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Is LaTeX an implicit prerequisite in Undergraduate Mathematics?
I am expected to start my first semester in college next spring as a math major. While preparing for undergraduate studies I heard from my peers that I should study this language/program called LaTeX which is basically the MS Word of natural sciences. I went through the math department's curriculum on the website and found zero instances of LaTeX mentioned anywhere. No courses on LaTeX, no LaTeX prerequisites, no requirements that assignments must be done in LaTeX.
I emailed some professors to ask whether I need to learn this before I begin my studies a few days ago but no response yet. Will I be taught how to harness LaTeX in class? Do I need to invest my free time to learn it myself? Can students be penalized for formatting their work in something other than LaTeX? I am worried because I have zero prior programming experience.

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This likely depends on individual school, but for what it is worth: I teach at a large research university with a sizable undergraduate program.

None of the faculty in my department will expect undergraduate students in their class to be fluent in LaTeX. They will expect that students enrolled in the major can be taught how to use LaTeX.
A number of courses in my university do contain modules on basic LaTeX usage; though to my knowledge this is generally not listed in the course description/catalog.

Relatively few faculty members expect typed assignments. When I do, I always specify that the work be reasonably typeset, but I allow students to choose how to implement that (LaTeX, MarkDown+Pandoc, MS Word with EquatIO, etc.) The penalty when given would be for improperly typed work (use of wrong symbols/notation etc) and not for using "wrong systems". I would offer LaTeX templates for those students who use them.

I would encourage students who intend on continuing into graduate studies in physics, mathematics, or computer science to learn LaTeX, as it is often how one prepares manuscripts for publication.
In practice, most students in this category do end up learning the basics of LaTeX usage around the second/third year of their studies, if not earlier. (Often because of peer pressure.)

I would train undergraduate research students of mine in how to use LaTeX.

On many levels, especially undergraduate level, you don't even have to know LaTeX syntax by heart, as you can get by using graphical editors, like LyX. Source: I composed my master thesis with LyX, and it was quite easy and fast to learn what little LaTeX knowledge was required to do it. The effort needed to learn to use it was almost negligible. Also, if you only need LaTeX to write a thesis or a publication, you'll be given a template most of the time, so you won't need to create an empty document completely from scratch (which is one of the hardest things to do as a beginner in LaTeX).

@vsz why don't you write that in an answer? Comments are temporary post-it notes that often get deleted, and they are supposed to be for suggesting improvements or asking for clarification on posts.

@user1271772 : because my field was not pure mathematics. It was computer science with heavy mathematical modeling, so there might still be slight differences.

@vsz I think it would be an excellent answer regardless of that fact. Many of the answers here came from people that were not from pure mathematics.

(1) is certainly my expectation and experience.  I make document creation through LaTeX a requirement in my courses, and so I make instruction in LaTeX a part of my courses as well.

"you'll be given a template most of the time" and, on pure math stuff, can get your feet wet with a quick guide, and Ctrl + F the rest from this encyclopedia.

Willie Wong wrote a very informed answer.
I am not a math professor, and won't dispute any of his points.  I'll just add that learning enough LaTeX to be able to use it in homework assignments and such is not really that hard and doesn't require programming experience. I think it's useful for lots of people and wrote an article about that:  LaTeX for people who think they don't need it.
For math people, I think it would be really good to learn. Maybe it's not required, but it could well be impressive (and, if you have messy handwriting, it can be much easier to read).
There are, to be sure, advanced ways of using LaTeX that can get complicated.
I suggest More Math Into LaTeX by George Gratzer as a good guide (it is a bit dated; the author is writing a new edition, but I'm not sure when it is coming out).

“…is not really that hard and doesn't require programming experience…” I would emphasize that this is an opinion. Moreover, LaTeX is more of a markup language, which could take some getting used to.

@mhdadk It's not an opinion that typing math in latex is much easier. Lots of people pick it up on markdown sites like SE without even realizing it's latex. It's all the rest of latex that's hard, like tweaking the typesetting. If you use the basic article template without any customization, there really is nothing to it.

However, this answer is all about "is it worth learning latex for undergrad math". It's a great answer at that, but that's not the question. The question is whether it's required. IMO someone should ask a separate question (and link it from here) and put this answer under that. Self answered questions are allowed on this site.

@gomennathan This a context where the pragmatic context of the question should override the words as written. This answer is fine.

As an undergrad in mathematics there is no requirement to know LaTeX at the beginning of your studies, however at some point in you may be expected to learn it.  Specifically in my case there was a class where all homework was required to be submitted in LaTeX format.  This was in a graduate-level class which was open to undergrads of which many more advanced undergrad students were encouraged to take.
Part of the reason for this was specifically to force people to learn it, and there was guidance provided for those less computer literate to get started.

I have taught math in the US at all levels (lower division and upper division undergraduate and graduate classes) for over 30 years. I never had implicit or explicit TeX requirements in any of my classes. I am also unaware of any of my colleagues (in math) requiring it in their classes. The thing is, I want students to focus on computational proficiency, understanding concepts and proofs (even my introductory calculus classes include some simple proofs), not on typesetting. All the handouts in my classes are typeset in LaTex and I briefly mention it as something that some of the students may find useful at some point. Also, if some students have really bad handwriting in their written homework, I mention LaTeX as an option for homework (but not for exams). As for PhD students who want to work with me, I tell them to learn LaTeX ASAP if they do not know how to use it already.
On the other hand, if you have free time before entering college, learning LaTeX would not be a waste of time. But there are other useful things you might be learning instead, like programming or some math. (I have learned some general topology in Summer before entering college.)

Although your experience from more than 30 years ago is not irrelevant, I recommend that you do not discourage an undergrad math student from learning LaTeX.

@user1271772: my teaching experience is from 30 years ago and until now. And if you read my answer, you will find no place where I discourage undergraduate students from learning LaTex.

I read your answer, but just because there is not place in which you explicitly said "I discourage you from learning LaTeX", the discouragement is still there.

My two cents is that I didn’t see any implied discouragement etc in the answer so not sure what gave you that impression

"I am expected to start my first semester in college next spring as a math major. While preparing for undergraduate studies I heard from my peers that I should study this language/program called LaTeX which is basically the MS Word of natural sciences."

Your friends are correct that it would be a great idea for you to learn LaTeX if you want to pursue mathematics as your major.

"I went through the math department's curriculum on the website and found zero instances of LaTeX mentioned anywhere."

That means nothing. The department's website is not going to tell you every, single, thing about your upcoming experience.

"No courses on LaTeX, no LaTeX prerequisites, no requirements that assignments must be done in LaTeX."

This is not a wise way to determine whether or not your friends were giving you sound advice. The website also says nothing about you needing to know how to check emails, and doesn't mention any courses on how to check emails, but you will still need to know how to check emails if you want the best chance of performing well during your undergraduate studies.
In almost every university, at least one instructor will offer bonus marks for typing assignment solutions in LaTeX, and for the classes in which no bonus marks are given, LaTeX could be required or at the very least you'll get much higher grades anyway because it's so much easier to read your work when it's in LaTeX versus when it is not. I never required my MATH 135 students at University of Waterloo to type in LaTeX and I never offered bonus marks for it, but the two students that earned the highest grades in the end, just happened to be students that typed their assignment solutions in LaTeX (I wasn't even grading the assignments since the course coordinator decided that they would be graded by TAs, but their assignments were always the easiest to read). When I was teaching biophysical chemistry at Oxford University, I did require my students to type their assignment solutions (though I did not require them to use LaTeX). For upper-year courses in which research-like papers, review essays, end-of-term projects, or undergraduate thesis documents need to be prepared, I would not be surprised if LaTeX is a requirement.

"I emailed some professors to ask whether I need to learn this before I begin my studies a few days ago but no response yet."

By now, hopefully you can see that it is rarely a requirement, but it is indeed helpful for you to learn it and use it. I would not expect an answer from those professors, and if they reply, they will likely say that it's not required, but that does not mean that it would be wise not to learn it or use it as soon as possible.

"Will I be taught how to harness LaTeX in class? Do I need to invest my free time to learn it myself?"

You will not likely be taught how to use it in class, and yes you need to invest your free time to learn it yourself. I worry about your attitude towards education. Are you pursuing this degree because you have a passion for the subject, or because you "need" to do it?

"Can students be penalized for formatting their work in something other than LaTeX?"

Yes they can. Instructors can require you to use LaTeX and can penalize you for not using it. It is unlikely that they will do that, but I recommend that you learn LaTeX anyway and stop trying to get away with just doing the bare minimum that your instructors force you to do.

"I am worried because I have zero prior programming experience."

Typing math in LaTeX is not "programming". You will be typing characters just like you typed them when you asked your question here. I recommend using LyX which is almost exactly like Microsoft Word, except you can enter math equations using the TeX language by pressing CTRL+M to create a math box. You will find typing math much faster and easier once you start using TeX, for example whenever you want to type the symbol for the Greek letter "pi", you'll just have to type \pi in a math box.

Also, I recommend to learn Git (again, this recommendation is being made regardless of whether or not it is officially part of the "curriculum" for your degree).

Hmm, I'd be kind of surprised if giving credit on an assignment for using LaTeX is really as common as this answer suggests it is - although of course I can't prove that.

@DavidZ At least as far back as 2008, bonus marks were given at University of Waterloo for typesetting assignments or course projects in LaTeX in more than one of the undergraduate-level courses. Just now I searched on Google: "bonus marks" latex and see that UofT has "1 bonus mark available for using LaTeX" in CSC 190, and CPSC 531H at UBC says "LATEX BONUS! You get 2 bonus marks if the homework is typeset using Latex", VCU is giving "Total marks: 33 marks + 3 bonus marks for LaTeX" for CMSC 303, and the list goes on. Carson Graham Secondary School also encourages LaTeX for calculus class!

Not knowing LaTeX (specifically it's syntax for math) will waste you time.  You might never need to be able to compose an article from-scratch in it as an undergraduate. And, you might be able to get through a bachelor's degree without it ever being required by random chance. But knowing it will allow you to do things more efficiently than if you did not.
LaTeX is one of the Ur-Languages of technical discourse and far-and-away the dominant way of composing an equation line with anything close to typed speed. It's one of those domain languages that pops up everywhere, like HTML, or Markdown, or regular expressions if you're unlucky.  If there is an equation feature of a site chances are it uses, or borrows extensively from, LaTeX. Markdown extensions for equations usually use LaTeX math, and imitate the feature set (like having inline and display formats). Even operating in Word or Google docs equation editors many of the LaTeX symbols such as \sigma will automatically convert to symbols in the editor which can save selecting them from the menu. Google Docs will let even let you start a fraction in an equation with \frac.
And that's just as an undergrad.  If you are going into academia in one of several math-intensive fields LaTeX is the expected system for composing articles and theses. There is a reason so many journal articles have the same font and cover page. You may never need to operate without an editor to help you (LaTeX is brutal about syntax errors if you try to write from scratch) but knowing how things are structured and how to do math is a very powerful tool.

Is it a prerequisite? Probably not. It is also unlikely that the Department will require you to use a tablet, or ballpoint pen and pad, to take notes; they won't take points off if you use a quill pen and parchment. But would you want to?
I suggest that you download and install TexStudio and learn to drive it. Have a look as some of the books that others have suggested, plus How to Write a Thesis in LaTeX. Use Google, which will frequently take you to the Stack Exchange Tex forum.
Other tip: your prof probably wants a PDF, not a tex file.

BTW, I learned Latex a few years ago while I was taking Emil T. Akhmedov's Introduction into General Relativity. If you have to do lots of equation with multiple subscripts and superscripts, as I needed to do for the assignments, you may find it easier to keep track of things in Latex.

There are also online/cloud "Latex as a Service" platforms like overleaf that allow you to typeset in latex without having to install it yourself. They're particularly useful for collaboration as they allow multiple users to work on the same document etc.

As a texstudio user, I'd recommend against starting with it as a beginner with no programming experience. I've had to deal with configuration problems which weren't exactly obvious and could have been confused for syntax errors (mostly with bibliographies). Overleaf's a great way to learn the syntax without having to worry about configuration, then you can move on to texstudio if you're spiritually an old man like me who wants their files to be on THEIR computer.

On many levels, especially undergraduate level, you don't even have to know LaTeX syntax by heart, as you can get by using graphical editors, like LyX.
Using graphical editors, some slight knowledge of LaTeX can be useful, and you don't have to invest heavily into learning the most exotic and advanced syntaxes.
Source: I composed my master thesis with LyX, and it was quite easy and fast to learn what little LaTeX knowledge was required to do it. The effort needed to learn to use it was almost negligible. Also, if you only need LaTeX to write a thesis or a publication, you'll be given a template most of the time, so you won't need to create an empty document completely from scratch (which is one of the hardest things to do as a beginner in LaTeX).

+1. I see that your comment didn't even make it into the chat. This is why it's important to write answers as answers rather than as comments!

As a former instructor at the postgraduate level my answer is not 100% relevant but will provide another perspective.
First of all, there was nothing in any of my course notes that mentioned LaTeX or even specified that it had to be used. Nor did I teach people how to use LaTeX.
However, I did expect that homeworks would be typed and not hand-written in pencil (it simply didn't look professional). Students were free to use any word processor they liked but LaTeX was by far the easiest to use. (I'd also typeset various homeworks in Troff, Word, and FrameMaker).
Bottom line, your instructor will look more kindly on legible, typed responses and likely not care what you use.

Beyond whether handwritten stuff looks professional or not, it's frequently illegible. I can't grade what I can't read.

Well no, LaTeX is by no means an implicit prerequisite for undergrad.

I am expected to start my first semester in college next spring as a math major. While preparing for undergraduate studies I heard from my peers that I should study this language/program called LaTeX which is basically the MS Word of natural sciences. I went through the math department's curriculum on the website

I completely agree with your peers. Mastering LaTeX as a note taking platform is blessed in my opinion, and is exactly what I would do

and found zero instances of LaTeX mentioned anywhere. No courses on LaTeX, no LaTeX prerequisites, no requirements that assignments must be done in LaTeX.

Academia is different. Unlike schools, they don't spoon feed.
On a personal note, I think mastering a tool like LaTeX important. Wether you have grad school intentions and you will have to write a thesis, or just have nicely formatted notes. Alongside that, I find making students use LaTeX wrong on the educational level. What you find easy to use might be literal hell for someone else. While some used LaTeX around me, other prefered an easier platform such as obsidian.
If you do however think about picking it up, I find the playlist by  Dr. Trefor Bazett a great entry point.

It's not required, implicitly or explicitly.
You can, for example, probably get through it all with just MS Word equation editor, or you can simply do the assignments with pen and paper and then scan them in. Or photograph with your phone, or your library's document camera, or even buy your own document camera like this.
I can imagine only a very ornery graduate student taking points points off for not using Latex specifically, so long as the work shown is clear. If you do run into one, you can probably complain to the professor and get the points restored, because it's not really a big deal and it will be much easier for the prof to just concede the point rather than bicker over something so small as what typesetting software was used to prepare the undergrad assignment. I mean what's next, taking points off for using Arial instead of Helvetica? Sheesh..
The obvious exception of course is if learning Latex is part of the course. Then you should obviously expect to lose points if you don't learn it. But what if the instructor is terrible at teaching Latex? If you learn Latex ahead of time, you can simply ignore the poor instruction and pass the exams anyway. But that applies to every subject - you could work your way through all 4 years of undergrad math textbooks before starting college, just so you don't get burned by any bad instructors. And it would even work quite well, if you can summon up the motivation.
However, there is a reason people use Latex: Once you do learn it, it's easier to type math with it, and the result looks better. Of course, this is a stronger argument if you are planning to spend a career in math (PhD and beyond). If you are planning to finish your BS/BA and look for a job, the effort of learning Latex may or may not be worth the payoff.

Unless you know which university the OP is attending, and everything about that university, I suggest that you refrain from saying things like "It's not required, implicitly or explicitly".

Even operating in Word or Google docs equation editors many of the LaTeX symbols such as \sigma will automatically convert to symbols in the editor which can save selecting them from the menu. I think Google Docs even lets you create a fraction with \frac

@davolfman The syntax is hardly the problem with math. What Word and GDocs saves you from is all the \begin{document} and \vspace{4em} and running pdflatex -out=./some/temp/dir 11 times over because of arcane holdovers from the 1970s.


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Awaiting post-review checks in ScholarOne
After "Awaiting Reviewers Scores" the status of my paper is "Awaiting post-review checks". What does it mean?

source: Stack Exchange

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

sort: votes


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Conference abstract - refer to paper under review
I am currently revising a journal article ("paper 1") that came back as "major revision". I intend to submit an abstract to a conference ("paper 2"). Paper 2 presents research that builds on paper 1. Paper 1 developed a method specific to one place, paper 2 examines if the method is generalizable.
Paper 2 requires paper 1 to be published before the deadline of submitting the full conference paper 2, which I think is realistic.
The question is now if the abstract can or should mention paper 1 at all, and if, how: "paper in review", "paper in submission"? Paper 1 targets transport and network analysis, paper 2 more urban morphology and network analysis. It would be easier to avoid mentioning paper 1, but than it would appear that not much new is presented.
Would it be advisable to consult with the journal paper 1 has been submitted to?

It's an easy situation to handle if there's a preprint of paper 1; see for example How to cite my own submitted but not yet published work?

all_licenses: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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What are examples of appropriate/smart strategies for professors to approach/deal with unmotivated students in class?
When I teach lower level undergraduate math classes (mandatory for general science/eigineering majors), there are always students wearing a dull expression and staying silent all the time. I can feel they probably didn't understand what I taught but when I asked "is this part clear?" or "does this make sense?" they also didn't make any responses. This can be very frustrating sometimes.
I wonder what are examples of appropriate/smart ways for professors to approach/deal with unmotivated students in class? I understand it is common for professors to just leave the unmotivated students alone since they were not voluntarily taking this class from the beginning. But this kind of attitute looks very irresponsible to me as a teacher. Can anyone share some helpful strategies?


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Is it important to include Advance level result in cv when you have post graduate diploma?
I had successfully completed my post graduate diploma in TESOL after completing my IELTS. I have 12 years of experience in teaching. I have a plan to migrate to a country. Therefore I thought of making my cv standard. In my cv is it must to include my Advanced level result or completion? I’m worried that I couldn’t complete it and my colleagues are saying that I must include which is equivalent to advance level education. I’m bit confused what to do. Do I need to do foundation course now? I think it is not necessary bcs I’m a language teacher and I’m in my level 7 and why should I do level 3? I’m confused. Please help me.


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Is it better to prepare for a phd, before pursuing one, while working in industry
Is it unusual in mathematics to do a PhD in a unrelated area then youre diploma thesis.
Not completely unrelated, as for instance financial mathematics would be to abstract algebra, but such that it would not really build on the diploma thesis.
Sure it would be possible and I'm sure there are lots of people doing that.
But wouldn't that result in much more work, to learn the basics first.
Maybe it is better to work in industry meanwhile you catch up with the basics first.
Sure you can do that also while doing youre phd. But I think this would lengthen the phd unecessary. What do you think?

The most efficient way to catch up with the basics is while actually doing the PhD. Yes, you can do this, inefficiently, on your own. But what exactly is the benefit supposed to be of spending, say, 3 years in the industry "learning the basics" in your spare time without any feedback and supervision + 3 years doing a PhD vs. 4 years of doing a PhD?

@AdamPřenosil you exactly get my thought. I thought this way might give me already some work experience on top, such that when Im old the people dont mind cause I already have some work experience

"when Im old the people dont mind cause I already have some work experience" I don't think I understand what you are saying here, but if your motivation is that you want to have industry experience before you start a PhD, then sure, that sounds to me like a legit reason to go to pursue industry experience. On the other hand, going into industry so that you can use that time to learn, say, the basics of algebraic geometry is something that makes less sense to me.


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Why are incorrect characters so prominant in spam journal emails?
Recently I have been finding a great many emails from preditory publishers in my spam box. While I know each of these are almost certainly preditory publications, I am confused as why there are so frequently strange unicode characters in the email body (alphas in place of a's etc). Does any one have any idea why these seemingly outlandish errors are so common in these emails?

There's an answer over on Information Security: https://security.stackexchange.com/questions/214306/why-do-so-many-spam-emails-lately-contain-a-lot-of-unicode-characters

Also one on this site: https://academia.stackexchange.com/questions/170509

You mean deliberately making spelling errors like 'prominant'?

The reason these "look-alike" characters are used in predatory journal spam is the same reason they are used in all types of spam: it is an attempt to bypass spam filters.
At least historically, spam filters worked by examining the words in the message. For example, if the word bitcoin is associated with spam, if your spam email requests payment in bitcoin, your message is more likely to get blocked by the filter.
Imagine you replace the i with  and now have btcoin. If the developer of the spam filter failed to take into account all of the i look-alikes in unicode, then your spam message doesn't contain the word bitcoin anymore. Therefore, it is more likely to make it into the recipient's inbox.
Major email providers' spam filters are, of course, much more sophisticated these days; after all, that email ended up in the spam box, right?

Adding to the IT answer "Why do so many spam emails lately contain a lot of unicode characters?" from Infomration Security SE site , there is a sociological answer: when you do a scam, you want to get the easy fish in your net, not the smart one.
Put some obvious errors/dubious things in your text, you can be quite sure that the smart ones will stay away, filtering "in" the gullible ones.
Apart from the initial mass email, most of the scams are then fine tuned on a 1-to-1 basis, so for the scammer it is of the uttermost importance of filtering out potential wasters of their time.

While this may sound plausible, are there any studies showing that scammers indeed intentionally make their messages look easy to identify?

@user1079505 Luckily people use their time to produce more interesting scientific studies than investigating the method employed by scammers to scam people.
I would be happy to be proven wrong, but at the same time I do not need a study to know that if I bath in boiling water I get burnt.

@EarlGrey there is a lot of value in studying scammers - it can inform end user education and mitigation strategies like filters or legal enforcement. Would you say the same thing about cybersecurity research in general?

That the errors in scam messages are on purpose to find gullible people is an unsubstantiated internet rumor. In fact, I searched for hours trying to find proof, and I found not one shred of evidence to support it. Instead, I came to the conclusion that non-native speakers (like the ones behind many of these scams) don't always produce grammatical, idiomatic texts. (cc @user1079505)

@Laurel "not one evidence to support it" it is a bit of hyperbole, since you mention a research paper from Microsoft that has been cited 147 papers. Thanks!

A theory might be very good, logical, plausible, consistent, and still not true.

Is Infomration Security a spoof of spam misspellings?

@BenVoigt that, and the "cited 147 papers" shhh ;)

@user1079505 "very good" does not mean anything with respect to describing a theory. Consistent as well: consistent with waht?

And, there's the meta-explanation that the naive spammers have themselves are indeed naive enough to have been conned by the slightly-cleverer people selling them the software to create the spam... So there's maybe a filter on the savvy of the spammers themselves... :)

@paulgarrett a big part of automotive engineering is to produce big cars with too many horses in the hood to be controlled without electronic stability control , to be sold to gullyible people (which sometimes crash with great pain to involved people)... why should selling software to scammer with special features to improve their hit ratio should be bad? as long as the counter-measures to the special features of the software are not sold to companies targeted by scammers it is all fine, isn't it?

@EarlGrey :) :)


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How to cite different pages of the same book in IEEE using Mendeley reference manager?
I do know that the same book should be mentioned only once in the citation list regardless of the number of different page sections or chapters being cited of that book. I also know that different page sections or chapters should be mentioned in the text. For example, [3, pp. 15–20] or [3, p. 65].
How to do this in Mendeley Reference Manager? I tried manually adding ''pp. 15–20'' or ''p. 65'', however I was unsurprised that it was removed after the order of citations was changed in the citation list.
I was able to find how to add page sections, but it doesn't show in the reference list nor in the text of the word document.


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Can my supervisor publish a relevant work to my PhD without citing my published dissertation?
I was a PhD student at an american university, and I graduated last year. After graduation, there are few papers that were sent for publications before my graduation. Because of an authorship dispute with my supervisor, those papers were withdrawn. Recently, my PhD dissertation was published online.

I wonder if the supervisor can publish the papers OR include the work in these papers in his future publication without citing my dissertation?
The second question, Can he generally publish the papers after introducing some modifications to the papers without listing my name as a co-author?

For the first question. If the new work relies on or extends what's in your dissertation they should cite it, whether or not it was "published" in any form, independent of any quarrels you may have had with them about other papers. That's simple professional ethics. Whether they can do what they should not is a question I can't answer.
To answer the second question we need more information about what "some modifications" means. If the work is truly joint then coauthorship is appropriate. If they are building on your work citation is sufficient, as in the first question.

I've never seen this for stapler-style theses; much like when you post a preprint and then also submit it to a journal, the eventual journal article doesn't cite the preprint of itself.

@BryanKrause I think the OP  is asking about someone else using their results. If I posted a preprint or wrote a thesis only "publiished" at/by my university that someone used I would expect to see my work cited.

Perhaps; I got the impression that these were papers that were part of the thesis itself. Maybe I got the wrong impression.

The irony of this situation is that both of you can publish this work without much practical consequences, but for both of you this would be not ethical. This is a deadlock.
It is not ethical to publish under your name alone because your supervisor certainly contributed to it: proposed the direction of research, gave scientific suggestions, and possibly provided the funding.
It is not ethical to publish under your supervisor's name alone because you certainly contributed to project scientifically. Otherwise, you would not be granted a doctoral title.
In my opinion, the best resolution would be that someone builds on this work and publishes some new results, citing your thesis or even summarising some important conclusions.
Please notice, that there is no institution that monitors all the ethical issues that can arise in scientific work. Someone needs to complain. If a bicycle is stolen from your basement, the police will not even know and certainly will not do anything until you inform them. But even if you inform them, the chances are slim that you will get your bicycle back.

In case, if he published the papers in his name. Can I contact the journal/conference and ask to withdrew the paper after I showing my contribution to that work?

@Engineer Yes, you can.

@engineer you could but it would be ill advised and a slippery slope as it will escalate things.

It's not common to cite a thesis/dissertation when the same work is published separately, because for some meanings of the word "published", a thesis/dissertation is not really published (even if it is "published" by other meanings of the word, such as existing in some repository that is accessible to others), and because the author of the thesis/dissertation would always be an author of the published paper, too.
Citing the thesis would be a bit like citing a previous draft on your computer (not exactly, but this is approximately how it's treated). It also helps avoid some messiness over the exact order in which things are finished.

I wonder if the supervisor can publish the papers OR include the work in these papers in his future publication without citing my dissertation?

If anyone contributed to the work at the level of an author, they need to be offered authorship when the work is submitted. Since this is your work, you must be allowed to be an author of a future publication of the work.
If the work is never published, and your supervisor is building on that work independently, then that is a case where they could (and should) cite the dissertation, since there is no other version to cite.

Can he generally publish the papers after introducing some modifications to the papers without listing my name as a co-author?

Modifying a paper does not remove rights to authorship that already exist.
Disputes about any of the above are not necessarily easy to negotiate, though; can your supervisor submit these papers and leave your name off the submission? Certainly they can, but this should not be permitted. If it does happen, you may need to take evidence to a journal to ask for a retraction, and separately you could submit an academic misconduct complaint through your supervisor's institution.


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Research profiles descriptors used by the European Commission
The European Commission has drafted so-called Research profiles descriptors.  I understand that this is an attempt to uniformly describe researchers' career stages in a way agnostic to particular countries or sectors (academia, industry, NGO, etc.)
https://euraxess.ec.europa.eu/europe/career-development/training-researchers/research-profiles-descriptors
Is there some resource summarizing equivalences between this system and, say, the system used in the academia in the US (postdocs, Assistant Professors, Associate Professors, Full Professors)?
(Normally one doesn't have to deal with this bureaucratic neologism, but their job listing uses this classification.)

A quick read seems to indicate that R1 is a student, R2 generally seems to cover a postdoc, and R3 and R4 are what one would expect for various levels of professor. But, the research profile levels are not university job titles - their purpose is different.


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How would it be possible to do a master's in astrophysics with a bachelor in software engineering?
Introduction
To orient you, it would be better If I gave some extra information here. imagine someone in their studies of software engineering has found out about the applications of ML in the field of astrophysics and has developed an interest in that area where the two intersect, however, they understand that just knowing some ML algorithms won't suffice for an academic pursuit in astrophysics so they very likely require a bachelor's degree in physics in order to proceed with that ambition.
The Crux
That being said, I'm curious to know whether it's realistic for this person to either:

Complete their master's degree in AI.
Form their thesis around the applications of ML in astrophysics while
studying relevant books to their thesis (improve their knowledge of
astrophysics).
Eventually, pursue a Ph.D. focused on astrophysics.

or

Continue with their studies in AI and keep astronomy at a hobby level.

Moreover, I understand that people from several engineering and non-engineering disciplines work alongside astrophysicists such as aerospace engineers, hardware engineers, or astrobiologists but which path do you think would help someone with such a background to eventually get a job related to astronomy or more specifically contribute to projects on the outer solar system exploration missions (JUICE, Juno, Cassini–Huygens). Also, I forgot to mention that the person in question prefers a route that ultimately helps them become a scholar and teach or research in some university as well.
Rambling Thoughts
Although I have found some really good answers in this other similar post such as this and this one that encourage a way of collaborating with established astrophysicists while using my SWE skills, I think that realistically speaking, it's not what I as a junior programmer might be able to achieve within a practical scope of time, that is from the age of 23 to 35. I might be wrong for thinking this way but in my belief, an academic environment offers a more rigorous and certain path towards becoming an astrophysicist. I should also make it clear that what I deeply want is a well-rounded academic life. I've realized that I love exploration and using the scientific method more than just writing code but that doesn't mean I find software development boring or ordinary.
In light of these considerations, I invite you to provide alternative perspectives and guidance on this matter.
TL;DR:
someone with a bachelor in software engineering is weighing the possibilities of becoming an astrophysicist or an AI engineer working in a position related to astrophysics and cosmology.

Absolutely not. The simplest of mathematics in astrophysics requires mathematical physics that most CS graduates at the undergraduate level do not have.

@Academia.jpg Your answer partially answers my question, however, I wish you could elaborate further. It's understandable that astrophysics requires more mathematical reasoning than CS but this doesn't help me progress towards the goal in question.

You are taking for granted the goals can be achieved based on your current status - you can't. Astrophysics is one of the most nightmarish area in which you deal with classical mechanics, lots of tensors, computational physics with, depending, chemistry.

@Academia.jpg Well, I don't want to disagree with the fact that Astrophysics is indeed one of the most frightening fields with subjects such as those you mentioned, and I don't want to pretend that I'm more familiar with them than you are. still, I want to contribute to it in as slightest and meaningful a way as possible.

Where would you want to study? Country or countries? How mathematical was your undergraduate degree? Lots of CS theory or more applied? Lots of math?

@Buffy I'd like to study in Italy or Germany. Regarding your second question I'd say I had plenty of math and statistics courses such as:
General Mathematics (3 credits),
Applied Mathematics (4 credits),
Statistics and Probability (2 credits),
Electricity and Magnetism (2 credits),
Engineering Probability and Statistics (2 credits),
Differential Equations (2 credits),
Discrete Mathematics (2 credits),
Engineering Mathematics (2 credits),
but I surely wouldn't say that these are on par with the amount of math that one might receive in a math or physics bachelor programme.

I disagree with the off-the bat comments by Academia.jpg. As someone who is in academia doing interdisciplinary research, it is all about finding the right institutions and right people who precisely encourage interdisciplinary collaboration. I know that there are several faculty at my PhD institution who hold dual appointments in Astrophysics and Scientific Computing.
If you are serious about going into an astrophysics graduate degree, look for interdisciplinary faculty who have exciting research questions. Look what they do. And if you see yourself capable of contributing to their work, then shoot them an email asking them if they would consider taking you as a student. In the email be very clear about how you would fit in their lab.
My institution is not the only one promoting interdisciplinary research. There are many more around. You just have to look for them.

I've already contacted a few professors and one of them, who's mostly doing research in Chemical Engineering suggested that I do my own studies on astrophysics and gradually shift my focus onto that field. he also suggested that I choose an interdisciplinary master's thesis since I'm interested in using ML in that area.
Nonetheless, I assume that you mean that I go self-taught and start making connections with faculties whose work makes sense to me and I join them that way. If that's true, would I still need a bachelor's in physics or something like that to prove my competence?

I agree with this and strongly disagree with the comments by Academia.jpg. I think someone with a computer science bachelors degree has strong chance of being able to pursue an MSc degree in Astrophysics.  In the UK at least, there are several MSc Astrophysics programs for which the prerequisites seem to align with your background. Sure, some of the courses will likely prove to be more demanding than for someone with a more physics-based undergraduate degree, so will require more effort. There are also MSc that are primarily by research that you could look into.

@Navid What I meant is that you look for professors that have dual appointments, say they are faculty at both Astrophysics and Computer Science departments. If they have a successful research portfolio, chances are that their institution facilitates interdisciplinary work, at least between CS and Physics. Contact them if you find their research interesting. Tell them how you think you can contribute. And hopefully, they will indicate you what is the least painful way (with institutional support) to put you up to speed in whatever physics/math content you are lacking right now.

@EA304GT Thank you for taking the time to provide me with further clarification. I appreciate your help and guidance.

You probably can do a Masters project in astrophysics, if you focus on machine learning. After all, in machine learning, the things you care about (loss function, CNNs, etc.) are field-independent. Once you're familiar with the concepts (and your professor can help you identify which observables to look at), you can apply ML techniques anywhere.
However an astrophysics MSc will usually also involve other stuff, most importantly coursework, which you have little chance of passing. E.g. here's the syllabus of a graduate-level stellar physics course. The formal prerequisites are Thermodynamics and Statistical Mechanics & Quantum Mechanics II, neither of which you are likely to know.

Complete their master's degree in AI.
Form their thesis around the applications of ML in astrophysics while studying relevant books to their thesis (improve their knowledge of astrophysics).
Eventually, pursue a Ph.D. focused on astrophysics.

This is plausible, but you might need longer than other students to finish, since you'll have a lot of coursework to catch up with. You'll surely learn something about astrophysics if you work on applications of ML in astrophysics, but you will still be missing stuff like thermodynamics, statistical mechanics, and quantum mechanics, which will close off large sections of the field from you. You might also want to ask about dual supervision (one supervisor from the CS department, another from the physics/astronomy department), and attend a university where that is possible.

I've checked out the syllabus that you've included in your answer and indeed your concerns are aligned with @Academia.jpg's regarding the likelihood of me being able to pass the coursework. However, I think interdisciplinary research is the common denominator of your answer and the one above yours.

It appears that the OP should be enrolled into a CS department and work on computation - related task rather than asking how he can swing into a physics department (in which the end goal is to DO physics) to do computational - related work while doing his best to avoid physics.
My experience with CS graduates is that they tend to assume they can get by the other more technical fields. It appears the OP is looking for validation rather than a reality check.

Both in the US and in Europe, it is not unusual to switch areas after getting a BS or MS degree, and to read for PhD in a somewhat different field. Here "somewhat" means that the education gap can be mended by taking remedial undergraduate courses. Many US universities do permit their graduate students to take such courses.
Most definitely, in the eyes of some astrophysics professors your education in computing will be a big advantage that may overweigh the lack of a Bachelors degree in Physics.
(1) As one possibility, you may consider contacting some astrophysics professors, asking them this specific question if their school would permit you to take remedial undergraduate courses in physics, if you become a graduate student there.  Also, ask them to send you the curriculum of the graduate courses at their department, then look up the related textbooks, and evaluate your ability to understand this material. (Perhaps, you should read up some of that stuff while doing your Masters in computing?)  Overall, the transition will be difficult but, in principle, doable.
(2) Aside from astrophysics, there exist such cognate areas as celestial mechanics (a branch of astronomy) and orbital mechanics (a branch of aerospace engineering). In these areas, your computing background would be very highly valued, and the transition may be a bit easier. I know someone working in that field.
(3) One more possibility would be getting a Masters or, better, PhD degree in computing, and then seeking employment at NASA (if you are in the US) or at DLR (if in Europe).
My observatory sometimes hires people with your kind of background (even without PhD). You are welcome to get in touch with me, if you wish. You will find my e-mail at my webpage.


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What to do if a paper is going to be published with my name included when they ignored repeated measures?
I told these people there was not much to report about their data because they had a very small number of independent samples with a lot of repeated measures. Their measures were all categorical too. So now they chose to just ignore the fact that the study contains repeated measures and treated every sample as independent.
What can I do?

I sympathise, but this seems like more of an academic ethics question than a statistics question, and so is probably off-topic. You could consider contacting the journal or your institute ombudsman (if one exists) to raise these issues with them.

I have flagged this question and asked the moderators to migrate it to Academia.SE. That said, reputable journals require all authors to sign consent forms before they appear on a paper. Did you sign such a form?

This question seems good for Academia.SE unless the question was supposed to be a discussion/question about the statistics? This, and actually the entire question, is not clear to me. What is going on from the statistical point of view: Their treated dependent samples as independent (overestimating significance) or they didn't use a repeated measures design (underestimating significance)? What's the problem with categorical? And from the academic point of view: What has been your role in the research? How is your name connected to the publication? As an author, reference, acknowledgement?

How is your name "included"? As an author? What?

@StephanKolassa In my experience, this varies across fields. I have seen journals that requires this, journals that send all co-authors an email letting them know they are listed as a co-author (and telling them to contact the journal and/or lead author if they object), and journals that say nothing to co-authors!

@RichardErickson I've experienced all of those in just one field! :)

If you don't want your name associated with a paper, no one can force you to do so. Authorship for publications is by consent of each author. Even mentioning someone as a contributor to a paper requires consent, though it is often implied.
You can inform the others to remove all mention of yourself, possibly leaving them with plagiarism issues in some cases if they still want to publish. If they submit a paper without your permission, you can contact the publisher who will respond if the publication is legitimate.
Of course, if the others are powerful and you are not this leaves you with the possibility of blowback from them. In particular, fights between advisors and students are seldom fruitful for the student.

I once used something like "I don't feel my involvement with this paper meets the requirements for authorship" in a similar situation to OP's.

An interesting part about this question is the history of your other questions which I believe are related

Correcting p-values when accounting for age and sex in a study where the main objective is to find differences between disease/control

If I have a very small n for one group and a very large number of features, should I choose a parametric or a non-parametric test?

What do you think of this analysis for a small dataset with a weird experimental design?

Is there some way to analyze nominal data with repeated measures when there is a very small sample size?

These questions all revolve around a small data set.
The value of small data sets is not so big because it has a weak statistical strength and is for that reason not worthwhile to publish.
However, reasons to publish the data could still exist, and this is when the report is not so much about the significance of the data, but also about the methods or about rough estimates. For example when we have a billion dollar exploration mission to send five probes to Mars to collect samples in 5 places, would we discard it and not publish it because it is not significant?
Also, is a small sample less significant than a large sample when the p-values are the same? Is the 'lady tasting tea' experiment with zero errors among eight tea cups (p-value 1/70) worse than when it would have been with 448 errors out of 966 tea cups (p-value of 1/69.86)? Another aspect about small samples is that you do not always need to estimate the error based on the observed sample variance (and require a large sample to reduce the error or increase the significance). In specific cases you can make good guesses about a distribution value without a large sample.
The exact value of the data and whether there's indeed not much to report is not so clear from your description of the data.


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Is it possible to apply for a Ph.D. position as an international student without all recommendation letters in Europe, Australia, and New Zealand?
I have been working with my supervisor for years. Now, when I submit applications to universities abroad, most of them require two professor recommendation letters. When I informed my former supervisor, with whom I have worked on several articles, he initially agreed to send them but later I found out he hadn't. I remind him several times not to forget, but he still doesn't send them. In Iran, we live under a dictatorship, and the Iranian government is trying to control emigration and puts pressure on university professors not to send recommendation letters. Professors' emails are on the servers of domestic universities and are regularly monitored, and perhaps these professors are afraid to do such a thing via university email. Is there a way to solve this problem, and is it necessary for both professors I introduced as referees to send recommendation letters? What should I do now?

Europe is large and diverse. There are European countries where recommendation letters were traditionally not a part of the application process. To be honest, having or lacking a recommendation from an Iranian professor would not matter at all if you applied to one of my PhD positions. What would matter much more is that you would need to convince me that you are actually interested in the specific PhD position and not just any position that gets you out of your country.


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Is it possible that paper accepted in IEEE Financially Sponsored conference later not included in IEEE Explore scopus conference proceedings?
One of my paper was accepted at a financially sponsored IEEE conference which is listed on the IEEE upcoming conference page.  The reviewer comments were positive and the paper got accepted. Now after 2 days, one of the conference organizers is saying that my paper may later be excluded by the IEEE as it may not be in scope. Is this possible ? Why was the paper accepted in the first place then?
I thought only papers which have not been presented/absenteesim can be exlcuded from conference proceeding's


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How to deal with a group of students that doesn't pay attention and keeps talking to each other in class?
My new cohort of students (less than 15) are a specific group that can be highly talkative and don’t always pay attention when I’m teaching. I’ve tried some interactive learning games in the classroom and have been firm that disrupting others is not allowed. Other than being strict, all I can think of is something that keeps them on their toes. Any experienced academic can advise me?

Grade level / year of postsecondary?

@LukeSawczak college

A wee bit of interaction between students is probably ok: "What did she say?". But if it goes beyond the occasional and minimal there are two tricks you can use, neither of which is especially polite, but the students will get the idea, especially in a small class, I suppose.
First you can just stop speaking and turn to the class and wait for it to stop. Then say "Thank you" and return.
If it persists, and you can identify one of the disrupters, walk over to them, hand them the chalk/marker and ask them to continue the lecture at the board. This is embarrassing to an individual, of course, so use with caution.
The "hope" of the above strategies is that other students will apply suitable pressure on their peers. It might happen (or not).
But it is also possible that your lectures aren't doing what you think they are supposed to be doing and the students feel they could do fine without them. A more drastic solution, that works in many cases is a Flipped Classroom, in which you don't lecture at all, but depend on students to read/view the essential material between classes and use the face time to do interactive things and/or exercises/writing.

In a different context and for a different reason, I once convinced a group of students to pay attention (and improve their note taking) by spending the last few minutes of each lecture asking students to give me back their "take" on the most important idea(s) in the lecture just ended and I would confirm or not. You can ask this generally, asking for volunteers, or ask it of individuals. It might take them a bit to catch on, so a bit of patience might be needed.

I also have a worst case option that only applies if you are well respected by most, including the administration. And, I wouldn't have tried it pre-tenure. I once suggested to a group of students that they didn't seem interested in the topic (an important major course) and we could just agree that they would all fail the course and we could avoid all future lectures so they could get on with things that interest them more. As you expect this caused quite a stir, both among the students and the administration, but the outcome was very good, actually. I don't recommend this for general use and you need to be very careful before you try it. But students don't always recognize the consequences of their actions on their future success. It was a major wake-up for most of them.

"If it persists, and you can identify one of the disrupters, walk over to them, hand them the chalk/marker and ask them to continue the lecture at the board. This is embarrassing to an individual, of course, so use with caution." I am loath to contradict a much more experienced instructor than myself, but I want to note that as a student I would consider such a display of passive aggression to be embarrassing mainly to the instructor. If you have a problem with their behavior, tell them directly, tell them why, and if they don't stop, tell them what the consequences will be if they persist.

@AdamPřenosil, I would also do that, but outside the classroom. I once had a "talking to" by my main mentor, but for a different reason. Very effective, but it was done in private.

@AdamPřenosil I have seen Buffy's suggestion implemented as a student effectively when the right personalities are involved, and I wouldn't say it was embarrassing to the instructor nor would I consider it passive aggressive: it's just aggressively aggressive. But, I do think that it will be difficult to pull off by an inexperienced instructor especially if they're not really getting the respect of the students in the first place.

@Janey, for what it's worth, I was once told that the students at Oxbridge could be very disruptive in lectures, snapping fingers (disapproval, I think) and shuffling feet (approval). I suspect, however, that those "lectures" were more for performance than for actual education. Perhaps someone with direct knowledge can comment on this. My information is over half a century old.

Another passive-agressive move that works even if you don't have a board marker/chalk to hand over, is to ask the talker whether they could please repeat what they just said so that everyone in the classroom can hear it.

Asking students to stop talking while you’re lecturing doesn’t have to be strict. It’s you making sure that the common purpose of the course can be achieved. Most students are in lecture because they want to learn the material and other students talking is distracting to them. As the lecturer you’re in a position of authority and most college students are disposed to behave well in class and respect your position. Because of this you can politely and directly address the issue. I’ve had success by either pausing the lecture and waiting for the talkative students to realize and quiet down, or loudly saying something like “Alright, let’s get focused back on class.”
I’ve had success with both of these and doing this once usually curtails the issue for the semester. However, if after doing this once or twice you continue to have issues you should talk with the offending students outside of class or over email and say something like “Talking in class is distracting to other students and interferes with their learning, please don’t do it.” If things continue to be a problem after this, you’ll have to escalate the issue, talking to your director of undergraduate studies or department chair is probably the best next step.


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How to handle a students' complaint of my teaching method?
I feel an international student has a grudge against me and has complained about me regarding my teaching methods etc. during lectures and that I read off the slides which I really don’t. The thing is, the subject is highly factual and requires a great deal of coverage before any activity can occur. The student has as well made up some instances where I was not being effective. Other students are fine in class except her. Any advice? I don’t feel angry about it or anything just like it’s that student’s own responsibility to turn up for class and if they don’t it’s their loss for any confusion. Have you ever felt this way?
Since there is no proper system in the department, students do get their way bargaining with other lecturers on due dates for assignment submission whereas I just stick to the dates set just to cover myself from any liability by management. So perhaps the students was feeling like why am I the only strict and proper one? I’m still a young lecturer.

What is your academic position/rank? How experienced are you?

And more to the point, are you supported by your department in this matter or not?

Do you have a more senior mentor you could go to for guidance? I think it's going to be difficult with just your own perspective to identify whether there is any problem with the student or whether there is a legitimate complaint. I'm getting a slight sense of defensiveness on your end which is understandable but probably not the most productive way forward. Also, why does it matter that this is an "international student"? Why do you think other students are fine, besides their not complaining? And how exactly has this student complained?

"and that I read off the slides which I really don’t" Allow me to doubt that. In all my years as a student I have almost never had a teacher teach a class using slides without reading off their slides. Teaching a class using slides instead of a blackboard can be done, but it's harder, and 99% of teachers who use slides in their classes do it wrong. It would be somewhat arrogant to dismiss that student's remarks and claim to be in the 1%.

Please do not vandalize your own post.

"Other students are fine in class except her." How do you know this? Do you simply mean "this is the only student who officially complained" (which is very different from "other students are fine in class except her")?

What trouble could this student cause you? Could you just stand by what you do and live with the fact that there is a student who is unhappy about it? We can't please everyone.

Please do not vandalize your posts. When you make a post on Academia Stack Exchange, you publish it under the CC BY-SA 4.0 license. This means you have given the community permission to publish it. By Stack Exchange policy, any vandalism will be reverted. Instead, to indicate that one of the answers has solved your problem, you should accept one.

Just ignore the outlier student. Don't let them push you around. You don't even need to convince them you're eight.

Other students not complaining doesn't mean they think you are good. Most students don't care and will go along with whatever, and the students who complain actually have thoughts to share (for better or worse, but I think it can be for better in many cases).

"the subject is highly factual and requires a great deal of coverage before any activity can occur"  In formal pedagogic terms, you're doing a lot of transmission of declarative knowledge.  Ask yourself whether that's really something that you need to spend (presumably scarce) contact time on, or whether it could be handled by setting pre-class reading, freeing up your contact time for something more interactive and functional.  Even if not all the students do the assigned reading, those who do will be able to help you turn the knowledge transmission process from a monologue to a conversation.

This answer might only apply if you are a "junior" member of the faculty with relatively little experience in teaching.
I found the following helpful in my early years, though it was a "feature" of department policy for all new faculty, especially when not yet tenured.
Ask the department chair/head to ask an experienced faculty member, preferably one who has taught your course in the past, to sit in on a few of your lectures and to then give you feedback.
I can't guess whether you actually need the feedback, but an observer can be helpful both in allaying any concerns about your performance and (more important, perhaps) improving your lecture style and delivery.
Some departments have done this as a matter of course. It feels a bit risky at first, but I found it to be a positive thing.
You don't have to explain to the visitor that you are worried about possibly improper complaints, but only as a way to get collegial advice from a more experienced member of the faculty.
If your concerns are valid, it will be helpful to have that visitor speak on your behalf if necessary. And, in any case, their feedback to you might be very helpful in your development as a teacher. It took me a long time to get good at teaching. It isn't obvious how to do it well.

Alternatively, you could ask a trusted faculty member yourself to visit, but I think a request from the chair is more advantageous. It is especially valuable if you request it rather than it coming from a reaction to complaints. (And yes, I've had complaints too.)

And even more so than allaying OP's concerns, if the complaints aren't valid, having a more experienced faculty member saying "those complaints aren't valid" will be valuable.

From your original post and follow-up comments, I do get the impression that you may have something to learn and improve from this incident - but maybe not related to your teaching style, but related to how you handle negative feedback.
Quite frankly, negative feedback, even feedback you consider untrue, unjustified, or rooted in anger about grades, is a thing in teaching (on any level) and it will never go away. Our students tend to be young, and not all of them are able to cleanly separate their "professional" disagreement about their grade from their personal impression of the teacher and their methods. It's also quite possible that your perfectly fine teaching methods didn't work for this student (the fact that they got a worse grade than they apparently expected may also suggest that). This doesn't mean you need to change, but it means that the student may be perfectly right to express that they didn't like your course. Your academic leaders will know this as well - in any sane university, nobody gets into trouble if a handful of students in a larger class that seems to be doing ok is unhappy. That is so often the case that it barely registers.
What I would be more concerned as your manager is that it feels like you are overreacting quite a bit - it's not "slander" to complain about a course even if other students liked it, it's not "utterly disrespectful" to disagree with the opinion of the majority of the class. You need to learn how to handle these cases professionally - arguing why you believe that your methods are fine without expressing anger towards the student, without speculating about nefarious motives of the student, and certainly without using loaded terms such as "slander" or "disrespectful" (at the very least without good cause). I would also strongly recommend to stay as far away as you can from any suggestion that the fact that the complaining student is "international" has anything to do with this situation.

The best answer will depend on the culture you are in and how you fit into the social network that is your department. Seeking advice from senior members can be a very good move. At the least, it shows that you are pro-active. Not over-reacting is also important. Not every teaching style fits with every learning style and some students are just not getting as good an experience as others. Unfortunately, there are people who use complaints in order to get what they want and without knowing you and your student, I cannot tell whether this might be the case. You also need to look at the complaint more closely and see whether there is something there that you can use to improve your teaching. People can digest structured facts much better than just a list of facts, and this is just one possibility for what is going on.

I very much agree with the other answers—you should seek out advice from more senior instructors, and it would probably be good to have an unbiased outside observer come into the class and see if they can offer any advice.  Honestly, I think that all instructors should invite outside observers in from time to time, and should sit in on courses taught by others, as well (this semester, I am on a committee which has required me to observe a couple of classes outside of my department, which has been great).
That being said, you are never going to make everyone happy, and I don't think that should even be your goal.  I think that the best instructors are typically going to be a little polarizing—a lot of students are going to really click with them, but there are others who are just going to "bounce off".
Teach the class in the manner you believe is most effective (though, again, it would be good to get input from impartial third parties regarding the effectiveness of your instruction).  You are always going to have a couple of students who dislike you, or don't appreciate your approach.  It isn't worth your time to get worked up about it.


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Submitted machine learning paper but realized citations did not build after deadline
I submitted a paper in a major machine learning conference two days ago, just before the paper submission deadline after the abstract submission deadline. I realized a few hours after the deadline that the .bib file didn't load correctly and that all of the citations are ?. I emailed the chairs with an updated copy, where the only change was the citations being attached, but they said the submission deadline is now passed and thus no changes can be accepted.
What are my options at this point? I imagine I'll get desk rejected without citations. Should I just withdraw and submit to another conference?
This question is somewhat similar but not the same

There is probably nothing to do that will change the situation since the chairs rejected your appeal. I see two options, one you mention, which is withdrawal. But if there is no imminent deadline for other conferences, you might just wait to see what happens. It is possible that they will see it as an error and ask for a new copy. Not impossible, anyway.
Long term, though, don't submit at the last moment, so that there is time to clear up difficulties if they occur.

There's a deadline in 2 weeks for a larger conference with lower probability of acceptance. Is it worth it to wait given low probability of acceptance in current conference (on the assumption that they misread/misunderstood the email I sent)? I generally don't submit last minute but was inspecting the submission before the deadline and realized it did not attach the PDF file the last time. I panicked and built/submitted quickly, but didn't realize the citation error until I went back to double check the submitted paper

I can't judge the risk. Sorry. Maybe the chairs of the first conference can give you some advice.

Would it be appropriate to write an email asking this (ex. "Given the citations are not visible in the submitted version, what are my options? I imagine the paper will not be accepted without citations. Should I withdraw or are there any options available?")?

Something like that seems right.

Would it be advised to attach citations/the new version as the supplement? The entire paper has ? so I'm unsure how I can attach just the citations. Would it be acceptable to wait for the reviewers to request citations and upload the new version during rebuttal?


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How to make very long lectures interesting?
The university I work at has 2 hours of lectures and 2 hours of tutorials. How can I make the lectures more interesting and interactive than regular lecture mode? As usually I keep my tutorials hands on, discussion wise and engaging.

Active learning is a good way to prevent students from zoning out and forces them to practice the problems while they're learning it in your presence instead of after they've gone back to their dorms on their own.

@cameronwilliams how do I make it active learning?

There is a lot of literature on active learning and many different philosophies about active learning. I suggest reading up and deciding which you think make the most sense for you, your students, and your course content.

There is a large number of good books on becoming a better teacher, including ones on "active learning". If you are still at the beginning of your journey of discovering how teaching well works (and who you are as a teacher), a good starting point would be "How learning works" by Ambrose. I've read it twice with all the members of my research group and found it to be a good introduction to thinking about teaching.
Most universities also have Teaching Excellent centers (under many different names). They often offer courses for teachers, and it's worthwhile going to some of these.

The answer by @WolfgangBangerth is the more complete answer. Using the resources at your university and reading books is definitely the way to go. I'll just give one additional suggestion that does not quite fit in a comment.
There are many tools out there that allows you to give quizzes, allow the students to anonymously ask question and give feedback during the lecture. For example: https://particify.de/en/
It is easy for us to forget that many students have never (or very rarely) spoken in such a large room with so many people, and asking questions in such a context is just too intimidating for many of them. Providing an alternative, less frightening way of interacting with me real time during the lecture helped a lot.
The quizzes gave me a quick feedback of what was clear and what not. But more importantly, it gives natural little breaks during the lecture, where the students can recover a bit from the tedium of listening to me.

Thank you so much Maarten Buis for the app! It’s very useful.

Quizzes are good, but you don't really need an app. I include simple are-you-awake multiple choice questions, and ask students to vote by raising a hand. I reassure students I don't keep track of who votes what, but I do want to see every hand up at some point, even if they're just guessing wildly. Then I get them to talk to each other for a couple of minutes, and repeat the vote. I note how much the correct fraction improves if they talk to their colleagues. If the correct fraction, on the second asking, is about 3/4, I think I'm going at about the right speed. Also it gives folk a break.

@NormanGray: I'd recommend you turn that nice comment into an answer.

I very much agree with the approach by @NormanGray. I frequently, in my own classes, ask students what they think the answer to something should be. The best times is if there is genuine disagreements between students, because then I can let them debate the matter (in small groups, or the whole class) -- it is truly enjoyable to see them figure out the right answer.

Of course, I will add that that wasn't something I would likely have done in my early years as a teacher; back then, I just needed more structure and control, whereas these days I'm much more self confident in my role as a teacher and happy to step back and just let things play out.

Most kind! I've expanded the thought somewhat as an answer.

Myself, I would reframe the question from ‘how do I make lectures interesting?’ to ‘how do I help students engage?’. Interactivity is one facet of that, but not necessarily the only way (a question about copying lecture notes from the board popped up in the sidebar a couple of days ago – copying longhand is a type of ‘interactive teaching’, I suppose, but not one I found efficient, as a student, since it seems like the wrong sort of interaction).
A further way of reframing that is to ask ‘why would a student turn up to my lectures?’ – what is the answer you'd hope one of your students would give in response?  ‘Because there's an attendance sheet’ or ‘because that's the only way of getting the material’ are not, in my opinion, great answers there.  I don't take attendance, and I hand out notes ahead of time (and in the terms of the linked question, I gravitate towards the ‘write a book’ end of the notes spectrum), but I get good numbers turning up, so I feel I'm doing something right.  But what?  I'm not sure, but for example...
Quizzes are good.  Once or occasionally twice per lecture, I include simple are-you-awake multiple choice questions, and ask students to vote by raising a hand. I reassure students that I don't keep track of who votes what, but I do want to see every hand up at some point, even if they're just guessing wildly. Then I get them to talk to each other for a couple of minutes, and repeat the vote. I point out to them how much the correct fraction improves after they've talked over their puzzlement with their colleagues. If the correct fraction, on the second asking, is about 3/4, I think I'm going at about the right speed.  Also it gives them, and me, a break.  The justification for this particular ‘interaction’ is that it's interaction with the material – they're forced to immediately apply what they've just semi-learned – rather than an interaction with me.
There are numerous other activities one can do, of course, a few of which I've tried.  The quiz one is the main one I've stuck with, but anything you can get working, which stimulates them to take an immediate second bite at the material, will work.  There should be at least some texture: material which goes down too easily, like junk food, isn't nutritious.
You can bring that texture in multiple ways.  Because I distribute detailed notes, I'm free to present the material in a different way in the lecture, orally rather than textually, perhaps more informally, or skipping algebraic slog (‘see the notes for the details’), or focusing on key points, or giving free rein to enthusiasm.  Anything I wasn't clear about, the students can check in the notes, which will require engagement or interactivity on their part, to square what they got from the lecture, with the drier but careful and caveated details there (that is, it might even be useful for me to be unclear in the lecture, though I don't think I'd push this point).  The fact that I'm doing something beyond reading out the material is the driver for them integrating the new material in their heads, which is (at least in my rationalisation) their payoff for turning up.
Also, when it comes down to it, a lecture is a performance: I sing for my supper, and like an old West End/Broadway hoofer, I enjoy it, and I hope the students do, too.

I live and die by keeping students engaged. If my attendance drops too low, they cancel the future class.
The books on learning engagement are about making sure you maintain control of the classroom and content. Control is an illusion - let go.
Rules & Tools:

Timing = Pomodoro 25, on 5 off.
Bonus points for asking interesting questions about the material before the start of lecture. (IDK what you are allowed for extra credit) Let their questions drive discussion (not lecture) as far as possible.
Interaction every 5-7 minutes: 1 min. activity will be enough.
Since we live in an online world, treat everything like it's online. Use their phone as a part of YOUR toolset. Mentimeter (not kahoot) - use every tool/slide type in Mentimeter, make up your own games. Example: I teach cybersecurity so we play threats and controls. I give students 2-4 threats in the context of the current lesson, they give me controls- free form. I talk it out with them.
Mentimeter is anonymous: Students like this because they can guess and be wrong and still try.
Have fun, don't take yourself to seriously. Take your subject seriously, love what you do.
Good luck!

Do you follow a written lesson plan? The lesson plan should include learning objectives and a list of subtopics. The lesson can be broken up into the following parts:
(1) Warm up: A brief activity or question to get students thinking about the day's topic.
(2) Introduce first topic
(3) Short lecture, slides, video, etc. The lecture could be as short as 5 minutes since it's only about one subtopic.
(4) Small-group activity to work on the subtopic.
(5) Whole-group discussion of what was learned or observed during the small-group activity.
(6) Repeat for each subtopic of the lesson.
(7) Verify learning: Review the concepts, test understanding with questions
(8) Wrap-up: brief, 5 minutes.
This is a student-centered approach organized around learning objectives and interactions among and with students. It's the opposite of teacher-centered lecturing. It takes planning, creativity, and good classroom management skills, but in the end it's more interesting and effective for your students and you.

This seems 'generic' student-centered learning. Would be great to 'wrap' it around OP class scenario. ... PS: I didn't down vote as I believe your answer has hidden merit in it.

The poster's question was generic so yes, my reply was generic.


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EU recognition of US postdoc without PhD
I originally got an MD from an EU country, and I'm currently working in the US as a postdoc (doing research only, not clinical work). I was lucky to get this postdoc position without the need for a PhD, as in the US an MD and a PhD are both considered terminal degrees. Further, I seem to be on my way to get a US tenure track job in the next couple of years.
My question is: if I ever decide to move back to the EU, can I get a faculty job without a PhD? I know most EU countries have stricter requirements (i.e., absolutely need PhD) than the US for faculty positions. Can the US postdoc + hopefully tenure-track job bypass the bureaucratic requirements and be recognized as equivalent to a PhD?

Interesting in so far as a combined MD-PhD is a normal thing in the US - I would say that many might not agree that an MD is the equivalent of a PhD, given the differences in the focus of the two.

Further, from what I know from friends on either side of the Atlantic, the MD is a bit different between them anyway. The answer to your question may be very dependent on the institution (and whether you are already a professor).

Sorry, I meant to say that they are equivalent in the sense that they are terminal degrees, and enough to continue as a postdoc.

It seems like there could be two distinct questions here: one would be whether having an EU MD + US Postdoc would qualify you for jobs in the EU where the normal expectation would be EU MD + EU Postdoc; another would be whether it would qualify you for jobs where you'd be expected to have a EU PhD + EU Postdoc. It's not clear to me which of these circumstances you're thinking of.

I also think I'd characterize things about the US situation a bit differently; it's not so much important that MDs and PhDs are both terminal degrees, but rather that the US has no strict requirements for degrees for jobs outside of some special cases (like needing a medical degree to practice medicine). That means whoever is doing the hiring for a job called a "post doc"/research associate has some level of freedom in who to hire and can even appeal restrictions imposed at a department or institution level in special cases.

From my understanding, a research faculty position  in any EU country absolutely requires a PhD. The first case you mentioned - EU MD + EU postdoc is not really a thing, since anyone doing research is expected to get a PhD.

For example, MDs in Europe interested in any kind of research, including clinical, usually do a PhD during their clinical residency. Even if you want to become a professor in a medical school and only do clinical research, you would still need a PhD

Have you looked into a "PhD by prior published work" or "PhD by prior publication"? Your US university probably doesn't offer this, but many UK universities do. Essentially you submit a previously published body of work which you say is equivalent to a PhD, defend it, and are awarded a regular PhD. This can be your postdoctoral work.

A postdoc is not a degree.  It is a job.  You cannot use it to substitute for a degree.
If an exception were made to hiring requirements, it would be based on the applicant's publication record.  A university might overlook a missing PhD to hire someone with an excellent publication record.  Many decades ago, when PhDs were less common, such exceptions were made.  A postdoc job alone will not stand out in hiring.

Yes, I know this is possible in the US. I am asking if the same would be possible in the EU, where they're much stricter with degree requirements from a bureaucratic/administrative point of view.

I suspect that the details will depend highly on which EU country we are talking about. For Germany, the situation is as follows:
The relevant doctorates are the Dr rer nat and the Dr med. Both are doctorates, and having either means you meet the formal criterion of having a doctorate. In practise, getting a Dr med usually involves only a very small research project, more comperable with a typical MSc project.
For getting a faculty position the primary qualification however is a habilitation anyway. If you are spending your postdoc phase in the US, you obviously won't earn a Dr habil. Thus, part of the process of getting a German faculty position would be to successfully argue that your research qualifications meet the standard of a habilitation. Thus, the type of your first doctorate doesn't really matter anyway.
The one situation where I have seen a formal difference between Dr rer nat and Dr med is in the qualifications for Marie Curie Fellowships. In general having a doctorate is a sufficient baseline qualification to count as a researcher there, however, the Dr med is an exception. This doesn't mean that you're out if you have a Dr med, but rather that you need to argue based on your publication record that you are a real researcher after all.

I have spent some time looking at job ads for academic jobs, mostly in Sweden and Germany. Most of the post-PhD ones explicitly state that only those who have completed a PhD are qualified to apply.
This means you have to convince the hiring committee that you are more qualified than anyone with the right credentials, before they realise that you don't have the right credentials, to even have a chance to be on the short list. There are laws saying they have to hire the most qualified person for the job, so if you are not technically qualified, it is a huge administrative effort to hire you.
So my answer is basically; it is possible, but it will take significant amount of convincing and luck.

I've never seen it and sure you will have a non conventional CV - so you will be up against people who went the more classical route. In my European country people would definitely not equate an MD to a PhD (more to an MSc).
Since this is a hypothetical future scenario, you will need to have your research output and funding record show that you are performing similar to (or better than) someone who went the classical route. The postdoc alone would be a bit iffy, but let's say you do get the TT job and then perform well there, then your track record might make up for the missed PhD. You will have some explaining to do though, so be prepared for that.
It will also depend on your field of research, by the way.

I would recommend looking for a clinical research fellow position. These are open to applicants with a medical license (so registration with the country's medical council is required, including license to practice). PhD is not typically required, but  research experience is desirable. As an additional benefit, these positions are usually in place to support clinicians to attain a PhD, so they may fund you to pursue a PhD with the local university as part of your work. In the UK, pay is scaled according to your clinical grade (NHS Band), so pay is similar to that of most postdoctoral positions. While these posts are competitive, having some research and/or biostatistics experience will be an advantage with respect to applicants with solely clinical experience.
Some posts are mixed clinical work and research, some posts are pure research. It sounds like you are looking for the latter. If you are considering UK positions, I would suggest to look on NHS jobs (https://www.jobs.nhs.uk).

The EU includes many different countries. You can't expect a simple answer that is valid everywhere. That said, I doubt any country will count a postdoc as a PhD. The right question is whether you need a PhD in order to get a faculty position, and that will vary between countries. If your publications are outstanding, it's not unlikely that you'll be hired, but if you're at a similar level as other applicants, you'll probably be at a disadvantage.

Unless it's typical to MDs, post-doc by definition requires PhD and postdoc is like faulty job with less responsibilities and independence but not a degree. Non-PhDs can do research and can be called by different names and titles.


text:
How to summarize and illustrate evidence based on several meta-analyses?
I need to find a good way to summarize and illustrate the evidence of several meta-analyses (e.g. 20 papers). As far as I know, their conclusions are commonly made on two scales: effect size (does X has an effect on Y) and what quality evidence supports it. Therefore, would it be a good idea to show these papers on a single plot?

Or are there any better ideas?


text:
What do I do if my thesis is stolen
I submitted my thesis in September. But because of nervousness I wasn’t confident with the way I wrote the result section, though I had researched extensively on it.
I was going through YouTube on October 1st and came across a website. Looking at the website and email, I felt it was legitimate and I decided to ask a question just to clear up a confusion I had.
My intention was not to send anything to them but somehow they convinced me to send my thesis. Then they started blackmailing me by threatening to contact my school, but this doesn’t worry me because I have documented every step of my project and I have evidences. My main concern is that they also threatened to sell my hard work to one of their client.
Is this something I can take legal action on? I have already reported them to National cyber security centre.

It is very difficult to understand how they can "blackmail" you. Do you think your degree is at risk? What is your concern?

I am not sure why you're worried. You already submitted your thesis on 9/28. Your school has the record. It's a done deal. How can they steal it ?

@Buffy I begged for them to delete my work they said I must pay £150 consultation fee, later they said I should pay £1475 which I did not give into because why will I pay for a work I did solely on my own. I am concerned my work will be sold to someone else before I can even have an opportunity to publish it. I am also worried they may lie to my school.

@Nobody I am worried they will sell my hard work to someone else before I even have opportunity to publish it.

We are not lawyers here and we can't advise on any legal route you can take.

Even if they do sell it, what do you think a buyer is going to do with it?  Try and submit it as a thesis at another university (nasty, but doesn't directly harm you)?  Try and adapt it into papers and get them accepted in journals faster than you can (could be a problem, but relies on the buyer having both a reasonable level of skill and a lot of luck - and even if they do manage it, you can always point after the fact to your thesis submission date for a claim of priority)?

@DanielHatton Not only would the OP be able to show priority for the work, but can also show this question as evidence that the extortionists were threatening to publish the work as their own. Anyone who later attempts to publish the work (presumably under their own names) are effectively providing evidence for both plagiarism and being complicit in extortion. The latter charge might not stick unless it could be shown that they were knowing accomplices (IANAL), but either way, attempting to publish this work is going to cause the bad guys a lot more trouble than it would the OP.

Your thesis will be published by your university. So all your hard work will be publicly available to the world. These criminals could always sell your published thesis, even without ever having made contact with you. I do not see how their threats would concern you at all.

I think it's important to add that, if you did even the bare minimum required for a PhD, there can be no doubt at all that it's your work: this is partly what the Viva process is for, anyone can plagiarise (or ChatGPT) a thesis, but to talk confidently about every part of it for hours is hard to fake.

"My Intention was not to send anything to them but somehow they got me to send my thesis." That is some of the most creative verbal gymnastics to deflect responsibility for your mistake.

@servaes I am not deflecting responsibility for my mistake. I did acknowledge from the beginning I made a mistake. But this project is my hard work, and I don’t want a project I suffered and took my time to do to get sold to someone else.

@Bergi Informing someone that you'll report them for a crime isn't blackmail. I don't see what GDPR has to do with anything, a thesis isn't personal data. Good luck bringing a copyright suit for no monetary damages against this random anonymous person on the internet, or "forcing them" to delete things from their own computer. None of these are realistic courses of action.

@DanielHatton In the humanities, a PhD thesis should eventually become a published book, which is necessary for a faculty position. If the work is widely distributed/pirated, there is a belief that a publisher won't pick it up, as they can't make a financial return on it. This is significantly different from the sciences where nobody cares about the thesis as the content is often already published in journals or conferences. Correcting Basil Borque's comment, universities may publish it, but they are often paywalled, for this reason.

I agree that doing what Buffy suggests in their answer is a good idea, just in case. However, I don't think you have reasons to panic. What seems most likely to me is that these scammers are just trying to scare you, but if you don't give in to their threats they can't really do that much to you.

They are likely bluffing. I personally would not inform them of my next steps, but if you want to scare them back, you could tell them that you officially report them (of course, this should be what you in fact did - don't bluff with criminals, they are better at this than you).

Inform your advisor and the department, maybe also the Dean of the school what happened. Don't pay any money to extortionists. Let the authorities deal with it. Your university may have a legal department that can provide assistance.
Keep a watch to see if your work appears elsewhere, though I doubt it will, and inform any publisher of the details if it happens.
Move quickly to get it published if that is your goal.
Perhaps warn YouTube of the issue, though that may be difficult.
And, be more careful online in the future. There are a lot of scammers out there.

In addition to that i would suggest blocking all communication with the scammers.
OP seems a bit influence-able (sorry but it is what it is from your situation), therefore DO NOT continue any communication with the scammers. Ignore if you can, block if you cannot. Don't give them any more power.

It's worth remembering that in most locales around the world, you owned the copyright to your thesis the moment you recorded it in a durable format (on paper, in an electronic document, etc).  Someone else possessing a copy of your thesis does not dilute your rights at all, nor does it grant them any rights at all.  If they try to do something with it, you have all the same remedies as you would for any other type of copyrighted work.  Keep all your original drafts, data, submission records, etc., then block the scammer and enjoy being done with your thesis.

@Mazura bad idea.

Do nothing.  Ignore them.
Nobody will buy your thesis from scammers or anyone else.  The scammers have no power over you.  If you try to take "legal action" it is likely they cannot be found.
Informing your advisor, dean, or anyone else at the university will not achieve anything.