Ten simple rules for aspiring graduate students.

Several supervillains have higher degrees—why don’t you? There can be a variety of reasons for wanting to go to grad school and for applying to a particular school and program. But often, one can only tell apart good and bad reasons from hindsight. Failing at something is perhaps the best way to know what can go wrong and what advice would have been useful when considering graduate school applications.We should know: one of us started graduate school 4 separate times, and another learned what a PhD was only after having started one; lost 2 supervisors before even starting to write her thesis, and yet another accepted a PhD offer from the lab where she was working, without considering any alternatives; finally, one of us had applied to graduate schools for 5 years (with 19 rejections) before finally landing a PhD offer from their dream school. We hope that our hard-earned lessons will help you to avoid some of the pitfalls that we ourselves fell prey to. In this article, we address how to choose a graduate program, how to apply strategically, and some of the key challenges that may arise along the way toward graduate school. Conveniently, our advice can be summarized as 10 simple rules . . . so here they are.The authors acknowledge the support of the Gates Cambridge Trust [AIL], Cancer Research UK [RRG], Alzheimer’s Society [CCN], Merck [CCN], and the Isaac Newton Trust [EG]

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

Advice to a Young Mathematical Biologist

This paper offers advice to early-mid career researchers in Mathematical Biology from ten past and current Presidents of the Society for Mathematical Biology. The topics covered include deciding if a career in academia is right for you; finding and working with a mentor; building collaborations and working with those from other disciplines; formulating a research question; writing a paper; reviewing papers; networking; writing fellowship or grant proposals; applying for faculty positions; and preparing and giving lectures. While written with mathematical biologists in mind, it is hoped that this paper will be of use to early and mid career researchers across the mathematical, physical and life sciences, as they embark on careers in these disciplines

Graduate Connections- November 2008

In This Issue: Click on links to navigate the newsletter Navigating Graduate School......1 Feeling Like the Last Person on Earth? Intellectual Community Good Practices in Graduate Education....................................3 The Institutional Review Board: An Interview with UNL’s Research Compliance Staff Teaching Tip .................................4 Socratic Questioning Essential Connections..................5 New and Improved Graduate Studies Web Site Professional Development...........5 Preparing for Academic Conferences The Academic Job Interview: Questions to Help You Prepare Interactions...................................7 Graduate Students to Be Honored with University Fellowships What Makes a Competitive Fellowship Application? GSA News Funding Opportunities.................9 Announcements..........................11 Current Fellowship Applications Commencement Changes LGBTQA Reading Group Calendar......................................12 Word to the Wise.......................13 Ten Simple Rules for Oral Presentations Readers’ Corner.........................14 The Portable Dissertation Adviso

"Brain Drain Competition" Policies in Europe: a Survey

To obtain the "1.2 million additional research personnel, including 700.000 additional researchers" necessary to "irrigate" the industries science-based, The EU stresses that it is not sufficient increase the investment in Research. We have to stop the European Brain Drain. We have to reverse it; "Europeans who have moved abroad would love to come home". We have to remember that the "Brain Drain should work in both directions", then we have to attract foreign brilliant scientists and compete to the US A. In this paper we give a survey of the principal “Brain Drain Competition” policies implemented in Europe. The key strategies and mechanisms found are: making the academic system more open and flexible; improving the regulatory conditions particularly on immigration; better sign-posting and information at national level; dedicated grants for foreign researchers; adapting income situations to market forces; providing tax reductions specifically for researchers and knowledge workers; more active international marketing and support for international researchers. Finally, we analyse the effects of these policies on the Brain Drain in Europe by giving examples of countries (i.e. UK, France, Germany, Belgium, etc) that that effectively reverse the Brain Drain and attract foreign researchers, and the exemplum of the Italy that it is “a countries that supplies talent to Europe and the Americas”.Brain Drain, Migration policies, Human Capital, High skilled workers.

A Perspective Distilled from Seventy Years of Research

Physical organic chemistry might be regarded as officially recognized as a distinct discipline through the publication of L. P. Hammett’s book of that title, although substantial earlier work can be traced back to the turn of the 20th century. Many of the instrumental tools that helped the discipline develop in so many different ways began to appear in the late thirties and during World War II and were soon built to be increasingly operated in the “hands-on” mode. This development became very popular in academia, where instruments are not operated for you by an expert, but even if you are an undergraduate, you can more or less be the expert yourself and take many varieties of data on instruments usually available on a 24 h basis. It has been my privilege and joy to begin research in chemistry just as these waves of change began to grow and to savor the great contribution that the new methods, such as measurement of 14C, UV−vis, IR, NMR, and hands-on use of computers, made in facilitating our research programs at MIT and later at Caltech. Among those programs, which will be discussed, were 14C tracing of carbocation rearrangements and benzyne formation, electrical effects of substituents, Grignard reagents, synthesis of small-ring compounds, (2 + 2) cycloaddition reactions of halogenated ethylenes, assisting in development of ^(19)F, ^(13)C, and ^(15)N NMR for conformational analysis, other structural, kinetic, and tracer studies, as well as helping through textbooks to bring Hückel MO theory and the elements of NMR to familiarity for organic chemists. From the very beginning of my research career, I have been the beneficiary of personal mentoring which has been very crucial to my success in research and is an important theme in what follows

1st INCF Workshop on Needs for Training in Neuroinformatics

The INCF workshop on Needs for Training in Neuroinformatics was organized by the INCF National Node of the UK. The scope of the workshop was to provide as overview of the current state of neuroinformatics training and recommendations for future provision of training. The report presents a summary of the workshop discussions and recommendations to the INCF