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himc90 | askacademia_train | 0.99 | In an interview right before receiving the 2013 Nobel prize in physics, Peter Higgs stated that he wouldn't be able to get an academic job today, because he wouldn't be regarded as productive enough. > By the time he retired in 1996, he was uncomfortable with the new academic culture. "After I retired it was quite a long time before I went back to my department. I thought I was well out of it. It wasn't my way of doing things any more. Today I wouldn't get an academic job. It's as simple as that. I don't think I would be regarded as productive enough." Another interesting quote from the article is the following: > He doubts a similar breakthrough could be achieved in today's academic culture, because of the expectations on academics to collaborate and keep churning out papers. He said: "It's difficult to imagine how I would ever have enough peace and quiet in the present sort of climate to do what I did in 1964." Source (the whole article is pretty interesting): http://theguardian.com/science/2013/dec/06/peter-higgs-boson-academic-system | fwhnqat | fwhp8d4 | 1,593,535,113 | 1,593,535,824 | 52 | 54 | Currently wrapping up my PhD. There is a stark difference in work balance life between students in my lab who are focused on industry and those focused on academia. The ones in academia feel an immense stress to get high level publications (some staying 8+ years to try to push something into nature/science). The competition has become cut throat. This is a trend not just in America but in Europe, Asia and middle east. International graduate students tell me in China go back 20 years, having any ACS publication from american university is enough to get professorship. Now you better come stacked with publications and at least one nature/science. American universities are even more competitive. How many publications, how many conferences, how many patents... | It’s ironic to me that research has shown that productivity isn’t all it’s cracked up to be yet here we are. | 0 | 711 | 1.038462 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlczr1 | fqlldif | 1,589,454,386 | 1,589,460,984 | 5 | 17 | And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us. | I'm pretty strict on time, to the point where I'll cut off the presentation if it goes over the alloted time (typically, I'll also give them a warning when they're halfway through their time and another when a minute is left). Getting your point accross concisely is a valuable skill and important to master in a business environment. In a similar vein, I put a max word/page count on assignments instead of a minimum. Students often seem surprised at that. | 0 | 6,598 | 3.4 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlln6q | fqlvtxc | 1,589,461,159 | 1,589,467,007 | 5 | 7 | Profs can be oblivious? What’s new! | This sounds like a problem with a specific professor. If my grading rubric has a time incorporated, you lose just as many points for going over as you do for going way under. | 0 | 5,848 | 1.4 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlvtxc | fqlczr1 | 1,589,467,007 | 1,589,454,386 | 7 | 5 | This sounds like a problem with a specific professor. If my grading rubric has a time incorporated, you lose just as many points for going over as you do for going way under. | And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us. | 1 | 12,621 | 1.4 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlnn55 | fqlvtxc | 1,589,462,425 | 1,589,467,007 | 6 | 7 | This would be totally unacceptable in my class. Every 5% over (or under) time is 5% off the grade. | This sounds like a problem with a specific professor. If my grading rubric has a time incorporated, you lose just as many points for going over as you do for going way under. | 0 | 4,582 | 1.166667 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm6w3j | fqlln6q | 1,589,472,521 | 1,589,461,159 | 7 | 5 | I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too... | Profs can be oblivious? What’s new! | 1 | 11,362 | 1.4 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlnn55 | fqlln6q | 1,589,462,425 | 1,589,461,159 | 6 | 5 | This would be totally unacceptable in my class. Every 5% over (or under) time is 5% off the grade. | Profs can be oblivious? What’s new! | 1 | 1,266 | 1.2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlczr1 | fqm6w3j | 1,589,454,386 | 1,589,472,521 | 5 | 7 | And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us. | I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too... | 0 | 18,135 | 1.4 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm6w3j | fqlnn55 | 1,589,472,521 | 1,589,462,425 | 7 | 6 | I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too... | This would be totally unacceptable in my class. Every 5% over (or under) time is 5% off the grade. | 1 | 10,096 | 1.166667 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm6w3j | fqm1ai6 | 1,589,472,521 | 1,589,469,773 | 7 | 4 | I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too... | I don't. If you get 15 minutes, your presentation has to be between 14 and 16 minutes. If you run short, engage the audience with questions. If you're running long, which you shouldn't (you practiced, right?), wind it up. I penalize if you go over 16 minutes, and I'll cut you off at 20 (maybe sooner, depending on how tight we are for time for the day). I would never reward students for going three times the allotted time. They'd never come close to finishing their presentation by the time I stopped them. | 1 | 2,748 | 1.75 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm6w3j | fqlwmce | 1,589,472,521 | 1,589,467,418 | 7 | 2 | I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too... | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | 1 | 5,103 | 3.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm64ya | fqm6w3j | 1,589,472,155 | 1,589,472,521 | 2 | 7 | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too... | 0 | 366 | 3.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlnn55 | fqlczr1 | 1,589,462,425 | 1,589,454,386 | 6 | 5 | This would be totally unacceptable in my class. Every 5% over (or under) time is 5% off the grade. | And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us. | 1 | 8,039 | 1.2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm1ai6 | fqlwmce | 1,589,469,773 | 1,589,467,418 | 4 | 2 | I don't. If you get 15 minutes, your presentation has to be between 14 and 16 minutes. If you run short, engage the audience with questions. If you're running long, which you shouldn't (you practiced, right?), wind it up. I penalize if you go over 16 minutes, and I'll cut you off at 20 (maybe sooner, depending on how tight we are for time for the day). I would never reward students for going three times the allotted time. They'd never come close to finishing their presentation by the time I stopped them. | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | 1 | 2,355 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmk1xx | fqmdm8f | 1,589,478,729 | 1,589,475,702 | 4 | 3 | Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting. | brevity is beautiful. | 1 | 3,027 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlwmce | fqmk1xx | 1,589,467,418 | 1,589,478,729 | 2 | 4 | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting. | 0 | 11,311 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmk1xx | fqm64ya | 1,589,478,729 | 1,589,472,155 | 4 | 2 | Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting. | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | 1 | 6,574 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmk1xx | fqmd5ha | 1,589,478,729 | 1,589,475,484 | 4 | 2 | Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 3,245 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn94f4 | fqn7c3a | 1,589,490,763 | 1,589,489,892 | 4 | 2 | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target. | 1 | 871 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn9vun | fqn7c3a | 1,589,491,136 | 1,589,489,892 | 4 | 2 | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target. | 1 | 1,244 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn7c3a | fqns00p | 1,589,489,892 | 1,589,500,304 | 2 | 4 | People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target. | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | 0 | 10,412 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqo0p22 | fqn7c3a | 1,589,505,179 | 1,589,489,892 | 3 | 2 | If I give a 10 minute time limit, I cut them off after 12. And then I treat any material they did not present as if they didn't cover it and deduct accordingly. Time limits are very important and learning how to make your point concisely is just as important. We have time limits at conferences, I have a time limit when I am teaching, my students will one day have a time limit when they are pitching an idea to a client. We all have to learn to use the time given in the most efficient way possible. | People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target. | 1 | 15,287 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmdm8f | fqn94f4 | 1,589,475,702 | 1,589,490,763 | 3 | 4 | brevity is beautiful. | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | 0 | 15,061 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn94f4 | fqml16o | 1,589,490,763 | 1,589,479,196 | 4 | 3 | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon. | 1 | 11,567 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmuioq | fqn94f4 | 1,589,483,749 | 1,589,490,763 | 3 | 4 | All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time. | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | 0 | 7,014 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn94f4 | fqn3sid | 1,589,490,763 | 1,589,488,187 | 4 | 3 | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric. | 1 | 2,576 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlwmce | fqn94f4 | 1,589,467,418 | 1,589,490,763 | 2 | 4 | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | 0 | 23,345 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm64ya | fqn94f4 | 1,589,472,155 | 1,589,490,763 | 2 | 4 | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | 0 | 18,608 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn94f4 | fqmd5ha | 1,589,490,763 | 1,589,475,484 | 4 | 2 | I have a similar annoyance (though not as bad) with paper length. If it's a 1500-word paper, I don't mind 1250-1750 range, but then you get into stuff like, say, 2500 words and you start thinking "come on, these lengths are here for a reason." It's especially annoying if they're a really circuitous writer. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 15,279 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmdm8f | fqn9vun | 1,589,475,702 | 1,589,491,136 | 3 | 4 | brevity is beautiful. | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | 0 | 15,434 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn9vun | fqml16o | 1,589,491,136 | 1,589,479,196 | 4 | 3 | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon. | 1 | 11,940 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmuioq | fqn9vun | 1,589,483,749 | 1,589,491,136 | 3 | 4 | All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time. | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | 0 | 7,387 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn3sid | fqn9vun | 1,589,488,187 | 1,589,491,136 | 3 | 4 | This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric. | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | 0 | 2,949 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlwmce | fqn9vun | 1,589,467,418 | 1,589,491,136 | 2 | 4 | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | 0 | 23,718 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn9vun | fqm64ya | 1,589,491,136 | 1,589,472,155 | 4 | 2 | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | 1 | 18,981 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn9vun | fqmd5ha | 1,589,491,136 | 1,589,475,484 | 4 | 2 | Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 15,652 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqns00p | fqmdm8f | 1,589,500,304 | 1,589,475,702 | 4 | 3 | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | brevity is beautiful. | 1 | 24,602 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqml16o | fqns00p | 1,589,479,196 | 1,589,500,304 | 3 | 4 | On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon. | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | 0 | 21,108 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmuioq | fqns00p | 1,589,483,749 | 1,589,500,304 | 3 | 4 | All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time. | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | 0 | 16,555 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqns00p | fqn3sid | 1,589,500,304 | 1,589,488,187 | 4 | 3 | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric. | 1 | 12,117 | 1.333333 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlwmce | fqns00p | 1,589,467,418 | 1,589,500,304 | 2 | 4 | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | 0 | 32,886 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm64ya | fqns00p | 1,589,472,155 | 1,589,500,304 | 2 | 4 | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | 0 | 28,149 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqns00p | fqmd5ha | 1,589,500,304 | 1,589,475,484 | 4 | 2 | I've never encountered a professor who praises people for going over time - quite the opposite in fact, usually they cut the presentation short or deduct points. I usually go the "deduct points" route unless it looks like the class is gong to run out of time for other presenters. Was this the same professor both times? Do you know if they docked points for going over-time? | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 24,820 | 2 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqo0p22 | fqlwmce | 1,589,505,179 | 1,589,467,418 | 3 | 2 | If I give a 10 minute time limit, I cut them off after 12. And then I treat any material they did not present as if they didn't cover it and deduct accordingly. Time limits are very important and learning how to make your point concisely is just as important. We have time limits at conferences, I have a time limit when I am teaching, my students will one day have a time limit when they are pitching an idea to a client. We all have to learn to use the time given in the most efficient way possible. | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | 1 | 37,761 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqo0p22 | fqm64ya | 1,589,505,179 | 1,589,472,155 | 3 | 2 | If I give a 10 minute time limit, I cut them off after 12. And then I treat any material they did not present as if they didn't cover it and deduct accordingly. Time limits are very important and learning how to make your point concisely is just as important. We have time limits at conferences, I have a time limit when I am teaching, my students will one day have a time limit when they are pitching an idea to a client. We all have to learn to use the time given in the most efficient way possible. | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | 1 | 33,024 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqo0p22 | fqmd5ha | 1,589,505,179 | 1,589,475,484 | 3 | 2 | If I give a 10 minute time limit, I cut them off after 12. And then I treat any material they did not present as if they didn't cover it and deduct accordingly. Time limits are very important and learning how to make your point concisely is just as important. We have time limits at conferences, I have a time limit when I am teaching, my students will one day have a time limit when they are pitching an idea to a client. We all have to learn to use the time given in the most efficient way possible. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 29,695 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmdm8f | fqlwmce | 1,589,475,702 | 1,589,467,418 | 3 | 2 | brevity is beautiful. | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | 1 | 8,284 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmdm8f | fqm64ya | 1,589,475,702 | 1,589,472,155 | 3 | 2 | brevity is beautiful. | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | 1 | 3,547 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmdm8f | fqmd5ha | 1,589,475,702 | 1,589,475,484 | 3 | 2 | brevity is beautiful. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 218 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqml16o | fqlwmce | 1,589,479,196 | 1,589,467,418 | 3 | 2 | On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon. | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | 1 | 11,778 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm64ya | fqml16o | 1,589,472,155 | 1,589,479,196 | 2 | 3 | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon. | 0 | 7,041 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqml16o | fqmd5ha | 1,589,479,196 | 1,589,475,484 | 3 | 2 | On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 3,712 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmuioq | fqlwmce | 1,589,483,749 | 1,589,467,418 | 3 | 2 | All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time. | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | 1 | 16,331 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqm64ya | fqmuioq | 1,589,472,155 | 1,589,483,749 | 2 | 3 | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time. | 0 | 11,594 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmuioq | fqmd5ha | 1,589,483,749 | 1,589,475,484 | 3 | 2 | All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time. | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | 1 | 8,265 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqlwmce | fqn3sid | 1,589,467,418 | 1,589,488,187 | 2 | 3 | I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off. | This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric. | 0 | 20,769 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqn3sid | fqm64ya | 1,589,488,187 | 1,589,472,155 | 3 | 2 | This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric. | Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter". | 1 | 16,032 | 1.5 |
gjiz1j | askacademia_train | 0.95 | If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair. | fqmd5ha | fqn3sid | 1,589,475,484 | 1,589,488,187 | 2 | 3 | This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits. | This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric. | 0 | 12,703 | 1.5 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fntxrg9 | fnu1ebo | 1,587,250,631 | 1,587,252,663 | 157 | 246 | Published on april 01, 2020. Hmm, april first, why does that date ring a bell? | "Scientific Journal of Research and Reviews" is the best name ever. | 0 | 2,032 | 1.566879 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fntxrg9 | fnu7wp6 | 1,587,250,631 | 1,587,256,379 | 157 | 209 | Published on april 01, 2020. Hmm, april first, why does that date ring a bell? | Using WTF as a keyword surelly sets an impact factor over 9000 | 0 | 5,748 | 1.33121 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnu3gvg | fnu7wp6 | 1,587,253,799 | 1,587,256,379 | 50 | 209 | Those acknowledgements though😂😂😂 | Using WTF as a keyword surelly sets an impact factor over 9000 | 0 | 2,580 | 4.18 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnu7wp6 | fnu32lo | 1,587,256,379 | 1,587,253,588 | 209 | 8 | Using WTF as a keyword surelly sets an impact factor over 9000 | Lmao I am dead | 1 | 2,791 | 26.125 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuf6qh | fnu3gvg | 1,587,260,685 | 1,587,253,799 | 68 | 50 | “More research is warranted” has always been the biggest cop out. | Those acknowledgements though😂😂😂 | 1 | 6,886 | 1.36 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnudecm | fnuf6qh | 1,587,259,630 | 1,587,260,685 | 14 | 68 | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | “More research is warranted” has always been the biggest cop out. | 0 | 1,055 | 4.857143 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnu32lo | fnuf6qh | 1,587,253,588 | 1,587,260,685 | 8 | 68 | Lmao I am dead | “More research is warranted” has always been the biggest cop out. | 0 | 7,097 | 8.5 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuf6qh | fnubl6z | 1,587,260,685 | 1,587,258,568 | 68 | 2 | “More research is warranted” has always been the biggest cop out. | This is great, love it! Thank you for sharing. | 1 | 2,117 | 34 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnu3gvg | fnu32lo | 1,587,253,799 | 1,587,253,588 | 50 | 8 | Those acknowledgements though😂😂😂 | Lmao I am dead | 1 | 211 | 6.25 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnul35i | fnuqbno | 1,587,264,679 | 1,587,268,353 | 22 | 48 | That fucking graph/figure. Hahahaha | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | 0 | 3,674 | 2.181818 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuhlx2 | fnuqbno | 1,587,262,288 | 1,587,268,353 | 18 | 48 | Probably more views than the typical publication | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | 0 | 6,065 | 2.666667 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnupm1q | fnuqbno | 1,587,267,846 | 1,587,268,353 | 19 | 48 | added this to my mendeley | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | 0 | 507 | 2.526316 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuqbno | fnudecm | 1,587,268,353 | 1,587,259,630 | 48 | 14 | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | 1 | 8,723 | 3.428571 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnu32lo | fnuqbno | 1,587,253,588 | 1,587,268,353 | 8 | 48 | Lmao I am dead | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | 0 | 14,765 | 6 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnug1ll | fnuqbno | 1,587,261,248 | 1,587,268,353 | 4 | 48 | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | 0 | 7,105 | 12 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuqbno | fnubl6z | 1,587,268,353 | 1,587,258,568 | 48 | 2 | Perhaps a little less complex, but there's also the classic paper "Get Me Off Your Fucking Mailing List." | This is great, love it! Thank you for sharing. | 1 | 9,785 | 24 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnul35i | fnuhlx2 | 1,587,264,679 | 1,587,262,288 | 22 | 18 | That fucking graph/figure. Hahahaha | Probably more views than the typical publication | 1 | 2,391 | 1.222222 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnudecm | fnul35i | 1,587,259,630 | 1,587,264,679 | 14 | 22 | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | That fucking graph/figure. Hahahaha | 0 | 5,049 | 1.571429 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnul35i | fnu32lo | 1,587,264,679 | 1,587,253,588 | 22 | 8 | That fucking graph/figure. Hahahaha | Lmao I am dead | 1 | 11,091 | 2.75 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnul35i | fnug1ll | 1,587,264,679 | 1,587,261,248 | 22 | 4 | That fucking graph/figure. Hahahaha | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | 1 | 3,431 | 5.5 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnul35i | fnubl6z | 1,587,264,679 | 1,587,258,568 | 22 | 2 | That fucking graph/figure. Hahahaha | This is great, love it! Thank you for sharing. | 1 | 6,111 | 11 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnupm1q | fnuhlx2 | 1,587,267,846 | 1,587,262,288 | 19 | 18 | added this to my mendeley | Probably more views than the typical publication | 1 | 5,558 | 1.055556 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnudecm | fnuhlx2 | 1,587,259,630 | 1,587,262,288 | 14 | 18 | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | Probably more views than the typical publication | 0 | 2,658 | 1.285714 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuhlx2 | fnu32lo | 1,587,262,288 | 1,587,253,588 | 18 | 8 | Probably more views than the typical publication | Lmao I am dead | 1 | 8,700 | 2.25 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnug1ll | fnuhlx2 | 1,587,261,248 | 1,587,262,288 | 4 | 18 | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | Probably more views than the typical publication | 0 | 1,040 | 4.5 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnuhlx2 | fnubl6z | 1,587,262,288 | 1,587,258,568 | 18 | 2 | Probably more views than the typical publication | This is great, love it! Thank you for sharing. | 1 | 3,720 | 9 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnupm1q | fnudecm | 1,587,267,846 | 1,587,259,630 | 19 | 14 | added this to my mendeley | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | 1 | 8,216 | 1.357143 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnu32lo | fnupm1q | 1,587,253,588 | 1,587,267,846 | 8 | 19 | Lmao I am dead | added this to my mendeley | 0 | 14,258 | 2.375 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnug1ll | fnupm1q | 1,587,261,248 | 1,587,267,846 | 4 | 19 | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | added this to my mendeley | 0 | 6,598 | 4.75 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnupm1q | fnubl6z | 1,587,267,846 | 1,587,258,568 | 19 | 2 | added this to my mendeley | This is great, love it! Thank you for sharing. | 1 | 9,278 | 9.5 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv4xtv | fnudecm | 1,587,280,385 | 1,587,259,630 | 16 | 14 | My new goal is to find a way to reference this paper somehow in one of my own. | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | 1 | 20,755 | 1.142857 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv4xtv | fnu32lo | 1,587,280,385 | 1,587,253,588 | 16 | 8 | My new goal is to find a way to reference this paper somehow in one of my own. | Lmao I am dead | 1 | 26,797 | 2 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv4xtv | fnug1ll | 1,587,280,385 | 1,587,261,248 | 16 | 4 | My new goal is to find a way to reference this paper somehow in one of my own. | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | 1 | 19,137 | 4 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv4xtv | fnubl6z | 1,587,280,385 | 1,587,258,568 | 16 | 2 | My new goal is to find a way to reference this paper somehow in one of my own. | This is great, love it! Thank you for sharing. | 1 | 21,817 | 8 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnudecm | fnu32lo | 1,587,259,630 | 1,587,253,588 | 14 | 8 | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | Lmao I am dead | 1 | 6,042 | 1.75 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnudecm | fnubl6z | 1,587,259,630 | 1,587,258,568 | 14 | 2 | Don’t these journals ask for a hefty fee? Did the professor actually pay money to get this published? | This is great, love it! Thank you for sharing. | 1 | 1,062 | 7 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnug1ll | fnv8o9b | 1,587,261,248 | 1,587,284,111 | 4 | 6 | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | Raminds me of my former PI who has a fun hobby: Getting predatory journals to include people like Hoss or Borat as an Editor. Why Fake Data When You Can Fake a Scientist? His point being: Virtual editors can significantly improve the visibility of junk journals | 0 | 22,863 | 1.5 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv5syl | fnv8o9b | 1,587,281,236 | 1,587,284,111 | 3 | 6 | >eigenvalue | weird birds -Take a shot every time eigen/quantum/möbius/bent paper with a pencil etc. has been mentioned in the wrong context. | Raminds me of my former PI who has a fun hobby: Getting predatory journals to include people like Hoss or Borat as an Editor. Why Fake Data When You Can Fake a Scientist? His point being: Virtual editors can significantly improve the visibility of junk journals | 0 | 2,875 | 2 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv8o9b | fnubl6z | 1,587,284,111 | 1,587,258,568 | 6 | 2 | Raminds me of my former PI who has a fun hobby: Getting predatory journals to include people like Hoss or Borat as an Editor. Why Fake Data When You Can Fake a Scientist? His point being: Virtual editors can significantly improve the visibility of junk journals | This is great, love it! Thank you for sharing. | 1 | 25,543 | 3 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnubl6z | fnug1ll | 1,587,258,568 | 1,587,261,248 | 2 | 4 | This is great, love it! Thank you for sharing. | At my university (edit: I do not live in the US), if you publish even in lower tier legitimate journals, that counts against you. So this guy's resume must be bulletproof for him to take a hit like that | 0 | 2,680 | 2 |
g3wn4t | askacademia_train | 0.99 | After receiving an email from a sketchy journal soliciting submissions, a professor sent in a joke paper titled "What's the Deal With Birds?", which got published. Here's a small excerpt from the paper: > *Abstract:* Many people wonder: what’s the deal with birds? This is a common query. Birds are pretty weird. I mean, they have feathers. WTF? Most other animals don’t have feathers. To investigate this issue, I looked at some birds. I looked at a woodpecker, a parrot, and a penguin. They were all pretty weird! In conclusion, we may never know the deal with birds, but further study is warranted. > *Keywords*: birds, ornithology, behavior, phenotype, WTF, genomics, climate change You can read the PDf version of the original article here: https://irispublishers.com/sjrr/pdf/SJRR.MS.ID.000540.pdf Alternatively, there's a press summary of the situation here: https://gizmodo.com/sketchy-science-journal-publishes-article-titled-whats-1842924936 | fnv5syl | fnubl6z | 1,587,281,236 | 1,587,258,568 | 3 | 2 | >eigenvalue | weird birds -Take a shot every time eigen/quantum/möbius/bent paper with a pencil etc. has been mentioned in the wrong context. | This is great, love it! Thank you for sharing. | 1 | 22,668 | 1.5 |
ifg59u | askacademia_train | 0.98 | How about we stop working for free? Just this month I was invited to review five new submissions from three different journals. I understand that we have an important role in improving the quality of science being published (specially during COVID times), but isn’t it unfair that we do all the work and these companies get all the money? Honestly, I feel like it’s passed time we start refusing to review articles without minimum compensation from these for-profit journals. ​ Field of research: Neuroscience/Biophysics Title: Ph.D. Country: USA | g2nf3na | g2nkfp3 | 1,598,234,898 | 1,598,238,046 | 105 | 269 | I have three tenure reviews due soon. While I consider it part of my service, especially as I have a fairly rare specialty, it adds up. | I'm getting pretty sick of writing papers for free. For my PhD and postdoc I've worked on other people's big projects. Every time they strategically keep me in the lab for the entire duration of the fellowship with no time to write, knowing full well that I have to write papers to get a job, and that I'll do it for free when the fellowship is over just to try to keep up. | 0 | 3,148 | 2.561905 |
🚢 Stanford Human Preferences Dataset (SHP)
If you mention this dataset in a paper, please cite the paper: Understanding Dataset Difficulty with V-Usable Information (ICML 2022).
Summary
SHP is a dataset of 385K collective human preferences over responses to questions/instructions in 18 different subject areas, from cooking to legal advice. The preferences are meant to reflect the helpfulness of one response over another, and are intended to be used for training RLHF reward models and NLG evaluation models (e.g., SteamSHP).
Each example is a Reddit post with a question/instruction and a pair of top-level comments for that post, where one comment is more preferred by Reddit users (collectively). SHP exploits the fact that if comment A was written after comment B but has a higher score nonetheless, then A is ostensibly more preferred to B. If A had been written before B, then we could not conclude this, since its higher score could have been the result of more visibility. We chose data where the preference label is intended to reflect which response is more helpful rather than which is less harmful, the latter being the focus of much past work.
How is SHP different from Anthropic's HH-RLHF dataset? Most notably, all the data in SHP is naturally occurring and human-written, whereas the responses in HH-RLHF are machine-written, giving us two very different distributions that can complement each other.
Dataset | Size | Input | Label | Domains | Data Format | Length |
---|---|---|---|---|---|---|
SHP | 385K | Naturally occurring human-written responses | Collective Human Preference | 18 (labelled) | Question/Instruction + Response (Single-turn) | up to 10.1K T5 tokens |
HH-RLHF | 91K | Dialogue with LLM | Individual Human Preference | not labelled | Live Chat (Multi-turn) | up to 1.5K T5 tokens |
How is SHP different from other datasets that have scraped Reddit, like ELI5? SHP uses the timestamp information to infer preferences, while ELI5 only provides comments and scores -- the latter are not enough to infer preferences since comments made earlier tend to get higher scores from more visibility. It also contains data from more domains:
Dataset | Size | Comments + Scores | Preferences | Number of Domains |
---|---|---|---|---|
SHP | 385K | Yes | Yes | 18 |
ELI5 | 270K | Yes | No | 3 |
Data Structure
There are 18 directories, one for each subreddit, and each directory contains a JSONL file for the training, validation, and test data.
Here's how to get the data using Huggingface's datasets
library:
from datasets import load_dataset
# Load all the data
dataset = load_dataset("stanfordnlp/shp")
# Load one of the subreddits
dataset = load_dataset("stanfordnlp/shp", data_dir="askculinary")
Here's an example from askculinary/train.json
:
{
`post_id`:"qt3nxl",
`domain`:"askculinary_train",
`upvote_ratio`:0.98,
`history`:"What's the best way to disassemble raspberries? Like this, but down to the individual seeds: https:\/\/i.imgur.com\/Z0c6ZKE.jpg I've been pulling them apart with tweezers and it's really time consuming. I have about 10 pounds to get through this weekend.",
`c_root_id_A`:"hkh25sc",
`c_root_id_B`:"hkh25lp",
`created_at_utc_A`:1636822112,
`created_at_utc_B`:1636822110,
`score_A`:340,
`score_B`:166,
`human_ref_A`:"Pectinex, perhaps? It's an enzyme that breaks down cellulose. With citrus, you let it sit in a dilute solution of pectinex overnight to break down the connective tissues. You end up with perfect citrus supremes. If you let the raspberries sit for a shorter time, I wonder if it would separate the seeds the same way...? Here's an example: https:\/\/www.chefsteps.com\/activities\/perfect-citrus-supreme",
`human_ref_B`:"Raspberry juice will make a bright stain at first, but in a matter of weeks it will start to fade away to almost nothing. It is what is known in the natural dye world as a fugitive dye, it will fade even without washing or exposure to light. I hope she gets lots of nice photos of these stains on her dress, because soon that will be all she has left of them!",
`labels`:1,
`seconds_difference`:2.0,
`score_ratio`:2.0481927711
}
where the fields are:
post_id
: the ID of the Reddit post (string)domain
: the subreddit and split the example is drawn from, separated by an underscore (string)upvote_ratio
: the percent of votes received by the post that were positive (aka upvotes) (float)history
: the post title concatented to the post body (string)c_root_id_A
: the ID of comment A (string)c_root_id_B
: the ID of comment B (string)created_at_utc_A
: utc timestamp of when comment A was created (integer)created_at_utc_B
: utc timestamp of when comment B was created (integer)score_A
: (# positive votes - # negative votes + 1) received by comment A (integer)score_B
: (# positive votes - # negative votes + 1) received by comment B (integer)human_ref_A
: text of comment A (string)human_ref_B
: text of comment B (string)labels
: the preference label -- it is 1 if A is preferred to B; 0 if B is preferred to A. This was randomized such that the label distribution is roughly 50/50. (integer)seconds_difference
: how many seconds after the less preferred comment the more preferred one was created (will always be >= 0) (integer)score_ratio
: the ratio of the more preferred comment's score to the less preferred comment's score (will be >= 1) (float)
Dataset Design
Domain Selection
The data is sourced from Reddit, which is a public forum organized into topic-specific fora called subreddits.
For example, the askculinary
subreddit is where users ask cooking-related questions and are answered by other users.
SHP contains a train, validation, and test split for comments scraped from 18 different subreddits. We chose subreddits based on:
- whether they were well-known (subscriber count >= 100K)
- whether posts were expected to pose a question or instruction
- whether responses were valued based on how helpful they were
- whether comments had to be rooted in some objectivity, instead of being entirely about personal experiences (e.g.,
askscience
vs.AskAmericans
)
The train/validation/test splits were created by splitting the post IDs of a subreddit in 90%/5%/5% proportions respectively, so that no post would appear in multiple splits. Since different posts have different numbers of comments, the number of preferences in each split is not exactly 90%/5%/5%:
subreddit | train | validation | test | total |
---|---|---|---|---|
askacademia | 31450 | 2095 | 1708 | 35253 |
askanthropology | 3910 | 203 | 268 | 4381 |
askbaking | 44007 | 2096 | 1544 | 47647 |
askcarguys | 3227 | 159 | 117 | 3503 |
askculinary | 45710 | 2094 | 2563 | 50367 |
askdocs | 6449 | 315 | 455 | 7219 |
askengineers | 57096 | 3154 | 2638 | 62888 |
askhistorians | 3264 | 113 | 164 | 3541 |
askhr | 8295 | 641 | 395 | 9331 |
askphilosophy | 10307 | 608 | 677 | 11592 |
askphysics | 7364 | 409 | 587 | 8360 |
askscience | 13316 | 899 | 977 | 15192 |
asksciencefiction | 29382 | 1576 | 1987 | 32945 |
asksocialscience | 2706 | 147 | 188 | 3041 |
askvet | 3300 | 170 | 224 | 3694 |
changemyview | 38173 | 1637 | 1836 | 41646 |
explainlikeimfive | 19592 | 1014 | 1070 | 21676 |
legaladvice | 21170 | 1106 | 1011 | 23287 |
ALL | 348718 | 18436 | 18409 | 385563 |
Data Selection
The score of a post/comment is 1 plus the number of upvotes (approvals) it gets from users, minus the number of downvotes (disapprovals) it gets. The value of a score is relative; in subreddits(posts) with more traffic, there will be more higher-scoring posts(comments). Within a post, comments posted earlier will tend to have a higher score simply due to having more exposure, which is why using timestamp information is essential when inferring preferences.
Given a post P and two comments (A,B) we only included the preference A > B in the dataset if
- A was written no later than B and A has a higher score than B.
- The post is a self-post (i.e., a body of text and not a link to another page) made before 2023, was not edited, and is not NSFW (over 18).
- Neither comment was made by a deleted user, a moderator, or the post creator. The post was not made by a deleted user or moderator.
- The post has a score >= 10 and each comment has a score >= 2 (upvoted at least once).
A post with n
comments could have up to (n
choose 2
) preferences in the data.
Since the number of comments per post is Pareto-distributed, to prevent a relatively small number of posts from dominating the data, we limited the scraping to 50 comments per post.
This means that each post could have up to (50
choose 2
) comments in the dataset, though this is a much smaller number in practice, since all the criteria above need to be met.
Reddit makes it very difficult to get anything beyond the top 1000 posts for each subreddit. We started with the top-scoring 1000 posts (of all time) and searched for the 25 most similar posts to each one using Reddit's search function to get up to 7500 unique post IDs per subreddit.
Preprocessing
We tried to keep preprocessing to a minimum. Subreddit-specific abbreviations were expanded (e.g., "CMV" to "Change my view that"). In hyperlinks, only the referring text was kept and the URL was removed (if the URL was written out, then it was kept).
Building a Preference Model
Finetuning
If you want to finetune a model to predict human preferences (e.g., for NLG evaluation or an RLHF reward model), here are some helpful tips:
- Preprocess the data. The total input length should fit under the model's token limit (usually 512 tokens).
Although models like FLAN-T5 use positional embeddings, we found that the loss would not converge if we finetuned it on inputs over 512 tokens.
To avoid this, truncate the post text (in the
history
field) as much as possible, such that the whole input is under 512 tokens (do not truncate the comment(s) however). If this is still over 512 tokens, simply skip the example. - Use a sufficiently large model. Finetuning a single FLAN-T5-xl model across all the training data should give you a test accuracy between 72-73% (across all domains on examples where the entire input fits within the token limit), ranging from 65-80% on individual subreddits.
- Do in-domain prediction. Out-of-domain performance will be poor if the subreddits are unrelated (e.g., if you fine-tune on
askculinary
preferences and test onaskcarguys
preferences). - Train for fewer epochs. The InstructGPT paper paper suggests training a reward model for only 1 epoch. Since the same comment appears in multiple preferences, it is easy to overfit to the data.
- Training on less data may help.
Preferences with a large
score_ratio
(e.g., comment A having 2x the score of comment B) will provide a stronger signal for finetuning the model, so you may only want to consider preferences above a certainscore_ratio
. The number of preferences per post is Pareto-distributed, so to prevent the model from over-fitting to certain posts, you may want to limit the number of preferences from a particular post.
Evaluating
Since it is easier to predict strongly-held preferences than weakly-held ones, instead of reporting a single accuracy value, we recommend reporting a performance curve as a function of the score_ratio
.
For example, here is the accuracy curve for a FLAN-T5-xl model trained on the askculinary data using the suggestions above.
The orange line is from finetuning only on preferences with a 2+ score ratio and using no more than 5 preferences from each post to prevent overfitting:
We see that finetuning on less -- but higher quality -- data leads to higher accuracies on test data with a score ratio below 3.5, with no real downsides! Note that any examples whose inputs did not fit within the token limit were left out of the experiment, since the model could not be expected to handle them.
SteamSHP - An Open-Source Preference Model
We have finetuned two FLAN-T5 models on both the SHP dataset and the helpfulness data from Anthropic's HH-RLHF. They are
- SteamSHP-XL, a 3B parameter model that achieves 72.8% on the test data.
- SteamSHP-Large, a 780M parameter model that achieves 72.0% on the test data.
We encourage you to use SteamSHP for NLG evaluation, for building reward models for RLHF, or for another purpose you deem fit!
Biases and Limitations
Biases
Although we filtered out posts with NSFW (over 18) content, chose subreddits that were well-moderated and had policies against harassment and bigotry, some of the data may contain discriminatory or harmful language. The data does not reflect the views of the dataset creators. Reddit users on these subreddits are also not representative of the broader population. Although subreddit-specific demographic information is not available, Reddit users overall are disproportionately male and from developed, Western, and English-speaking countries (Pew Research). Please keep this in mind before using any models trained on this data.
Limitations
The preference label in SHP is intended to reflect how helpful one response is relative to another, given an instruction/question. SHP is not intended for use in harm-minimization, as it was not designed to include the toxic content that would be necessary to learn a good toxicity detector. If you are looking for data where the preference label denotes less harm, we would recommend the harmfulness split of Anthropic's HH-RLHF.
Another limitation is that the more preferred response in SHP is not necessarily the more factual one.
Though some comments do provide citations to justify their response, most do not.
There are exceptions to this, such as the askhistorians
subreddit, which is heavily moderated and answers are expected to provide citations.
Note that the collective preference label in SHP is not necessarily what we would get if we asked users to independently vote on each comment before taking an unweighted sum. This is because comment scores on Reddit are public and are known to influence user preferences; a high score increases the likelihood of getting more positive votes (Muchnik et al., 2013). Whether this "herding effect" temporarily or permanently shifts a user's preference is unclear. Therefore, while SHP does reflect collective human preferences, models trained on SHP may not generalize to settings where individual preferences are aggregated differently (e.g., users vote independently without ever seeing the current comment score, users vote after conferring, etc.). Thanks to Greg Stoddard for pointing this out.
License
Last updated: 03/01/2023
This dataset was made by scraping Reddit in accordance with the Reddit API Terms of Use, without any direct communication or written agreements with Reddit. According to the Terms of Use, "User Content" is owned by the users themselves -- not by Reddit -- and Reddit grants a "non-exclusive, non-transferable, non-sublicensable, and revocable license to copy and display the User Content".
Datasets made by scraping Reddit are widely used in the research community: for example, Facebook AI Research used data scraped from Reddit to make the ELI5 dataset in 2019, which was made available without a license. Anthropic AI has also attested to scraping Reddit for preferences using a different methodology, though this data was not made public. The PushShift Reddit dataset, which makes entire dumps of Reddit available on a regular schedule, is also made available without a license (to our knowledge).
We take no responsibility for and we do not expressly or implicitly endorse any downstream use of this dataset. We reserve the right to modify the SHP dataset and this license at any point in the future.
Contact
Please contact [email protected] if you have any questions about the data. This dataset was created by Kawin Ethayarajh, Heidi (Chenyu) Zhang, Yizhong Wang, and Dan Jurafsky.
Citation
SHP was created using the techniques proposed in the following paper. Please cite this work if you use SHP or the SteamSHP models:
@InProceedings{pmlr-v162-ethayarajh22a,
title = {Understanding Dataset Difficulty with $\mathcal{V}$-Usable Information},
author = {Ethayarajh, Kawin and Choi, Yejin and Swayamdipta, Swabha},
booktitle = {Proceedings of the 39th International Conference on Machine Learning},
pages = {5988--6008},
year = {2022},
editor = {Chaudhuri, Kamalika and Jegelka, Stefanie and Song, Le and Szepesvari, Csaba and Niu, Gang and Sabato, Sivan},
volume = {162},
series = {Proceedings of Machine Learning Research},
month = {17--23 Jul},
publisher = {PMLR},
}
References
Ethayarajh, K., Choi, Y. & Swayamdipta, S. (2022). Understanding Dataset Difficulty with $\mathcal{V}$-Usable Information. Proceedings of the 39th International Conference on Machine Learning, in Proceedings of Machine Learning Research. 162:5988-6008 Available from https://proceedings.mlr.press/v162/ethayarajh22a.html.
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