Un estudiante de artes marciales fue hasta su profesor y le dijo seriamente, “Soy un devoto al estudiar su sistema marcial. ¿Cuánto tiempo me tomará dominarlo”. La respuesta del profesor fue improvisada, “Diez años”.

Impacientemente, el estudiante replicó, “Pero quiero dominarlo mucho antes que eso. Trabajaré muy duro. Practicaré a diario, diez o más horas al día si es necesario. ¿Cuánto tiempo tomaría entonces?” El profesor pensó por un momento, “veinte años”.

PHD Route (According to St Andrews University)



A typical PhD might progress as follows: 

Year One. Time is spent on in depth research into your chosen field of study. By the end of the year you will have completed at least one chapter of your thesis, participated in the annual postgraduate conference and study day, drafted a full plan for your thesis (chapter breakdown) and worked out your timetable for completion. This is a good year in which to hone language skills, and perhaps to take extended research trips overseas (including in the past, trips by former students to Hong Kong, Russia, Turkey, South Korea, etc). 
 
Year Two. Written at least two or three further chapters. Gained experience as a seminar tutor throughout the year. Participated in, and perhaps organised, the annual postgraduate conference and study days. Written book reviews. Delivered conference papers at other institutions, either nationally or internationally.

Year Three. Completed your first full draft of the thesis. Consolidated your teaching experience as a seminar tutor, perhaps also delivering some lectures. Participated in, and perhaps organised, the annual postgraduate conference and study days. Worked up a draft of a journal article for submission to a reputable refereed journal. Delivered conference papers at other institutions.

Year Four (writing up year). Completed and submitted final draft of thesis. Delivered full length, one hour paper on your research as part of the Centre for Film Studies Seminar Series. Continued work on publications, conferences and even applications for funding, as you enter the job market. 

I'm completing a proposal pannel for a conference and I've just found some information about speakers and session organizers that you can find useful. Specially because I have heard many times the question: how many pages do I have to write if I'm going to speak 15 minutes? The answer according with MLA rules is  7 and a half.

FROM: guideline for speakers (MLA)

BASIC:Guidelines for Speakers and Session Organizers

The MLA Program Committee approved the following guidelines for speakers and session organizers at the MLA convention.

1. Assume that a page of double-spaced, typed material, in a standard elite-sized font, takes about two minutes to read, without any extemporaneous comments added during the reading. This means that it takes fifteen minutes to read seven and one-half pages and twenty minutes to read ten pages.
2. A presenter who is likely to add extemporaneous comments during the reading should start with a paper that is shorter than the lengths noted above.
3. A presenter who speaks extemporaneously (with or without notes) should rehearse the presentation to ensure that it will fit in the allotted time.
4. Session organizers should be modest in their plans for including speakers and keep in mind that MLA policy requires fifteen minutes of each session to be reserved for discussion. A seventy-five-minute session therefore allows one hour for presentations and can accommodate three speakers, along with the presider's introductions. A respondent should count as one of the three speakers. More presenters or respondents can participate only if the length of the individual presentations is reduced.

AUTHOR: Amittai F. Aviram

Sorry, I wasn't here cause I was trying to overcome my own writer's block. I've found this link that could be useful...


10 Tips Help You Overcome Writer's Block

You've got your workspace set up and your 12 minutes (or longer!) scheduled to work on your thesis, and you’re FINALLY feeling motivated to write.  But when you actually sit down and stretch your hands to the keyboard … nothing.  Not a word is coming to you; your mind is as blank as the screen in front of you.

If you suffer from writer’s block, don’t dismay.  It happens to the best of students … and the best of writers.  Moreover, this type of phenomenon isn’t limited to just beginning the process.  Many students face the same type of frightening “beginning” each time they sit down to write!

Never fear; help is on the way!  Whatever your reason for having writer’s block, there are a number of strategies that can help you overcome this frustrating phenomenon.  Whenever you’re “stuck,” try using one or more of these to help get you writing again.

#1. Read previous papers that you have written well.

Simply rereading previous class papers will remind you of the work you are capable of doing and the fact that you really canwrite well!  In addition, past papers can give you clues regarding the best aspects of your writing.  Focus on areas where you received praise from your instructor, and look for patterns of writing, key words and phrases, or organizational strategies that worked well.  All of these elements will help you to find the strength in your writing, and hopefully motivate you to start typing again!

#2. Free write without editing or worrying about the grammar.

The first step to overcoming writer’s block is just to writesomething.  Keep in mind that your first draft doesn’t need to be perfect; the most important thing is just to get your initial thoughts down on paper.  Pick a section and just “free write” for 15-30 minutes and see how much you can get done.  Don't edit, cross out or spell check, and don’t judge or censor what you are writing; just write whatever pops into your mind.  Don’t stop; keep writing, even if you have to write something like, “I don’t know what to write.”  Strange as it may seem, even writing about why you can’t write helps dissolve anxiety and clears your mind!  Most often, just the act of writing itself will eventually stimulate your creative juices, and your only problem will be that you won’t want to stop!!!

#3. Write in your own voice or language and then translate it into academic ease.
Just as “free writing” can help you to get your initial ideas on paper, so can writing in a familiar language more comfortable to you than academic prose.  Clearly, academic writing must be far more formal than other types of writing, and your writing structure, style and language should reflect the same elevated aspects that you find in other academic materials.  But you don’t have to get there on your first pass!  To get started, find your voice by writing a section as if it were a letter or email to a good friend or grandmother.  Sometimes setting aside the more formal, academic prose and just writing informally to a buddy can be liberating and help you get the ideas on paper.  You can make it sound “smart” later!!!

#4. Journal every morning to clear your mind.
Keeping a journal is an age-old technique that writers have used to get their thoughts down on paper and keep track of what they learn.  Many writers use a journal to write down facts, brainstorm ideas or “free write” a stream of consciousness to get their creative juices flowing.  Others use it to vent their frustrations, which can help them move past the emotions of writer's block.

I highly recommend using our TADA Methods Journal.  You can use our Methods journal to write down random thoughts and ideas whenever they strike; it can also serve as a central depository for data that can be mined in the future.  There is also a “Issues to be Resolved” section, and a half page of graphing paper to create hand drawings of the elaborate tables and graphs you plan to include in your thesis/dissertation.  You can run these “rough” drafts by your advisor for approval before investing a lot of time mapping the final versions.

#5. Use “Mind Mapping” to draw connections from one concept to next.
Let’s face it: most of us aren’t linear thinkers.  Our thoughts don’t come to us in an already organized manner; rather, our minds jump around from one point to another, and ideas strike us from all directions.  It’s no wonder, then, that many people get stuck trying to write in a linear fashion, starting with an introductory paragraph, and trying to write the entire document in order from start to finish.  Instead, start by writing down your thoughts in the same way that your mind works.  I suggest using a two-dimensional “flow chart” that allows you to write down your thoughts in the form of free-association diagrams.  This popular brainstorming technique is also called “Mind Mapping.”  Using “Mind Mapping” helps writers to draw relational connections between ideas that they might not otherwise see if they were using traditional linear outlines.

One way to use this technique is to write the title of the subject you’re writing about in the center of a page and draw a circle around it.  Start scribbling all over the page any ideas that come to you regarding this subject.  Eventually you’ll notice patterns that pinpoint major subdivisions or subheadings of the topic (or important facts that relate to the topic).  You can identify these areas by drawing lines out from the main circle and labeling them with the subdivisions or subheadings you have discovered.  As you continue to “burrow” further into the topic, you’ll be able to begin linking all of the individual thoughts and facts you write to a particular subhead or subdivision.  Draw lines to link each of them to the appropriate section.  This process will help you to organize your thoughts by showing the overall structure of your topic, the relative importance of each thought, and how each of your thoughts relate to one another.

#6. Separate out your chapter, section, paragraph from the rest of document.  

Let’s face it, not too many people, including your entire committee, will read a master’s thesis or doctoral dissertation cover to cover. A thesis or dissertation is not the type of document that piques the general public’s interest mainly because of its academic rigor and writing style. The topic is generally of interest only to the student, experts in the field and the student’s advisor and committee members.  

Your committee will focus on the area that interests them.  Each section should be clear and succinct on its own. Approaching the document piece by piece not only makes the task seem smaller and less intimidating, but it also frequently produces a much stronger document, because each of your sections will be able to stand on their own.

#7. Use a recorder or cell phone and leave yourself a message about your paragraph.
Some graduate students are very good at verbalizing their thoughts and ideas, but have a difficult time putting those same ideas onto paper. If you are struggling with writing you may consider using dictation as a method to write.  Talking your way through the subject matter helps to provide clarity.  Consider transcribing your words into text, or further simplify the task by taking advantage of recent speech-to-text software.  You will definitely need to edit your work afterward, but using this text will provide you with a solid first draft.  While this process may be somewhat time-consuming, it is a proven method that can help you to move forward when you find yourself in a rut.

#8. Put some distance between you and your writing to give yourself some time to re-read it with a clear mind.
Once you have a first draft completed, take a significant break before addressing the paper again.  Putting time between the writing and reviewing process will better help you to discover weaknesses, errors and omissions that weren’t clear at the time of initial writing.  New thoughts always come to you as you read through a second time; in addition to correcting typos, you’ll find yourself challenging your own ideas and deepening and strengthening your argument.  Another great review technique is to read your paper in reverse order, starting with the back page and working your way towards the front.  This technique takes away some of the familiarity of your initial writing, which will allow you to better pinpoint errors and other areas of weakness.

#9. Use an outline with a thesis sentence for every paragraph you will write.
To start this process, make a list of all the ideas you want to include in your paper.  This simple task will help clarify your thoughts and provide you with the words to begin.  Then organize those ideas by grouping all of the related points together.  Once you’ve completed this process, attach a main title or subhead to each group.

Outlining your document in this manner will help you to organize all of the ideas running around in your head; show the relationship between all of those ideas; and present your material in a logical form.  It will also show you any gaps that may exist in your thought patterns and/or research.  Another benefit of an outline is that they are quick and easy to review, so your professors will be more willing to look them over and make comments.

#10. Leave the transition sentences until the end.
The purpose of transitions is to help the reader follow your train of thought and make a connection that may otherwise be overlooked or misunderstood.  They also help the reader to anticipate or comprehend new information that you have yet to present.  Transitions can take the shape of a single word, phrase, sentence or even an entire paragraph.  Regardless of their form, they should summarize for the reader the information you have just covered, and specify the relevance of this information to what you will be discussing the following section(s).  Because of this, they are best written after all of your paragraphs (or “summaries”) are already completed.  If your transition is well done, each paragraph/summary should flow smoothly into the next without obvious shifts or jumps.

Use any one or all of these tips to finish your thesis or dissertation. By setting small goals for yourself around the chapter production, you will find the tasks of writing readily begin to fall into place.

http://www.tadafinallyfinished.com/newsletter/2008/newsmay08B.htm

Paradoxically, I do not have time to create my own post at the moment, so, I have take this one, specially because I do not understand why if academics have chosen this life to be happy they actually start to look as
if they were working on wall street. Let's be smart...speed simply does not work for a good quality thinking.

The Joy of Slow

Stop speeding and enjoy the trip.

Published: February 17, 2010

By Robert Holden, Ph.D.

Finding the right pace for your success.

“God Spede” was once a common Old English blessing used by friends and travelers. It is out of fashion now, heard only in classic black-and-white films featuring musketeers, heroes of war, and kings and queens. If “God Spede” were still used today, it would mean “live as fast as you can,” “work as quickly as possible,” and “don’t stop till you get there.” But in Old English, “God Spede” did not mean “fast”; it meant to “prosper,” “be wise,” and enjoy “the highest success.” The word spede is from the Old English spedan, which means “success.”
Once when I was in London giving a talk on Success Intelligence, I hailed a taxi to take me from Trafalgar Square to Paddington Station. The interior of the taxi was decorated with inspirational sayings like “You must be the change you want to see in the world” (Gandhi), “Each day provides its own gifts” (Martial), and “Be still and know that I am God” (Psalm 46:10). There was also a “God Spede” sticker with a picture of an angel sitting in repose.
I told the driver how much I appreciated the words of wisdom in his taxi. “Thank you for noticing,” he said. We talked about the Manic Society and the need to slow down from time to time. He said, “Most people think this taxi is an ambulance. They act like everything is a life-or-death emergency. I should fix a siren on my roof.” My taxi driver told me he drives for ten hours a day in London and never logs more than 80 miles. “Everyone is in a hurry and the fastest we go is eight miles an hour. It’s bloody madness,” he said. As we said farewell, we wished each other “God Spede.”
The “paradox of fast” is that doing things fast isn’t always the quickest way to success. “Fast” has its advantages when used appropriately, but it is not the only strategy for success. Success Intelligence appreciates the importance of fast and slow, movement and stillness, pursuit and pause, action and rest. The wisdom of fast is knowing when and how to change gears, because living fast does not guarantee quicker happiness and working fast does not guarantee more quality. Success requires a strategic balance between fast and slow. Think about it:

• Are the best musicians those who can play their instruments fastest?
• Are the best actors the ones who can say their lines the quickest?
• Are the wisest people you know the fastest thinkers?
• Do the best golfers swing their clubs faster than the rest?
• Do the best athletes force the pace from the front for the entire race?
• Are the best leaders the ones who have had overnight success?
• Are the best companies the ones that grow the quickest?
• Do the best friendships develop fastest?
• Are the most successful people on the planet always in a hurry?

Success Intelligence is knowing when to go fast and when to take things slowly. The ability to go fast becomes counterproductive when you try to do everything fast. The joy of slow teaches you to discern between busyness and wisdom, effort and grace, progress and truth. Slowing down can help you to stay true to your vision during the fast times. Slowing down can help you to sharpen your focus, adjust any blurring, and be more perceptive. In fact, going slow can help you to go fast better.

Robert Holden, Ph.D., is the Director of The Happiness Project and Success Intelligence. His innovative work on happiness and success has been featured on Oprah and in two major BBC-TV documentaries. Visit: RobertHolden.org.

SAD BUT TRUE...

FROM: http://www.yale.edu/eeb/stearns/advice.htm

Avoid Taking Lectures - They're Usually Inefficient.

If you already have a good background in your field, then minimize the number of additional courses you take. This recommendation may seem counterintuitive, but it has a sound basis. Right now, you need to learn how to think for yourself. This requires active engagement, not passive listening and regurgitation.

To learn to think, you need two things: large blocks of time, and as much one-on-one interaction as you can get with someone who thinks more clearly than you do.

Courses just get in the way, and if you are well motivated, then reading and discussion is much more efficient and broadening than lectures. It is often a good idea to get together with a few colleagues, organize a seminar on a subject of interest, and invite a few faculty to take part. They'll probably be delighted. After all, it will be interesting for them, they'll love your initiative - and it will give them credit for teaching a course for which they don't have to do any work. How can you lose?

These comments of course do not apply to courses that teach specific skills: e.g., electron microscopy, histological technique, scuba diving.

Simple Questions: The Introduction

The structure of the introduction

from: http://www.canberra.edu.au/studyskills/writing/introductions

It is a good idea to keep to a simple structure. An effective introduction is one that begins with a very general statement about the subject, then gradually narrows down to the specific thesis statement. The pattern is shown below:

• General statement about the subject
• Beginning to focus onto the topic
• Becoming more specific
• (Essay map)
• Specific thesis statement

If you analyse your assignment question, you can use this as the basis of your introduction. Begin with the Subject words and write a sentence about the subject. Then take the Limiting words and add sentences incorporating these. Finally, write a thesis statement incorporating the Direction words.

Here is an analysis of the example given above:

Question: Workplace diversity is now recognised as an important feature in organisations, especially in multicultural nations like Australia. What communication problems might arise in a culturally diverse workplace, and how can managers best deal with them?
Subject	Multiculturalism, Intercultural Communication, Cultural Diversity in the Workplace
Limiting Words	Communication problems that may arise, and how they can be dealt with.
Direction	Describe (What...?) and Explain (How...?)
1. Over the past twenty five years, since Australia embraced multiculturalism as a policy, issues of intercultural communication have become more and more prominent in the workplace.	This is a fairly general statement bringing in the subject words 'multiculturalism', 'intercultural communication', and 'workplace'.
2. However, until relatively recently, little had been written on these issues, and even now, many organisational managers have no training or knowledge of how to deal with communication problems, even though most workplaces are staffed with people of diverse cultures.	This sentence introduces the limiting words 'communication problems', 'dealing with communication problems'
3. Particular problem areas include the difficulties that some non-English speakers have in understanding safety instructions (figures produced by the ABS (1997) show that migrant workers have a higher incidence of accidents at the workplace); an ignorance of the different forms of non-verbal communication used by other cultures (for example it is considered impolite in some societies for an employee to look directly at his or her employer), which can lead to misunderstandings and unpleasantness; and the lack of knowledge about differing expectations.	This sentence is more specific about the limiting words 'What communication problems can arise?'.
4. Based on interviews with managers and staff in six organisations (public and private), this report examines these three problem areas, and shows that many of the difficulties faced by both natives and migrants in the workforce are caused by a lack of awareness of, and training in, intercultural communication.	The thesis statement explicitly states the specific focus of the essay, giving the direction (treatment) that the topic will have.
Essay Map	The Essay Map in this paragraph is mainly in Sentences 2 and 3, which give the reader a good idea of the scope of the