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Showing content with the highest reputation on 05/13/2018 in all areas

  1. 2 points

    Publishing in predatory journals?

    If you're asking, here are the reasons I would give to sway someone against publishing in a predatory journal: 1. You are being scammed. You are paying money for something that is objectively worthless. There is a reason they are predatory journals, not just low impact factor journals. 2. Putting legitimate work into these scam journals helps to legitimize these scam journals. It might lead to other honest researchers thinking that this journal is more legitimate and consider them. People who choose to publish in these predatory journals anyways is part of the reason why it's not always unambiguous that a journal is a scam. 3. These journals have little peer review, or it's just a joke. Putting your work there and then passing it off as a "real" journal article is unethical. 4. If you want to put some low impact work online for others to see, there are other ways you can do this for free or for a very low cost, through legitimate and easy means. For example, in my field, there is a no fee, no peer review (other than editorial review) journal for "research notes" that are for things like null results or partial analysis that can't be completed but would be useful to share. 5. If you are knowingly spending grant money on publishing charges of predatory journals, then you are wasting the grantor's money (whether it's a private fund or tax dollars). I think this is also unethical/irresponsible use of granted money.
  2. 2 points
    Wow, y'all managed to not read any of the women or Black writers... That it's self might be an interesting way of spinning a topic though? "Find an Early American text from this period that I have failed to include and convince me why it should be included in future courses" Why did you select these specific works (or did you select them)? It seems like you have some clear divisions here (i.e. creation myths, European contact, early settler colonies, founders, American Renaissance/Dark-Romantics) that you can have them analyze or compare/contrast. At the end of the day though, I imagine who ever charged you with teaching this class is the ultimate resource here. That aside, if you teach this course in the future you should really consider fitting in the likes of Cabeza de Vaca, Rowlandson, Wheatley, Bradstreet, etc
  3. 1 point
    You might want to look into different companies, including the smaller ones that use the big carries' networks. Sometimes their terms and conditions vary quite a lot. I personally got a prepaid phone to get started, but I know it's possible to get a plan, sometimes by putting down some deposit. Once you're in town, try and see if your university has an arrangement with one or more carrier, or try to visit a branch near the university to find out more. The ones near a university are usually better at dealing with international students than other random branches. This is also true for banks and other places where not having a SSN might cause some inconvenience.
  4. 1 point
    Thank you @frenchlover It seems you also had a happy surprise this app season!
  5. 1 point

    How strong is my application really?

    Oooooh, come to the dark side--go the public history route ?
  6. 1 point

    Low GPA... Is there hope for me?

    Just wanted to say THANK YOU to everyone for all the insight and encouragement. Seriously, I felt a little lost and now I feel more comfortable in my abilities and I feel like there was no need to doubt myself in the first place. I may have had some bumps in the road and made some mistakes but that doesn't change the experience I have, and will gain in the field and the passion that I have. I'm excited for the future and I'm excited to keep y'all posted as things fall into place. I have NO idea how post-bacc programs work, or how to even get started in one, or what programs are good, especially for a graduate CSD major who is looking into CSD classes, and class equivalents, and how to add that to your cumulative GPA... I'll be reaching out to some old professors soon but in the meantime, any words of wisdom?! Anything is appreciated, as I am clueless and newly graduated and just trying to get a start on fixing up myself for my grad applications!!
  7. 1 point
    Congratulations @Narrative Nancy I agree, everything does come together in the end
  8. 1 point
    Hey SSHRCers, I just wanted to send a note to say if you have been awarded the fellowship, congratulations! If you were not successful this time around, try again. There is a huge amount of many unknown variables, and as sucky as it sounds, there is a huge amount of luck involved. Don't take it personally if you were rejected (been there). You (We) are better and more valuable than the score on your (our) application. We are all out there doing work we believe in, putting our blood, sweat, and tears into our fields, and we go back over and over no matter how many times we fail because we believe we have something to contribute to society. That's something to be proud of. I am so proud of all of you!
  9. 1 point
    Counterpoint: one POI at a top school I was accepted to told he he hadn't read my writing sample. I suspected that was also true of another program I was accepted to. Sometimes it's just the SoP that matters. Although I agree that of course it's more important than GPA and in some (most?) cases it's critically important.
  10. 1 point

    How strong is my application really?

    Worry less about your GPA and more about your writing sample, which is the single most important part of the application and largely determines its strength, together with the statement of purpose. The fact you've gotten encouraging responses from potential advisors bodes well for your SOP, which needs to exploit/maximize the things that make your research appealing to them. Grades in your major(s), rec letters and language skills are also important and you seem to be in a good spot there. Your ECs don't matter.
  11. 1 point
    Early: during interview weekend.
  12. 1 point
    This is officially my favorite thread on this forum! I applied and got in!!!!!!!!!!!!! ?
  13. 1 point
    The letterhead is entirely unnecessary. It's used for official communications from your position in the department (e.g. writing someone a reference letter), or on behalf of the department as a whole. It can also be used to prepare cover letters for job applications. But not a whole lot more, and as a grad student the only relevant potential use is the last one. Cover letters accompanying journal submissions run the gamut from trivial and irrelevant to a serious requirement. From what you've said, it sounds like yours is mostly just a formality used by the editors to screen the submission/find referees, and then to contact you later (which is to say, to help them identify which paper was yours; contact will almost certainly be by email). Sometimes journals want a more involved cover letter, in which case you should give a few sentences summing up your paper's argument, why it's a good fit for the journal, how it fits in with recent work published in the journal, etc. Alternately, if you have a weird paper, the cover letter is your chance to convince the editors to give it a chance (and to help them find suitable referees by being upfront about its weird content). I have a weird paper coming out soon in a really good journal that was like that: it marries the methods and results of three disciplines to get a handle on a single problem, and opens an entirely unexplored avenue of historical research in the process. It flunked hard, over and over again, for years and years, until I realized that I could pre-empt a lot of the pushback I was getting by explaining, in my cover letter, exactly why the approach I took was necessary, being clear about its interdisciplinary nature, and telling the editors just what I thought upshot was for work in my discipline. I immediately got much better-qualified and more supportive referees, and the editors themselves seem to have had a lot more faith in the paper. As I said, yours sounds like it doesn't need to be anything like so involved! I just thought it might be handy to say a bit more, in case you or anyone else ever needs to write a more involved cover letter.
  14. 1 point

    Canadian MSW Applicants 2018

    I just got off the U of T waitlist today!!! Feel super excited and I literally cried for a hour ! I had been rejected by the university THREE TIMES and I finally made it into this year!!
  15. 1 point
    Pro tip to any future applicant reading this: never apply to a school you would not be willing to pay for or cannot afford. Look up tuition before applying to any school.
  16. 1 point

    Neuro Class Summer 2018

    The online summer course at ENMU isn't full yet. There are about 25 more spots available. Check it here: https://ssb.enmu.edu/PROD/z_class_schedule.p_Results
  17. 1 point
    I'm still fairly new to TA life, so here are some lessons I've learned so far: Be firm and consistent. When you start making allowances for one student, you start making them for every student, and this will blow up in your face if you're teaching a large class. If you're firm and consistent from the beginning, the students will do what they need to do to get their work in on time or to get feedback they need. Separate your impression of a student's attitude from your impression of their work. For students who have a good attitude and are engaged, spend the time giving them feedback so they can improve and properly earn a high grade. Our natural human instinct is to help out people we like, but especially for classes graded on a curve, if we bump a student up unfairly, another student is pulled down unfairly. Give feedback as soon as you can so that students have the time to learn. Save all of your materials down so that you can reuse them for future semesters. You might end up teaching content you never learned when you took the class yourself, especially if you're teaching at a new university. See if you can get materials from a previous semester to get ahead, and don't feel ashamed to reach out to the other TAs if necessary.
  18. 1 point

    MPH Canada 2018

    The admission portal finally updated for me this morning, I got into LakeheadU in the Indigenous and Northern Health stream. I applied pretty late in March and so glad I managed to get in despite my late application.
  19. 1 point

    I've finally committed...now what?

    @FishNerd, right on! I am also not really a morning person. However, last summer, I finally (after umpteen years in grad school and a few years as faculty) figured out that walking my dog in the morning followed by a workout that starts at 9 or 9:30 increases my productivity for the entire day. Sometimes I manage to do some work beforehand, like answering emails, reading for class, or grading papers, but not always. (This morning, for example, all I did was check email. I didn't even reply to any.) But, post-workout? I feel ready to go and hit the ground running. It's a great feeling, tbh. In grad school, I typically worked out in the evening, mostly because that's when martial arts classes for adults are offered. That's also when most classes at the university gym were, though I sometimes did the lunch classes which are often filled with staff. Figuring out how to fit it in and actually scheduling it in is one way to make sure workouts happen. I've also found that when I'm paying for something, rather than using the free membership I get as a student/faculty, I'm much more likely to go. So I paid for extra to take martial arts classes which were actually held on campus where I did my PhD. Now I pay for a gym membership rather than using the one at work for free. Also, for healthy food, I highly recommend figuring out simple, filling recipes which are inexpensive. My go-to lunch in grad school was a pasta salad made with whole grain pasta, homemade (or light/fat-free) balsamic/Italian dressing, some kind of bean (kidney, black, cannellini, garbanzo), and frozen vegetables (often just the bagged mixed vegetables but sometimes I'd combine veggies from different bags).
  20. 1 point
    Hi everyone! I wanted to share this resource I built with the help of @Warelin and @a_sort_of_fractious_angel! It's a spreadsheet for prospective English PhD students to fill out to determine which schools they may want to apply to. I'm calling it The Fit Finder. Please feel free to check it out, and if you like it, you should be able to hit File -> Make a copy in order to save it to your own Google Drive and use it! Let me know if you have any issues or questions. I used a similar spreadsheet to help my husband decide where to apply, and we would have been in absolute chaos without it.
  21. 1 point

    Post-Bac vs. Master's Program?

    I'm probably going to overlap with some of the good advice that others have already given, but here are my two cents. I also came to SLP Land from outside the field, so I had to decide between doing a postbac and applying for 3 year masters programs. Initially, 3 year masters programs were the obvious choice, because they come with a guarantee of a masters degree. Very shortly after I started researching those programs, though, I fell in love with a guy who was geographically bound to Seattle. It seemed against "the rules of feminism" (thanks, Gretchen Wieners) to make such an important life choice for a man, no matter how strongly I felt about him. Also, I was 30, divorced, and had been around the block enough to know that not every relationship works out. I felt really torn. It eventually occurred to me that a postbac year would buy me time to see how things unfolded in my personal life, while also allowing me to gain research and volunteer experience (being a total newbie to the field). I reasoned that I'd only have MORE options with a CSD degree under my belt -- the postbac could improve my odds for the UW grad program (in order to stay in Seattle) OR I could apply anywhere else I wanted (including the 2 year versions of the 3 year programs I'd been considering). It seemed like the postbac was a low risk, potentially high reward option... so I chose it. That said, I'm more than halfway through the postbac, and I can admit that there have been pros and cons. Here are a few I can think of right now: PROS 1) I formed solid relationships with the faculty. Since I'd been out of school for 7 years and was coming from a totally different field, I wouldn't have had strong LORs without that component. 2) I got research experience that is only available to current students. 3) There were student loans available for at least part of the tuition expenses, vs. presumably paying out of pocket for online courses. 4) I got a solid foundation in CSD. Since I will have clinic clients in my very first semester of grad school this fall, I am super grateful for that. I probably wouldn't have felt prepared for the clinic without the coursework I've taken over the past year. CONS 1) There is no guarantee of UW grad admission. They definitely give you more consideration as a postbac, but some members of my cohort were waitlisted or straight up not accepted, and that sucks. You only get 2 quarters (~6 months) before your grad application is due, so I felt like I had to be PERFECT the entire time. If you're Type A, it's a relatively competitive, high pressure situation. After I applied, I was stressed out of my mind waiting for my admissions decision. 2) You'll end up paying for a lot of classes that most schools don't require, especially on the audiology/hearing side of things. Since postbacs pay per credit, it can be very frustrating to consider that you're stuck paying $1700 for a class that isn't required anywhere else, but is required for your degree. 3) It's expensive to be in school full time, and student loans will only cover $12,500 of the tuition cost. If I had known that before I enrolled, I may have decided to keep working and go the online postbac/prereq route. Then again, I would have had to pay everything out of pocket, so... Who knows. I guess my point is, a 3 year grad program may give you more funding options than the postbac does. Regardless of the drawbacks, I'm really glad I did the postbac. I was accepted to the Core program, which means I can keep living with my incredible boyfriend (still head over heels!) here in the Emerald City. It also means in-state tuition, ongoing research opportunities, continued relationships with faculty members, and hopefully the opportunity to make connections that will lead to a future job in the city I intend to continue calling home. It's perfectly acceptable to consider your whole life when you're making a choice like this, and that includes your relationship. (I love love love that 'Lean In' tidbit that @schwastressed shared. I would have lost my mind without my boyfriend's support.) TL;DR: Personally, I think the postbac is low risk. It will probably only make your application stronger, and it may give you time to see how your long distance relationship unfolds. BUT if the idea of applying for grad schools again next year is going to stress you out, or if you will be haunted by letting go of a sure thing now.... go with the sure thing.
  22. 1 point
    Again, tips from having TAd five courses--learners (like everyone else) do not like silence. If you ask a question and everyone's staying quiet, don't cave and answer it yourself. If you stand still long enough (which is to say, 30 seconds to one minute, I'll bet you), someone will speak. This even works when you tell them you're doing it. "I'm going to stand here quietly for one minute, and I bet one of you will say something because the silence will feel awkward". I've done it just that way in class before, and someone always speaks up. Be confident in your own pedagogical abilities and trust your techniques.
  23. 1 point
    Yes. And women are of course *expected* to be more approachable, friendlier, and infinitely available. If you're a woman who does not uphold this end of the unspoken social contract in the way students (who have been conditioned to expect extra attention and ~nurturing care~ from women) think you should, you will oftentimes open yourself up to criticism for being "arrogant" or "inaccessible." Most of the time my students do evaluate me as "approachable" and "friendly" (which always makes me flinch a little due to the gendered expectations I'm inevitably playing into). But in every class there is a small minority who see things very differently, and I often think it's due to off-tilt expectations. They are oftentimes overly sensitive to criticism (the "B" grade on a paper; the gentle correction in class). You will never, ever please those students, so don't knock yourself out trying. Like, for instance, one time as a graduate instructor I had a student who needed extra help and wanted to meet with me very often, so I made myself abundantly available to him, staying after class and offering to read extra drafts over email. This took a LOT of energy on my part--energy and time for which I wasn't compensated, of course. When I got my evaluations back after the semester was over, I found that this student had reamed me, writing "she doesn't do a good job of caring for her students and shouldn't be allowed to teach at this university. Her feedback was useless and she and would take FOREVER to respond to my emails." Moral of the story: if a student is overly demanding and insists upon sucking you dry as a resource, they are unlikely to appreciate the sacrifices you are indeed making for them. If you are a woman, you are probably going to be held to an even higher (and impossible) standard, and then criticized for not catering enough. So it's best to observe office hours and do what you can, but to not overextend yourself. It's nice to stay 5-10 minutes after class, as someone recommended, but it's also okay to "shut down" and go home. You are a TA, not a customer service rep, and your main obligation is to yourself. And if "friendly" or "outgoing" isn't a natural part of your personality, then that's also okay. Make your peace with your personality (maybe slightly shier, more businesslike, or more reserved) and move forward. You have other valuable assets to offer your students--your knowledge and thoroughness, for example--and not every professor or instructor needs to be bubbly and nice in order to be effective. There are other ways to be a good teacher. Students see this and many will appreciate it. Even if you're not a barrel of laughs like Joe's TA or bringing cookies to class like Mary's GI, you will always have students who appreciate your competence. Moreover, students need to learn that adults are not always going to be their cheerleaders, asking them about their weekends and greeting them each by name every single day. And if you want to be the TA who wears a suit or a tie or work clothes to teach your damn class, then goddammit, that's your call.

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