you could ask for those accomodations. Usually it's the faculty dean, but it could be someone else.
Edit after OP's clarifications
OP has already accommodations and the professor is simply either ignoring it or being difficult about it. Since OP has already tried to amicably solve this matter with the professor I would recommend OP to go to the dean at this point and discuss it with them.
If going to the dean feels a step too far (yet) I could also recommend to discuss it with a student counseler or student mentor whatever you have or whatever feels easier is up to you.

The thing is, I already got accommodations from the accessibility centre, and I informed my teacher of those accommodations. I'm just not sure what to do because I felt they weren't implemented properly

@strawberrycow Okay, would have been better if you also included this in your original question. Your question becomes another question, now your question is about a conflict with a professor. You already tried to settle this amicable and maybe going to the dean to discuss this is your next option.

Noted! I'll edit my original question right now


text:
Adjusting Grades After Throwing Out Exam Questions
I’m in nursing school and all exams are reviewed after they are taken, and the majority of the time some questions are thrown out after review.
The question I have is if questions are thrown out shouldn’t the point value of the remaining questions be adjusted?
We only receive points if we miss a question that has been thrown out. We don’t get credit for it if we get it correct, and the overall points are not adjusted. This seems wrong to me.
Example: A test has 100 questions with 1 point per question, and I get 85% right. Ten "bad" questions are then thrown out.

If I got all 10 "bad" questions wrong, then the professor gives me 10 points back, and I get a 95%.
But if I got all of them right, then the professor leaves my score at 85%.
I think I should instead get 85/90 = 94% in the latter case.

Am I missing something? 85/90 is 94%

@AzorAhai-him- I believe the OP means that they would still get 85 if 10 questions that they got correct were discarded according to this grading scheme, OP is that correct?

@AzorAhai-him- yes 85/90 is 94. That’s my point. The exam questions become worth more points. The professor isn’t adjusting point values after throwing out questions.

@Esther yes you are correct.

Am I correct in assuming that the grading scheme isn’t adjusted either (or the points count directly for something else)? Also, what do you mean by: “We only receive points if we miss a question that has been thrown out.”? If and only if you do not answer a discarded question, you receive extra points?

@Wrzlprmft I think "miss a question" here means "give a wrong answer to a question".

Instead of "question thrown out" it's "every answer to the question is counted as correct"

I’m sorry it’s still unclear to me what the situation and problem is.

@AndreasBlass: Common sense would say so, but then the entire problem seems to be that common sense wasn’t applied in the first place (by those designing the grading mechanics).

Are you concerned that your class grade is supposed to be out of 500 points (say), and the professor is removing 10 of those from your test, but not reducing the total amount of points to 490?

This is very confusing. I attempted an edit based on what I understood of the problem. If I misunderstood, feel free to correct, but let's keep the example in this format so that it will be clear.

I don't think that this is an appropriate question for Academia SE.  While I have assumptions about what it means for the graders to "throw out" several questions, I have no idea what the actual practices at your institution are.  This seems like a question for your institution, not this website.

Why are questions thrown out? It matters a lot, actually.

It may be based on a sensible premise - let us calculate the score as a fraction of the questions a student got right. This means that the final score after throwing some of the questions out would be correct answers to the remaining questions / total number of the remaining questions.
Using your examples as a basis (you got 85/100 initially, 10 questions were taken out):

You got none of the "bad" questions right. Final score: 85/90 = 94%.
You got all of the "bad" questions right. Final score: 75/90 = 83%.
You got 5 of the "bad" questions right. Final score: 80/90 = 89%.

As you can see, if all of your answers to the "bad" questions were correct, your score actually goes down! From a professor's perspective, it then makes sense to keep it at the higher value between the two (ruling it in the students' favor each time), so that students would not riot over the adjustments.
The rationale for the questions to be removed in the first place may be that they were found to be too ambiguous, and multiple students have successfully argued their case. An alternative approach would be simply to accept multiple options as correct after an appeal. The difference between the two approaches yields 85/90=94% vs 95/100=95%, and is a touch more extreme at the lower end of the scale (60/90=67%, 70/100=70%).
Still, this mostly would not make a break the score the way you are envisioning it, and the scheme described is more consistent than just giving students "freebies". Remember, exam scores are not the end goal, your knowledge is :)


text:
Why does a masters thesis need to be 50+ pages? Especially if the same work is published in a <20 page article?
I stumbled across this post:
Is it ethical/legal to publish Master thesis manuscript as a journal paper?
Let me quote the top poster.

However, an MSc thesis is typically 50-100 pages long. A paper is (in a dense journal format) typically 8-12 pages long. Let's make a generous estimate for 20 pages in the thesis layout.
So either your thesis is very thin, or the journal is very generous, both of which seems unlikely.

I'm currently finishing my master thesis. My professor likes the empirical results and told me I should orient myself to some journal articles in the respective journal he wants me to publish.
Why does a master thesis have to be 50-100 pages long?
I have written some parts of the thesis before and now that I am writing with the publication in mind I cut out >50%. I've realized that almost all of it was unecessary, boring "fluff" about definitions that every informed reader already knows or if not could find out much more easily online than reading my thesis.
Henceforth, the quote above concerned me.
I thought there is no problem in writing for a journal at the same time while writing the thesis. I plan to hand in my master thesis with approx. 30 pages. Everything is concisely explained. All other supplementary stuff will be pushed to the appendix.
I always found it particularly upsetting to have a minimum page number requirement. If its good, its good, or am I wrong?

Does your institution have a 50 page minimum, or are you just taking that from this SE post mentioning what is "typical"?

My university also has guidelines that master-thesis "should" be around 60 p. (+/- 10%). Of course I need to reconcile that with my own University. Yet still, this seems to be a wider trend in academia? I've seen thesis in our library database that write up to 80-100 p. even though the essential point could be made in under 40.

Many schools still apply formatting such as double spacing, 12 point font, large margins, etc. to theses as a carryover from the days where they were microfilmed. This can easily double to quadruple the page count from a dense journal format. Page count is thus impossible to compare. Word count would be a more accurate comparison.

Actually, a masters thesis only needs to be as long as it needs to be. There may be some expectations by individual university departments or advisors on some minimum length, but not universally true.
In some fields theses might naturally be longer. My daughter's philosophy doctoral thesis was longer than my (quite long) math doctoral thesis as she needed a lot of supporting material and I only needed proofs.
If 30 pages is fine with your institution, then it is fine for all.
But note that a thesis of any kind normally needs more background material since, among other things, you are trying to convince professionals that you know what you are talking about. A paper, on the other hand, can dispense with saying a lot of what professionals can already be expected to know. So, a paper derived from a thesis is likely to be shorter; naturally so. Not universally so, of course.

That is interesting. I am writing in economics. Ultimately I would say the empirical results speak for themselve. If I would stretch the thesis this would mean explaining the methodology with 6-7 pages more instead of referencing to a book where it is explained ... writing 3-4 pages on a definition of a phenomena that has already been defined numerous times. I need to check back with my professor what he prefers.

Make your prof happy for the thesis. Make your editor happy for a paper. Copacetic.

@HansD. I'd think of a thesis more like a merger between a publishable paper and a term paper you would write for a course. You're applying guidelines that you should apply to a paper to a thing that isn't that.

@HansD. the most important point (in my opinion at least) in Buffy's answer is that a master thesis and an article have different goals. For a master thesis you try to convince your instructor that you are good enough. In an article whether you are good or bad is irrelevant. It is all about the content: you have a possible answer to a question and you present your arguments. Different goals lead to different texts and text lengths.