text:
Is the academic job market in developing / former Eastern Bloc countries welcoming towards young foreign researchers?
Though I am at the very beginning of my PhD journey, I am somewhat disturbed by the apparent lack of tenured positions in the US and Western Europe, especially concerning the humanities. All these horror stories about eager graduates looking in vain for years make me wonder how to prepare for my future, apart from publishing vehemently etc. Teaching and research are my passions, and I am willing to make significant sacrifices with regard to my family life and salary expectations in order to stay in academia.
To be more specific, I am willing to move (almost) anywhere if it means I can continue on my chosen career path. In fact, it would probably be beneficial to see the world and interact with different cultures. I am thinking of Eastern Europe, Central Asia and CIS-countries, Southeast Asia and other regions which recently underwent an economic boom; if this also implies an expanding tertiary education, I imagine they may be more interested in hiring Western graduates from older/more reputable universities. Industrialisation and population growth almost necessarily mean a higher enrolment rate and new institutions, and the faculty may consider employing researchers from more distinguished places a valuable marketing tool, at least in the beginning.
According to your experience, is this assumption correct? Is it reasonable to look for academic positions outside the US and Europe? Is the administration more likely to welcome me among their ranks at such places, ceteris paribus? If so, do you have any special advise on the application process or on the difficulties I may encounter? Thank you.
ETA: Just to be clear, I am specifically referring to second- or even third-tier target institutions, not Tokyo University or Peking Uni, though I welcome all suggestions.

I am surprised that nobody pointed out how broad and overly general your question is.

which nationality are you? cultural background, native languages you speak? Academic career is about spotting chances and developing your qualities, not planning to become professor in country X in field Y. This much too much hypothethical and you just started PhD

Looking at recent attempts to stifle academic freedom and soaring xenophobia there, I would say, certainly not in Hungary.

I have no firsthand experience on this, but based on what my friend told me and some educated guesses:

It's probably easier to find a job as a professor in these developing countries. My friend said that the qualifications as a postdoc in Singapore are sufficient to qualify as a full professor in Malaysia (both countries are in SEA, but Singapore is developed while Malaysia is developing).
Expect lower living standards. Again using Malaysia vs. Singapore as an example, you get a lot of conveniences in Singapore such as better lecture theaters, top-notch internet, nicer offices, and so on. This extends outside of academia: factors such as public transport, crime rate, and salary are all better in Singapore. On the flip side, Malaysia is generally cheaper, especially if you want to own a car.
Expect weaker students. Unfortunate but true, because all the best students leave for better universities elsewhere.
Expect less resources. You won't get as much money to create grand research plans, and the country might not be able to join big collaborations like the Large Hadron Collider. You might also have fewer opportunities to attend conferences or to meet other researchers (e.g. by visiting or have them visit).
Expect a significant cultural gap. These countries don't usually have English as a primary language. Some people might still speak it, but they are usually more comfortable with another language, and you might e.g. have students ask you about something, you explain it, and then they discuss your answer with each other in your presence in a language you don't understand. There are other cultural things such as how much responsibility a professor should have over his or her students (for example, Yoshiki Sakai committed suicide over the academic misconduct of his student even though he was cleared of misconduct). You can work around this, but it'll take time.
Finally, don't forget that your choices will affect your family as well. Finding a suitable school for your children, for example, can be a problem.

Edit: I talked to a senior lecturer in astronomy at a university in Malaysia. He found his job immediately after graduating with his PhD. He says he cold-mailed his CV to the various universities with physics departments in the country. One of them responded with an interview request which led to the job.
Clearly the job market is less competitive - I asked him who the lecturers are if fresh graduates are senior lecturers, and he said the lecturers are usually those with Masters degrees. In the West, it'd be virtually impossible to land such a position without multiple postdocs, let alone without a PhD degree.
Among other things: he said he's somehow supervising PhD students even though he's a fresh graduate himself (which doesn't make sense to him or me, but from his description it was forced onto him). He also said students are indeed weaker overall, but there are also good students.
On the flip side, he was critical about Malaysia's promotion system since there apparently was a requirement where you must publish two papers a year, which clearly emphasizes quantity over quality. Also, the university's canteen only had Malay food. If you work in the country, hope you like curry.

I am thinking of Eastern Europe, Central Asia and CIS-countries, Southeast Asia and other regions which recently underwent an economic boom

I have had some experiences in regions that would fall under these general groups. Although what I will say it is not at all representative of the entire situation it might give you some ideas. I think you are overall right. There are few things to be cautious about.

they may be more interested in hiring Western graduates from older/more reputable universities ... , and the faculty may consider employing researchers from more distinguished places a valuable marketing tool, at least in the beginning

This can be true. I have seen people get very excited because their department hired a top US school PhD without knowing much of what this person had done in their careers. I have also seen too many cases of western fetishism. Students/academics are eager to go to west for education/jobs. You can be a valuable bridge in that sense. There are huge differences between countries and their academic systems. For example university admissions are significantly different in different parts of the world. Oppurtunities like REUs are very common in US but they hardly exist, say, in Europe. Universities in these "second world" countries are often valued (by the public) on the rate which they send students abroad. Your background might be valued by default. You can provide your students very valuable insights into how US system works.

Industrialisation and population growth almost necessarily mean a higher enrolment rate and new institutions.

This is not necessarily the case. I know at least one example where the economic and population boom did not result in stronger institutions. What have happened is they have raised the quotas in Universities (almost all are public) without much increase in their budget. They have also formed new Universities but these almost always are pretty shady and corrupt. There are various department wide plagarism scandals. I have heard dreadful stories from my fellow student friends in these institutions. Furthermore, in the previously strong institutions, increased quotas and their substandard budget resulted in a visable decrease in education, research and campus life quality.

Just to be clear, I am specifically referring to second- or even third-tier target institutions, not Tokyo University or Peking Uni, though I welcome all suggestions.

I would suggest you to look at first tier universities at least in their respective countries. This will help you avoid few problems such as:

Expect weaker students

This need not be the case. Going to west is almost impossible (at least to a decent institution) unless you are increadibly wealthy in the second-world country standards. SATs, GREs, application fees are huge when the minimum wage is around 300 dollars. Not to mention that these countries will NOT have school systems built around these exams. These people will not have any experience in getting tested in English or understand how the admission game works. The US oppurtunity exists for the very few. These are usually the extremely wealthy who can afford private schools and private tutors aimed in this direction and the extremely smart if they have a conventional way to prove it (like mathematical olimpiads). Even at graduate level capable people hessitate to leave their country or return back without completing their phd abroad. There can be many cultural and economic reasons for that. Humans tend to be philopatrical. There is a huge between going to California from Alabama and going to US from Malaysia. Especially after the current wave of Islamophobia. But yes, overall expect weaker students. But I would bet the good ones you are going to get will be pretty good.

Expect less resources

This is true on avarage but an elite institution of a second world country can easily have more resources than a second rate US university. It is really case specific.

do you have any special advise on the application process or on the difficulties I may encounter

Difficulties vary but you should expect some. For example the country may have strict regulations for Universities. The titles might be subject to certain criterias (x many publications, y many books etc.). These are unpleasant. I have seen top tier researchers getting stuck with a lower title not because the university does not recognize them. Because the country will have some weird numerical criteria attached to that title.

Is the administration more likely to welcome me among their ranks at such places, ceteris paribus

This again is very case specific. If you get an offer from a university I would suggest you to get in touch with people in that university first. My institution is pretty decent in that regard. I would say at least half of the faculty is foreign and around two thirds of it are post-Soviet / East Bloc academics. Although I wouldn't be suprised if some other institution's department head / dean / President would have an issue with a certain foreign nationality.
One key point that you have not mentioned is political unrest. In Hungary, Orban forced out Central European University. In Turkey, Erdogan did serious academic purges. In US, misinformation and pseudo-science are spread by politicans including the Mr. President. Countries like Iran, Indonesia, Libya, Egpty are still heavily shaken by their previous political struggles and many of their strong academics have fled the country.
Overall
I think you should consider such oppurtunities but you should be cautious. Research the institution well. Is there plagirism, fraud, nepotism, sexual abuse, bullying or censor? Is the institution reputable in its own country? Is the research aspect valuable or is it just a glorified high school with more advanced topics? You should try to understand the countries policies towards the academica as well as public opinion towards higher education. For example, Indian public seem to value humanities far, far less than engineering. In that case you might have a harder time in India as a humanities researcher. Or if politicians look at school budgets and drool then those institutions might be in slight trouble. Most notably in US some state legislatures cut their State's funding in very small portions year by year. Now, state universities are also a part of the University cost crisis. US economy is huge and they so far have survived this crisis with somewhat managable consequences. I am not so sure how it would play out in a much poorer country.

Very comprehensive answer, and good point adding political unrest as an attention point.

It depends on what you mean by "Eastern Europe", but my experience with EU Eastern Europe is that randoms from other countries with little experience and who don't speak the language are not particularly well-regarded as applicants for positions. If teaching is primarily in the local language, there isn't much use for you. Some Eastern European EU countries have mandatory large amounts of teaching, mandated by law as academics are civil servants, so there's little way out of teaching, even if you get, say, a large EU grant (found this out at an h2020 PI meeting, it goes a little way to explaining why some of those countries have low EU grant success rates).
All told, academia in many EU Eastern Europe countries is quite good.


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Assigning presenters the role of a session chair without prior notice
I am going to present my research on a conference in the near future. This conference is in the field of engineering and CS. It has several sessions in parallel and a total of more than 100 papers.
When I had a look at the program, I noticed that I (and another person) have been assigned the role of the session chair of the session where I am also presenting.
However, nobody has informed me of this, yet, neither have I been asked if a want to take this over.
I had a look at the other sessions, it's similar there: Two presenters in each session have been selected to be session chairs.
So far, I have never experienced something like that.
All in all I am not complaining at all (to be honest, I am looking forward to taking over this task!), however, I am still a bit surprised.
Is it common in other fields or other conferences that presenters are managing their own sessions and are not asked whether they are willing to do so?

UPDATE: I was at the conference and some other chairs and attendees told me that this is indeed common there: They just assign the session chair role to people and sometimes miss to tell them beforehand. Nevertheless, everything went well and as expected this was an interesting experience.

In my opinion being chair of your own seminar is a downside. In a conference with so many parallel talks having someone as a chair assures you that at least there will be one person in your audience.

If there are two chairs chosen (as the OP says), then each of you can preside over the talk of the other.  One important function of the chair is to stop the speaker from going overtime.

Never seen it happen (pure math), and I would consider it pretty poor form if someone did this to me. And yet somehow the stereotype is that pure mathematicians are the ones with poor people skills...

It's pretty common to assign a chair arbitrarily from among the speakers of a session.  After all, those are the people who are most likely to want to attend that session anyway.  If they assigned someone else, it might prevent that person from attending a different session at the same time, that would interest them more.
It would have been more courteous if they'd asked you privately if you were willing, before putting it in the program.  But being chair isn't usually seen as being a big deal, so they may have thought it wasn't worth the bother.  Or they may be planning to ask you before the actual conference, but they put some names in the program tentatively, and it was published before they had a chance to contact you.
Of course, if there is some reason why it's not convenient for you to be chair, you can always write to them and decline.

I can only speak for my field (biology), and I can say that I have seen this happen. Most of the time, I think the session chair were informed of their role before.
It is a small task, but you could enquire if they have specific rules to follow or if someone else will be there as a support (technical support for example).

For one more data point: I've seen this happen, too (applied mathematics).

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Can NSF fund Lecturers?
This question is somewhat related to: How portable are NSF grants between institutions and internationally?
I am currently employed as Lecturer by a state university in the USA. I am a recent PhD and am well-qualified for a tenure track position which I will apply for this Fall. Regardless of obtaining that position, I would like to submit a grant proposal to NSF to cover various equipment and personal time (i.e. Summer pay) needed to complete research over the next 2-3 years, and possibly a small team of undergraduates. It should be for a relatively small dollar amount, approx. 30k USD. By the end of this year I expect to have about 10 publications which are in some of the best journals in my field, so I have demonstrated that I am more than effective at doing research in my area.  Will NSF be able to accept a grant proposal from me, in my current position?  What if I join forces with a current tenured professor at my university... could we receive the grant even if I am the principal investigator (in the real sense that I would be driving most of the research)?

I believe it's up to your university's internal rules to define who is allowed to be a PI or co-PI, but  I can't find confirmation of this.  In any case your university's grant office is a good place to start inquiries.

The NSF Grant Proposal Guide only says that principal investigators must be "faculty", so as @Nate suggests, I think it's up to the university to decide whether lecturers are faculty for this purpose.  (At my university, they are not.)  Formally, the proposer is the university, not the PI.

Your institution (and specifically at the school level if you are organized into schools) will have rules about who can submit applications as a PI.  It is generally accepted by NSF that if you have PI rights you can submit to their call as a PI, unless the solicitation requires you to hold a specific position or other qualifications.  You should check with the chair of your department to find out who gives those rights out and what the process is to obtain them.  You probably need a tenured-faculty sponsor (internally, not necessarily on the grant proposal).  I work at a prominent US research university, and the "exit strategy" is always a calculation in these conversations.  "What if you leave?" is always going to be a question.  If your answer is, "I will leave and will take this with me," the decision becomes murky for your Dean.  They have administrative costs to propose this grant, accept it, manage it, and transfer it.  What is in it for them?  If you aren't intending to leave, but must admit it could happen, be ready for an explanation as to what will happen to the grant and the people attached to it.  You should be prepared to submit a SOW (statement of work) along with the requisite form(s).
In terms of the process of transferring a grant; while the decision to transfer rests with the institution that receives the award (not the PI), it is generally considered good sportsmanship in academia to always transfer grants when PIs leave, unless the grant is highly collaborative or a large part of the research team/facilities remain.  At that point, a subcontract at no additional cost may be issued to the new institution (which will cost extra dollars in indirect costs).  In your case however, it may be that if you leave, your institution would look for a new PI rather than transfer with you.  You really will never know though until that day comes--it's on you to convince them to transfer it.
Your first step is to procure PI rights.  Do not delay on this.  If approved, find out immediately who will help you submit this grant.  You need to be connected to a research administrator ASAP to ensure all your documents are in order.  Do you have a Research.gov ID yet?  Have you read the NSF PAPPG to get documents together?  These things should be worked out sooner rather than later.
Be advised:  If you are submitting after 10/1, new forms will be required for the biosketch and current and pending, and I cannot stress enough the value in you checking in with an experienced administrator as soon as possible to find out the details of this process at your institution. It is very regulated and stressful when done last minute (within 10 days prior to the due date), even for very experienced folks. The staff will almost certainly have multiple submissions, and you want to grab their time when they are more free and less stressed out.  The new regulations are already causing people grief, and the fall is the busiest time of the year.

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Is there a tool for finding common references among multiple papers?
My question is relatively straightforward. Is there a tool that takes multiple papers, reads through them and figures out which other papers these input papers refer to, and see the most commonly cited papers as references among those input papers?

Related: Are there tools to find a subset of references shared by two or more publications? It doesn't currently answer your question, but it seems a good solution to your problem would apply also to the other.

There are citation manager packages which may provide some of what you need when you tell them the papers you are interested in.
https://guides.lib.uchicago.edu/c.php?g=297307&p=1984557

Citation Gecko can do this for some areas: https://citationgecko.azurewebsites.net/

You search for the papers you are looking at and add them as seed papers.
Then the tool shows you common citations and the like for the papers you've added as seed papers.

But its ability to do this strongly depends on what papers it is able to find in Step 1.


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How common is it to get an academic position in a different country after getting a PhD in the US?
For someone who is doing his PhD in a US institute (STEM filed), how likely is it to be employed (as a post-doc for example) in another country (which is not my home country, in general) ?
For example, for a PhD student, it should be much more easier get a job in an environment that you know; for example, the school that your are doing own PhD, or some other instituted that you are familiar (possibly in US also), but, in general, is it common for such a student to get employed by an institute in Europe or elsewhere?

"it should be much more easier get a job in an environment that you know; for example, the school that your are doing own Phd" - Not necessarily.

@BryanKrause I made that claim according to the observation that I made in my institute. Of course, it might not be true in general; that is why I used "should"

I don't know how 'common' it is (hard to define statistically), but I know of a number of people, including myself, who have PhDs from the US but did post-docs in Europe. (As an aside, I would not in general suggest doing a post-doc in the same place you did your PhD.)

@JonCuster I that my hope also, but, as far as I can image, while doing Phd in US, most of your network would be with people from same continent, so from that assumption that would also affect the changes of getting employed from a institute in another continent.

I suspect this is highly field and or group dependent. During my PhD I interacted with and collaborated with groups across Europe, and met many more at conferences. My post-doc "interview" consisted of the institute director asking me when I'd like to show up. This was back in the late 1980's. Most conferences were pretty international then, and are even more so now.

I didn't know @JonCuster. Thanks a lot for the comment.

Depending on your citizenship, the country in which you want to work, and the funding source that would pay for your postdoc you might run into visa/immigration issues that would make it difficult .

The current question asks for how common something is, not for anecdotes about it. A good answer would be based on data of some sort. I think it is too broad, but focusing in on a particular field would make it a reasonable question.

I wouldn't think there would be discrimination either in favor of or against a PhD from any particular place. That isn't how people make decisions about who to hire. Instead, they will look at what you have done and whether they find it "interesting" and "deep". You can produce such work anywhere and it will be valued everywhere.
In any application, whether for a degree or for employment (a) there will likely be a lot of competition and (b) you need to make your case. These things aren't decided by plugging things into spreadsheets, but by  people looking at your output and your perceived potential to contribute.
That said, you may need to make sure that you speak the local language and are comfortable in the local culture. If a job involves teaching, for example, not speaking the lingo may be disqualifying - at least in some minds. But even in a non-teaching position, you will be expected to interact with others in the institution. Don't take a math postdoc in, say, Italy just because you want to begin to learn Italian.
I recognize that I answered a slightly different question: How difficult is it... I hope that serves your needs.

"Don't take a math postdoc in, say, Italy just because you want to begin to learn Italian." good advice :). Thanks for the answer.

Hmmm. Doing it for the food, on the other hand.... Have to think about that one.

I did my post-doc in the Netherlands 25+ years ago. All the science part was done in English. But,  I did learn Dutch for the social side, which was quite a nice thing to do. I would not discount the side benefit of learning another language while doing a post-doc.

@JonCuster Well, I'm already learning my 3rd language French - thought I'm still undergrad -, so I definitely agree with you on that, but for a research position, would language be a barrier to the employment ?

@onurcanbektas - well, I learned the Dutch in the Netherlands, so no. I previously had learned Latin and French pretty well. If you have learned one 'other' language, you likely will not have issues learning yet-another-one, particularly if you are hearing and using it daily. Best case would be to find a nice person of the appropriate persuasion and get private lessons...

I've been doing research and teaching in Norwegian, now, but mostly because I want to. English would have been fine, too.

I don't know about common but certainly not uncommon--had several friends that did.
It will help a bit if there is some small connection (e.g. your current advisor and new one, a collaborator even once removed, previous members of lab group, etc.).  After all any time you hire someone this can be helpful.  But maybe even a little more when you are bringing someone in from overseas.
Of course, many people still come/go based on blind opportunities (replying to posted positions) so go ahead and apply for them.
In addition, I urge to pro-actively reach out to some people in the field that you would like to work with.  When doing so, find some potential points of commonality other than just "I want a gig--got one?".  Something along of the lines of

"Professor Francais, I wanted to reach out and introduce myself.
I noticed that you are one of the few French researchers in density functional theory for industrial materials.  I am very interested in moving into this topic. (Have worked previously in an analagous but different area: Hartree Fock calculations of pharmaceutical materials.)
In addition, I would find it a pleasure to experience France at your institute on the banks of the Seine.
Do you have any current positions open or do you foresee any coming open?  Could we have a conversation about your research?
Sincerely, O. Bektas

You will need to figure out the visa situation when things get serious but I don't think Turkish citizen (guessing based on your profile) will be hard for a temp science position in EU.


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How to handle students' disrespectfulness?
Related with this problem:
How to deal with unruly, unengaged students who complain about me?
After the chairman spoke to me, I started talking to my students softly (more than needed). I tried many other ways to engage them. But the problem is that they think the subject is of no use. I have told them of many applications, but I think they won't realize it now.
But one student is insulting me from day one. He has issue on everything, on assignment.
He is one of the special students of the chairman. He even misbehaved with me during viva. I told the students to not do rattafication (rote memorization) for viva, and to clear their concepts. On the day of viva, when I asked a question about process, I was replied with "I didn't do rattafication".
It was an open book paper and he didn't solve problem correctly.
Instead of accepting his mistake, he was fighting with me that I didn't formulate the question correctly. So I sent that question to my assistant professor. He verified and said that the question is clear.
Now, how should I handle this behaviour of students? Should I talk to the chairman about it, knowing that he is a buddy of the whole class?
Help me, this class is giving me depression.
Edit:
Before exam the students were saying me to decrease the course or consider only the presentation topic as the Oral  examination. Which was against the University Policy. And I rejected their request.
should I complain to the HOD of the department about that student? What will be the conseaquences?

Your question is very hard for me to follow. It mostly seems like a rant. What have you done differently/learned from the last time you asked a similar question here? Which of the suggestions from the answers did you try?

This question is hard to follow (what is "viva" or "students of chariman"?). However, I think this situation is best referred to the subject coordinator or course coordinator. If this is givign you depression, you should also seek professional counselling.

Do you give assignments? How do your students do on those? What is your evidence that they are not interested? Students don't need to be super excited all the time...

If a student misbehaves during the viva, fail them.

If you are really getting depression, quit the job and go to a professional. Also, how exactly did this guy misbehave now? Because he didn't accept he was wrong? Do you have the absolute power over exams or not?

I disagree with anonymous people giving advice to quit the job because of depression. A mental health professional should assess if that is appropriate for the situation, which I doubt.

In what way is the chairman a "buddy" of the whole class? If he is good at his job and gets along well with the students, that's a good thing. You seem to be suggesting that he has an inappropriately close personal relationship with most/all of the students. I could believe he has inappropriate ties to a few students, but all of them?

Chairman is Head of the department. He is friend of some students in my class, thats why these students are special.

I don't fail or decrease marks of students just because their behaviour with me. I am allowed to do that but I won't.

Perhaps related: How to deal with a student who harasses the (inexperienced) teacher during class?

See my answer here: https://academia.stackexchange.com/a/152293/43544 OP has lost all credibility with this student cohort and there's no recovery for that this semester. Suggest OP pass whoever they think they need to and do better next semester.

Does this answer your question? How to deal with a student who harasses the (inexperienced) teacher during class?

For depression, seek professional help.
Otherwise,
Few things look alarming to me. The whole of the issue also seems like a conflict and we are only presented with your side which does not include factual statements rather your interpretation of events. (i.e. they are being disrespectful)
Some alarming things on your side:

After the chairman spoke to me, I started talking to my students softly (more than needed)

demeaning attitude towards your students.

I tried many other ways to engage them. But the problem is that they think the subject is of no use. I have told them of many applications, but I think they won't realize it now.

I personally think they have the right to be uninterested if the course is mandatory. You can't force-teach people. If you find people's non-engagement distracting, you can try to provide outside of class resources, class videos etc. and make attendance optional.

But one student is insulting me from day one. He has issue on everything, on assignment.

criticism is not disrespect. He has the right to voice his concern if he thinks there is a problem with the assignment.

Instead of accepting his mistake, he was fighting with me that I didn't formulate the question correctly.

There is nothing wrong with contesting a grade given. Some, if not most, schools even mandate that there is a session in which students can dispute their exam grades or ask for an independent evaluation.

So I sent that question to my assistant professor. He verified and said that the question is clear.

Not enough to reach a conclusion.
Overall, your text leave me with the impression that you might very well be at fault here. I can't also say with certainty that your attitude described above is respectful towards your students, at least not on a fundamental level.
About that one student, you might demand a disciplinary hearing in which you get to present your side and he gets to present his side (hopefully). Eventually, an impartial  body of staff decides if he needs to be punished. I don't think with what you have stated here anyone can reach a clear cut conclusion. However, as Bryan Krause pointed out, this might have negative consequences for you if your claims and interpretation of events are not within a reasonable range of the factual events.

If you didn't see the other side, so it means all is my fault. Or you are unaware of students' behavior in the world. The student that is misbehaving with me is a special person of Head of the department. So the HID on the back giving him support, thats why he can easily say whatever he want. There is a difference between raising an issue and misbehaving. He is misbehaving when I didn't start to teach them. The thing that I realized is that they don't want to study. They need a teacher who do a chit chat with student and thats not me.

I don’t understand the depression disclaimer. Do you think the OP might be depressed, or the student?

@gen-z Quote from OP: "Help me, this class is giving me depression."


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Students examination in presentation
Hello I have recently started my job as a teacher at a University in Pakistan. So everything is a first time experience.
Now a days our university is conducting mid exams. The process is we have to assign Problem based learning topics to students. And they will make a presentation on that topic before the day of exam and on exam day students will present their topic and teacher will ask questions from presentation after that a viva will be conducted by teacher from the course.
The presentation should be problem based matching some real applications.
I asked them to search for problems solutions in real life. The presentation was covering hogh portion of marks. I asked them not to use applications, examples, problems that we have studied in class.
I used a social network for communication announcement purpose for students.
I teach students a mathematical type subject. They submitted presentations to me with a very low level examples that are not used anywhere. That are like word problems(school level) . Three students submitted assignment few hours before due time. I checked and observed that they have done a very low level work.
I made a post on social group(non- official created for  students' communication with me), mentioned that three students, that "your applications in presentation are not acceptable, check it,
and said whole class to provide high level applications in their presentations" .
(**Did I do something wrong here? If yes, then what is that and what are the possible consequences?) **
After submission of their presentations, before their presentation and VIVA, I checked their presentation and I was in shock, because most of the students didn't follow rules. Only a few peformed good, and again I made a post on group and said them, " will you use these type of applications(I mentioned three topics as example) in their real life etc. Do you really think it is a PBL presentation. Your presentation is not according to rules. Your presentation is not PBL. This was your exam not joke. No ones presentation is satifactory".
(Did I again do anything wrong here? If yes then what are possible consequence?)
Then I conducted their exam and  asked them to justify their applications with their assigned topic. Most of them performed almost zero, came with lame excuses like "we tried but we are unable to find applications on internet". It is wrong. I provided them a book which was full of applications of their assigned topics, internet was not needed at all.
Some performed very well.
After two days, I talked to my friend and told him about my post on group. He said, that I should have done that. It is wrong. He was busy at that time, I asked him that should I delete these posts now, but he couldn't reply on time so I became very tensed and upset and delete those posts.
(am I again on mistake here?)
After sometime, he forbid me to delete the post. But on listening that I have deleted he said "you shouldn't have" .
Now from that time I am worried that if students do something against me, what could be their intenstions. How chairman will behave if he get to know about this. In which way students can accuse me?
Please tell me where and how I am wrong here, and what are the possible things or accusations that can harm me? Can I lose my job? If the situation became worst due to my actions, how to tackle this situation
Please tell me I am worried about my job.

Which country are you in?

When setting the assignment, did you provide any examples of good problems to cover, or any guidelines to follow? If not, maybe the students did not understand your expectations clearly. And for future reference, you could keep a mid evaluation where you check on the students' progress and give feedback. This would avoid problems of mismatched expectations and also ensure that the topics selected are feasible.

@GoodDeeds Half of the topic were covered in class, yes I provided many examples. I given them  an assignment of applications so they better get know about the applications. And also given them many hints for example as krefer book, exampled an areas and said that this whole area is connected with this topic. But they never listened to me. They were never interested. They performed Ero in VIVA

@GoodDeeds Pakistan

For context: How to deal with unruly, unengaged students who complain about me?

@cag51 yes I am the same person, students are same. But problem is different?

@jonathon Please don't ask specific people to answer your questions. This is quite rude behavior here. People will read your questions and answer them if they want to and if they think they can provide a useful answer. That is how this site works.

@jonathon Another thing you could do next time is to ask students to first submit topic proposals, and require them to obtain explicit approval from you before they start working on the project.

Your country is important information for this question, which is why someone asked you in the comments. The correct thing to do in response to a comment requesting clarification is to edit the post to include the clarifying information. Please do not remove it.

The topic was assigned by teacherd to student groups. As we are instructed to assign topics.

@jonathon You said students chose their topic. "on exam day students will present their topic" "I asked them to search for problems solutions in real life."

No no teachers assigned topics to students for each subject.

I have clearly written in question that we have to assign topics.

@jonathon I was referring to the examples / problems / applications that you were referring to in your question when I said "topics" in my comment. Sorry for the confusion.

@jonathon: You are not allowed to delete the question for it belongs to this forum now.

What is PBL?  ??

There seem to be major communication issues between you and your class. There are also major communication issues in your posts here, which could be due to using English, but there are also structural and content issues that do not seem to be language related.
If you called out specific students in a medium accessible to everyone else, yes, that is wrong. In some countries it would even be illegal, though I have no idea about Pakistan.
Deleting instructions you have given seems like it will only lead to more confusion, and may be seen as an admission of guilt.
Your communications with your students seem very disrespectful to those students. Respect works two ways, and students will not respect you if you cannot show respect for them. It may be too late entirely with this group, as you seem to have repeatedly insulted them and treated them poorly based on your history of questions here.
From your posts it does not seem like you have sufficient training in education, and consistent issues with exercising judgement. I would strongly suggest that you try to use existing curricula and assignments until you get more experience with teaching. It is very important that you convey expectations clearly. If most or all of the class is not following your expectations, then it is very unlikely they are all failing to follow the rules, it is much more likely you are failing to clearly express them.
In addition, I would strongly suggest you read some basic "how to teach" books that are aimed at new university-level educators.
Finally, I think you definitely need a teaching mentor who is willing to review actions you plan to take including instruction materials and assignments before they go to your students so you can get feedback and avoid mistakes before they happen.
I have no idea what the severity of the situation is from your descriptions alone, but yes it seems like your job could be in danger. Teaching is a very social position, and if you do not know how or cannot learn how to get along with others and handle personal conflicts, you are going to have a tough time.

@jonathon Unless half of your class are simply incapable of doing the work assigned and should not be students, that still points to an instructional failure. Especially if they are not having the same issues in other classes.

Your feedback (what you call review) is a form of instructions. Unless you only used it to say the work was bad and not explain how it differed from your expectation.

Agree with everything in the answer, but it does not seem completely inconceivable half the class was disinterested did not care about the topic covered in the course. Perhaps if the course was a mandatory course in the curriculum, that was not perceived as useful.

@jonathon I can't guess at why your students did not understand or follow your directions because I don't have those directions. You will have to decide if half your class deserves a failing grade or if you are at fault. Ordinarily, a class where half of the students fail represents a failure of the instructor and will probably be seen that way by the department head. If it is in fact the students' fault then you will have to be ready to argue that and to have good supporting evidence.

@GoodDeeds Yes, I agree it's possible the class is disinterested. But I'd usually expect even disinterested students to try to put in enough effort to not fail.

@jonathon If some in your class are not performing well you will have to decide whether this is your fault or theirs. If it's theirs, give them the grades they have earned.

@jonathon All of "Do you really think it is a PBL presentation. Your presentation is not according to rules. Your presentation is not PBL. This was your exam not joke. No ones presentation is satifactory" sounds insulting to me. "Because they are active students of my class. Thats why I couldn't forbid myself to make them correct." - I cannot understand what you are trying to say. Please try to take a little more time with your language and use complete sentences.

@jonathon If you think your students have earned a poor grade and you have appropriately communicated to them an opportunity to improve that they chose not to take, give them a poor grade.

@jonathon What was the total length of time given to prepare the presentation? It seems quite possible that there was no time to act on your feedback just a few hours before the deadline. That's why in the future it may help to have a mid evaluation, if this is so important.

@jonathon "two of the three studenta performed very well when I mentioned them in group" 1) Talking about individual students' performance in front of other students is not acceptable where I am from. Maybe it is acceptable in Pakistan but I would strongly advise against it. 2) So...this is all about 1 student then? One student who performed poorly? This is very very unclear from your post, please edit it to make it more clear. "They replied how it won't be acceptable, we have done very hard work" Sounds like they were just making their case, not "threatening" you. You can say "no."

@jonathon Ok, I think I am done here. Your post is not understandable, and I feel like you are giving me the run around in the comments and slowly leaking relevant information. You can choose whether my answer is useful to you in any way or not, but it seems like you'd like to have an argument here rather than hear any advice. You are probably best off getting advice from people you can communicate with in your own language and in person.

"Ordinarily, a class where half of the students fail represents a failure of the instructor and will probably be seen that way by the department head." -- This may or may not be the case; at some institutions it's customary. Which highlights that the OP should find that out and either (a) adjust level of instruction and assignments, or (b) adjust their thinking and be more sedate about the high failure rate.

... In fact, in a comment on another question earlier this month, the OP quoted their chairperson as advising, "If 4 students are responding teach them, leave others they will never respond", so there's a small bit of data that OP might be in case (b).


text:
My advisor asked me to co-author a paper, but I have no interest in an academic career
I recently finished an undergraduate program and obtained an engineer’s degree. I am working as a software engineer at an automotive company and I can only imagine myself having a career in “production”, meaning working for a private company for a while and eventually starting a company of my own or working as a freelancer. This is to say I have no interest in pursuing a career in academia.
In my country it is very common that people start a master’s degree immediately after finishing their bachelor’s degree. I did not enlist for a master’s program and I am still debating whether I find it worth doing several years from now or not.
However, recently the professor that acted as my advisor for my diploma project asked me whether I want to co-author a paper that would be presented at a conference and later submitted for publishing in a journal. The paper’s topic encompasses the topic of my diploma project and the professor said he would like to use parts of my project for this paper.
I like the idea of being a co-author on a published paper, but I suspect this will mean a lot of work and I wouldn’t want to do it if the only thing I got out of it was the achievement alone. Would there be anything to gain from doing this if I don’t intend to pursue a career in academia? If there is no good reason to do it, would it be appropriate to give the professor permission to use my project for his paper without asking to be listed as co-author?
EDIT: Thank you very much for all your answers and encouragement! I emailed the professor back telling him I was interested, but that the time I could invest was limited and he told me it would not be a problem since he will write the paper, my previous work being enough of a contribution already.

You should ask this on Workplace SE as well to get a workplace perspective.

This question has attracted a number of answers in comments, many of which overlap with the below. These have been moved to chat; please read this FAQ before posting another comment.

Congratulations! In my opinion, it is perfectly polite to write back and say that you are interested, but can't afford to make a significant time commitment to the project. Ideally, the professor will be happy to do the work himself, and your role would largely be to look over the finished product, sign off on it, and make suggestions or comments.
It's fine to invite the professor to write this paper without you as a coauthor. That said, since you did much of the work already, the professor might prefer that you be listed as an author.
If you are thinking of possibly applying to graduate school in the future, it would probably be a good thing to have a publication under your belt.

You seem to suggest that it is OK for the professor to plagiarize the work of a student.

More like "In this section we describe some results of Ionică [cite], which we then build upon in Section XX. Since Ionică's work is unpublished, we will give a complete account." Although I certainly agree that it's much better for everyone if OP agrees to be a coauthor.

That doesn't save you, I think. The OP here would still need to approve of the publication. Otherwise the professor could be construed as "taking" the work. This is dangerous ground, though for the professor, not the OP.

@Buffy I'd say citing and reproducing unpublished work together with others (or even other people's work) is no misconduct - it might be bad style, if the others wanted to publish this first, but it is not plagiarizing anyones work if it is properly attributed.

@Buffy I agree that the professor should seek OP's approval. That said, if OP encourages the professor to publish the work on their own, doesn't this constitute their approval?

@academic: OP cannot "sign away" their intellectual contribution to the work. IMHO it is not something they can approve in a valid way.

A paper with a good citation count can make immigration much easier.

@academic: I will go ahead and accept your answer even though it does not cover the "what would I gain from it" part of the question because your answer informed my final decision and made me realise that I probably wouldn't lose much of anything (including time) even if I did it without gaining anything. Thank you!

Would there be anything to gain from doing this if I don't intend to pursue a career in academia?

Of course! You can put it in your CV. You might not need it for whatever job you're going  for (are you sure you don't?), but you still have a rare opportunity that's worth bragging about which you give up by declining. Remember, the future is uncertain, and you cannot tell what you will need in the future.
For example here are some things which have come up unexpectedly for me:

I once agreed to fill in for a friend for two weeks as a tutor. He wanted to switch to a full-time job but didn't want to leave his student hanging. I was not looking at a teaching career at the time, but four years later, I was able to cite this episode as teaching experience.
I once put on my CV that I had some experience editing Wikipedia, which was relevant since I was applying for a publishing job. That later led to the company's marketing division asking me for help with navigating Wikipedia's conflict-of-interest policies (I was in the editorial department).
And yes, I was in the same boat as you once: I graduated thinking I would never go for an advanced degree, but then changed my mind years later. I don't know how valuable the publication was, since my advisor wound up writing most of it, but it can't have had a negative impact.

Years from now, the time you spend to co-author this paper will look completely negligible. While it's possible there never are benefits, it's also possible that there will be, and that's when you want the paper under your belt.

I usually disagree with @Allure on, well, lots of things, but this took the words right out of my mouth :-) There's an appropriate maxim in (older) Hebrew: שלח לחמך על פני המים כי ברבות הימים תמצאנו - "Send out your bread upon the water, as with the passage of days you shall find it."

If nothing else, being able to put a "papers published" section in your CV makes you stand out from the hundreds of other job applicants.

@Mark - does it? To whom? From personal experience, no one gives a slightest **** about such things in IT, qualified candidates are already so rare we would hire a goat if it could code well.

@einpoklum Ecclesiastes 11:1, I think.

@Davor another time when I was applying for another job in publishing, I wrote that I had worked on a particular Nature paper in a research project. HR apparently misinterpreted it as saying I wrote that Nature paper, and invited me to an interview as a result (I got the job too after correcting the error).

@Allure - right, in industries like that where HR actually gets to gate-keep it might be useful. But not in IT.

@Davor: When I interview folks (for Dev or Software Eng positions), near the end of the interview I like to look for interesting things on a CV and ask about it.  A paper in a peer-reviewed journal might intrigue me.  No one has ever asked about the paper I have on my CV, but the list of patents I have there often generates questions.  Quirkiness in a CV makes it interesting.

This focuses on the first part of the question, i.e., whether there could be anything to gain from writing the paper. The other answers cover the second part.
Some industry jobs in computer science require or prefer applicants to have a master’s or PhD degree, or some research experience. If you wish to apply for such jobs now or in the future, a paper could help you to:

Strengthen your application or make you eligible for such jobs.
Strengthen your application for a graduate program if you decide to apply for one later, in order to become eligible for such jobs.
Maintain good relations with your professor in order to get a strong recommendation letter for applications in point 2.

It may be fine for the professor to write the paper without your cooperation, but NOT so fine to omit you as a co-author if the work is yours. You should be a co-author, though need not contribute further to the project.
A co-author need not be involved in every aspect of a publication. If you created it, you are rightfully an author. It isn't the "writing" itself that makes you an author. It is the intellectual work that makes it possible.
Let the professor know that you don't have the time to contribute more, and that you would be happy to review the work as it nears completion. This gives you a chance to know what is being said in your name. You need to approve the publication if you are co-author.
But omitting you is a form of plagiarism unless there are clear statements in the paper that it is based on your work. Your earlier work needs to be cited appropriately in the paper also.
But this situation seems to call for more than an acknowledgement.

Others have already mentioned the benefits in terms of CV enhancement and similar, but there also are some direct benefits for a non-academic career:

You get experience with communicating your results, be it in writing or public speaking (should you present at that conference). In particular you have the opportunity to get insight into the process of somebody who is (hopefully) experienced at this, namely your supervisor. While academic writing and talks have their peculiarities, this is not without value for communicating your work in other settings.

You get insights into the mechanisms of the academic publishing process. This may be valuable if you should ever use the products of this process (which depends on your field).

You learn how to handle independent evaluation of your work (peer review).

Of course, at the end of the day, there is no life experience that does not teach you a lesson or two, so you have to take into account:

How much time does your supervisor expect you to invest?
How would you spend that time and energy otherwise? (The difficult part is to be honest with yourself here.)
Would this be tedious work for you or rather a hobby project?
How stressful is life for you currently?
How much have you learnt the skills in question already?

Ideally, this is a hobby project without much pressure where you occasionally spend a few hours of your free time to stay in the loop, write a small piece of text, produce a figure, give feedback on your co-authors’ writing, etc. and have to do not have to do any tedious organising work and do not find it difficult to motivate yourself.

As an engineer, who has never worked in academia, I would recommend doing it with a limit on your time commitment.  It is a great CV enhancer, much of engineering is writing and communicating.  This will be especially important if you strike out on your own.  The skills to be a good engineer are not the same as the skills to be a good freelancer.
Most employers are impressed with publishing credits for engineers because of the ability to communicate.

For me, this, like so many questions, has a simple answer.
If you are not sure about something, ask the person involved.
In this case that person would be your professor. You need to know the level of commitment required of you.  Here is my suggestion (to be put in your own words of course).
Thank you for your email/whatever,
Thank you so much for all your help and guidance throughout my studies. That sounds like a great idea. However I hope you don't mind if I ask what commitment you would need from me. I'm asking because I want to pursue a career in industry rather than further education and I don't feel able to commit much time to the project.  If I could, I'd waive my authorship in favour of you but I understand that is not allowed. Can you suggest the best way forward?
This throws the responsibility on the prof to come up with a solution that is beneficial to all. If s/he wants it enough, s/he'll find a way.

If you're looking for an unbiased expert opinion on whether the hours you'd have to put in are worth it, you're looking in the wrong place. A publication is valued in academia, but is it equally valued in the career path you envision? Though a publication will undoubtedly improve your CV, the time spent on it could have been spent on activities that improve your CV even more - activities that are perhaps more enjoyable to you as well.
So instead of asking on the StackExchange specifically designed for academia, I recommend you ask someone who knows the industry (and ideally role) that you want to work in. They will be able to give you a better view on how much a publication will advance your career.

Folks answering on this site may have a bias towards publishing, so let's talk about this in a way which abstracts from the paper a bit.
Getting a job requires:

Demonstrating an ability to get things done.
The ability to talk about the things you have done.

Getting parts of your undergrad work published provides evidence that you can get things done. Saying you did X project/research during your undergrad is very different from saying that you did X project/research with Y quantifiable outcome---a (peer reviewed?) paper in this case. The latter demonstrates that you weren't dinking around. You built something that made it into the broader world. Any potential employee who can demonstrate that has a leg up.
But when you apply to your next job your current job will supply sufficient evidence of that, right?
Not necessarily.
Many jobs require you to sign NDAs which make you unable to speak about what you've done or require you to be vague about it and your role in it. In contrast, since this is academic publishing, once the paper is out you're free to discuss any and all details about the work. This freedom gives you the opportunity to dive deeply into technical problems you solved in a way that might not be possible with your industry work.
In summary, having a number of completed, quantifiable projects you can talk about in-depth can only help in future interviews.

On co-authorship
I would suggest to have a look what co-authorship means and implies first, and this is not uniquely defined everywhere.
Example of the International Committee of Medical Journal Editors
Some golden standards are in the so-called Vancouver Recommendations, in full Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals. This seems to have a general bearing beyond purely medical journals, and I like to quote this (boldface mine, uppercase theirs):

The ICMJE recommends that authorship be based on the following 4 criteria:
1. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
2. Drafting the work or revising it critically for important intellectual content; AND
3. Final approval of the version to be published; AND
4. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
In addition to being accountable for the parts of the work he or she has done, an author should be able to identify which co-authors are responsible for specific other parts of the work. In addition, authors should have confidence in the integrity of the contributions of their co-authors.
All those designated as authors should meet all four criteria for authorship, and all who meet the four criteria should be identified as authors. Those who do not meet all four criteria should be acknowledged [...]

Your work should, at a minimum, be acknowledged. The overhead of being co-author is not necessarily huge, since you might already have done your fair share of work.
Example of the publisher Elsevier
Also I know that Elsevier frowns upon ghost authors (unacknowledged contributors) and guest authors (idle contributors).
More specifically in their page on Publishing Ethics, Role of Authors, they set a general standard for their wide range of journals (boldface mine):

Authorship should be limited to those who have made a significant contribution to the conception, design, execution, or interpretation of the reported study.  All those who have made substantial contributions should be listed as co-authors.
Where there are others who have participated in certain substantive aspects of the paper (e.g. language editing or medical writing), they should be recognised in the acknowledgements section.
The corresponding author should ensure that all appropriate co-authors and no inappropriate co-authors are included on the paper, and that all co-authors have seen and approved the final version of the paper and have agreed to its submission for publication.
Authors are expected to consider carefully the list and order of authors before submitting their manuscript and provide the definitive list of authors at the time of the original submission. [...]
Authors take collective responsibility for the work.  Each individual author is accountable for ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
Individual journals may have particular definitions of authorship (e.g. medical journals may follow the ICMJE definition of authorship [1]), and authors should ensure that they comply with the policies of the relevant journal.

Indeed, not too far in spirit from the ICMJE, and referring to it. Mother-tongue speakers may want to elaborate on the relevance behind distinguishing between substantial contributions and substantive aspects.
On strategy
The underlying question whether you should engage in something solely after the expectation of a future benefit, rather than for the achievement in itself, is tricky.
In general, you reap what you sow, so long as the season and the harvest go well.
Many people like to encourage/discourage themselves or each other talking of low-/high-hanging fruits. It is really subjective and uncertain. You can think of few horizons though:

regret when you realise you could have done it, but you didn't (the window of opportunity is closed);
remorse when you realise you did do it, but you should not have done it (unlikely for a properly done job);
satisfaction when you realise you could and did do it (a mild feeling will do);
relief when you realise you could not do it and should not have done it (say because you moved on something so great and new, and you have lost nothing);
indifference: where you just did not bother at all.

Where would you like it better to be when this opportunity is far in the past? Up to you. For sure it will depend on what happens in the meantime.
Thanks for sharing your dilemma.

Generally speaking, if your advisor asks you to do something reasonable and relevant (which co-authoring a paper is), you should do it. Although this is especially good advice pre-degree, it also applies post-degree.  My own advisor wanted me to take his advice after I obtained my PhD.  Things like good references may depend upon it.  This is simply respect to the advisor and also it will greatly help your goals.
Also a published work, even as a co-author can help your career. It looks good to people if as part of your degree program, you can show work worth publishing.  This is especially true for those going into academia, but to a certain extend in business / industry.  Obviously, this would depend on your geographic-region, and also on your field-of-study.
There would be certain exceptions, such as if you work in a national-defense scenario where secrecy is paramount.  However, if you have a publicly-accessible LinkedIn account (or similar) or mention your work publicly on social media such as Facebook, the above secrecy-consideration does not apply.
Writing papers is a good experience, though somewhat daunting until you have done it.  I would expect that if you do co-author the paper, you will probably be glad you did it.

Note, OP has graduated and is no longer in academia. While "do what your advisor says" is usually the right answer for students, the considerations are somewhat different after graduation.

True.  My advisor still expected me to do what he said after I graduated.  This is important to get good references, and so forth.

@cag51 -- I updated my answer based on your comment (see also my own comment above).

I agree with "you should satisfy your advisor's reasonable wishes". What I cannot unconditonally agree with is "coauthoring a paper is reasonable". This is potentially a lot of work (as OP says in their question) -- for researchers, it is the main part of their job (for which they are paid to do). It is not clear too me that it is so reasonable to expect someone to spend that much of their free time.


text:
Political Topic all (most) students would agree on
For a class demonstration, I am seeking a political topic that all of my students (US undergraduate class) would pretty much hold the same opinion on. The original topic from the research I'm basing the demo on was support for the Castro regime in Cuba (study was conducted in the 1960s) - everyone was against it. I have used support for ISIS (ISIL) in the past (again, everyone against it), but I have often had to explain who ISIS was to students. I'm teaching asynchronously this semester, so won't have the opportunity to do that.
I would greatly appreciate ideas.

The book How To by Randall Munroe (best known as the author of the webcomic xkcd) has a list in Chapter 24 of the most popular opinions.  E.g. 98% of Americans would like to see a decline in high unemployment.

Vote for women?

democracy (however defined) is better than fascism (however defined)?  mixed-race marriage? (only 91% think "good for society" or "not much difference" as of a 2017 survey ... https://www.pewsocialtrends.org/2017/05/18/2-public-views-on-intermarriage/, but 95% for ages 18-29)

We should not systematically euthanize everyone at the age of 30.

@JeffE but at 60 it’s fine...

Poverty is bad.
Polluting the environment is bad.
Murdering people because of their race or religion is bad.

Not sure where the boundary between "political" and "societal" is, nor what your cutoff for "most" is, but: as of 2017, 91% of a sample of the US population thought interracial marriage was either "good for society" or "not much difference" as opposed to "bad for society"; 96% of the 18-29 age group thought so (Pew Social Trends). (There must be a bit of rounding error, as "bad for society" is listed as 5% in the same line ...)


text:
Reducing mistakes while applying
While submitting applications for tenure-track academic positions, I encounter myself making mistakes. Such mistakes are, e.g.:

submitting in the wrong format (one PDF file is asked, and I'm submitting many as usual),
taking too much time until submission deadline (the deadline is today, and, oh $h1t, including the reference letters),
sending an e-mail to a wrong institution whose e-mail address is slightly different from the one you wished to use,
sending an e-mail from a private e-mail address instead of an institutional one,
being uncertain about whether I apply for ALL positions in question at one and the same institution and then switching between applications to different institutions, which takes additional time,
etc.

Clearly, certain mistakes could be avoided by doing things extra slowly or introducing check-up phases.  However, these solutions take more time and, therefore, are a no-go for me: the deadlines pass by before I'm able to submit.  Instead, I'd like to arrange my application processes in a best possible way, getting them quickly right the first time. How? (Before you suggest asking for help: there is nobody from my circle who would be able to help me with that more often than once every half a year.)  Please share the technological, organizational, or self-organizational steps that DID work for you to avoid the mistakes of the above kind. You may also share the steps that DID NOT work for you.
This question primarily seeks advice from people who have already gone through the tenure-track application process (with success or failure). If it is the case for you, please say so.

Make a spreadsheet?  Checklists?  Thin out your list of jobs to apply to?  For each job, make a folder.  In this folder put the requirements and copies of your documents.  Use PDF Split & Merge to assemble the bits and pieces into a single pdf.

Things that do not work for me: spreadsheets (I get lost in them). Things that work: For each and every application, sit down and go through everything carefully. And do it again. If I don't feel like putting in that effort, I see that as a hint to myself that I am not interested enough in the position (or whatever else I am trying to put in the effort for).

upload your application but do not submit it right away. Give yourself few hours, then come back, double check all the required documents are properly prepared and then submit  the application.

@Roland The above problems do occur. They do not occur often though; I am sure can get rid of them. Asking here at ac.se is one of many steps I'm doing towards dealing with such issues. Still, the issues occur often enough such that it bothers me. The academia-specific part should be more in the answers than in the question, since the tenure-track application process is yet different from applications in industry.

@NajibIdrissi Answering to your comment above, how long does it take you to check an application before submitting? I find that reading and checking even just a cover letter takes more than five minutes - assuming you do it properly.

@TheGuy Thank you. However, in fact, I wonder how to do it right away, without coming back.

@skymningen Thank you. Still, "do it again" is unfortunately out of question for me - I want to get it right the first time...  Thanks anyway!

@Roland You might wish to add an answer for that; I'd appreciate it.

Self-organisation is important

Keep track of all announcements, ideally in one place
Be able to quickly review which are due soon
Plan your time

I have a separate browser window with all the calls I'd like to apply to. (I am in an active search phase, the question rings a bell to be.) You might be better of with a calendar application with links to the actual calls in the events or a wiki, as suggested above.
It's basically about knowing what applications are due soon, and when is which.
Customisation vs. chain-mail
Customisation is important. Arguably, nothing is a larger turn-off to an HR than an application which is not-specific. But not everything needs to be customised. Cover letter? Yes! Research statement? Maybe. CV? Nah. Well, it might be, but, frankly, what changes in your biography and list of papers, depending on are you applying to School A in research area X or institution B in research area Y? You are you, you have achieved what you have achieved.

Prepare blocks that are permanent for each application.
Identify and be able to change the blocks that are unique for each application.

I have a Makefile that goes into each application folder and builds the typical parts of an application from separate files, but YMMV.
Read the damn call
The call says a lot and you need to get this information out of it.

One PDF or separate files are Ok? (Not prob, pdfjoin does the job in one sec.)
Email or snail mail? (Add one-two days for latter.)
Deadline is date sent or date received. (STRANGE, as there are sort of unspoken conventions in my country, but happens. Add one-two days.)
References to be sent directly or attached. (Culture in my country is very different, so I need to worry much less about this. But yep, add two weeks or something and ask them well beforehand!)
Whom should the cover letter be addressed to?
What are the requirements for the job? (Adjust cover letter and research plan, meditate if you should apply at all or it is waste of time.)
Google the damn school and look at their rankings. (Do you want to go there? Really?)

Now you have sort of an internal deadline before the actual deadline. Try to make it. Be aware of "oh, I also need to make this application which is due in 3 weeks, but they need this special sauce with the personal signature of god as an original document, not a copy, thank you very much, so I need to start now". (And yes, it's exactly my thought, there is such a call on my radar right now.)
Be bold
Generally, apply everywhere. The only chance missed is a chance not taken, and such. I can reassure you, few years ago I got into a very prestigious university I never thought I would. During the application I clearly thought "they won't take me, this is special-tailored for someone else, it's a waste of time, BUT I'll try it nevertheless". Surprise, they took me.

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text:
course vs module vs lecture vs seminar
My question concerns terminology in computer-science MSc/BSc education in universities. Let us consider the following terms:

course
module
lecture
seminar

in the US and the UK.
Which terms denote one-off events, which events last a term, and which events denote a whole BSc/MSc program? (Yes, I've read the Wikipedia entry, but it seems controversial.)

A course consists of several modules which are delivered as a series of lectures. Seminars are independent, one-off events. A course might last one or more terms. A BSc/MSc program comprises many courses. (I suspect that course, module and unit are sometimes used interchangeably.)

@user2768 Unclear. In which of the two countries?

Both. But, usage between institutes may vary.

@user2768: Please post as an answer so people can vote and comment in a more orderly manner.

@user2768 The field is computer science, if that helps.

US usage
A course is generally the main unit of instruction. You will register for a course that lasts a term--which could be a semester or a quarter depending on the university.
There could also be a year-long course but it would actually be two or three courses that you would have to register for each term.
It's also possible to hear the term "course of study" which is the set of courses that you need to take to fulfill requirements for a degree.
The term module is not very common in the US, but it would be a themed subset of a course. I've seen it used in professional development courses.
A lecture is one meeting of a course.
A seminar could be a one-off lecture or meeting but a seminar course or a course using a seminar format would be designed for a small group, likely under 20, with more discussion rather than lecture or every student presenting on various topics over the term.
UK usage
Course is used for the entire set of topics to be covered for the degree, so corresponding to course of study in the US.
A module is a themed subset of the course, what would be called a course in the US.
A lecture has the same meaning as does a seminar.

In the US, the terms you've listed generally have multiple meanings. However, the most common usage of the terms are as follows:

Lecture or seminar: Can refer to an individual meeting of a class, or an individual talk. Can also refer to a set of meetings, as in a lecture or seminar series. It can also refer to a mode of instruction, such as in a lecture or seminar course.
Course: Primarily the main form of instruction, usually including some combination of lectures, laboratories, seminars, recitation or discussion sections, and so on, usually focused on one theme, that may or may not be part of the "major" a student is concentrating on. (An important exception in the US is at MIT, where "course" refers to a program, and "subject" refers to what is normally called a course. Also, Harvard refers to a one-semester course as a "half-course.")
Module: Generally a subset of a course.

As for the UK, I will defer to others, as I am not as familiar with the usage there.

If I guess correctly, I would think there is a desire for understanding the hierarchy of a education learning? (I could be wrong?)
My take on the hierarchy:
Curriculum -> Course(s) -> Lecture(s) -> Module(s)
A curriculum is a list of courses, while a course can contain one or more lectures.
Each lecture can have one or more modules. A module can be further broken down to contain content, assignment(s), quiz, etc.

This is close to US usage (not UK). But a "module" might require several "lectures" to cover. A "module" on limits and another on derivatives, for example, in a first calculus "course".

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text:
Welcoming collaboration in a cover letter
Let's assume you are writing a cover letter for a tenure-track position in the US in computer science. In the cover letter, you would like to express your affinity to potential research areas and your openedness to collaboration with the corresponding researchers. You do not wish to promise collaboration, since it always involves the other side.  How to formulate it properly and concisely?
Here is a sample I found somewhere online (don't ask me where):

At the School of GreatDiscipline at the ImportantCity College I would:

〈irony〉 grab away your students for my useless projects 〈/irony〉
〈irony〉 spend lots of your money without return 〈/irony〉
〈irony〉 finally reduce the percentage of women down to zero 〈/irony〉
...
welcome collaboration with the researchers from the areas X, Y, and Z,
...

(Of course, replace the ironical parts by proper formulations.)
Here are some choices I considered:
[

be open to ...
envisage ...
favor ...
promote ...
facilitate ...
offer ...
welcome ...

collaboration with ...].
All of them seem not ideal to me; I'm stuck. Some of them might be even a poor choice. Any suggestion for an appropriate phrase?
An aside: This question primarily seeks advice from academics who have successfully gone through the tenure-track process already or are overviewing this process. If it is the case for you, say so.

My personal approach would be to highlight existing collaborations that you would "bring along with you" and in that flow mention that you are looking forward to building new collaborations inside the institution as well.  That "shows off" yourself as a collaborative person, promises nothing to anyone specifically (other than the ones you have and wish to keep) and should not make anybody feel threatened you are aiming to steal their students for your useless projects.

As a general rule, I use: If something might come across as too direct or even threatening, package it with a positive example.
In this case, that means to first mention existing and well-working collaborations which you (and your current collaborators) wish to keep up, even if you changed your position. In the best case, some of your current collaborators would be your references and would mention the same in their LOR.
Packaged with this information, mention that you look forward to building new collaborations as well. Keep this general, so nobody will feel forced into anything (and you do not force yourself into anything blindly). But definitely, mention the current collaborations specifically (that should only flatter your collaborators and serves as a nice example those collaborations do exist and are not one-sided.)

Thank you! mention the current collaborations specifically - Do you mean real names? Wouldn't institutions suffice? My current collaborators won't see this cover letter anyway; they are from different institutions...

Unless they are against being mentioned, yes, I would offer real names. In grant applications, you also often have to list existing and potential collaborations with real names, so I don't think that should be a problem. I would maybe contact them if they are okay with that to be sure.

Got it, thank you! One final question: have you had luck with tenure-track applications this way?

I am not far enough to apply for tenure yet. I have so far had luck with applications in general, with collaborators wanting to keep collaborating and people wanting to collaborate with me because I collaborate with someone who referred them to me.

Ok, in this case, since you have not gone through this process yet, I have to unmark your post as THE solution to give the other people, who have already gone through this process, a chance.


text:
Misreading of review by editor
I submitted a paper to a journal in pure mathematics and got a rejection mail 5 month afterwards, which essentially said that having two referee reports available they couldn't publish it. So I read the reports and one said strongly recommend, whereas the other started with a very very harsh paragraph (everyone I asked said they wouldn't ever believe that a report that starts like that could end in any other result than rejection) but eventually also suggested not to reject the paper but doing a major revision (which essentially consisted of reducing the material presented and thereby changing its structure -- so very likely that the author is able to do a successful revision).
So my question is: Could you imagine that the editor might not have read the full report but stopped after the first paragraph? I have to admit that I couldn't blame him/her for that.
I asked the journal for clarification and after some back and forth they told me that I was rejected due to a long backlog but that I could do a revision and resubmit (if there is a reason why this would help with a full backlog that I don't see, please enlighten me also in this point). However, I could also imagine that they just gave me this explanation to stick with their decision, which would also be understandable to me.

What's the question? The only question mark, "Could you imagine that the editor might not have read the full report but stopped after the first paragraph?" seems already to be answered by the 3rd paragraph.

We cannot answer as you don't have a question and you need to discuss this situation with the editor as he/she will be making the decision, which we cannot control.

Can I imagine that? Yes, but I can also imagine unicorns. There's a non-zero chance that this could have happened, but it seems rather unlikely, given that all journals systems I know clearly highlight the reviewer's recommendation by putting it before the textual review feedback.

I edited the question to highlight that indeed the part with a question mark is my question.  I don't think that it is answered by my third paragraph. If I'd made such a mistake and wanted to stick with my decision (which is understandable -- you don't want to be known as a journal where it's always worth to argue) I would also choose such a generic reason. Also, it's not my intention to change the decision, I accept it but want to understand such processes better since I'm a young researcher and don't have much experience with this (of course I also already got my advisors opinion in this).

Editors can be lazy, busy, or just wrong. They also have the authority to override reviewer decisions in some cases. In your case, they didn't even seem to do that as one reviewer was pretty harsh. It could be the case that the reviewer wrote a review that effectively rejects your paper but they were being too forgiving in the editor's opinion, who ultimately chose to reject.

A major revision is similar to a resubmit. So, the editor has made a reasonable decision.
To answer your question: Yes, but my imagination only requires the possible existence of such an editor, so that answer isn't interesting.


text:
Does convoluted use of language negatively impact a work reviewed by a committee?
This question is a reformulation of a previous one that I deleted. I'll try to be more specific.
I'm a student in the field of International Relations, a sub branch of the Political Sciences.
Reading works in the Social Sciences, I'm becoming progressively aware that convoluted language and pedantry are a significant problem in academic writing.
Sometimes the text is as hard as philosophy, whilst expressing common, everyday knowledge of the field.
Other times, language is okay, but the author is pedant.
Now, I wanted to know:
How often - if at all - professional academic reviewers face this issue?
If they do, will a thesis or paper ever face problems due to language usage?

Post Script:
Writers have personal tendencies. One may write in excess detail, repeat themselves, lose focus, etc.
That's not what I'm talking about.
I'm talking about affected, convoluted, artificial, forced and conceited use of language, as well as pedantry in its most evident forms.
As it turns out, I think I didn't make a good use of the "mannered" word. I edited the question to say "convoluted" instead.
I'm not a native speaker, so I think I failed to capture my intent here, anyways, a question was linked to this one that ultimately answers to much of my doubts.

Your question itself is difficult to understand, due its use of "mannered" language.

@mirrormere I honestly don't see it that way. Could you please point it out for me, so maybe I can edit it?

@mirrormere In fact, I read my question again, it seems quite straightforward. To me it feels like you're trolling me when you say that.

What some see as pedantry, others see as accurancy

What does mannered language mean? I presumed it was a technical term, and I was curious of the meaning, so I searched, but to no avail.

"This question is a reformulation of a previous one that got deleted." - No, your previous question didn't "get deleted", you deleted it rather than responding to feedback in the comments. It's better to [edit] your questions and have them reopened.

Are you writing ironically in this style that bothers you?

@BryanKrause I edited it to say I deleted it, which indeed was the case.
I thought it would be less work to write another one then to edit that one.
As to the "feedback", I consider feedback what you're doing here, namely, call to attention specific issues with the question. That was definitely not what most of those comments were, and the reason I didn't even bother responding.

@AzorAhai-him- No. Definitely not,

@EzequielBarbosa The feedback posted on the last version included that your question should be more concise, that it seemed more of a rant than a question, and a specific language critique in word placement. When an entire question has a problem (like when it is written in several paragraphs when it could be reduced to 3 sentences) it may not be possible to point to a more specific issue, as the issue is with the whole structure. As Azor Ahai points out, if anything it looks like you're trying to write in the style you abhor which seems troll-ish to me. It puzzles me this was not intended.

@BryanKrause I'm honestly not getting your point. I the fact I wrote another question makes it clear I read the comments and agreed with them. I just felt some of the comments were more attacks than feedbacks.
Apart of that, I am yet to see it pointed where I use the same style I seem to abhor, which I specifically pointed out to be about writing text that's extremely hard to understand. I even compared it to philosophical text. I don't see how my original question relates to that at all, and you rather seem to be the troll.

For example, you've chosen to use the word "mannered" which many reading your question, myself included, a native English speaker, did not find clear. Could you have asked instead: "Do academic reviewers (peer reviewers, thesis committees) encounter authors making text extremely hard to understand, either by using uncommon vocabulary or excess detail? How do these language choices affect acceptance/rejection of submitted works or theses?" and meant the same thing?

I originally had thought that you had asked about convoluted, poor writing in papers, which is unfortunately not necessarily uncommon. After you clarified that you are truly asking about "mannered speech" in the dictionary sense, I can only wonder which field you are talking about because in the four stem fields I've read papers in (some more, some less), I never noticed any of it. Maybe you should at least indicate the field you are talking about.

@BryanKrause here we're starting to get productive. You gave an actual feedback there. i'm not a native speaker. I've been studying English for 14 years now, I think I speak, write and understand it very proficiently, but I did not have much contact with the language in the world out there...
So granted, that's my fault, my knowledge of the language is not perfect, nor do I presume or intend it to be...

@gnometorule I've seen plenty of it. I think one of the earliest examples was from an anthropology article (in my own language) where they use words, apparently archaic, that are simply in none of the academic dictionaries in the language. Others are greek words, transcribed into portuguese. 4 of those first words are annotated in my notebook, they are nouns whose meanings I'm yet to discover.

@gnometorule another example is a text I read yesterday. It's an IR theory text that approaches a canonical topic in the field, namely the conflict between realist IR theory and others that came later.
The guy is going to say something as simple as "To understand how IR theory defines the boundaries between what's possible political action and what's beyond that line (ldealisms, speculations ,etc.) makes you more aware of the conflict between realism and the new IR theories".
He literally spends half a page, 23 lines, to say just that and nothing else. And that goes on in the whole text.

Hi, I was being sincere, I must excuse that my comment sounds confrontational in hindsight. I am from a very different field (CS) and wanted to point out your question is difficult for me to understand. This is not a failing on your part, but rather a measure of the distance between the literature that we read, conventions and registers vary more you we think.
You'll rarely see reviewers directly commenting on this, they will most often either like the language register or they will have trouble understanding it, leading to reviews that misunderstand the text due to the communication barrier.

@mirrormere it's okay. There also seems to be a consensus here that mannered seems to apply to what I wrote myself.
I carefully chose this word and it still seems I conveyed the wrong meaning. Not being a native speaker has its own problems...

I voted to re-open because I can understand this version better than the other one. By "mannered", do you mean formal?

@scaaahu no, not formal, as discussed above, I think I made a bad choice with this word. I was talking about convoluted, sometimes cryptic text

I guess you partially answered why this happens yourself. As some commenters pointed out, your own question is in some places worded in a fairly convoluted way (e.g. "affected, convoluted, artificial, forced and conceited" is not a phrase most people would use in casual conversation). It might be related to being non-native and thus lacking the sense for which words are everyday English and which ones are from higher language registers. Many writers are non-native speakers and will thus use convoluted words and sentence structures just because most of the English they read looks like that.

Related: Is “flowery language” frowned upon in engineering and STEM related research?

How often - if at all - professional academic reviewers face this
issue?

All the time.
(as a side note - there are very few "professional" academic reviewers because in general academic reviewers are not paid).

If they do, will a thesis or paper ever face problems due to language
usage?

Very, very, rarely. For a start, what you see as pedantry, many will see as precision, and precision is the lifeblood of academia. Indeed, this need for preciseness often leads to what you might think of as "mannered" language in an author of average skill. And academics are selected for their skills in their chosen field, not their abilities as writers.
But there is nots of unnecessarily dense and uninterpretable language in academia that isn't tied to the need for precision. Generally a reviewer is asked to review the intellectual content of a work, not the way it is expressed. In general it is only acceptable to reject a scholarly work as a reviewer if the language is so poor that it literally cannot be understood. A reviewer might point out that there are many mistakes of spelling and grammar in a piece, and request that they be corrected before publication, but thats not quite what you are talking about here.

I think you were to the point.
Thanks for taking the time.