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What is the difference between aims and objectives in a research proposal?
Within the context of research (e.g., research proposal), what makes the Aims and Objectives different to one another?
I am looking for a clear and simple answer. When I look around I often end up more confused.

This shows up generally in the English language, I've seen the exact same discussion in writing constitutions for not for profits, and similar answer applies.
Consider the context of a military plan:

Aim: Secure the northern boarder.
Objective: Increase garrison strength to 150 men
Objective: Assassinate the neighboring warlord: McBaddie
Objective: Rebuild border wall

Your aim is "What do we overall want" -- the what,
your objective is "What will do to achieve it" -- the how.
Once all your objectives are complete, then you should have thus completed the aim.
Objectives are also "whats" and so can be the "aims" for subobjectives.
Eg

Objective: Increase garrison strength to 150 men
SubObjective: increase recuiting in cities X,Y,Z
SubObjective: Decrease training times of recuits by increasing hours of training per day by 25%.

So for a research proposal:
say you are in the area of Sports science/mechanical engineering, working on bicycle design.

Aim: to produce the most efficient bycycle in terms of cadence to power ratio.
Objective: Develop a sensor accurately measure power that can fit into a pedal casing
Objective: Determine normal cadence rate for cyclists, and the level they can be trained to vary it.
Objective: Determine the most effective material to build gear systems out of.

Do you have a reference for the claim that Objectives are also "whats" and so can be the "aims" for subobjectives?

@StrongBad no, I don't but "feels" right. I've be interested in seeing anything written about that one way or the other.
They are "whats" in the that are "What we will do to achieve our aim."
As compared to "How we will achieve our aim" which is not objectives but a plan. No?

Objectives seem to be constistantly a "How", wearing a "What's" clothing. In the NFP case I mentioned before, I am on the board of our state's Speculative Fiction Foundation. Our aim is to promote Spec Fic.
Our objectives are to Run Conventions, Run Writing Competitions, Fund Community Projects.
The objectives are how we achieve our goals, but they are not themselves how they are done. Eg they are not instructions on how to run a convention, or competition or even how to decide what projects to fund.

There is no simple answer. From what I can tell, these terms were developed by bean counters with the typical description being that the aims are the what and the objectives are the how. The bean counters then talk about smart objectives that are specific, measurable, achievable, relevant, and time bound.
The quote I like best is from NIH NIAID:

start thinking about your planned experiments by first drafting objectives, known in NIH lingo as Specific Aims.

I think this circularity arises from the fact that NIH grants typically only have a specific aims section and does not have an objective section. The NIH says the specific aims

Includes the specific objectives of the research proposed (e.g., to test a stated hypothesis, create a novel design, solve a specific problem, challenge an existing paradigm or clinical practice, address a critical barrier to progress in the field, or develop new technology).

I hae always thought the description of the specific objectives sound like aims to me since I feel like they describe what is going to be done (test a stated hypothesis) and not how it is going to be done.
The key thing, regardless of the terminology is that grant reviewers nowadays want to know both what you are going to do and how you are going to go about it.


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How should disallowed collaboration on a freshman homework set be handled by a TA?
I'm a TA for a freshman calculus class, and I've just finished grading the first homework set.
It's fairly clear that there has been some collaboration going on, which is disallowed in my institution. For instance, a pair of students both put exactly the same (very) incorrect solution to a trig problem, and a group of four whose work is next to each other in the pile (i.e. they sat near each other in recitation) have all made the same (more common) errors.
The course started last week and this was the students' first ever assignment: it was set on the second day of class and due on the fourth day of class.
I'm aware of what I "should" do, i.e. report it to the instructor and let him follow the necessary disciplinary procedures. But is this necessarily the right course of action? It would probably be just as beneficial to these kids' academic integrity in the long run to tell them I'm onto them and never to do it again, as it would be to have them officially disciplined. It's likely that many of these people (should but) don't know the policy on collaboration.
Advice would be greatly appreciated.

I'm aware of what I "should" do...But is this necessarily the right course of action? — Isn't that the definition of "should"?

@JeffE: I guess the italics and quotation marks were my way of abbreviating "I know what it is dictated that I should do". Anyway, the matter is resolved, wahoo! (For now.)

I recommend always doing what you "should" do as a TA. The job becomes miserable if you try to assume responsibility for things you don't have any authority over. When I was a TA I constantly reminded my students that it was someone other than me that was requiring the homework assignments and writing the exams.

"the matter is resolved" ... Well? How? // There are a number of assumptions here - about the students' intent, the prof's response, the school's policy (both written an actual) .. If I had my way, the students would have received sufficient warning already, and would at least fail the assignment. But, given that they're first year, and it's the first assignment, a class-wide warning/reminder might be OK - or 'only' failing the set, and no further action. / IME, TPTB's course of action - even for more egregious examples - was a lot more lenient than I would like. In the US, there's liability

I personally follow the rule "once is nothing, twice is a habit". I think a warning would be a good way to start. I do, however, think that it is still a good idea to run this by the instructor. I assume he/she is responsible for the course and the decision is up to him/her. You can explain your point of view and perhaps get some feedback on the matter. In addition, by taking up the discussion the problem is in th eopen and it makes it easier to catch repeat offenders. If you keep it secret, the culprits, in the worst case, can get by repeated cheating for each new teacher they encounter.
Cheating is an abomination but I think people are allowed to make mistakes. I also think most people learn from mistakes and will not easily do it again. But, it is necessary to make sure they understand their attempt has put them under scrutiny, that is probably "punishment" enough.

Thanks - I've taken your advice and sent an email to the instructor saying what happened and giving my point of view.

Defining collaboration as cheating is a bit excessive, no? We all appeal to others to learn. There is no other way to learn! The only real problem is when people learn things incorrectly (or not at all) through such practice.

The course instructor is the person ultimately responsible for all aspects of the class, including proper implementation of departmental and university policies.  As a TA, it is not your role to decide which policies should be followed and which can be ignored. Therefore, regardless of your personal feelings, you should report any issues that arise to the instructor.

Very good point, thanks. I've emailed the instructor.

I totally agree. When I was a TA and was marking the assignments, I asked the course instructor explicitly what shall I do in case of plagiarism/collaboration detection. He told me his policy and I followed that. And it didn't matter how personally I felt about that.

As others have said, it's important that the instructor know about this. It is ultimately her responsibility to handle the situation, and your  job is to make sure she has the information she needs.
Note, though, that just because you report it to the instructor doesn't necessarily mean that a formal disciplinary case will result. The instructor may decide to handle it informally, by having a talk with the students about appropriate and inappropriate collaboration, etc. Under the circumstances, I think that is what most people would do. Note that such a talk will probably have more of an impact on the students coming from the instructor instead of from you.
When you report the matter to the instructor, you can certainly point out that it is the students' first college assignment ever, and that you believe leniency is appropriate. But of course it is the instructor's decision in the end, and you will need to respect it.

there has been some collaboration going on, which is disallowed in my institution.

That's an inappropriate, and in fact somewhat preposterous, policy - as opposed to a "no copying other people's work" policy. Friends who study the same course will definitely collaborate, as in fact will be the case for random sets of people sitting around a desk in the library working on the same HW assignment.

For instance, a pair of students both put exactly the same (very) incorrect solution to a trig problem,

If you believe one of them (never mind who) copied the other one's answer, I suggest (for lack of other policy):

Calling them both in.
Saying that you believe the answer was copied.
Offering them partial score for the problem - for a single person, to be divided between them as they see fit.

Be open to the possibility of them convincing you they didn't actually copy - that can happen (albeit rarely).

And a group of four whose work is next to each other in the pile (i.e. they sat near each other in recitation) have all made the same (more common) errors.

If the wording of their submissions is not the same, I'd say I wouldn't lose sleep if I happened to convince myself they weren't really collaborating. If you know what I mean.

Belt and suspenders.

(first) Talk to the kids and warn them.

-AND-

(second) Turn it in to the professor.

The reason being that schools are too LAX at investigating and prosecuting cheating, not too strong.  By following course (1) in addition to course (2), you will at least have scared them a bit in case your prof wimps out on course 2.

I believe that attempting to "handle this informally" (either by you or by the course instructor) is a bad idea.
Suppose a student does this offense in five different courses  --- how can they be caught, if there is no communication between all the people involved? I believe that the proper course of action is to gather all irregularities in a single place and only then decide to be lenient and make first-time exceptions.
Letting them get off without reporting the issue only encourages them to do it again, because the next time the teacher will also think "it's their first offense, I'll just scold them and let them go".
Maybe in your university the disciplinary committee is seen as a last resource only for repeated offenders, but my opinion is that it should be the other way around. Strict teachers/TAs/invigilators and a lenient disciplinary committee is a strategy that works; lenient teachers/TAs/invigilators and a strict disciplinary committee is not.

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text:
Asking for Research Position in Person
I am an undergraduate student at a university with a strong co-op program. It is assumed and well-known by all the professors that all students will complete one or more co-ops, and that it is currently application season.
I am currently taking a class in a subject manner that is strongly related to my career goals, and the professor has made it well-known to the students in his class that he runs a lab on campus performing research in this area (quantum optics).
I would like to approach this professor and ask him if he would consider hiring me to perform research in his lab for my co-op. Since I take his class, I know his office hours, and I've visited him during this time already a few times.
 So far, all the times I've attended his office hours I have been the only student there. Although this is suspicion, I believe he thinks I am strong student, as he allowed me to take the class despite not having a prerequisite after indicating the extent to which I've self-studied the material and discussing previous work experience.
My question is: would it be a bad idea to ask about potential opportunities in his lab in person at his office hours, or would this be better addressed in an email?

I think it is totally fine to ask him about a research job in person. However, it will not hurt if you do this via email. The best way mostly depends on personal preferences.
When you plan to address this topic just start a nice conversation about what exactly they are working on and check, whether this matches your expectation. Then you may ask him for a position.
There is nothing "special" about this, these questions are quite common in academia. It's great when students are interested in someone's research and want to support it.

In my experience, you are more likely to be noticed by a professor if you actually show up in person. Busy people tend to overlook/ignore/forget emails, and asking in person makes more of an impression. Since you mentioned attending his office hours, your face might seem familiar, while your name might not (you did not mention mailing him explicitely).
Before asking, think about what skills you can bring to the table (he might ask you about programming languages etc).
Do not, however, overstay your welcome: it is likely he will not hand you a contract right on the spot, but maybe wants to ask around his department/think of a task to give you first.
In any case, make sure to tell him your full name and/or email address, he might want to write it down ;)

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text:
Citations from the title of an article
I want to cite the words “cascade of disparities” which actually comes from the title of an article.  Under the APA style, do I need to include a page number since the words are in the actual title (and used throughout the article)?

A short, repeatedly used piece of terminology like this does not need to be localized to a particular point.  Attempting to pin down a particular page number doesn't make sense, because what you're really referencing is the concept as developed in the article, rather than some particular sentence.
I would thus say that you should treat it as a scientific citation rather than a quotation: cite the article as a whole as the context, and do not attempt to give a page number like you would for a quote.

When you say article, I assume that it is a research work published in a journal (or a conference). It this is the case, you have to follow just the APA style whether or not it is from title or other parts of the paper. So, that might include the page number.
e.g. Authors (Year). Title, Journal, Volume, Issue, PP: .
Alternatively, you could look for the words in a base paper (a paper from where these words have been adapted).


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Can I use images from my published papers in my thesis without copyright infringment?
I have to fill in copyright form for my PHD thesis submission.
I have used some of the images already published in my IEEE/IET journal and conference papers.
I signed copyright forms during the publication process of those papers.
Do these figures fall under the copyright act?
Can I confidently say that

My thesis does not contain ANY material of which Copyright belongs to third parties.

For the case of IEEE publications, you may find this information from their Author Center helpful: Avoid Infringement upon IEEE Copyright

I have now found with IEEE and IET the following.
IEEE and IET allow the reuse of one's images/figures/tables etc. in the thesis without any payment etc. Just us $\textcopyright 2019 IEEE$ or $\textcopyright 2019 IET$ etc.

I have now found with IEEE and IET the following.
IEEE and IET allow the reuse of one's images/figures/tables etc. in the thesis without any payment etc.
Just us $\textcopyright 2019 IEEE$ or $\textcopyright 2019 IET$ etc.

You will have to read the copyright transfer form that YOU have signed. Sometimes, there are several options on whether you keep the right to reuse your work.
In my personal experience, you often have some limitations on how you can reuse your material. Sometimes, you will have to place a reference on where this paper has been published first.
However, this entirely depends on what you have signed.

Good answer. As an additional point, note that if there is a copyright transfer form with a provision for reuse, then OP can reuse the images, but the statement in the question "my thesis does not contain ANY material of which Copyright belongs to third parties" is still false.

For my thesis (7 years ago), I used many of my own figures from various journals.  For each journal, I had to go to their website and fill in a web form (and/or send them an e-mail), asking for permission to use each specific figure.  On the web form, there were various options regarding what you wanted to re-use the figure for, one of them was usually thesis/dissertation. The journal reviewed each request.  All of mine were approved. They sent me a letter giving me permission to used that specific image in my thesis.  I was required to add a note to the bottom of the caption saying something like "Reprinted with permission from [FULL CITATION]. Copyright [PUBLICATION YEAR], [JOURNAL]".  This may be similar or completely different depending on where you've published.  Check with your journals.

Indeed. One variation is that certain publishers don't even require permission. E.g. APS have the policy that "the author has the right to use the article or a portion of the article in a thesis or dissertation without requesting permission from APS, provided the bibliographic citation and the APS copyright credit line are given on the appropriate pages.".

We can not say for sure without the contract you signed.
But it is possible, that you may not use your own pictures as you want to use them.
You likely want to publish your thesis as CC-by so it is better to ask for a written permission to distribute the picture from your publication in any way you want.
Years ago, hardly any journal cared about copyright violations you described.
Tools to monitor the spread of text and images get better.
Scientists have to expect that journals will demand some day the rights they were given.
This is one of the major reasons why scientists do the hard work establish real open access platforms like http://www.arxiv.org/.
You should be very careful.

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Comparing the scientific outputs of researchers
We want to compare the scientific outputs of researchers across various fields (such as theoretical physics versus organic chemistry) quantitatively. Is the following formula appropriate?
Let us consider researcher A in theoretical physics and researcher B in organic chemistry.  First we obtain MIF (mean impact factor) for each researcher’s  field.
Then, let us denote sum totals of the impact factors of each researcher’s papers published during a year to be S(A) and S(B).  Now, we can divide S(A) and S(B) by MIFs of each field. The ratio of the values obtained for each researcher can provide us with a relatively appropriate ground for comparing the outputs of these two researchers, who belong to essentially different fields of research.

What did you understand from this question? https://academia.stackexchange.com/q/107506/72855

What is your MIF ? Where do you get the data? What is the error? Do you have access to all the data? Or what % of data is available? There are so many questions...

I voted to close as "unclear what you are asking", mainly because 'appropriate' is a very vague measure. As usual, Stack Exchange does not display close reasons correctly. (Please upvote https://meta.stackexchange.com/questions/54917/distinguish-close-votes-by-reason to change this.)

I am not sure why this question is closed - yes, it is asking something very broad, but it is very easily answerable as "you don't want to do that, here's a better way"...

@ Andrew I think so. I am interested in this question and will follow comments and answers.

Normalising across fields is hard, but it's worth attempting. I would recommend reading this PLOS Biology paper as a good introduction.
This proposed measure is not appropriate because papers do not have an impact factor. Journals do, but there is a very wide distribution of papers within a journal - an impact factor can, in some cases, jump an order of magnitude because of a single paper.
"Mean impact factors" also take no account of publication volume. If you have a journal with an IF of 2 and one with an IF of 3, it's tempting to say that the mean is 2.5. But what if the first journal publishes ten times as many papers? It gets complicated quite fast.
The approach of normalising against the field/year makes sense, but ideally what you want to do is compare the actual citations for the researcher's papers in year X against the actual citations for the field as a whole in year X. The hard part here is defining the "field"; most approaches do what you planned to do here, treat all journals in a field as equivalent to the field as a whole. This is the basis of the source-normalized impact per paper (SNIP) and mean [log-]normalized citation score (M[L]NCS) measures; a more complex approach involving defining the field by citation networks is the basis for the relative citation ratio (RCR). All the usual caveats about counting citations apply, and numbers should be assumed to have fairly wide error bars for single-person data, but the results will make a lot more sense than one purely based on journal-level averages.
These approaches are a bit more labour intensive, but should be practical if you have access to a tool like Web of Science or Scopus.
This will effectively normalise for age of the paper and for the different citation practices in different fields. What it won't normalise for is fractional authorship - these measures can give somewhat confusing results if you're comparing someone who's routinely fifteenth author on large collaborative papers with someone who works in fields where single-authored papers are normal - or with someone who's usually the lead author on the large collaborations. Likewise, it will give misleading results if either person works in a field with substantial non-journal activity (eg the humanities).


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What is the difference between this "book" and a research paper?
I don't know a lot about the scientific research and its concepts. What is the difference between this book and any research paper?
From my understanding of the research world, I know that link.springer is a journal and journals publish research papers after reviewing. If that is the case, then what is that book doing in link.springer? Is it really just a book? or Do people call it "published book"?

It's a book, more specifically a collection. Springer is a publisher.

Springer publishes books as well as journals.  This particular item is a reference book published by Springer.  You can certainly cite chapters of a book like this.

@Brian Borchers: Make an answer out of your comment.

Springer publishes books as well as journals. This particular item is a reference book published by Springer. You can certainly cite chapters of a book like this.

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What does it indicate if a professor from other departments is included in applied math department?
Currently I am preparing for postgraduate application. My research interest is fluid mechanics. There are several professors whose research interests are similar to mine and all of them are included in both applied math department and some non-math departments, such as geophysics department. Most of their papers are published in Journal of Fluid Mechanics, which is one of the leading journals in that field. However, it seems that those papers do not involve advanced math knowledge, such as abstract algebra or analysis. Even epsilon-delta terminology seldom appears in those papers.
This slightly contradicts to my previous understanding. In the math department where I finished my undergraduate study, real analysis is a basic requirement for every postgraduate student. Does this mean the field of applied fluid mechanism does not require students with solid math background? What does it imply if a professor is included in applied math department? Does this indicate he/she will supervise a student with only math background? Or does this mean he/she has an intention to publish papers in math journals?

It means their peers consider them to be applied mathematicians.  Not all math requires algebra or analysis.

And not all applications of analysis require epsilons and deltas.

@RaisinBread: I don't know about Yale, but at Cornell, there is no applied math department.  The web page you linked to is for a "center" which brings together various faculty with an interest in applied math, all of whom have appointments in ordinary departments.

It seems a little strange to infer that someone lacks knowledge of X because they wrote papers not referencing X.  Do you mean that when you look at the papers, you see specific mathematical content/formalism missing, to its detriment?  If so, that sounds like a good reason not to want to work with that faculty member.  I would say: find people whose work you are overall very interested in, and then write to them asking about what level of mathematical background they use in their work and require of the students.  Try to phrase the question as a question and not a judgment.

@RaisinBread I am from Cornell and my adviser is also affiliated with the Center for Applied Mathematics. However, he is primarily an electrical engineering. At Cornell, a "center" is an organizational structure  which combines faculty with overlapping and complementary interests under one formal mechanism.

Affiliate faculty are common in many university departments. This indicates faculty who have a departmental home (faculty line, voting rights, tenure and promotion line, office space) but for a variety of reasons are given courtesy appointments (sometimes called in the USA as 0 FTE appointments) in another department. This may be because they teach a crosslisted course or occasionally sit on doctoral committees of the other department, or occasionally just for the academic lulz (ie, they requested an affiliation and there was no reason to deny it).
Affiliate faculty rarely occasionally (depending on discipline and university) serve as chairs of doctoral committees and similarly are rarely/occasionally (depending on discipline) given students in that department to supervise. Their ability though to sit as members on committees is useful if you were to want to do a project in geophysics (in this case) but otherwise you can ignore them.
Note that this is different from faculty with dual appointments where their faculty line is split (0.5 FTE in one department, 0.5 in another). They have voting and advisory rights in both departments.
FTE = Full-Time Equivalent, the essential counting unit of faculty lines.
A department with two full-time faculty and two joint-appointments would
have 2*1 FTE + 2 * 0.5 FTE = 3 FTE

TL;DR: Don't worry about affiliate faculty. Focus on the core faculty and their strengths when making decisions.

Affiliate faculty rarely serve as chairs of doctoral committees and are rarely given students in that department to supervise : I would beg to differ. I can point out numerous counter examples including my own. :)

To which part? The latter? And rare != never.

I would beg to differ with the use of the word "rare"  Perhaps this is influenced by discipline and field (and my own limited experience) but in the broader fields of computer science, mathematics, statistics, electrical engineering that I find myself in, this is quite common especially in my past two universities.

At least at my university, the question would be why a student would apply (and graduate from) an EE department if their committee chair was not a mainline EE faculty member. It would indicate a weakening of the standards of the EE department in that they would be seen as not capable of chairing their own students and have to rely on an outsider for this. At my school, PhD committee chairs must be fully appointed in the department. Secondary members (readers) may be from across the university and the world.

Rare exceptions can be made by the graduate school, but if we were to do this as regular practice the university would either tell us to: 1) cut it out; 2) transfer the line of the outside faculty to our department in part or whole; and/or 3) reconsider how we recruit and mentor our graduate students.

But I should add that I'm at a large R1 university. Smaller universities with smaller faculty bodies may be forced to do more sharing across faculty lines. So this may be a question of university size as well as disciplinary boundaries.

I would estimate that about 5% of the PhD students in my department (at a large R1) have a primary advisor outside my department. This is normal and accepted practice. University rules require a majority of the thesis committee to be from the student's home department, and every student is evaluated annually by department faculty in their research area, so there's little danger of weakened standards. And it's not because we're incapable of advising those students, but because the students found a better intellectual match elsewhere. After all, it's their degree.

@JeffE - what field are you in?

@JeffE - Also 1:19 (5%) would be considered rare in my book. If it would rise to 25%, wouldn't you agree that the university would start to raise questions?

@RoboKaren Computer science. The number is actually closer to 25% in some subfields that overlap with computer engineering. (CS faculty also advise CE students in those fields.) No, the university doesn't raise questions; if anything they encourage cross-fertilization between departments.

Edited answer to reflect disciplinary differences, especially taking into account the OP's intent to go into an applied math field.


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What would an inclusive curriculum look like in a computer science course?
There exists plenty of literature about how to be inclusive, both in the workplace and in the classroom.
I'm wondering how this might be done intentionally — specifically in the context of a computer science class — from a curricular standpoint. I'm thinking of generic intro-to-programming types of courses, which usually include algorithms and data structures.
I have attended several workshops and have read a few articles, but haven't really delved into the literature about inclusivity in the classroom. From these workshops, I am quite comfortable being inclusive in the classroom (lectures, interactions, etc.) -- but I'm looking for ways to have that reach to homework, projects, and so on -- and specifically for computer science as far as possible.

Have you read the existing literature on inclusivity in a classroom? Which ideas can be applied in the computer science lab as well?

@DmitrySavostyanov: Alas, I have attended several workshops and have read a few articles, but haven't really delved into the literature about inclusivity in the classroom. From these workshops, I am quite comfortable being inclusive in the classroom (lectures, interactions, etc.) -- but I'm looking for ways to have that reach to homework, projects, and so on -- and specifically for computer science as far as possible.

I don't get the downvotes on this. OP clearly asks for a "curriculum" point of view, which is highly relevant and absolutely non-trivial.

@xLeitix: The question is broad and vague even if it sounds precise. What kind of curriculum? Major or minor? Intended for what careers? (These are important questions; e.g. the answer by deags silently presumes that the students will go into big data, or at least that the part of the student population that does not is negligible.)

@AzorAhai: I saw some of the "things" you refer to recently, but I am optimistic that we can build a supportive and inclusive community regardless of imperfect efforts on the part of the company that owns this site. The SE community does not consist only of the SE company. We make it what we want. I choose to be inclusive regardless of those around me. If SE follows suit, they get me as a user. If they choose to not be inclusive (not just small mistakes due to individuals, but repeated, serious mistakes on the corporate level), they lose me. I'm small, but there are others like me.

Including who? Foreigners, disabled, minorities?

Universal Design for Learning might be an interesting read for you. UDL guidelines emphasize (1) multiple means of representation (delivering course content in multiple ways - varying class activities with lecture and providing powerpoint slides); (2) multiple means of expression (students can demonstrate knowledge in multiple ways - discussion, deliverables, appropriately scaled tests); (3) multiple means of engagement (tasks fit learners' interests and try to motivate all students appropriately). And no, inclusivity is not any more ideological than focusing inefficiently on lecture alone.

@Battle: Inclusive practices allow everyone to participate and learn to their maximum ability. Certain things prevent certain people from being able to participate fully, so being inclusive is one way of maximizing the effectiveness of my teaching. Inclusive practices may not directly benefit everyone, but they do directly benefit certain students a LOT. (Can support with research if desired.)

Harvey Mudd is often held up as an example of a CS department with an inclusive curriculum - there are several news stories about it from a couple of years ago. You may want to read them.

@ZachH: Thanks. It might be worth posting permalinks to these stories for future passers-by.

See https://qz.com/730290/harvey-mudd-college-took-on-gender-bias-and-now-more-than-half-its-computer-science-majors-are-women/ or https://www.wired.com/2016/02/at-harvey-mudd-college-the-ratio-of-women-in-computer-science-increased-from-10-to-40-in-5-years/. I'm sure a more thorough search would turn up advice by professors at Harvey Mudd, who would likely be the best sources.

This is an interesting question. The program I am doing most of my teaching in has recently been faced with a similar question (due to comments of an external evaluation), and I can't say we have come up with a satisfying solution yet.
Here are some pointers (in no particular order) that have come up in our discussion:

For exam tasks / homework descriptions: evaluate critically if your tasks (or rather, their descriptions) carry bias. Naturally, you want to avoid the cool developer being called Bob and the silly user Alice or Ahmed, but it goes deeper than that. For example, in an Intro to Programming exam I was giving many years back the task was to model and implement a simulation of a game of football/soccer (the assumption here being that the majority population - white, male college kids in Europe - would be intimately aware of the rules and have an easy time conceptualizing the task). As it turns out, those that did not fall into the majority population (some women, foreign students) did worse on this task, presumably because they needed to spend a lot more brain cycles even understanding the game they were supposed to simulate.
For deadlines: consider that some students may not be able to, if need be, work through the night or the weekend. It's easy to think that a deadline Sunday evening is not a big deal if you think of your students as a homogenious mass of 20-year-olds with no other obligations than to study, but if one of your students is a father / mother of two, or working on the weekend to sustain themselves, the story becomes different.
For extra-curricular activities: the same is also true for extra-curriculars. If at all possible schedule attractive extra-curriculars (e.g., Hackathons, job fairs, whatever your university does) in a way that they can also be attended by people outside the majority population.
For social events: the same applies to social events. Make sure that social events, to the extent possible, not only cater towards the majority population. For instance, when I studied, a lot of the student social events boiled down to "find an excuse to drink", and basically all conversation was in the local language. Both of this together unsurprisingly meant that foreign students, especially Islamic students, never showed up.
Avoiding "hidden knowledge": in many universities and courses, there are official rules and "unspoken rules". For example, a teacher may say that students are expected to learn the entire book, but well-connected members of the majority population know from previous years that in reality most of the questions are about Chapters 3-8. Given that (some) minorities are less well-connected than the majority population, these constructions can disadvantage these students severely.
Diversity of TAs: ensure that not all TAs are always from the majority population (i.e., ensure that there is some amount of representation of non-majority students). This may need active steering, because if you just take the first 5 qualified students, you may easily end up with only students from the majority population (because they are more, because they are better-connected, and because a lot of TA contracts are written in a way to appeal to 20-year-olds).

To summarize: keep in mind that some of your students may have a different cultural background, different life constraints, different priorities, or different access to "common knowledge". Try to level the playing field as well as you can.

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About the social events: Islam prohibits drinking of alcohol, so if the event is "find an excuse to drink", no surprises that Islamic students never show up to events.

About the diversity: As someone who was a tiny minority of one (woman in a class of ~50) at the end of her degree, I would have damn well appreciated if not every person I encountered in a professional capacity was a 20 years younger version of the white male middle aged professors. Back then I thought it wouldn't matter, but 20 years on I know it did. It's very dispiriting to see that the same type of person gets hired over and over again, because they are the best fit by construction. I don't want any special handouts, I want a level playing field and it's not there.

(There was an improvement suggestion coming up...) @xLeitix: Maybe you could find a reference on how implicit bias screws up hiring decisions. From my experience if you have a group that is too homogeneous, you miss out on a lot of possible approaches to problems that might actually be better than the ones you have learned in your limited eco system.

@Allure There is also a cultural and language aspect here. When a group of people go out to "grab a beer", it is (or at least should be) perfectly acceptable to join without drinking any beer. I remember reading an interview with a Muslim student who said he wish he realised this earlier. (My own undergraduate major uni in The Netherlands incidentally failed at almost all of the points mentioned in this post, when I moved to Sweden it was much more inclusive)

The thing about deadlines is, it's not the deadline, it's the start date.  Give students enough time and the deadline date is irrelevant.

I expect that most modern schools will have many special-interest groups for every minority and sexuality, gender and religion. This attitude has no place in the classroom. What classes really seem to need in terms of inclusivity are the following:

Inclusivity of ideas. Don't inject snarky political comments into your lectures under the assumption that everyone has the same opinions. This alienates students who have different ideas and opinions, and gets old quickly. I was in school during the 2016 election. I was about ready to die by graduation.
Inclusivity of learning styles. On tests and exams, include different types of questions, and award points for answers that don't quite hit the mark but show evidence of critical or logical thinking, as these are the underpinnings of computer science. Even if the student doesn't remember the exact algorithm in question, showing that he can think about it in a "CS-y" way proves that he is the right kind of student for the program. This also can be extended to lectures and additional readings. Provide examples that are visual. Provide examples that are auditory. Create analogies and parallels. And make sure that the board is visible all throughout the classroom and that you can actually be heard all throughout the classroom. If a lecture hall is so big that the students in the back have a significant disadvantage, that's because there are supposedly that many students in the lecture, so don't punish kids who have to sit in the back.
Inclusivity of schedules. While the point about setting deadlines to avoid weekends or nights is not really practical due to the aforementioned snowball effect, you can try to make sure that someone is available in some capacity for a lot of time. Try to respond promptly to emails, or have a TA who responds quickly to them. Keep up with Piazza. Nothing is more disappointing than a class message board that hasn't been viewed by an instructor in over a month. To take this a step further, please keep up with your grading. Some students are not all right with having to wait until the day before the final to know how they're doing in the course. Many students are planners, and want to have as much information as possible as early as possible to make informed decisions about how to allocate their study time.

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tl;dr It's not so much about curriculum, but in delivery and materials.

I have specialised in issues of inclusivity in Computer Science within my university and have several publications in this area. Many of my papers look at inclusivity for students with alternate needs but I have also been looking at issues of gender issues that affect inclusivity.
The question asks what changes in a curriculum should one make? It depends somewhat on how you define curriculum and the scope of what a curriculum contains, which in my experience varies from place to place (or even discipline to discipline). In theory a curriculum is a document that defines higher level outcomes, competencies and broad brush subject areas. For example, it would say that students should be taught computer programming but not specify a language or software platform; it might say computer architecture without naming specific hardware devices and so on.
Thus we should have a universal curriculum that makes it clear what would be learned and demonstrate the value of the qualification without saying in detail the mechanisms by which those goals would be achieved (or am I being too theoretical in my pedagogics?).
What does need addressing to permit inclusivity in a computer science curriculum are aspects of delivery: the teaching material, the environment, the language, the people, the attitude. Many of these are human focused aspects of education.
There are probably too many detailed elements for me to include them all, but some important ones are:
Hearts and Minds: If your colleagues are not totally engaged in the diversity agenda, or see value in it then much effort in this direction would be attenuated. Everyone has to agree; the problem is convincing them. One has to point out that it helps recruitment, reputation, retention, income generation, student morale, improved results and so on. For the recidivists I just pointed out that to do otherwise would probably be illegal and perhaps result in embarrassing legal cases at some indeterminate time in the future, and would they like to explain their position in court? (That worked).
Language (spoken and written): Everyone has to be able to use appropriate language automatically and without undue effort. All class material should use appropriate language, and all verbalisations in class should be appropriate. Some examples from the past: do not assume programmers or manager would be male by slipping into "when he ...". Do not assume everyone can see the screen by saying "as you can see in the diagram..." (vision impairment) or assume that everyone  is able to hear clearly, and so on. Use multiple forms of delivery in any class.
Images and Illustrations: Be careful in the selections of images used in teaching material. What do the images imply: like the languages do they imply particular attributes for the people pictured; particularly ones that not all students could relate to (e.g. all men etc).
Use Technology: As we are talking about computer science there is no excuse for not using technology. There should be online support for  the classes (like a VLE) so students can download notes, copies of the presentations and even video recordings of the class. This can also allows assessment submission and feedback. This permits student with differing needs to use their own support technology to access the material without extra spport.
Unconscious Bias: Teachers needs to accept that they have implicit unconscious Bias use that awareness in their work. Colleagues might need to attend the available training.
Culturally Specific Examples: To help students understand difficult concepts examples and exercises are important. Picking the right examples will help learning. However there are cultural traps in these example which one should avoid because they might implicitly exclude or disadvantage a particular group. Assuming that students know how tax works or using abbreviations for tax forms or assuming they know something outside the subject like complex numbers or eigen vectors can be difficult.
Physical Access: An obvious one when considering diversity, but labs need adjustable height desks, doors wide enough for adult wheelchairs there need to be appropriate toilet facilities, appropriate break and rest areas, quiet and social spaces. All these address the needs of different groups. For example, our campus lacks a fully equipped disabled access toilet (i.e. one with a power hoist).
Regulations and Procedures: Are the institutional regulations for things such as attendance, submission of mitigation, repeat years and such like appropriately accommodating for the various needs of student groups or are they discriminatingly punitive in an attempt to be equal.
The wider institution: It is as important that management, IT provision and marketing for your institution are similarly minded. Without them many of the efforts in one subject area would just be made impotent by the lack of support from elsewhere.

Although not answering the question directly you may be interested in publications in this area. As has already been mentioned in comments, there is plenty of literature out there that you can refer to. Mine is but a splash is the ocean:

Experiences of Teaching Disabled Students of Computing at UK Universities, (2007)

Discusses funding provisions in the UK for disabled students (DSA), common adaptations required for students being taught within the University of Hull's Computer Science department [e.g. electronic accessible lecture notes, clarity of taught examples and assignment information, adaptations for examinations] and the process through which students can disclose additional needs at application time. Generally a very UK-representative discussion of what is involved to teach students with disabilities at university-level.

Experiencias de enseñanza a estudiantes de informática con discapacidad en Universidades del Reino Unido, (2008) Spanish Version.
Vortrag über Diversity in der Informatiklehre (2018) German report on similar talk.

I hope that of that would be useful at pointing you at issues in this area.

Since you're an expert, I would very much love to hear more about the state of this field as you see it. No pressure — I respect that your valuable time is in short supply. :-)

Updated: For the curious, there are meta comments embedded therein.

To add to the other answers, I'd like to point out that at least 10% of the general population has some sort of significant learning difference such as ADHD or a specific learning disability. If "learning differences" include things like ASD, social anxiety, sensory issues, and psychiatric conditions, the percentage is much higher. So avoid creating one-size-fits-all courses. Provide multiple ways for students to access material and participate in the course and multiple ways for them to develop and demonstrate mastery.

I strongly agree. I cannot both write and think. If I am taking notes, I am not understanding and thinking about the material, I am just taking notes. Some lectures seem to be structured to force note taking, which helps many students but is really bad for me.

Important Notice
Be careful about what you have read, a lot of grievance studies "papers" are based in faith not science. And do more harm than good. Here is a very good "study" done by two Phds and one journalists about the validity of gender studies, critical race studies etc. It is scary.
https://areomagazine.com/2018/10/02/academic-grievance-studies-and-the-corruption-of-scholarship/
To answer your question:
Try to use simple language if possible if you have non native speakers. Of course do it only when complicated terms are not needed to describe what you want to teach.
Make sure people don't write their name but their id number on their homework to
avoid bias.
If you employ TAs try to hire them blindly, have someone send you their job applications without any personal information like name, age, etc. .
If you are doing some activities plan for different preferences. Provide alcoholic and non alcoholic drinks. Bring a bbq grill for vegans, vegetarians and omnivores and provide food for each of them.
Make sure people in a wheelchair can enter the location.
Make sure their are different areas for people with different needs. Some people are epileptic or have hyperacusis (can't be in loud locations).
Make sure everyone is invitited via an official mailing list.
Respect the freedom of all people. So don't overdo it. If you ban alcohol to please muslims, you are infringing on the freedom of non muslims. If you ban meat to please the vegans, you are infringing on the freedom of omnivores. You can have two tables, one with beer and one with lemonade. Let people decide which table they prefer.

While this answer provides some helpful hints about being inclusive, the question was about the curriculum.

Thank you, you are right. Most of the points are for extra activities.  But some points are also useful for the class room. Don't use flashy animations and loud noises for people with severe sensory impairments. Use the simplest language which is sufficient enough to explain the topic, for people who speak English as their second language. Use an official mailing list for people who don't use facebook, whats app etc.

Asking for explanations for downvotes does not improve the question, so I rolled that edit back. There is, in general, no obligation to explain downvotes, but some people may do so, if they want to.

I downvoted because the "grievance studies" outrage is a load of nonsense. People dedicating thousands of hours to making things up and getting a small fraction of them accepted for publication is evidence that bad papers can get through peer review (which is true in every field), not that whole fields of academia are irredeemable. They don't even live up to their claims, see eg https://slate.com/technology/2018/10/grievance-studies-hoax-not-academic-scandal.html

The rest of the answer is reasonable advice but is not specific to computer science curricula

@llama Yes. And let's be clear that what the "grievance studies" people did is outright fraud. Fields that aren't perpetual targets for this kind of maliciousness never seem to have to put up with this crap.

@ElizabethHenning: Wow, just wow.

The grievance studies claims are backed up by evidence.
Please read the article and the collected evidence. They puplished in the journals with the highest impact factor and one paper they puplished was "Mein Kampf" by Adolf Hitler, Chapter 12, with "white men" for jews and "women" for "oppressed arian people". They had a controll group for serious sociology, where no paper came through.  Please read the article and check the evidence before claiming it is nonsense. In the end over 90% of their papers were accepted, when they cited someone important and work backwards to prove your claim.

An important lesson from the grievance studies papers is: you can get your paper published (or at least accepted or asked for a resubmit) if:
Your methodology is shady
Your conclusion does not depend on your data
Your sample size is tiny
You can suggest unethical things like chaining children based on their skin color to the floor
As long you:
Cite important people in that field
Start with an accepted [but maybe stupid] conclusion (progressive stack, let more black instead of white people talk)
Work backwards, suggest something unethical and justify it with the accepted conclusion

@ElizabethHenning "Fields that aren't perpetual targets for this kind of maliciousness never seem to have to put up with this crap." Because they're legitimate fields, not ideological nonsense.

Considering your last paragraph: if you ban smoking to please the non-smokers, would you also argue that is infringing of the freedom of smokers?  The smoking lobby would seem to say so.  As a non-drinker, I've universally found events without alcohol more pleasant than events with, and my omnivore friends are often happy to join me to a vegetarian restaurant.

you can let smokers smoke outside or have two seperate rooms. But to forbid adult people to decide what they want to do is an absolut no go. And someones preference is no reason to deny other people their freedom. When you prefer non drinking this is fine, maybe someone else prefers to be around non religous people. This does not mean you can ban alcohol or ban religous people. Your preference is your choice but you can't force it on other people. And the eating habits of your friends have nothing to do with this answer.

Adding to what @xLeitix said, and from a curricular/class activities and program standpoint:

Add a class regarding BIAS in data with plenty of examples of GIGO
(Garbage in- Garbage Out).
On the grading, force part of the grade to
correspond to BIAS/exclusion testing for all homework/projects, and
to consider the potential economic cost of such bias.
Assign works that are targeted to a different sample of people than the average majority. VG: Model how a daycare works rather than a futbol match.
Include mandatory books and lectures like: 'Invisible Women: Exposing Data Bias in a World Designed for Men', 'Coders: The Making of a New Tribe and the Remaking of the World' , Technically Wrong: Sexist Apps, Biased Algorithms, and Other Threats of Toxic Tech, 'When Cultures Collide: Leading Across Cultures'
Be open with times and regarding remote work.
Be strict regarding noninclusive behavior.

A lot of noninclusive behavior can be traced to the lack of knowledge about it or the comprehension of it's importance.  Anything tech however is tricky, because for IT people (my field), social or political reasons are completely useless, you need to give rational reasons to why this matters, and the best and easiest way is to pinpoint economic or productivity reasons. If it seems that in small quantities its not much, then escalate to a country or society levels, even species/world level. With this you can ensure that the reasoning behind the curricula is sound and will be headed.

The suggestions are both vague and heavy-handed. Undergraduates are already being stressed out with lots of requirements, many of them vaguely relevant. If everyone in a CS program was striving for responsibility-heavy positions involving big data, your suggestions would have some validity; but otherwise, an extra class inserted into a CS program just "for social justice" would only antagonize most students. (Also, the titles of some of the books you mentioned don't quite sound even-handed -- albeit this seems to be a general problem with titles that does not always reflect on the books.)

Comments are not for extended discussion; this conversation has been moved to chat. I'll keep one comment that summarizes some of the main discussion points.


text:
How likely is it for an international student to be supported financially during their internship in Austria?
I am a Master's student from Iran. I sent an email to a professor in Austria and asked for a PhD position. He said that he did not have any open position, but if I like, I can go there for an internship.
I want to know whether I will be supported financially or not
and how I can ask about it in such a way that does not cause any negative impact.

You can just ask him. It will not cause any negative impact.

@Roland It is indeed unlikely that he will pay, but he WILL be able to help getting you funding. This help could be anywhere from sending a link to a website, to helping you write a proposal or fill in the application forms. This will depend on the person and the time they can spend on it.

When it comes to funded research-related stays in Austria, the go-to-place is the officially curated database https://grants.at (of the OeAD, or the Austrian Exchange Agency).
It even offers granular search options. Here is an example of a search form (perhaps the option "Practical trainings" may be the right one for your case):


text:
Is it unethical to submit for review multiple articles which overlap in some respect?
I am well aware of the ethic guidelines in the academic publishing world regarding submission for publication of the same article to multiple journals: I know this is broadly considered unethical and creates a bad reputation for the author in question among the academic community (this eventually giving way to negative repercussions –presumably and informal, tacit type of ‘black listing’).
I have a slightly different problem here:
I am wondering what happens if I submit a series of articles, one different article to one different publisher, but all of them more or less at the same time: each of these articles would consist of a theoretical premise (a formula of principles according to which a text’s analysis will be conducted in the article), which is common to all the articles in object, and then the main body, different in every article: that would be the analysis itself (on the basis of the formula) of the works of an author –a different author in every article.
The field of research is humanities (literature). I am attempting to determine, on the basis of existing definitions of a literary trend (the aforementioned formula, which itself is a sum up of existing definitions of the literary trend, by other researchers), which authors and which works of theirs may be plausibly associable to the trend.
So, to sum it up, the formula of analysis (the definition of the trend) is the introductory part of each article. Conceptually speaking it is the same for all of them. I could change the exposition from one article to the other for the sake of not using the same exact text in all articles. The concept(the theoretic formula), however would remain the same: it would mostly not be my own original contribution, give or take a few corrections or specifications I am adding. The main body of the text –the original contribution to knowledge- is the analysis of the author’s text: this is the greatest part of the text and it is different for each article (one author for every article).
Much of this research has already been done in a draft form. Hopefully at some point in the future, and if these texts are published as articles, I’d be able to organize them (along with a few necessary additions) into a broader text to be submitted for publishing as a book.
So the question is: would this strategy be viewed by any reviewer/publisher/editor as a breach of ethic guidelines in the academic publishing sector? Would it cause me problems of reputation in it?

I'm in a different field and may be completely wrong about this, but it sounds to me like you may be better off writing a book than a series of articles.  One of your concerns is that you would be repeating the same conceptual background in each article, which suggests that they would be better gathered in one place.  As isolated articles they may seem repetitive and unoriginal (or look like "least publishable units"), even if you write them in a way that presents no ethical difficulties, while the book would come across more as an in-depth study.

possible duplicate of Attitudes towards self-plagiarism

Thanks Mathematician. You sure have a point there and in fact, my initial idea was to work on a book. It just so happens in Humanities that everyone (from fellow researchers to supervisors) will suggest you write articles first and then eventually get to publishing them as a book, because this adds up in your cv. I was ready to ignore this rule until recently, when I was given another reason for going for articles first, which is, as a young researcher with yet a slim cv, my chances to have a book published at this stage would be very poor. So I adapted to the humanities' custom.

You say "The concept ... would mostly not be my own original contribution, give or take a few corrections or specifications I am adding." If the concept has been established elsewhere, can you not get away with simply citing that and having a very brief elucidation of your changes? That way, you minimise the text that is being repeated. If the changes are substantial, you could try to publish them on their own, maybe applying them to one author as an example of how it works, and once that paper is published, you can attack the other authors by simply referencing your first paper's methodology

Thanks Thomas. That's the plan essentially. Not sure how clearly it came through in my previous posts but this early chunk regarding the analysis scheme (or formula) which would be the only concept that's being repeated somehow in all articles, would be, quantitatively speaking, a small portion at the beginning of the text.

As an associate editor of a decent journal, I tried to fight this sort of salami slicing. Some authors would intentionally withhold the other citations, and when the agonizingly similar papers appeared in other journals, I had to reject their pretty much finished papers on the grounds of not making a publishable contribution on top and over these other papers. These made some authors furious, and they were coming back to the main editor with appeals and requests to appoint another AE to continue with their salami pieces.

You should avoid self-plagiarism. Having an identical section in both papers would be ethically questionable. They could have the same overall meaning, but I would try to rephrase them differently as you might already have done.
Also have your papers cite each other as being submitted, and possibly update the final manuscript with full citations.
It may be a good idea to let the journal editor know that this is happening. They may be able to provide you with specific guidelines.

I fully agree on points 2 and 3, but not on 1. Rephrasing my own text time and again is precisely no contribution. It merely obfuscates the fact. I copy/paste sections and preface them with a short sentence explaining that I am reusing it as common basis for multiple analysis (here is good place to put the self-citations). Self-plagiarism is only bad when one is secretive about it and if it concerns major contributions of a publication. Science based on previous results is a good thing and frankly, it's obscene to think badly because I'm basing my work on my (previously published) work.

@user1129682 but why do you need to quote text from the earlier work? Just summarize it, or even say “We provide here an analysis similar to that of our earlier work [ref]”.

@F'x: Once, I used the same example for three completely different aspects, which became three independent publications. Another time I did write a summary with reference for one analysis/result and used that summary with reference in many publications. For the problem at hand (OP) the point is they are not providing an analysis similar to [ref], they are providing a completely different analysis, but use the same input as in [ref1,ref2,ref3].

Then “For details regarding the input, we refer the reader to…” — My point is: do not copy more than two sentences from one paper to another, summarize it shortly and let the interested reader find your earlier work if they want to know more

@F'x: Definetly not. An academic publication needs to show the reader that it yields a contribution. Input is crucial to any analysis, otherwise it's incomplete, which is a methodological flaw that makes the contribution incomprehensible. This is not the road that leads to good publications.

This practice is usually termed Salami Slicing or Least publishable unit. This is conducted by many researchers for whom having a series of N small and terribly overlapped papers is more convenient than having just one substantial paper.

In academia, salami slicing refers to the practice of creating several short publications out of material that could have, perhaps more validly, been published as a single article in a journal or review.

This often happens when someone finds a result that applies to a certain family of logical concepts and prefer to "study" one member of such family at a time. For instance, you find that a certain result applies to any colour and, instead of publishing this result, you publish a paper saying that result X applies to red colour, another one for the green colour, another one for the black colour ...
It is not considered unethical in general (although Elsevier says it is unethical http://www.ethics.elsevier.com/pdf/ETHICS_SS01a.pdf in some cases such as slicing data sets), just ask yourself if you want to be classified as a Salami Slicer.

Thanks Balckpudding, that's very interesting info indeed. The peculiarities in my case though are: 1) Though there certainly is some slicing up involved, it does not consist of slicing a paper but a book. 2) Each article contains text analysis of more works from one author so frankly I don't think these articles could ever look overlapped; 3) using your own metaphor scheme, in my case I haven't discovered a principle (or set of principles), somebody else has and I do quote him for it.

The principle does not apply to all 'colours', there's an assumption that it applies to a number of them (no one has ever produced such evidence though) and I am verifying if it actually does with each colour. As I already said, there's a lot to explain and write about each "colour" in this case. 4) above, as I already mentioned in another post, in the arts and social sciences one is generally compelled (as I have been) to first write articles, then eventually publish them into books. Again, it isn't as if I could right a bigger article here, I could write a whole book.

What is your field of research if I may ask? If you have any more thoughts on the subject I'd love to hear them. Your information and link have been very useful.

Here are a couple of thoughts from the Family Inequality blog (Sociology) and en editorial in the Criminologist related to the subject.

Of course, they took it away, but this might be the copy:
https://engine.um.edu.my/docs/librariesprovider17/forms-and-circulars-student-guidelines/ethicsinresearchandpublication.pdf?sfvrsn=2

There is nothing unethical about simultaneously submitting different articles to different publishers. The slight problem is that you probably need to quote the other articles in each one (where needed of course). This is more of a technical problem, though. As long as the articles you submit are significantly different so that none is duplicating the other, you should be fine. It is not uncommon to submit at least two articles more or less simultaneously, to the same or different journals. Having three or more is just more unusual but certainly not wrong.
I have not heard that submitting papers the way you suggest would lead to any negative effects. That said, there is a tendency to split research that could be a longer paper  into several shorter contributions, mostly to get more publications. Although this is not wrong, sometimes the papers may become too fragmented ("cooking soup on a nail" as the proverb goes in my part of the world). It is therefore a careful balance when dividing up (packaging) papers from a research project.

In English, "koka soppa på en spik" is known as the tale of Stone Soup.

I see nothing wrong with it either. Self-plagiarism is an invention of publishers and their crooks, so while you should be aware of them like you should be aware of robbers on the street, there is no moral or ethical problem here, only a legal one. It is well known that you use the same "thought patterns" and "tricks" when you do the work over and over again and since they are the same in your head, there is no common sense reason why they should not be the same on paper. Of course, when you try to sell the same idea for the 10th time, people will start frown at you, but not for moral reasons.

The fact is the "thought pattern" is an introductory part and is not even part of the original contribution in the article. It is a formula according to which the analysis of the works of an author takes place afterwards. As a formula it comes from the summing up of other people's contributions and I am quoting them. The original part of the work is the analysis that takes place afterwards, and occupies the biggest part of the articles. The formula of principles answers the question 'how do we define the 'X literary branch?' Others have answered that, hence the formula (the thought pattern).

My original contribution (the text analyses) concerns the question, 'which author/s may we consider as associated to the X literary branch now that we have some definition for it?'

In some fields, if you are referring in a manuscript to other unpublished material you must submit it together with the manuscript. I suggest that if you plan to submit each of these manuscripts to a different journal, also submit the other papers as supporting material and notify the editor that they are submitted for review elsewhere. That way you are not hiding anything and the editor has all the information to reach a decision.

What you suggest somewhat sounds like a series of applications of some concept. If that is the case, and assuming you're not salami slicing but present a well thought out selection of applications of the concept, why not talk to a journal editor about this? A series of papers exploring a particular topic from different application perspectives isn't unheard of.
So if your idea is as good as you think, you should be able to find an editor. And if the selection isn't that concise (i.e. each new paper doesn't provide enough new stuff), your book wouldn't be worth its money anyways.


text:
How useful is it to perform a systematic literature review?
How well accepted has been (systematic) literature reviews in your research field, these days?!
I come from computer science field, more specifically Software Engineering. Some professors I keep in touch usually ask their students to perform a systematic literature review (SLR) as a research kickoff, rather than performing any kind of unstructured review. However, it's become harder and harder to get such kind of publication accepted in a highly-ranked publication (e.g., a qualified journal or conf). My feeling is that, in a certain extent, the community has already saturated the amount of papers reporting on reviews.
Hence, I'd like to know a point of view of people from other research fields, as well as their expertise on measuring the tradeoff time devoted to conduct a SRL vs. likelihood of having such a kind of publication accepted by a good venue.

This site is not best suited for polling questions, see FAQ. Please reformulate in a way that there can be one answer or tick Community Wiki.

The point of doing a literature review is not to get a publication.

@JeffE: Unless, of course, you've been asked to take part in writing an invited review article!

@aeismail - That's true, but if you're the caliber of researcher being invited to write a review article, you're likely not asking this question :)

@eykanal: That's why I said invited to take part—not the actual invitee! :-)

A systematic literature review is never a bad thing. At the worst, you have a large database of literature that you can cite in future work. as well as a feeling for where the "low-hanging fruit" might lie. It will also give you a framework on which to build and grow your literature collection over time.
So whether or not you are able to publish it, a literature review is a good thing (within reason—don't spend six months doing nothing but reading literature papers!).

In Mechanical/Aerospace engineering it has been my experience that most research projects start off with a systematic review.  Some journals will consider such reviews for publication, but the goal is usually not a publication, but to build a background in the area and to find potential gaps in current research.
Another thing I have found helpful is to periodically review your review.  This is important especially for longer term projects (PhDs, continuations/extension of previous research).  I try to do a quick followup review every few months or so to make sure my review stays current.  The duration between updates will vary based on the research and the discipline.  Once you have the initial review in place, keeping it current should take only a little bit of time and effort.

What the time interval you usually apply between an update in your reviews (what do you mean by "every few months")?! Is it a kind "fixed schedule" you use to update them?! Has it been a good practice among your peers?!

I usually do a review at the beginning of a semester and at the start of the summer, which breaks down to about 4 months between reviews.  If you are in a faster moving discipline, you may need to review more often or perhaps set something like a Google Alert to notify you when a relevant search is updated.  I will also do a quick update any time I am writing a conference or journal paper to make sure that any references in my introduction are up to date.

In Epidemiology (and medicine generally) systematic literature reviews - and the meta-analysis subset that come from systematic reviews that can report pooled summary estimates - are extremely well accepted.
A novel systematic review, while it will take some time, is generally speaking worth a publication at least somewhere - unless someone has already done said review, at which point your work is done anyway. They've also started to be parsed as "no more work than you should have been doing anyway" - in order to get good priors for Bayesian analysis, a truly comprehensive view of the literature, etc. you might very well already be doing a systematic review.


text:
What does mean "REFERENCES" section should be block?
I have received this reviewers comment ("REFERENCES" section should be block ), what does it mean?
Update: There comment was

All reference in the “"REFERENCES" section should be block

What referencing system does the journal/conference use?

In which journal do reviewers care about typesetting?

@CapeCode It is a conference

@CapeCode: In some fields, it is usual to use the final format already for the manuscript (and non-adherence can be a reason for desk-rejection), while in others, that is not done at all (and actually seen as presumptuous, as if showing overconfidence in acceptance). Likewise, in some fields, authors are expected to nail down the camera-ready layout themselves based on guidelines, while in others, copy editors do that. I'd suspect the more a given field tends towards the former extremes, the more likely reviewers will point out possible layouting issues to help the authors.

Based on the updated question, I'm more inclined to think that the reviewer is asking you to adopt a certain style to the actual references. I think you need to find out what that is. Perhaps some aspect of the references need to be in all caps. But I imagine once you know the style that applies which should be clear from either looking up author instructions or looking at previous publications.
My original guess:
I think a block font can sometimes refer to an upper case font. My guess is that the style guide in operation requires that your references heading  be written as "REFERENCES" rather than "References". Thus, I imagine the reviewer is simply asking you to conform to this stylistic requirement.
More broadly, make sure you know which style guide applies when submitting your work and endeavour to conform to its requirements.

their comment was : All reference in the “"REFERENCES" section should be block

@paulo that changes things. Then it is probably referring to some aspect of the style of references themselves

"Block" style normally just indicates that no lines should be indented.  That is a pretty common style layout for reference sections in papers.