Saturday 30 September 2017

botany - Are trees still carrying their leaves more likely to be felled by an autumn storm?


Is there evidence that trees still carrying their leaves are more likely to be felled by an autumn storm than trees already having lost their leaves?


At first sight this seems plausible (and might be easily verified statistically), but at second sight it seems mysterious, considering a) the weak forces that keep leaves attached to their branches (at least in autumn times), b) the flexibility of the branches, and c) the chaotic way in which they are shaken by a gust.



Anyway, after storm Xavier which passed Germany and Poland on the 5th and 6th of October, this was spread ("kolportiert") by the media and in private communication:


enter image description here


Is there a thorough biomechanical model which explains whether or why this is true or false, resp. to which extent?


I would suspect that in this model a) eigenfrequencies (of branches, limbs and stem) and b) resonance will play a role.


(This model would give an interesting analogy to the sudden generation of action potentials in neurons (corresponding to the breaking of a limb or stem) by spatio-temporarilly integrating the synaptic inputs (corresponding to the shaken leaves) on the dendritic tree [sic!]. Addendum: There's a great book that brings botanical and neuronal trees together: Giorgio A. Ascoli, Trees of the Brain, Roots of the Mind.)


(Note, that one short gust almost never will fell a tree. It must be a rather long gust, or an appropriately long and/or timed sequence of shorter gusts.)




Addendum: The way how fluttering ion channels (on a very short time scale - grey dots below) give rise to a rhythmic and possibly resonant temporal pattern (on a much longer time scale - red or blue line above) may be compared to the oscillations of the tree as a whole, whose "rhythm" (red) cannot be detected when looking at single leaves fluttering (grey):


enter image description here


See also here.





computer science - Is it possible to complete a PhD in CS in 3 years?


I have always wanted to get a PhD. I'm in my thirties now and have a full time job. I don't necessarily need to get a PhD for my job, though it could open doors to a few research jobs that I can't apply for now. A few friends and colleagues have gotten their PhDs in about 5 years, they tell me that some have even spent 7 or 8 years.


Is it possible to complete a PhD in 3 years? Why or why not?


This would be a post-masters PhD in the US or Canada.



Answer



In theory, yes, it is possible. In practice it depends on many things. Let me try to list a bunch of the variables that have affect the time required.


The minimum requirements that you are likely to find for a doctorate are (a) pass a set of qualifying exams and (b) write a dissertation acceptable to the faculty. There may be a few exceptions but most of the exceptions will add requirements.



To pass the examinations, you normally take certain courses. You may already have the knowledge needed to take the exams from your masters, but many courses are designed specifically to ready you for the exams. If you don't have the knowledge you need to get it (courses or elsewhere) and that takes time.


The examinations normally guarantee that you have a solid but broad knowledge of your field. Research, on the other hand requires deep but narrow knowledge of a small sub-field. The graduate courses are also fairly broad, but also start to take you into the depths of some subfield and many will stress recent advances in some field.


To write a dissertation requires that in a small area of your discipline you become a subject expert - world class. That may require additional course work in the form of seminars with faculty and a few students. If you start out close to the boundary of the known world in the area in which you want to do research then you can move quickly. Otherwise it may take time and study to gain the required focus.


To write a dissertation, requires some knowledge of research process and in some fields that can take time to master. It is less likely to be an issue in mathematics, say, or in some parts of CS. But if you lack the knowledge of how to do the specific sort of research required of you, it will take time to gain it.


To write a dissertation requires a suitable problem. That problem can come from you or from a suitable advisor. But if there is no problem at hand then it will take time and study just to find a problem. Moreover, the problem has to be suitable. If it is too easy to solve or too hard then it isn't suitable. I worked, briefly, on both too hard and too easy problems in my math degree. But disposing of them and coming to the right problem only took several weeks of study. But it is hard to put a time limit here as research, by definition, is an exploration of the unknown.


To write an acceptable dissertation you have to produce some valuable work at the boundary of knowledge by solving the problem(s) posed. You also have to write it up and make sure there are no gaps that might invalidate the work. This can take time.


You have to make your advisor happy. Sometimes this is easy but sometimes not. Usually, however, there is the question of "How much is enough?" This is a value judgement, of course, and you and your advisor need to come to agreement.


Finally, you need, in most places, to defend your dissertation before a committee or the public and you need to handle a fair amount of paperwork. This can take some time, also, but isn't normally a big issue.


Note that lots of these things take time, but most of them require an amount of time that is hard to estimate and impossible to bound. If you are well prepared for exams and research and you have a suitable advisor and a suitable problem then three years is feasible, provided that the problem itself doesn't have hidden traps that aren't apparent at the start. Again, the existence of those traps is impossible to predict since you are extending the known world.


phd - What to do when visiting a lab or a university for prospective application?


In his famous and interesting article "Ten Simple Rules for Selecting a Postdoctoral Position", author Philippe Bourne states, in the 2nd point:




Rule 2: Select a Laboratory That Suits Your Work and Lifestyle


If at all possible, visit the laboratory before making a decision. [...]



I think that is definitively a good advice, not only for Post-Doc applicants, but for all applicants in general. But, what is the best way to arrange a lab visit?


What to do when you're there?


Whom to speak to? What to ask? What to do?




Friday 29 September 2017

evolution - Why do plants have green leaves and not red?


I know plants are green due to chlorophyll.


Surely it would be more beneficial for plants to be red than green as by being green they reflect green light and do not absorb it even though green light has more energy than red light.


Is there no alternative to chlorophyll? Or is it something else?



Answer



Surely it would be even more beneficial for plants to be black instead of red or green, from an energy absorption point of view. And Solar cells are indeed pretty dark.


But, as Rory indicated, higher energy photons will only produce heat. This is because the chemical reactions powered by photosynthesis require only a certain amount of energy, and any excessive amount delivered by higher-energy photons cannot be simply used for another reaction1 but will yield heat. I don't know how much trouble that actually causes, but there is another point:


As explained, what determines the efficiency of solar energy conversion is not the energy per photon, but the amount of photons available. So you should take a look at the sunlight spectrum:


Solar Radiation Spectrum



The Irradiance is an energy density, however we are interested in photon density, so you have to divide this curve by the energy per photon, which means multiply it by λ/(hc) (that is higher wavelengths need more photons to achieve the same Irradiance). If you compare that curve integrated over the high energy photons (say, λ < 580 nm) to the integration over the the low energy ones, you'll notice that despite the atmospheric losses (the red curve is what is left of the sunlight at sea level) there are a lot more "red" photons than "green" ones, so making leaves red would waste a lot of potentially converted energy2.


Of course, this is still no explanation why leaves are not simply black — absorbing all light is surely even more effective, no? I don't know enough about organic chemistry, but my guess would be that there are no organic substances with such a broad absorption spectrum and adding another kind of pigment might not pay off.3


1) Theoretically that is possible, but it's a highly non-linear process and thus too unlikely to be of real use (in plant medium at least)
2) Since water absorbs red light stronger than green and blue light deep sea plants are indeed better off being red, as Marta Cz-C mentioned.
3 And other alternatives, like the semiconductors used in Solar cells, are rather unlikely to be encountered in plants...


Additional reading, proposed by Dave Jarvis:



Self-Plagiarism in PhD thesis


I am a final year PhD in UK in a scientific discipline and I am writing my thesis. I have already published 2 journal papers and I have submitted 2 more papers for publications. My department does not allow a "publications-based" thesis so I need to write a thesis in the context of a book etc.


As I write my thesis in a couple of places, especially in the literature review, I tend to reuse sentences from my publications. I try to restate them a bit, maybe change some words for their synonyms etc. but it is practically me writing about what I wrote before. It goes without saying that I cite/quote me at the end of a passage if I say something non-obvious (I found that slightly funny. :) ). The problem is that occasionally I am just explaining for instance how a certain estimation technique works; in that case I cite the original authors and not myself. The syntax in those occasions though is practically the same as the original passage I used in my publication; as I have explained it once and was consider good, I find no reason to reinvent myself (I do a mild rewording as I mentioned but that is quite insignificant). Same things goes for listings. I do cite my paper in the beginning of a big list as the list's source but the list itself is almost identical as the one in "my" paper; in those cases I don't use quotations, just attribution "[]".


Is there an obvious guideline? The basic definition of plagiarism "reproducing the work of another person's as your own" is not (directly) applicable to me because I am the other person (almost *); if I am using other people's work I do cite them but I don't cite myself, citing them, in quotation marks!


I am a bit "fuzzy" about how not to plagiarize myself in my thesis (I have had no problem regarding my journal publications).



(* In all publications mentioned I am the first -but not sole- author.)



Answer



Even if your department does not allow a "stapler" thesis, it is entirely reasonable to expect that you should be able to freely use this material in a thesis. In general, I would expect that you would have to include a copyright statement similar in form to hose that would be used were you to copy the entire paper outright.


To cover against charges of plagiarism, I would simply acknowledge something like "Some passages have been quoted verbatim from the following sources," and list them. Also, when you reuse figures, I'd include the "reprinted with permission" tag.


Finally, ask your advisor or other members of your department for guidance! Since you're not the only person subject to this restriction, they've gone through this situation before, and can provide you with information on how former students have handled this.


job - How hard do early-career academics in the United States work, really?


I'm finishing a PhD in Sweden this year and seeking a post-doc in the United States (atmospheric remote sensing). It is clear that a job in academia is not a nine to five job; nor do I want it to be. I often work late in the evening when I'm on a productive spur. When an important dead-line is coming up, one needs to work harder, and there is no overtime paid. I accept that. However, no matter how much I'm interested in my research, I do enjoy and need a reasonable amount of spare time, too; relaxing on the weekends, occasionally a long weekend away, and sometimes a longer trip, such as three weeks in the wilderness.


Regarding the normal work ethos for early-career academics in the United States, I have a hard time judging what is normal and what is excessive. Some examples:



  • Erick Carreira letter warning post-docs that he expects all of the members of the group to work evenings and weekends.

  • My apparent naïveté in believing that a sabbatical means not working, despite Wikipedia describing it as a rest from work, or a hiatus, often lasting from two months to a year. I was thinking of my friend, who spent a year between his PhD and his first post-doc travelling from France to Mongolia mostly on foot.

  • Someone commenting I am not a good role model, but when I don't work on a Sunday, I count that as a vacation day.

  • NASA postdocs having no employment-related benefits such as paid vacations, sick leave, or unemployment compensation.

  • Question How do we end the culture of “endless hours at work”?



We don't have such a work-ethos where I'm at. I belief that working too hard risks stress and burn-out, and does not increase productivity in the long run, nor human well-being. I want to do science. Doing science makes me happy, but having time to relax while not doing science is important for me.


Does the selection of examples I gave above represent a normal situation in U.S. early-career academia? Should I expect an attitude where asking for a 3-week holiday during the summer is considered as being not serious, or is the situation in practice usually not as bad as the examples above make it sound? How hard to early-career academics in the United States work, really?



Answer



TL; DR: 51 work hours a week with 12 vacation days a year


It is very difficult to assess how hard someone works. It is relatively easy to quantify the input (number of hours worked and the number of vacation days taken) and the output (papers and grants). In 2003 the Sigma Xi post doc society in the US began collecting data from 7600 post docs across 46 different US institutes about a number of issues including hours worked, vacation days taken, papers published and grants submitted. A summary report Doctors without Orders is available. Aggregate data is available via the Wayback Machine. I believe this is the best data set available to answer questions regarding the input and output.


The self reports suggest 12 days of vacation a year and 51 hours a week on average with 25% taking less than 7 days and working over 60 hours. The self report of the publication rate is around 3 with one grant application.


While self reports of hours work and publications are potentially biased, they might be a better measure of the perceived "hardness" of work than the actual hours worked. Obviously it would be nice if the publication and work rates were objectively verified. Obviously, publication rate and hours worked may not be the best metrics of how hard someone is working. This study found that alcohol consumption was negatively correlated with output. It is not clear if high alcohol consumption is positively or negatively correlated with how hard one works, but it might be relevant. Finally, Forbes has a report that University professors have the least stressful job, so maybe despite the hours, we don't actually work that "hard".


The comments to the questions suggest that understanding the input/output function would be desirable. This should be possible from the raw data of the Sigma Xi study, but not from the aggregate data, to determine if the inputs (hours worked) predict the outputs (papers and grants). I would be surprised if there was not a strong correlation, but also wouldn't be surprised if there were a number of outliers (i.e., lots of input and little output and little input and lots of output). Now, publication rate may not be the best measure of output as it doesn't consider quality. A psychology study found that impact factor is not correlated with publication rate suggesting that quantity and quality, as dubiously assessed by impact factor, are not correlated.


Thursday 28 September 2017

species identification - Can you identify this wasp-like insect?


I've never seen anything like it, although I suppose it could be a wasp or an ant with wasp-like colour bands. Found in our garden today (Cambridge, UK). It's about 1.5 cm (half an inch) long.


Unusual wasp-like insect


Thanks!




phd - My advisor escalated things after not getting a coauthorship he did not deserve


I am a 3rd year PhD Student (Computer Science, India). I have two advisors, one internal and one external.


The internal advisor has no knowledge of my area and he doesn’t care what I am doing. He has no contribution to my research so far, but he keeps forcing me to make him co-author (2nd author) of my papers. I am a part-time PhD student (full time faculty in my college) in my college and he is my colleague. He has contributed nothing, did not even know title of my paper.


The external advisor is the one who actually helps me with my research. He wants all authorship to be based on contribution. He is external to my college and lives in a different city.


Recently I refused to make my internal advisor second author of a paper. Due to this, he got upset and he wrote in my progress report that I have attitude problem and I don’t obey my advisor. Now I have to stand in front of the dean, head of department and the entire committee (my advisor will also be there in the meeting with me).


Should I tell the monitoring committee about how my internal advisor unethically tried to manipulate me? Can it worsen the situation in future?





molecular biology - Why is the number of PCR cycles limited?


I've been told that the maximum number of cycles in PCR is between 20 and 30.



Is this true, and what are the reasons for this limitation?



Answer



I would draw the line beyond 35, but thats a bit cosmetic. The reasons are manyfold:



  • due to the exponential fashion of the amplification (ideally) reagents are used up at some point

  • reagents degrade, this is especially true for the dNTPs

  • the activity of the enzyme, despite being heat-stable is declining over time

  • beyond 35 cycles the exponential curve is flattening out (reasons see above)

  • if you run the PCR for too long, you will get more and more side-products (mostly primer dimers, but mis-aligned primers can also make problems), this is more a problem for real-time PCR than for ones run on a gel



If you need a higher sensitivity with more cycles, you can use the technique called "nested PCR". There you do a first round with a primer pair specific for the region of interest and then do a second round with primers which are located slightly to the inside of the amplified DNA. This is done to avoid the amplification of unwanted contaminations. Since you do some 50-70 rounds of PCR amplification in total, this method is extremely sensitive (also to contaminations). See the image from the Wikipedia article for details:


enter image description here


Do journals have legal copyrights to the online supplemental information?



I have a paper in an biology journal (Wiley is the publisher) for which I would like to put a much more mathematical version on ArXiv, mainly the theorems and proofs located in the online supplement (that biologists will not read but that perhaps a mathematician who does not read this journal might be interested in), with no figures or sentences copied from the biology paper. I could perhaps call it a pre-submission version of the paper (which would be somewhat untrue, but Wiley does allow pre-peer-review preprint publishing on ArXiV; none of the peer-review process affected the supplement; so in spirit this would be sort of true).


Does Wiley’s copyright agreement prevent me from doing this? Wiley’s information on supplemental information doesn’t seem to address the issue.



Answer



Wiley


Taking a look at Wiley’s general copyright agreement, they only “the Contribution”, which in turn is defined in the header as “Manuscript entitled ___”.


Now it’s debatable whether the supplemental material is part of the manuscript. However Wiley needs at least some permission from you to publish the supplemental material and I could not find any information on separate copyright agreements for the supplemental material, so I assume that at least Wiley considers the supplemental material to be included in the manuscript.



Wiley-Blackwell licenses back the following rights to the Contributor in the version of the Contribution as originally submitted for publication:


a. The right to […] place in a subject matter archive, […]. This right extends to […] the Internet. The Contributor may not update the submission version or replace it with the published Contribution. […]




Again, it’s not specified whether this applies to parts of “the Contribution”, but given that a partial publication is less than a full publication in terms of copyright, I would argue that it’s included.


Finally note that all of the above only applies to the general copyright agreement. Wiley mentions that the individual journals may have differing agreements:



Author re-use rights vary between journals. Please refer to the copyright form you have signed or are required to sign to review the applicable re-use rights.



As there are some questions of exegesis in the above, the easiest safe way is to ask Wiley whether they agree with your endeavour.


In General


Addressing the titular question:



Do journals have legal copyrights to the online supplemental information?




As journals want to disseminate the supplemental material, they need you to at least transfer at least the rights needed for this. Since those rights are a subset of the usual copyright agreement, it makes sense from the journal’s perspective to plainly treat the supplementary materials the same as the main paper:



  • It’s less complicated for the reader.

  • It’s less work.

  • Most people do not care much about supplementary materials anyway.


Therefore I do not find it surprising that most journals (in my experience) do this. However, at the end of the day, you have to look into the journal’s copyright agreement to be sure, or even talk to the journal itself, if the copyright agreement is ambiguous and you do not want to risk any bad blood.


Finally a sidenote from personal experience: I once wrote a paper presenting a new method and wanted to attach the source code for an implementation. Since the journal’s copyright agreement did not allow me to disseminate the source code on GitHub with a free license simultaneously and the copyright department did not want to relax the copyright agreement in that respect, I ended up removing the supplementary material and posting it on GitHub alone.


Wednesday 27 September 2017

Email to a professor after long time for recommendation


I did my bachelor at university A in which Prof. X supervised my graduation project. I asked him for a recommendation when I was applying to university B for masters and he wrote me a great one. That was a year and a half ago, and now I am applying for PhD at university C. I need his recommendation again but I feel bad for not emailing him for a long time. I don't know how to write my email. I don't want to jump directly for the recommendation. Could you share your suggestions on what to write ??



Answer



After a decade of teaching, I get these quite often. While people use a variety of styles, the one that I am most responsive to is:




  • Initial formal e-mail asking me if I remember them (with hints such as "I was the student who wrote the thesis on faster-than-light dog walking"), then telling me what they've been doing for the past X years (with a recent CV or resume as an attachment), and transitioning to their desire to move on to a new career or grad school and asking me if I could write a letter of recc for them. Close with an offer to talk on the phone (or come up to campus) to help refresh their memory of them.


Once you get the ok, make it as easy as possible for me to write the letter. If there are things you want me to emphasize, be blunt about saying it ("Please don't mention the folly of FTL dog-walking" or "Please emphasize my familiarity with temporal dilation and astrophysics").


conference - Mentioning future work, that is now complete



I am presenting a paper at a computer science conference.


The paper I submitted to the conference mentioned future work that would significantly enhance the utility of the method.


This work was work that was always planned to be part of the same "project" as the work in the paper, indeed the conference paper is presented as a part way step towards doing X, and the future work is what takes it all the way.


The extension was quite involved (and not quite complete when I submitted the paper for review). They day before I left for the conference that work was "completed", in that a journal article about it was submitted for review.


Now when I present at the conference, in the conclusion I want to mention the future work – at least to the extent that it was described in the conference paper. Should I go into more detail? Should I even mention that "This work is now complete, and is under review for publication"?




Tuesday 26 September 2017

job search - How to finish PhD and get through the academic job market as a new mother and primary caregiver?


I am a female graduate student in a competitive phd program. I recently had a baby. Although this is a planned pregnancy, and I thought I had thought through the complications having a baby would bring, I am still very overwhelmed by how much different my life is now.


I don't have any time besides taking care of a newborn, and I am very sleep-deprived. Baby's dad works full-time to support the family. Even though it brings me a lot of joy, I just can't help but wonder whether I would ever have time for my research again. I initially planned to go back to school in September, when baby will be about 3 months old. But I am not sure whether I would be able to do anything next semester. Or even the semester after next. I initially planned to graduate next fall, but now I feel that might be a stretch. The application starts next semester, and I should be going around giving talks and preparing for my applications. But that feels impossible now.


And there is the financial stress. I want to put my child in daycare at some point (like around 7,8 months), so I can have some time to do work. But it's very expensive, and I don't know if we can afford this with our current income. Sometimes I thought about finding an industry job after graduate school, so things would be easier. But I don't want to give up research.


What is an effective way to deal with the stresses of being a new mother while on the job market? Specifically, how can I complete my research and apply to jobs in a situation where I am sleep deprived and child care is expensive?




This is a different question than Having children while at graduate school because I believe a female student's experience is different than a male student's experience. Especially at infant stage, mother's role cannot be placed by others due to constant feedings. The author in the other post also has his girlfriend/wife staying at home with the baby, so there will be much less work for him. In my case, I would be the one taking care of the baby since my husband works full-time. Another thing is I am already at the stage that I am about to graduate as opposed to the other post is debating whether to start the program, so I am more concerned about the graduation timeline.




botany - How do trees lift water higher than 10 meters?


The atmosphere pressure is 10 meters of water (approx). This means that it is impossible to lift water higher than 10 meters with vacuum or сapillary action (on Earth, under normal conditions).


There are trees higher than 10 meters.


How do they lift water to their tops?


UPDATE


In other words: how cohesion-tension theory can be true if it apparently contradicts the laws of physics?


UPDATE 2


Atmospheric pressure helps to rise the water, not resists rising. What is resisting is water weight. When water column is 10 meters high, then atmospheric pressure can't help anymore.


Any adhesion/cohesion mechanism can't help here too, because it acts only in thin molecular layer. To transfer action force further the pressure is required, which is insufficient at 10 meters.



UPDATE 3


If we had capillary small enough to rise water to 10 meters and then we will build smaller capillary which we expect will rise water higher, we will fail. Water column will break and does not climb higher than 10 meters.


enter image description here


Menisci acts like small piston and can't help rising water higher than 10 meters.


UPDATE 4


Common pressure distribution in capillary is follows:


enter image description here


$P_0$ is atmospheric pressure. As you see, right under menisci, the pressure is lowered by $2 \sigma / R$ where $R$ is the radius of menisci and $\sigma$ is surface tension. The entire term is called "Laplace pressure". As you see, it can't supersede atmospheric pressure, because water continuity will be broken in the case.


I.e. no any menisci can rise water higher than 10 meters.


The existence of higher trees PROVES that there are some other significant mechanisms, not adhesion/cohesion, not capillary.



UPDATE 5


Current version, as I understood it, is based on a declaration, that a water, if put into thin capillary, can behave like a solid body. Particularly, it can resist tension up to minus 15 atmospheres.


This is a tensile strength of concrete, so I don't believe that without additional proofs.


I think it is just not hard to make thin tube, put water into it and check, how high it can climb.


Was it done ever?




biochemistry - What is the source of the electrons generated in the Krebs cycle?


In the Krebs cycle, where do the hydrogens and electrons that NAD+ and FAD accept come from? It seems that citric acid only loses two hydrogens because it starts out with eight hydrogens and then becomes oxaloacetic acid, which has four hydrogens.




human biology - Why do people have darker skin in sunnier climates?


I don't understand why darker skin is advantageous in hotter climates. Wouldn't it absorb more of the heat? I have heard that it reduces the incidence of cancer, but I would think absorbing more radiation would increase the risk?



Answer



One of the important pigments that the earlier answer hinted at is melanin. Melanin is a brown pigment with photoprotectant properties.


As you correctly identified in your question, exposure to EM radiation (particularly UV and shorter λ waves) is damaging (indirectly) to DNA, which can cause mutations and therefore possibly cancer. Melanin production is one of the defence mechanisms the body has evolved to deal with this threat.



When DNA is damaged by the UV-B radiation, melanogenesis (the increased production of melanin pigment) is induced.(1) Therefore, people often exposed to more UVB (i.e. in sunnier climates) are likely to have more melanin in their skin, which makes it appear darker in colour. It is likely to be the increased incidence of melanin proteins in your skin which leads to the formation of a tan.


Melanin and its derivatives work as photo-protectors (protecting the body from the damaging effects of ultra-violet exposure) by absorbing UV-B photons and converting them into much less damaging infra-red wavelengths (heat energy). It does this extremely rapidly by internal conversion and extremely efficiently - efficiency in excess of 99.9% has been reported.


As the melanin removes the danger posed by the UV within a few femtoseconds (x10-15 s), the more melanin that is present in skin tissues (and consequently the darker the skin), the lesser the chance of the UV damaging molecules in the skin so the lesser the risk of developing skin cancer.


Monday 25 September 2017

evolution - Macroevolution vs. microevolution


Where is the line usually drawn between macroevolution and microevolution?


I thought that, although similar processes govern both, the line was at the species level, with macroevolution being changes at the above-species level and microevolution being changes within a species (something like changes in allele frequencies). (So it's a question of timescales?)


However, I heard someone talk about microevolution among different species of Drosophila, specifically referring to copy number variation. Was the choice of "microevolution" to describe this process (more likely) due to the similarity between Drosophila species or the type of change in the gene? Or at this level, is the distinction rather arbitrary?



Answer



Let's start with a word of caution: on the internet, the terms macroevolution and microevolution (especially together) are usually used primarily in creationist rhetoric. As such, it is usually best to avoid them, especially when talking to a lay audience. The main mistake creationists perpetuate when thinking about micro-vs-macro evolution, is that the two are somehow different and distinct physical processes. This is simply not the case, they are both just evolution. The scientific distinction between the terms, comes not from the physical world around us, but from how we choose to talk about it. When a biologist says "microevolution" or "macroevolution" they are actually signaling what kind of questions they are interested in asking, or what sort of tools they plan on using.


Verbal and empirical theories



In verbal and empirical theories, the micro-macro distinction is usually one of timescales. A person in the macroevolutionary paradigm, usually asks questions above the level of individual species, as Evolution 101 writes (emphasis mine):



instead of focusing on an individual beetle species, a macroevolutionary lens might require that we zoom out on the tree of life, to assess the diversity of the entire beetle clade and its position on the tree.



Empirically, macroevolutionary answers to these sort of questions are usually ones that don't have access to detailed evolutionary histories or direct experiment. Instead, the method tends to be ones that use geology, fossils, and back-inferences from broad differences/similarities of existing species. As such, most macroevolutionary theories tend to be descriptive, instead of predictive. Most of paleontology can be classified under the macroevolutionary paradigm.


If someone explicitly says that they are looking at microevolution then this usually refers to a contrasting methodology that tends to be heavy on direct experimental manipulation. Most importantly, microevolutionists tend to have access to rich and detailed evolutionary histories. As such, it is not surprising that you saw a study that identified itself as microevolutionary while looking at different species of Drosophila. The fruit fly is one of the widest used model organisms, and as such the study you are referring to probably experimentally manipulated populations of fruit flies and collected a rich dataset of genetic changes in the generations of fruit flies that they studied.


Of course, most studies are at intermittent levels, and no this isn't called meso-evolution (except by silly people). If you are not clearly using the macroevolutionary nor the microevolutionary paradigm but still looking at evolution, you would just simply say 'evolutionary' without any prefix.


Formal and mathematical models


For formal and mathematical theories, the micro/macro distinction is also one of methods used by the theorist not of the underlying domain they are studying. Mathematical modeling of evolution falls into two broad categories: frequency-dependent and frequency-independent models. Frequency-dependent models almost never make the micro-macro distinction. Although you could argue that dynamic models in evolutionary game theory are micro, and static equilibrium concepts like ESS are macro, but I doubt theorists would endorse this view. As such, I will focus on the frequency-independent models.


For frequency-independent models, they key concept is the fitness landscape -- a way to map each genotype to a fitness. If the model tracks a population (a distribution over vertices in the fitness graph) on a static fitness landscape, then it would typically be just called an evolutionary model (the word microevolutionary is seldom used explicitly in this field). However, if the authors assume that mutations are extremely rare and thus any mutant goes to fixation before a new one arises then they can use Gillespie (1983, 1984) to replace the population by a single "typical individual" occupying one vertex of the fitness graph. At this point, the model becomes macroevolutionary and the underlying rule for calculating fixation probabilities would be the microevolutionary component. This approach is often also coupled with an alternation of change in fitness landscape followed by mutations and a selective sweep. Fundamentally, though, macroevolutionary models are just convenient (or tractable) approximations to a real underlying evolutionary dynamics. This should never be forgotten.



Strange example bridging the gaps


Finally, it is important to stress that the macro- and micro-evolutionary paradigms are not necessarily exclusive and do not have to correspond to a difference in timescales! This is best done with an example of a respected theoretical study that mixes everything together. Kauffman & Weinberger (1989) used their newly developed NK model or rugged fitness landscapes to study maturation of the immune response (Tonegawa, 1983). The developed a macroevolutionary mathematical model because they used Gillespie's trick to replace a population by a typical individual by abstracting away from the underlying microevolutionary calculation of fixation probabilities. However, their model was studying evolutionary dynamics within the human immune system (so timescales of days to weeks) and was tuned by parameters gathered by empirical microevolutionary studies that tracked individual nucleotide changes (Crews et al., 1981; Tonegawa, 1983; Clark et al., 1985). Lastly, the study results can be used to inform a question typical of verbal macroevolutionary theory: Are there any examples of sudden leaps in evolution?.


As such, the above study used a formal macroevolutionary model, informed by empirical microevolutionary work, to help us understand a question typical of verbal macroevolution while looking at a physical process that operated on the incredibly short timescale of days to weeks. No wonder people are so confused by the micro-macro "divide"!




References


Clark, S.H., Huppi, K., Ruezinsky, D., Staudt, L., Gerhard, W., & Weigert, M. (1985). Inter- and intraclonal diversity in the antibody response to influenza hemagglutin. J. Exp. Med. 161, 687.


Crews, S., Griffin, J., Huang, H., Calame, K., & Hood, L. (1981). A single V gene segment encodes the immune response to phosphorylcholine: somatic mutation is correlated with the class of the antibody. Cell 25, 59.


Gillespie, J.H. (1983). A simple stochastic gene substitution model. Theor. Pop. Biol. 23, 202.


Gillespie, J.H. (1984). Molecular evolution over the mutational landscape. Evolution 38, 1116.


Kauffman, S. and Weinberger, E. (1989) The NK Model of rugged fitness landscapes and its application to the maturation of the immune response. Journal of Theoretical Biology, 141(2): 211-245



Tonegawa, S. (1983). Somatic generation of antibody diversity. Nature 302, 575.


How to organize a good "special session" at a conference?


Many organizing committees set aside time and space at the conference for special sessions, which are often planned and organized by select individuals that have been invited to highlight a particular subject or scientific direction.


For example, if you work in computer science and you're specializing in deep learning, you might propose (or be asked) to organize a deep learning special session.


Once your proposal has been accepted, you have to spread the word to interested researchers, issue a call for papers, collect papers, invite an important speaker, and make sure the event runs smoothly.



For those of you that already had this experience, what are your suggestions and advice for organizing a good special session?


For instance, should you get in touch with potential participants before the session is announced?




Changing field from Computer Science to Philosophy


I am a Computer Science graduate and I have been realising that my true passion lies in Philosophy, as for the past 5 or 6 years (I am 26) I have been constantly asking questions about life, conciousness, the universe and the relationship between them. I am also in the process of writing a book which can be considered as Philosophical, although I am not yet quite sure whether it will be Philosophical Fiction or Non Fiction.


My question is, is it possible to continue as a graduate and start a Masters or Doctorate in Philosophy? Since I would like to become a professor so I can help others pursuing answers to such questions. As already mentioned, I would also like to start writing unfortunately, in our current era, it is very difficult to be taken seriously if you do not have academic background on that field.


From what I am reading, this might not be possible since Philosophy is an ancient field and hence there is the usual sequence of degree, masters and PhD. For instance, some new fields, such as neuroscience do not have any directly related degrees and hence you can transition to them from other fields.


If this is not possible, will I be taken seriously if I transform my book into a paper (assuming it is actually a good book) and be allowed to start a PhD without any previous academic philosophical background? My current targets are either Oxford University or UCL.


Looking forward for your response.



Answer



Since you're interested in life and consciousness, you might want to explore cognitive science (including artificial life), which draws from philosophy, artificial intelligence, neurology, and other fields. Your computer science background could help you enter a program like this, and once in, you could take philosophy courses to strengthen your background in that area. Perhaps you could do an MSc in cognitive science, and then you might have the background to enter a PhD program in philosophy.


france - Translate academic titles (lecturer, assistant and associate professor, tenure track, instructor) in French


I am puzzled how can one translate the following in French?




Lecturer, Assistant Professor, Associate Professor, Tenure Track, Instructors



Does Maître de Conférences translate the first three altogether? So, how can we distinguish between the various ranks? Maîtresse de Conférences for a woman is considered a "barbarisme" or not?


Can we use Conférencier(ère), professeur(e) assistant(e), professeur(e) associé(e) for the first three, respectively? If not, why?


Google Translate gives Professeur agrégé for associate professor but this is partly faulty, for


https://fr.wikipedia.org/wiki/Professeur_agr%C3%A9g%C3%A9



En France: Professeur agrégé de l'enseignement du second degré Titulaire d'une agrégation de l'enseignement supérieur : agrégation de droit, de science politique, d'économie, de médecine, de pharmacie.



Nevertheless,




Au Canada: Titre universitaire atteint généralement après avoir été professeur adjoint, avant de devenir professeur titulaire



Further, can we use professeur(e) adjoint(e) for assistant professor?


Ibid. for the couple Instructor and instructeur/instructrice.


Lastly, can we use Tenure Track in French?


For example professeur(e) assistant(e) «tenure track» is comprehensible in general?


Should we use instead something like professeur(e) assistant(e) avec titularisation conditionnelle?



Answer



To be honest, the first three title (Lecturer, Assistant/Associate Professor) were always quite nebulous to me. What you must understand is that the two systems are completely different.



Basically, if your job is permanent and your activities are split between teaching and research, you have the rank of a maître de conférences (MdC) or professeur des universités (PU). Note that the answer on the "related" question mentions the habilitation à diriger des recherches (HDR), which is more of a degree than a rank. You need to have a HDR to apply to full professorship positions, but you are still a maître de conférences in the meantime. Finally, there are several tiers within both positions (MdC and PU) based on seniority.


If your job is not permanent but still have to teach and do research, you are most probably an Attaché Temporaire d'Enseignement et Recherche (or ATER).


If your job is permanent and only have teaching duties, you are most probably a professeur agrégé (or PRAG).


And finally, if your job is not permanent and only have teaching duties, well, you are not really in the academic system and I don't think there is a rank or title for that.


So to answer your questions:



  1. No, I believe maître de conférences is the equivalent of a tenured professor (in terms of service/duties but not necessarily experience).

  2. I have seen some people using maîtresse de conférences, so I guess it is accepted.

  3. All your translations are not valid since they aren't associated with anything in the French system.

  4. Since there is no tenure track in France, it doesn't really make sense to try and translate it.


  5. Extra item: If you are searching for translations because you are writing your CV, I also recommend what has already been said in the comments: just use the official title and don't mind too much about translating it one way or the other.


What is the effect of a pure-oxygen environment on a plant?



Just read What's the effect of oxygen deficit on plants? ; and wondered whether the opposite would have any effect on a plant.


That is to say, if a potted plant were placed under a bell-jar and the air within replaced by pure oxygen would the plant starve? If the environment/soil were loosely radioactive, would it make a difference?



Answer



Ask yourself, where would the plant take the carbon for construction of all kind of molecules, most important the cell membrane and cell wall of newly divided cells. Plants do not eat! So they have to get their carbon from somewhere else.


Sunday 24 September 2017

publications - What is the relationship between impact factor and journal ranking


As a second year graduate student, it's become increasingly difficult for me to figure out what journals are the most prestigious. My research is very interdisciplinary, and so journals from many different fields would be suitable for my work.


Initially, I took Impact Factor as a good proxy for journal ranking. However, I've come to learn that IF doesn't necessarily reflect the whole story. It seems that number of citations (for an individual publication), regardless of journal, appears to be the most important metric.


However, barring that, I assume most people (in the interest of career success), would still like to publish in the best journal they can get in.


Consider a journal like Physical Review Letters. It has an impact factor of 7.7. However, a relatively new journal like Advanced Energy Materials has an impact factor of 14.3, almost double that of PRL. However, I've always heard that PRL is one of the best physics journals that you can publish in (heck, Einstein's EPR experiment was published there). So if I had an article that would be appropriate for submission to both, which would be the better one to get in?


Then there's something like Nature Physics, with its 20.6 Impact Factor, which suggests getting in here would be a more significant achievement that either of the other two. But by how much? Surely not by three times?



(Part of the problem is that Research Gate gives you a total IF score for all your publications, which I think biases that number more than it should be.)




graduate school - When can a professor refuse to sign off on a committee-approved thesis?


(Breakdown of a larger issue - full story here)


I did a masters research project as part of a grant project my professor received. Her project was to redo a standard, widely design using a new technology as a feasibility comparison, to see if the technology should be adapted as an accepted (possibly standard) design. My thesis project was to redesign key part of the original design in order to provide her with design parameters; we then iterated over each design twice more to finalize on common parameters.


It took a couple months to get clear criteria from the sponsor, and we finished a couple months behind schedule, but ultimately our work was a success. Our work was combined in a single dual report to serve as both my thesis and her official report.


Following my successful defense, with no changes from my committee, she bluntly refused to sign off on my graduation paperwork until she had official acceptance of the report from the entity funding the grant. She admitted this was an entirely separate issue but "wanted something to hold over my head in case they ask for changes". This delayed my graduation significantly, which has had serious consequences for my professional career. As far as I can tell, the was done solely for her benefit to secure full grant payment (to her) and not as any part of the school's needs or my graduation requirements.




If all the requirements of a prescribed study program are met, are there any situations when it would be appropriate for a professor to deliberately delay a student's graduation?


Saturday 23 September 2017

publications - Etiquette and guidelines for sending pre-published work to other people?


So I've just written up a report that could eventually turn into a publishable manuscript, but since I'm new and this would be the first paper that I've ever written, I'm definitely going to need quite a bit of feedback before submitting it (especially since it's important for research to be interesting to multiple individuals if it's ever going to be cited).


So I'm wondering - how should I phrase an email asking someone to look at my work? Which people should I ask to comment on my work? And how would it differ from professor to graduate student? I'm thinking that my research can be interesting and helpful to a few grad students, so they can often provide a lot of help (that, and they have a lot more time than professors).


If one has time, I'm also wondering if it's a good idea to send the manuscript to people sequentially (e.g. send it to a 2nd person only after getting feedback from the first). That way, no effort is lost if two people suggest the same set of changes.





books - What subjects benefit from textbook editions?


I've read several questions relating to the (typically US) practice of requiring students to buy up-to-date, expensive, editions of textbooks. I can see why the publishers are in favour of this, but I don't understand why everyone else plays along. As far as I've seen, the UK seems to get along fine without this.


In my field (mathematics) it seems pretty obvious that new editions are generally not that important - maths just doesn't change that fast (the material taught at undergraduate level has mostly been around for the odd hundred years). So my question is:


Are there subjects for which it is important to have the most up-to-date edition of a texbook, enough to justify the cost to students (/libraries)?



Answer



Take undergrad economics. While standard micro- and macroeconomic theory likely doesn't change quickly enough to warrant a new textbook edition every few years, students might be... irritated... if recent economic events (the US housing crisis, the Great Stagnation, right now the ruble meltdown) were not reflected and discussed.


Suppose the last example of a major crisis in your econ textbook (printed in 2004) were the dotcom bubble bursting in 2001 - today's college students were barely walking back then. This would be ancient history for them.


Yes, of course a motivated instructor could work with an older textbook and provide the updates based on his own notes. This is a lot of effort, though, and apparently few instructors go to this trouble.


etiquette - Is it appropriate to email a professor saying you enjoyed their class, after doing well in it?


I recently finished taking an undergraduate class and I enjoyed it. I was thinking of emailing the prof and saying this, but I don't know if it's appropriate or not, for a few reasons:




  1. I would have already said this in the class evaluations, which the prof will read.




  2. More importantly, I recently received my final grade and it was good. If I email now, it might come off as an implied "thank you" for giving me a good mark, even though I mean nothing of the sort.





My question is whether or not such an email would be appropriate.



Answer



As my experience of being a TA for multiple courses with various profs, such personal gestures of appreciation are welcomed by the professors. I have actually heard professors refer to the email as something that "made their day". As long as you don't refer to your grades, I don't see a reason why someone would misjudge your intentions, especially after the course has finished.


Friday 22 September 2017

publications - What to do when you discover computational errors and mistakes in your accepted paper at the proof stage?


My paper is accepted with minor revisions and now is in proof stage. Unfortunately, I have found computational errors in my calculations which have led to some wrong results.


What should I do?



Answer



Sometimes mistakes happen. Yes, it's a pain to have to deal with this mistake now after the paper was accepted for publication, but it's a good thing that you caught your mistake before the paper was published.


Note: If you have coauthors, before doing anything, contact your coauthors and explain to them the changes you need to make. Do this before doing anything else.



What should I do? Should I send the errata to editor or copy editor?



As you mentioned that you are dealing with an IEEE journal, my response here is specific to the IEEE:



Talk to the senior editor that you are working with currently. Tell them specifically the changes you want to make and that "the logic of the concluding remarks is still correct and the discrepancies only impact the affected numerical results and the specific conclusions drawn from them," and that "the other numerical results are correct."


The senior editor will take it from there. Based on my past experience, you do not need to contact the editor-in-chief about this directly.



Will it affect my paper's value?



No, but I don't really follow why you think correcting a mistake will affect your paper's value. Correcting a mistake prior to publication is a good thing.



Will it need to go through another review cycle?



This will depend on the steps taken by the senior editor.



publications - Is it possible take take part in a research project if I'm not a part of a university?


I graduated with a Masters of Engineering, concentrating in digital signal processing, in particular medical and audio, almost two years ago. I've always been interested in research, but due to personal circumstances I could never commit a lot of time to working on a research project with a professor, and obviously didn't get a chance to publish anything. Now that I'm more settled and have much more time on my hands, I started getting involved in some open source projects and reading some technical literature (engineering, mathematics) that I couldn't get to before. However, I'd still like to find someone to to collaborate with on a research project who is already established in the field and publishes papers. Part of the reason I want to do that is to be able to eventually apply for a Ph.D. program in a good school, and having publications would be a great thing on my resume.


What I'm trying to find out is how I can work on a research project similar to those graduate students work on as a part of their studies if I'm not a student anymore? Should I contact my old professors from the university? Is it possible to find some "open research" team that accepts collaborators from outside? Do I have to do it on my own (quite frankly I'm not sure I can give myself a good enough quick-start)? In short, I'm willing to volunteer my time in exchange for a possibility of publication in the future. Can I do it, and if yes then how?




Answer



It's certainly possible, though admittedly somewhat harder outside the framework of a university. Some potential avenues, answering generally - not all of them might apply to your particular circumstance.



  1. Academic/Business partnerships. These are a new hot topic, and in some fields quite active. Universities love them because they're a revenue stream. Businesses like them because its harder to get closer to the cutting edge than at a major university. Look for companies that do this as potential employers? They're good for both dabbling in research, and also as a springboard into the research side of things - I've met several "private sector refugees" in my time.

  2. Research-oriented companies. Quintiles, RTI, Westat, RAND, etc. all come to mind. There are tons of these companies, and many of them both pay quite well and actively publish. Are there any that serve your particular field?

  3. Consulting. Research groups occasionally have funding for outside contractors of one sort or another - and if someone really wants to work with you, they may write such a position into a grant with you in mind. For example, I have some grant support for a freelance programmer. I've known other people hired for a particular expertise, or just "a warm body who isn't a student". This is probably the path you'd end up going down if you both contact your ex-professors and want to get paid.

  4. Volunteering. Academics are cheap. It never hurts to ask if they've got some side project you might be suited for collecting dust in the back.


Thursday 21 September 2017

research process - Why am I worrying when I read a paper?


I'm beginner in research and I'm doing my PhD. I would like to know why when I read a paper I worry as if I have exam tomorrow and I have to prepare for it. How can I ignore that feeling and increase my productivity?




Answer



Perhaps one little "therapy" often relevant is to try to remind yourself that you are the authority in reading papers critically, and the goals are about progress, not evaluation of you by some third party.


It is understandable that "school" has left one with an excessively paranoid concern about being attacked, being "checked-on", being examined, being doubted, and so on. Indeed, "school" often includes exaggerated measures that express very clearly an antagonistic, adversarial attitude of "teachers" toward "students". Naturally, many negligent students are able to ignore this pressure, while students who were already doing the right thing are the ones who feel that somehow they're not doing enough. A similar dynamic exists in many human enterprises.


So, again, the thing to repeat to yourself over and over is that now you are to function as an authority, you are to assess these papers. The point is not so much any more someone else's assessment of your "performance" (often on meaningless, contrived, artificial tasks).


In particular, the common "teaching-examining" devices of "trick questions" should be forgotten. When encountering a new idea, don't immediately be worrying how someone could use the idea to trip you up, but, instead, what constructive use you could make of it. In particular, if it does not (at least for the moment) seem useful to you, then don't spend a lot of time on it just for the sake of self-defense against trick questions! Nevertheless, one should often keep a "pointer" to seemingly useless ideas, because their utility may be discovered only later.


But don't study things whose utility seems null. Move on, just keeping a "bookmark", so if/when something percolates into your head later, you can go back and look a second time.


publications - What are the steps for republishing imagery held in archives?



I want to reuse, in a new work, some period drawings and paintings that are held in various libraries and archives. Presumably this means paying for their time spent helping me. To make the process go as smoothly as possible, what is the correct process for obtaining high-quality copies of these materials and permission to republish them? Will I need to already be working with a publisher before acquiring the artwork? Will I need to sign a terms-of-use contract with each archive? Will I be allowed to crop and adjust color levels to improve print quality? Is there anything in particular to watch out for?



Answer



Before requesting publication rights for images it is best to have an arrangement with a publisher, as most institutions require you to provide details about the publication venue, the type of publication (print or digital or both), the print run and so forth when you are requesting the images. Then you have to make a request to the image holder (provided the copyright is not an issue for your, as you indicated in a comment to another answer) either using a web form or by email (in most cases you should be able to figure out from their website who the contact persons for such requests is. They will inform you about the costs, and then you can decide if you go on with signing an agreement (yes, you have to sign a contract with each institution providing images even in the rare cases when the images are provided for free), and they are expected to provide you with high resolution images after the payment (if they charge a fee, as most such institutions do, at least in my field). You surely can crop and process the images as required for the production of your publication. Keep in mind that in the worst case, the process can take months, so it is best to start it as soon as you reach an agreement with the publisher.


publications - Why do some conference have an "abstract submission" before the "paper submission"?


I noticed that some conference have different deadline for paper submission: an "abstract" submission deadline, before the usual "paper" submission deadline.


For example, on the International Semantic Web Conference 2013 webpage you can read:



Submission dates
Abstracts: May 1, 2013
Full Paper Submission: May 10, 2013




Why do they need the abstract before the paper? To estimate how many papers they'll get?



Answer



From what I have observed, having a specific deadline for abstracts is used for two main reasons: having a rough idea of the number of submissions and organise a bidding for the reviewers.


Having the number of submissions can help deciding of a possible deadline extension and possible to "recruit" more PC members or reviewers if the number largely exceeds the expectation.


Organising a bidding based on the abstract allow the PC members to indicate their preference for each paper (e.g., I want to review this paper, I could review this paper, I couldn't review this paper), so that when the actual papers arrive, the distribution is already organised.


citations - Standard style when citing different authors from the same group


I want to cite a series of three papers (condensed-matter physics, if it matters) where the first author is a different person in each case, say authors A, B and C, but all the papers come from the same group led by author D. That is, the list of authors in each paper is "A, ..., and D", "B, ..., and D", and "C, ..., and D".


Cited independently, I would refer to these papers as "A et al.", "B et al." and "C et al.". However, I want to cite them as the most correct variant of "a series of papers by D's group".



My question is whether this is acceptable as above or it would undermine the work done by A, B and C, considering boss D was paying them but probably was too busy to work out the details of the paper, and most of the work was presumably done by A, B and C.


Is there a standard styling for these cases I can rely on?


Edit:


I finally just opted by


... as pointed out by the same group of authors on a series of papers [1-3], ...

which I think strengthens the idea that A, B, and C did not reach their conclusions separately but as part of a wider collaboration.



Answer



This is most likely a field-culture thing, but I find it very odd that you would treat the three papers as anything but independent pieces of work. If you want to indicate that the three papers are part of a series, you could always say something like




a series of papers [1,2,3] presented blah blah



On the one hand, you want to give the "group leader" prominence, and on the other hand you clearly recognize the potential unfairness. I can imagine some of my students being rightly upset if their dissertation work was referred to as "work from the lab of Prof. Venkat".


I realize that many lab-driven disciplines are top-down in this way, but since there's a perfectly reasonable way to cite the work, I'd avoid highlighting the "lab leader" any more than merely by their presence on the author list.


networking - How can a PhD student enlarge his academic collaboration network?


I am a new doctoral candidate of information and computer science and about to initiate my research, and typically collaborate with my supervisor and other group members. But seldom will a researcher limit his collaborators to those within the department he's in; he has to enlarge his network. I believe energetically participating in academic activities/events surely brings benefit. As a student, my quick thoughts are, for example, applying for internships at some research institutes, summoning team members for contests, or taking part in open source projects. Can you kindly share other experiences?



Answer



Of course, you’ll get there by engaging in a lot of activities where you will meet new people and work with people who will learn to know you. I recommend choosing them according to a few criteria:




  • Activities of a seemingly technical (or practical) nature. As a PhD student, you probably don't want to be on boring committees, board-style meetings, interdepartmental seminars. You will meet people, but not in a way that fosters collaboration. (However, you may want to attend these events for other purposes. Meeting key people involved in hiring decisions at a given institution is one such purpose that comes to mind.)

  • Informal settings. This favors meeting new people and getting to know them much better. Favor small meetings over big ones. Aim for a few persons you want to meet. Identify people you would like to approach (at a big event), then check what events they attend.

  • Manage to invite people for talks at your institution. Okay, this one might be a bit difficult for a PhD student in some places, but if you can manage to get someone invited for a day or two, get him to give a talk and discuss your research and his, it will be worth it.

  • Do not shy away from “learning” events: tutorials, “hands-on with XXX library” type of things.


All in all, I think the kind of events you want to engage in are:



  • Open source projects: you listed that one already

  • Workshops close to your research topic: these typically involve few people and long discussions. Many of my strongest collaborations (and a few friendships) grew out of workshops.

  • Tutorials organized on topics related, but not too close, to your research: you will learn stuff, meet people in a relaxed setting. Don't be shy of going to workshops where you already know some of the stuff, if only to put it in practice and discuss with the best experts. Also, be ready to present your own work and identify convergences with lecturers and other participants.



career path - What is the role of a PhD advisor after a student has graduated?


It seems from answers to certain questions (such as Should a mid-career faculty application include a letter from the former PhD advisor?) that the role of an advisor may continue after a student has graduated.


In general, what is the professional role of a PhD advisor after a student has graduated? Are they simply possible collaborators and sources of recommendation letters, or is there more?




I've seen this question: What is exactly the role of a phd advisor? which is related, but focuses on the role of an advisor during graduate school.


When should you stop asking your PhD advisor to do advisor like things? is related, but my question is what are the advisor-like things a PhD advisor might/should do after a student has graduated.



Here are some other related (but not duplicates as far as I can tell) questions:


How to handle not having my PhD advisor as a reference?



Answer



Once a person have graduated, there is not generally any remaining formal role for the Ph.D. advisor. In theory, a Ph.D. qualifies them as generally capable of independent scientific research, and they have no requirement to depend on their academic "parent" any more.


In practice, however, no person is an island. Most researchers do much better as part of a network of like-minded colleagues who can serve as friends and allies. The Ph.D. advisor is a natural starting point for building such a network, both as someone likely to be a like-minded ally and also by helping build connections based on their own existing network. As the more junior colleague in the relationship, the benefits of interaction are likely to flow more more from the advisor to the former student, but the relationship is likely to grow more peer-like over time.


Just as with a biological parent, even after formal independence, this connection is likely to last a lifetime (but may not if the relationship is not good). Also like biological parents, however, Ph.D. advisors (and others) often have a hard time adjusting their perspective and seeing their former students as fully "grown up." This is part of why it's important not only to maintain a connection with one's advisor, but also to clearly establish a separate research identity.


Wednesday 20 September 2017

phd - When can you call yourself doctor?



I just passed my dissertation defense. This means there is nothing left but paperwork to get my doctorate. Among the various congratulations I've received a couple have termed me: Dr. My assumption was that I'm not really a doctor until I go through the graduation ceremony, but now I'm wondering. Is there a convention as to when exactly I can call myself Doctor?



Answer



Writing as an Administrator:


It is appropriate to use the title when you are a graduate, ie, when the degree is conferred either in notice by letter or by ceremony (which ever comes first). Prior to that your status is that of a graduand. If you've been using the work-title PhD Candidate you might consider changing to PhD Graduand to indicate this status: that you're awaiting conferral but you've met the substantive criteria for fulfillment of your degree. Additional source: Swinburn on Postnominals.


Congratulations by the way!


Tuesday 19 September 2017

ethics - Why is plagiarism so harshly punished?


I realize why plagiarism is morally wrong and punishable. This is not a question about why it is wrong.


This question is about why plagiarism is dealt with so harshly compared to other violations. This might be because I'm uninformed but as per this question and what I've often read plagiarism can easily mean being expelled or suspended.


Here's a short list of offenses that typically get lighter penalties:



  • Stealing from another student

  • Doing illicit drugs

  • At my university (NYU, where discipline is handled through the housing staff), physically hitting someone would result in a combination of warnings/sanctions/being moved with the harshest outcome being kicked out of housing. This is definitely an odd system, but I wouldn't be surprised if other universities had a similar imbalance between the punishments for violence vs. plagiarism.



I'm sure you could add a lot more to this list.


Plagiarism is essentially fraud + stealing, but I've always found it strange that the gut reaction many people have towards it seems to be worse than for getting punched in the face. We definitely don't expel people the first, second, or even third time they get in a fight.



Answer



One key difference between plagiarism and violence is that plagiarism is a specifically academic offense, while violence is already handled by the legal system. If a violent incident is sufficiently serious, it can and should be dealt with in court. This means university rules only need to deal with cases in which the people involved prefer not to take legal action, and they can leave more serious cases to the legal system. In particular, the university rules are typically geared towards the less serious end, since those are the only cases they expect to handle. (If a student or colleague punched me in the face, I would press charges in court, rather than relying on the university to administer justice. By contrast, if two athletes got worked up and started fighting during a high-stakes game, it's possible that neither one would consider the incident worthy of legal action.)


Plagiarism is not always punished severely: a first offense or minor case may be treated leniently. However, the rules allow severe punishments because there are no courts to fall back on. By contrast, universities don't need to have special rules for how to punish a truly dangerous student.


language - Is hiring a proofreader beneficial in the long term?


I am an Early Stage Researcher in a bigger project. I am non-native speaker of English and I find my level of English in my articles not satisfactory, especially when I consider that it is not just my reputation but also the reputation of the project.


I am thinking about hiring a proofreader for my future articles or other texts for publication.



My long term goal is to improve myself enough so I would not need a proofreader in the future. Does the possibility to see your corrected text help you improve your writing skill in the long term, or are English classes necessary?



Answer



What improves most your English level (or help you maintain it if you have reached a certain level which you deem satisfactory) is usage of the language in all its forms: listening, speaking, reading, writing. This is especially easy in this age of globalization and technology: just keep reading texts of all kinds, listening to the radio, watching TV programs in original language (BBC news, series, …), professional podcasts or videocasts, etc.


In addition, comparing the proofread text of articles with your original version can help you better understand some of the mistakes you make, the invalid constructions you may use and the shibboleths that give you away as a non-native speaker. However, unless you write (and get proofread) a large number of papers, this might not be enough to improve significantly.


Another possibility is to pay a teacher to actually review with you, on a regular basis, texts that you have written. Although it takes quite a bit of time, I believe it is one of the best ways to improve your written English, along with reading a lot.


ecology - Is there a hypothesis that attempts to explain patterns of species richness along all three energy-related environmental gradients?


My question is related to one of the oldest question in ecology: "What determines global patterns of species richness?". However, I want to focus on one particular part of this question, which has been bothering me for a long time.



Background information


One of the most widely recognized ecological patters on Earth, which is found at most scales and in most biological taxa, is the latitudinal diversity gradient (LDG) -- there are more species in the tropics than in the temperate regions, and the further away you move from the tropics, the fewer species you encounter. Furthermore, such pattern exists not only along the latitudinal gradient, but species richness also covaries with altitude in terrestrial environments and depth in marine environments, showing the same diversity gradient!


It seems to be fair to suggest that energy should somehow underline all these diversity gradients and create some sort of universal mechanism that would ultimately affect all species richness patterns on Earth. Unfortunately, there is no consensus on questions as grand as this one, but I'm looking for hypothesis that would specifically attempt to explain all three gradients together.


Question


Is there a hypothesis that attempts to explain patterns of species richness along all three energy-related environmental gradients together: latitude, altitude and depth? If there is, what it's weakness? If there's no such hypothesis, do we have reasons to believe that such a broad link across the three gradients can exist?


Please note how I'm trying to emphasize that I don't want you to list all the hypotheses that describe LDG only, but rather the three gradients together.



Answer



This is a big question and a very active field of research. I'm not deeply into this litterature, but you should look into the the different scaling relationships (often power laws) that have been described on metabolism vs body size, species-area relationships and species richness vs biomass. Also consider that energy-use by species in a community is considered a zero-sum game both in the neutral model (Hubbell, 2001) and in Red Queen models of evolution. You will probably not find a definite answer to your question though, but there are some interesting intersections of ideas out there. As others have suggested you also need to consider and take into account differential historical extinction rates, and how this will influence current patterns (Mittelbach et al. 2007).


Points of entry could be:




A couple of caveats/ideas though; first of all, it has been argued that the latitudinal gradient of species richness is likely to be due to many different mechanisms in different taxa (see Gaston, 2000). Here you are looking for a hypothesis to explain not only this single pattern, but all three of them, which makes a single explanation even less likely. Second, many non-exclusive explanations have been put forward for the latitudinal gradient. Even if we don't know which ones of these that are the true mechanisms, some are clearly incompatible with being explanations for all the three patterns you mention, while others might be applicable to all of them. For instance, environmental stability in the tropics is one suggested mechanism for the latitudinal gradient, but this doesn't make much sense for a gradient along ocean depth (deep sea has arguably been a more stable environment both over shorter and longer time-frames). It might be relevant for an altitude gradient though. Going through different hypothesised explanations for the latitudinal gradient in this way (from what I know, the best studied of these gradients) could give you a list of ideas that are most interesting to target (maybe somebody has already done this though).


I hope this helps.


Monday 18 September 2017

Proving that the PhD work was done prior to someone else's patent



I'm in a peculiar situation, which I'll try to describe as concisely as possible.


Around three years ago I worked on something and I published a preliminary conference paper, which described the idea in great detail. I'm currently working on a PhD that's about this topic I published 3 years ago. Today I found out that there exists a patent that was accepted last year and it's like 50% about the same idea I published in that conference paper. Not 100%, it has some unique stuff in it and I'm pretty sure they didn't try to steal my idea, they probably came up with it on their own, that's why it has some additional features that I don't even need. But it's similar. I still haven't finished my PhD, but I'm worried—can this patent be a problem for me? I can prove with that conference paper that I was working on this idea years before the patent was submitted and published.


What would be the best course here? I was thinking of citing this patent in my PhD, but if nobody said anything about it until now, I'm worried I just might start opening too many questions.


Any kind of ideas are greatly appreciated. I'm really, really worried that my PhD thesis can become invalid because of this patent. Is that possible?




Age and Graduate school


I am 33. I live in the US. I am a neither a US citizen, nor a green card holder. I have worked in various jobs as a research assistant (physics, biology, economics) usually involving programming, mathematics or statistics. As a newly minted undergraduate, I didn't really have much confidence in myself and I completely ruled out graduate school as pointless. I didn't think of myself as smart enough. I drifted into working in labs, because those are some of the easiest ones for which one can get a work permit in the US as a non-American.


Having worked in academia for a while now, I've had a chance to leap into various fields and help build solutions to complex problems. I think I have literally gone as far as I can go researching in academia with no higher degree. I work at one of the top universities in the world. (If you looked at US News rankings or the Academic Ranking of World Universities, it's in the top 5.)



Lately, I've been thinking about applying for graduate school. I do have a few papers in various fields. I'm thinking of a PhD in either pure mathematics, applied mathematics, statistics or computer science.


I see two big minuses to applying to graduate school:




  1. Most people applying are more than a decade younger than I am. (Alas, more than a few gray hairs have made an appearance in recent years.)




  2. Perhaps my achievements would look good for someone younger, but partially my achievements are the result of a long career rather than any special brilliance. So, I wonder how my record will be perceived. I did take GRE and I scored 800 quantitative, 800 verbal and a 5 on the essay. (I would most likely have to do a GRE subject test depending on what field I ultimately decided.)





Please advise on how accomplished, but older candidates, are viewed in the graduate school application process.




Sunday 17 September 2017

evolution - What is the function of epidermal ridges on human fingers (that produce fingerprints)?


What function is served by the epidermal or capillary ridges on human fingers, the supposedly unique impressions of which are known as fingerprints?





cell biology - At which end does polymerization of microtubules occur?



My book says that polymerization and depolumerization of microtubules occurs on the + end however, I've found a note that says that depolymerization occurs on the - end. I need help please :) thank you



Answer



From my Campbell's Biology textbook (Ninth Edition):



Because of the orientation of tubulin dimers, the two ends of a microtubule are slightly different. One end can accumulate or release tubulin dimers at a much higher rate than the other, thus growing and shrinking significantly during cellular activities. (This is called the "plus end", not because it can only add tubulin proteins but because it's the end where both "on" and "off" rates are much higher.)



So in summary: polymerization and depolymerization occur on both the + and - ends. The "+" and "-" merely designate the speed/efficiency of polymerization and depolymerization.


students - Teaching the daughter of a lecturer, while being simultaneously enrolled in his course


I'm a student in a bachelor program at a local university, while I'm also a teacher (professional school) of apprenticeship students within the same sphere of study.


A few days ago I received the participants list of a class which I going to teach next semester. I went briefly through the names and one quite unique name caught my interest. After a quick search on the web, I'm sure that one of the participants is the daughter of a lecturer who gives courses in which I'm enrolled at the university. He was grading my work and he will probably be grading my work in the future for one more course.


I had a few intense discussions with this lecturer about some topics of my studies. He also felt a bit insulted once because I missed some of his lectures, but we always stayed professional. I also feel that he graded my work and exams like the ones of any other student.



It's too late to find a replacement for me and this class? I'm wondering what should I do with this situation -- should I notify the school where I'm teaching about this?




Saturday 16 September 2017

Changing PhD programs: should I submit a recommendation letter from my old advisor if it's not purely positive?


I am in the process of changing PhD programs, and my previous supervisor cannot write a letter that is purely positive. The main difficulty is that she wants to include details about what happened at my previous university; however, we do not agree on all these details, and she seems to be unwilling to debate the past. She believes that I should (or I may have to) explain myself and that I can't justify everything I have done in my previous institution.


Other faculty members I have talked to are of the opinion that if I have to explain myself like this then it is not a recommendation letter anymore and recommend not asking her for a reference. This is difficult because I can get other letters, but the strongest letter that I got was from my first supervisor, and I expect the other ones to be good but not stellar.





evolution - Are there any multicellular forms of life which exist without consuming other forms of life in some manner?

The title is the question. If additional specificity is needed I will add clarification here. Are there any multicellular forms of life whic...