The method of conversion is shown in the table below.
What do you think? Is there any good reason to use grade points and grade point averages in university? Do any of you go to schools where the GPA has been abolished?
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One legislative option to address this issue would be to introduce a “notice and notice” system under which an ISP must forward to its user an allegation by a copyright owner that material on the user’s web site infringes copyright. The ISP would be required to take steps to remove the material from the hosted web site only after there has been a finding of infringement by a court and the issuance by the court of a removal order. If an ISP failed to take the steps mandated by the court order, it would be liable for authorizing infringement. This "notice and notice" approach is the existing industry practice of ISPs in Canada and has worked well for both rights holders and for ISPs. The "notice and notice" approach is supported by the Canadian Association of Internet Providers, representing major Canadian ISPs.This is important legislation that could have a serious impact on the internet in Canada. It's one time when we definitely do not want to copy the Americans as the present government is so fond of doing. People need to pay attention. Contact your Member of Parliament.
An alternative legislative option promoted by some interests would see the introduction of a "notice and takedown" regime similar to the one set out in the Digital Millennium Copyright Act (DMCA) in the U.S. Under this approach, when an ISP is notified by a copyright owner that there is allegedly infringing material on a web site, the ISP must respond expeditiously to remove, or disable access to, the material that is claimed to be infringing. AUCC agrees with the view of the Canadian Association of Internet Providers that this approach has the serious disadvantage of putting ISPs in a "quasi-judicial" role that conflicts with the interests of the users of their services. A “notice and takedown” approach could create incentives for ISPs to take the path of least resistance by removing content without warning or evidence of actual infringement, and thereby harm freedom of expression. This is not a minor matter for universities given that many university faculty members maintain web sites, often related to the university courses that they teach and their research.AUCC recommendation on the liability of ISPs for infringements by users of their services:
AUCC recommends that the Copyright Act be amended to codify a “notice and notice” system under which an ISP’s obligations would be to forward to its users any allegations of copyright infringement made by a copyright owner. An ISP should not be liable for infringing material that has been posted on a web site by a user of the ISP’s services unless, after a court has ruled that the material is infringing and orders its removal, the ISP fails to comply with the court order within a reasonable time.
[Hat Tip: Joshua Rosenau at Thoughts from Kansas (Science educator "Expelled!," Disco Inst remains silent)]
Bruce was very successful at Princeton where he made major advances in working out the mechanism of DNA replication, laying the groundwork for future recognition as an outstanding scientist. He has also contributed greatly to our understanding of chromosomes. In 1995 he came to Toronto to receive a Gairdner Award for his scientific achievements. He has published over 150 scientific papers.After the graduation ceremony we came back to the Biochemistry Department for a reception in Bruce's honour. Many of the graduate and undergraduate students showed up with copies of their textbooks and Bruce was delighted to sign them.
Bruce moved to the University of California at San Francisco in 1976. He served as Chair of the Department of Biochemistry & Biophysics during the time that it rose to become one of the leading biochemistry departments in the world. Bruce’s guidance and mentorship during that time contributed in no small part to the success of the department.
Among the many honours and awards he has received I’d like to single out a few others that relate to his scientific achievements. He holds an American Cancer Society Lifetime Research Professorship. He was elected to the American National Academy of Sciences in 1981. He is a Foreign Member of the Royal Society (London) and many other international societies.
Bruce’s interest in science education was apparent from the beginning. In 1983 he and his colleagues published the very first edition of his famous textbook Alberts et al. The Molecular Biology of the Cell. The book has become familiar to students all around the world. The fifth edition is due to be published in just a few weeks. The Molecular Biology of the Cell set a standard for textbook writing that few other books have matched. I dare say many of the students here have taken at least one course that used his book.
In 1993, Bruce left San Francisco and moved to Washington to become President of the National Academy of Sciences—a post he held for twelve years. During that time he was “First Scientist” in the USA and, arguably, the most influential scientist in the world.Bruce soon became known as the “Education President” for his efforts to improve science education beginning in kindergarten and the primary grades. He is highly respected for his tireless efforts in bettering science education and research policies in the USA and around the world. This effort has continued since he left Washington. He has received numerous awards for his achievements in education including Outstanding Volunteer Coordinator in California schools, the Leadership in Education Award from Keystone Center, the Distinguished Service Award from the National Association of Biology Teachers, and the Victor Hamburger Outstanding Educator Prize from the American Association for Developmental Biology.
There are even more awards and honours, for example Bruce Alberts is a Commander of the Order of the British Empire.
Outstanding scientist, caring mentor, renowned author, and distinguished educator.
Mr, Chancellor, on behalf of the Governing Council, I ask you to confer the degree of Doctor Of Science, honoris causa, upon Bruce Alberts.
Note to students at the University of Toronto: This could be on the The University Exit Exam].
College today is a place in which students from many backgrounds converge, and it is neither feasible nor desirable to prescribe for them some common morality. But college should be a place that fosters open debate of the ethical issues posed by modern life — by genetic screening and engineering; by the blurring of the lines dividing birth, life and death; by the global clash between liberal individualism and fundamentalism.I just came back from a class where my students discussed evolution and creationism with me and my colleague, who happens to be a Jesuit Priest. It was a lot of fun but you know what? In a university of 72,000 students (59,000 undergraduates) this class represents only a tiny fraction of the student body. The vast majority don't want this kind of education no matter how valuable we think it is. It's simply not true that if you create the classes they will come.
Some signs suggest that higher education is waking up to its higher obligations. There is more and more interest in teaching great books that provoke students to think about justice and responsibility and how to live a meaningful life. Applications are up at Columbia and the University of Chicago, which have compulsory great-books courses; students at Yale show growing interest in the “Directed Study” program, in which they read the classics; and respected smaller institutions like Ursinus College in Pennsylvania have built their own core curriculums around major works of philosophy and literature.This is where I part company with the Professor of Humanities. There was a time when I thought that the old books were a wonderful way to build a good program in liberal education. But since then I've come to appreciate that part of the problem is scientific illiteracy and we don't solve that problem by focusing all our attention on dead philosophers and even deader novelists.
[Photo Credit: The top photograph shows a walkway in one of theolder buildings on the University of Toronto campus from the Macleans website]
[Hat Tip: Michael White at Adaptive Complexity who has some interesting comments that are worth reading(Do Universities care about more than image?)]
I would like to add a few comments on the principles that underlie this event. Columbia, as a community dedicated to learning and scholarship, is committed to confronting ideas—to understand the world as it is and as it might be. To fulfill this mission we must respect and defend the rights of our schools, our deans and our faculty to create programming for academic purposes. Necessarily, on occasion this will bring us into contact with beliefs many, most or even all of us will find offensive and even odious. We trust our community, including our students, to be fully capable of dealing with these occasions, through the powers of dialogue and reason.If you don't understand this then you don't understand anything about the purpose of a university and the importance of listening to the other side.
I would also like to invoke a major theme in the development of freedom of speech as a central value in our society. It should never be thought that merely to listen to ideas we deplore in any way implies our endorsement of those ideas, or the weakness of our resolve to resist those ideas or our naiveté about the very real dangers inherent in such ideas. It is a critical premise of freedom of speech that we do not honor the dishonorable when we open the public forum to their voices. To hold otherwise would make vigorous debate impossible.
That such a forum could not take place on a university campus in Iran today sharpens the point of what we do here. To commit oneself to a life—and a civil society—prepared to examine critically all ideas arises from a deep faith in the myriad benefits of a long-term process of meeting bad beliefs with better beliefs and hateful words with wiser words. That faith in freedom has always been and remains today our nation’s most potent weapon against repressive regimes everywhere in the world. This is America at its best.
Everyone in academia knows it: textbook publishers abuse the system. Jim Fiore decries the high cost of college textbooks, and I have to agree completely. Basic textbooks at the lower undergraduate levels do not need a new edition every year or two, not even in rapidly changing fields like biology.There are two points here. The cost of textbooks is determined by the market and lots of other factors. As a general rule, the publishers are not making outrageous profits on individual college textbooks. They try to make their money on volume.
Churning editions is just a way for the publisher to suck more money out of a captive audience. It makes it difficult for students to sell off their used textbooks, it gives faculty the headache of having to constantly update their assignments, and if you allow your students to use older editions, it means we have to maintain multiple assignments. It's extraordinarily annoying, and to no good purpose at the university (to great purpose at the publisher, though).This is simply not accurate. It's part of the urban myth about publishing. Everyone likes to blame someone else for the cost of textbooks.
On the plus side of their ledgers, though, I also urge the students to keep their textbooks once the course is over. These are valuable reference books that they may well find handy throughout their college careers and in their life afterwards. I've never quite understood the rush to dispose of those books the instant the semester ends — I kept my undergraduate biology and chemistry books until they fell apart (another gripe: the increasingly cheap bindings of these books), and I still have several of my old history texts on my shelves.I'm with you on that one, PZ. I have all my old college textbooks. They are my friends. I never, ever, thought of selling them. They are full of notes in the margins and text highlights that reflect how I learned the material and what was important or controversial. I don't understand why students want to get rid of their textbooks when the course ends. Unless, of course, they never really cared about the subject in the first place and just needed a grade to graduate or get into medical school. But that's probably being too cynical.
During the semester you have an opportunity to earn up to 6% worth of extra credit points to be added to your course grade at the end of the semester. You may earn any number of extra credit points up to the maximum of 6 points. To earn the whole 6% you must start early and sustain your extra credit work throughout the semester. There is also an option for one additional bonus point if you complete one of the two "Bonus" projects in addition to the maximum number of projects determined by the date you start your extra credit work.I'm dumbfounded. How widespread is this practice?
Extra Credit projects require that you engage in some independent learning in areas of biology that interest you, write a brief report or review and then read the work of your classmates and interact with them via the Web Crossing computer conferencing system to share and discuss what you and your classmates have learned.
Extra credit projects are due at three specific times during the semester - before each of the hour exams and at the end of the semester. You may earn two extra credit points at each of these due dates.
For most extra credit projects, one extra credit point can be earned by writing one project review and completing two interactions (dialog entries) by reading and replying to two classmate's extra credit projects. While you must write at least one dialog entry to a classmate for each extra credit point, you may count another student's dialog entry to your project as your second dialog entry. If no one writes to you, you must then write a second dialog entry to another student.
The 1940 Statement of Principles provides that teachers "should be careful not to introduce into their teaching controversial matter which has no relation to their subject." The origin of this admonition lies in the concern of the authors of the 1925 Conference Statement on Academic Freedom and Tenure for immature youth or, more accurately, a concern by the administrators of small and often denominational colleges for potential adverse parental reaction to their children's exposure to thought contrary to the conventional pieties of small-town America.14 The admonition was reconsidered and addressed in an interpretive comment to the 1940 Statement, appended by the joint drafting organizations in 1970:The question is not so much about trivial irrelevance, it's about serious deviations from the advertised course content. But how do we define those serious kinds of irrelevance? Are all irrelevant comments out-of-bounds? Should the university set up some sort of "irrelevance police" to check out every classroom?The intent of this statement is not to discourage what is "controversial." Controversy is at the heart of the free academic inquiry which the entire statement is designed to foster. The passage serves to underscore the need for teachers to avoid persistently intruding material which has no relation to their subject.The 1940 Statement should not be interpreted as excluding controversial matter from the classroom; any such exclusion would be contrary to the essence of higher education. The statement should be interpreted as excluding "irrelevant" matter, whether controversial or not.
The question, therefore, is how to determine whether material is "irrelevant" to classroom discussion. In some contexts, the meaning of "irrelevance" is clear. Students would have every right to complain if an instructor in ancient history dwelled on internecine conflict in her department or if an instructor in American literature engaged in lengthy digressions on his personal life. But such irrelevance is not the gravamen of the contemporary complaint.
The group calling itself Students for Academic Freedom (SAF), for example, has advised students that "your professor should not be making statements . . . about George Bush, if the class is not on contemporary American presidents, presidential administrations or some similar subject." This advice presupposes that the distinction between "relevant" and "irrelevant" material is to be determined strictly by reference to the wording of a course description. Under this view, current events or personages are beyond the pale unless a course is specifically about them. But this interpretation of "relevance" is inconsistent with the nature of higher education, in which "all knowledge can be connected to all other knowledge." Whether material is relevant to a better understanding of a subject cannot be determined merely by looking at a course description.Excellent point. Surely we don't want classrooms where the Professor is forbidden to make comments about real world events and how they might relate to the material in the course or to the ideas that are being discussed?
Might not a teacher of nineteenth-century American literature, taking up Moby Dick, a subject having nothing to do with the presidency, ask the class to consider whether any parallel between President George W. Bush and Captain Ahab could be pursued for insight into Melville's novel? Might not an instructor of classical philosophy, teaching Aristotle's views of moral virtue, present President Bill Clinton's conduct as a case study for student discussion? Might not a teacher of ancient history ask the class to consider the possibility of parallels between the Roman occupation of western Mesopotamia and the United States' experience in that part of the world two millennia later? SAF would presumably sanction instructors for asking these types of questions, on the grounds that such questions are outside the purview of an official course description. But if an instructor cannot stimulate discussion and encourage critical thought by drawing analogies or parallels, the vigor and vibrancy of classroom discussion will be stultified.This committee of the American Association of University Professors had some smart people. They were able to summarize the problem succinctly. Here are their names.
The committee deals with a number of specific examples, including that of Prof. Turner who was dismissed from the University of Pittsburgh in 1934 for comparing contemporary political figures to historical figures in his history course. The committee concludes with,
- MATTHEW W. FINKIN (Law), University of Illinois at Urbana-Champaign, chair
- ROBERT C. POST (Law), Yale University
- CARY NELSON (English), University of Illinois at Urbana-Champaign
- ERNST BENJAMIN (Political Science), Washington, D.C.
- ERIC COMBEST, staff
How an instructor approaches the material in classroom exposition is, absent breach of professional ethics, a matter of personal style, influenced, as it must be, by the pedagogical goals and classroom dynamics of a particular course, as well as by the larger educational objective of instilling in students the capacity for critical and independent thought. The instructor in Melville or classical philosophy or Roman history must be free to draw upon current persons and events just as Professor Turner did seventy years ago. Instructors must be free to employ a wide variety of examples in order to stimulate classroom discussion and thought. If allusions perform this function, they are not "irrelevant." They are pedagogically justified.
At root, complaints about the persistent interjection of "irrelevant" material concern the interjection of "controversial" material. The complaints are thus a variant of the charge that instructors have created a "hostile learning environment" and must be rejected for the reasons we have already discussed. So long as an instructor's allusions provoke genuine debate and learning that is germane to the subject matter of a course, they are protected by "freedom in the classroom."
Contemporary critics of the academy have begun to deploy the concept of a "hostile learning environment," which was first developed in the context of antidiscrimination law. The concept has been used in universities to support speech codes that suppress expression deemed offensive to racial, ethnic, or other minorities. The concept is now being used in an attempt to suppress expression deemed offensive on religious or political grounds.Hmmm ... while I agree with the sentiment here I'm not sure I agree entirely with the words. If a student in an astronomy class started arguing with their Professor by claiming the sun goes around the Earth, it would be almost impossible for that Professor to respond to the attack without making fun of the student's beliefs. There really are some ideas that are so far removed from reality that they can be mocked in public.
The statement On Freedom of Expression and Campus Speech Codes, adopted as Association policy in1994, acknowledges the need to "foster an atmosphere respectful of and welcoming to all persons." An instructor may not harass a student nor act on an invidiously discriminatory ground toward a student, in class or elsewhere. It is a breach of professional ethics for an instructor to hold a student up to obloquy or ridicule in class for advancing an idea grounded in religion, whether it is creationism or the geocentric theory of the solar system. It would be equally improper for an instructor to hold a student up to obloquy or ridicule for an idea grounded in politics, or anything else.
But the current application of the idea of a "hostile learning environment" to the pedagogical context of higher education presupposes much more than blatant disrespect or harassment. It assumes that students have a right not to have their most cherished beliefs challenged. This assumption contradicts the central purpose of higher education, which is to challenge students to think hard about their own perspectives, whatever those might be. It is neither harassment nor discriminatory treatment of a student to hold up to close criticism an idea or viewpoint the student has posited or advanced. Ideas that are germane to a subject under discussion in a classroom cannot be censored because a student with particular religious or political beliefs might be offended. Instruction cannot proceed in the atmosphere of fear that would be produced were a teacher to become subject to administrative sanction based upon the idiosyncratic reaction of one or more students. This would create a classroom environment inimical to the free and vigorous exchange of ideas necessary for teaching and learning in higher education.Right on! Once again, the authors of this report have hit the nail on the head. Students should be encouraged to speak out but they can't hide behind charges of intolerance or "hostile learning environment" when their opinions are criticized.
Evolutionary, ecological, and behavioural responses of organisms to their environment at the level of individuals, populations, communities, and ecosystems.I think my colleagues may be guilty of indoctrination if they're only presenting an adaptationist view of evolution and not alerting our students to other mechanisms of evolution.
Current charges of pedagogical abuse allege that instruction in institutions of higher education fails to exhibit a proper balance. It is said that instructors introduce political or ideological bias in their courses by neglecting to expose their students to contrary views or by failing to give students a full and fair accounting of competing points of view.I completely agree with this charge. I think it's criminal if Professors don't bring up contrary views in the classroom. How do universities ensure that Professors present both sides of a controversy?
We note at the outset that in many institutions the contents of courses are subject to collegial and institutional oversight and control; even the text of course descriptions may be subject to approval. Curriculum committees typically supervise course offerings to ensure their fit with programmatic goals and their compatibility with larger educational ends (like course sequencing). Although instructors are ethically obligated to follow approved curricular guidelines, "freedom in the classroom" affords instructors wide latitude to decide how to approach a subject, how best to present and explore the material, and so forth. An instructor in a course in English Romantic poetry is free to assign the poetry of the Harlem Renaissance so long as the course remains focused more on John Keats than on Langston Hughes.This is how universities and departments are supposed to work. Collectively, they draw up guidelines for courses in order to make sure that all the essential topics are covered. Once the course is under way, there should be some feedback between what's supposed to be taught and what is actually taught in the classroom. Unfortunately, this doesn't always occur. Even more unfortunately, it's not always true that the department as a whole is aware of some controversies.
To make a valid charge that instruction lacks balance is essentially to charge that the instructor fails to cover material that, under the pertinent standards of a discipline, is essential. There may be facts, theories, and models, particularly in the sciences, that are so intrinsically intertwined with the current state of a discipline that it would be unprofessional to slight or ignore them. One cannot now teach biology without reference to evolution; one cannot teach physical geology without reference to plate tectonics; one cannot teach particle physics without reference to quantum theory. There is, however, a large universe of facts, theories, and models that are arguably relevant to a subject of instruction but that need not be taught. Assessments of George Eliot's novel Daniel Deronda might be relevant to a course on her Middlemarch, but it is not a dereliction of professional standards to fail to discuss Daniel Deronda in class. What facts, theories, and models an instructor chooses to bring into the classroom depends upon the instructor's sense of pedagogical dynamics and purpose.Fair enough. One could perhaps argue that random genetic drift and punctuated equilibria, for example, are not essential topics in a first year course on evolution. But you'd have to be a damn fool to make such an argument. I think these are "theories, and models ... that are so intrinsically intertwined with the current state of a discipline that it would be unprofessional to slight or ignore them."
To urge that instruction be "balanced" is to urge that an instructor's discretion about what to teach be restricted. But the nature of this proposed restriction, when carefully considered, is fatally ambiguous. Stated most abstractly, the charge of lack of balance evokes a seeming ideal of neutrality. The notion appears to be that an instructor should impartially engage all potentially relevant points of view. But this ideal is chimerical. No coherent principle of neutrality would require an instructor in a class on constitutional democracy to offer equal time to "competing" visions of communist totalitarianism or Nazi fascism. There is always a potentially infinite number of competing perspectives that can arguably be deemed relevant to an instructor's subject or perspective, whatever that subject or perspective might be. It follows that the very idea of balance and neutrality, stated in the abstract, is close to incoherent.We concede this point. Nobody is asking an adaptationist Professor, for example, to give equal time to punctuated equilibria and Gould's hierarchical theory of evolution. That would be absurd and it would go against one of the most important principles of good education, namely the idea that students should be exposed to the passionate opinions of experts in the field. I don't like the mamby-pamby, politically correct view that we have to be dispassionate reporters of facts in the classroom.
The ideal of balance makes sense only in light of an instructor's obligation to present all aspects of a subject matter that professional standards would require to be presented. If a professor of molecular biology has an idiosyncratic theory that AIDS is not caused by a retrovirus, professional standards may require that the dominant contrary perspective be presented. Understood in this way, the ideal of balance does not depend on a generic notion of neutrality, but instead on how particular ideas are embedded in specific disciplines. This is a coherent idea of balance, and it suggests that balance is not a principle that can be invoked in the abstract but is instead a standard whose content must be determined within a specific field of relevant disciplinary knowledge.The authors of this report have clearly thought about these criticisms a great deal. They are to be congratulated on crafting an excellent summary of the important issues in university education. The point here is well-taken. The point about "balance" in the classroom is not to enforce strict bland neutrality. It's to make sure that the opinions of Professors are placed in the appropriate context of the discipline.
If scholars must be free to examine and test, they must also be free to explain and defend their results, and they must be free to do so as much before their students as before their colleagues or the public at large. That is the meaning of "freedom in the classroom." To charge that university and college instruction lacks balance when it does more than merely summarize contemporary debates is fundamentally to misconstrue the nature of higher learning, which expects students to engage with the ideas of their professors. Instructors should not dogmatically teach their ideas as truth; they should not indoctrinate. But they can expect their students to respond to their ideas and their research. As students complete different courses taught by different professors, it is to be hoped that they will acquire the desire and capacity for independent thinking.This puts some of the onus on the students. They have an obligation to engage in their own education and not to just sit there and soak up facts. This is not the normal politically correct view of university education. In that view, students can never be blamed for the problems in the universities.
Critics charge that the professoriate is abusing the classroom in four particular ways: (1) instructors "indoctrinate" rather than educate; (2) instructors fail fairly to present conflicting views on contentious subjects, thereby depriving students of educationally essential "diversity" or "balance"; (3) instructors are intolerant of students' religious, political, or socioeconomic views, thereby creating a hostile atmosphere inimical to learning; and (4) instructors persistently interject material, especially of a political or ideological character, irrelevant to the subject of instruction. We address each of these charges in turn.I'll discuss each of these charges in separate postings.
It is not indoctrination for professors to expect students to comprehend ideas and apply knowledge that is accepted as true within a relevant discipline. For example, it is not indoctrination for professors of biology to require students to understand principles of evolution; indeed, it would be a dereliction of professional responsibility to fail to do so. Students must remain free to question generally accepted beliefs if they can do so, in the words of the 1915 Declaration of Principles on Academic Freedom and Academic Tenure, using "a scholar's method and . . . in a scholar's spirit." But professors of logic may insist that students accept the logical validity of the syllogism, and professors of astronomy may insist that students accept the proposition that the earth orbits around the sun, unless in either case students have good logical or astronomical grounds to differ.This is an important point. Professors are not obliged to present ideas that are in conflict with the established "truth" in a discipline. They are, however, obligated to permit dissent from this established truth provided students can present a scholarly argument. However, students need to understand that although they have the freedom to challenge the "accepted beliefs" they must be prepared to defend their challenge. Professors are under no obligation to simply permit speeches in the classroom without making any comment.
It is not indoctrination when, as a result of their research and study, instructors assert to their students that in their view particular propositions are true, even if these propositions are controversial within a discipline. It is not indoctrination for an economist to say to his students that in his view the creation of markets is the most effective means for promoting growth in underdeveloped nations, or for a biologist to assert her belief that evolution occurs through punctuated equilibriums rather than through continuous processes.What this means is that Professors cannot refuse to allow debate in the classroom. In my experience this rarely happens. If there's a lack of debate and argumentation it stems more from self-censorship among the students than from censorship by the teacher. Most of us would dearly love to hear more from our students—especially if they disagree with us. It seems that no matter how provocatively I present an opinion I can never get a rise out of my students.
Indoctrination occurs only when instructors dogmatically insist on the truth of such propositions by refusing to accord their students the opportunity to contest them. Vigorously to assert a proposition or a viewpoint, however controversial, is to engage in argumentation and discussion-an engagement that lies at the core of academic freedom. Such engagement is essential if students are to acquire skills of critical independence. The essence of higher education does not lie in the passive transmission of knowledge but in the inculcation of a mature independence of mind.
Catholic Public Schools: Constitutional Right or Archaic Privilege? Featuring Jan Johnstone, Progressive trustees network and trustee for the Bluewater District School Board.The One School System Network includes the University of Toronto Secular Alliance and a variety of civil rights, faith-based and secular humanist advocacy organizations. The OSSN is lobbying the government to merge our two school boards into one secular school system.
At the base of this discussion is the assumption that most advisors actually do encourage/pressure their students to publish -- an assumption with which I will not disagree here. What remains open is the interpretation of why this might occur. There are several possibilities:Read his blog to see why graduate students should publish papers and why this doesn't necessarily mean that the advisor is treating them like slave labor [Why would advisors encourage students to publish?].