A reader from Benchfly.com sent me a curious question: "Is it possible to get bullied by your advisor?"

The answer is, unfortunately, yes. There are advisors who make the lives of their graduate students very difficult, through poor management or harsh words. Although your PI is your boss, it does not mean that you have no say in how you are being treated. One of my favorite quotes is from Eleanor Roosevelt, former first lady:

"No one can make you feel inferior without your consent."

In other words, stand up for yourself, and don't let others bully you. There are several ways PI's can make the lives of their students tough. For example:

(1) Micromanaging. Some PI's check up on their students daily, even multiple times a day. One graduate student was called by her PI on her home number in the evenings and verbally attacked for not running certain experiments. She finally stood up for herself and set boundaries such as no calls on her home number, and no verbal abuse. Her PI agreed, and she was able to concentrate on her work better.

(2) Hostile-aggressive. Some PI's are routinely raise their voice, use strong language, or try to put a guilt trip on you. e.g. "By not using proper technique, you contaminated your cells and now they have a fungus infection. We have to clean out the entire incubator including the cells of the other people. I don't know how you can sleep at night knowing you ruined everyone else's work." This is a real quote that was told to a 1^st year graduate student. Moved nearly to tears, she apologized to the other students who used the incubator. It turned that that, while there were cells in the incubator, none of them were valuable, so there was no reason the student should not be able to sleep.( Those of you who work with cells know that it is hard to pinpoint who contaminated the incubator in the first place)

Standing up to your PI can be intimidating, especially is he or she is very senior. But there are respectful ways of explaining to your PI what your needs are. A rule of thumb is to suggest solutions rather than attack someone. Instead of "You called me really late last night, and I really don't like that" say "It would work better if we discussed experiments during work hours in person, because then I could explain to you in more detail what I am doing." or "I understand that you are upset by the fungus infection in the incubator. I cleaned it out and spoke with everyone who uses it to make sure we all follow protocol. Fortunately, no significant work was lost.

When your PI sees that you are confident and are addressing the situation, he/she will treat you with more respect too.

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author: "The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle and Softcover!

It's tough to choose a time to write a blog about qualifying exams (aka "comps" or "quals") since every school has a different schedule. Some departments have one big exam, other have several spaced throughout the first or second year. My qualifying exam was in January, so I started to get a little worried just around this time of the year. My department had two exams within one week, so I studied during every free minute I had during the prior two months. About two weeks before my exam, I had lunch with a friend of mine names Stella (not her real name). Stella was in a different department, but I knew her well and had lunch with her on most days. Stella was a wonderful listener. She nodded with empathy as I recounted my struggles with the qualifying exams, and how I would be dreading the next two weeks. At the end of the lunch I asked whether we could eat together the next day. She replied:" No, I cannot meet you for lunch tomorrow, because I'll have my qualifying exam then."

After a moment of silence I stuttered: "Your exam is tomorrow? And you didn't tell me?" She smiled and said: "It's really no big deal. I just studied for it a little everyday, so that's the best I can do right?"

Stella's department had a reputation for having very challenging qualifying exams, but she passed on her first try without worrying. What a different way of looking at the same situation. I passed too, but broke quite a sweat.

Stella was just one of those people who stayed calm despite her demanding workload, and she always made time for exercising and her personal life as well. Was she a genius who was able to enjoy life and still do well academically? She might have been, I don't know her IQ, but I do know that she did spend a lot of time studying for exams, and working in the lab like the rest of us.

Ever since that day, I look at big assignments differently. If a big presentation comes my way, I try to put on Stella's relaxed attitude and look at the presentation as an opportunity to learn rather than a burden. I exercise regularly, because I know in the long run it will help me more efficient, even if it does take up an hour now and then. And finally, I make time to have lunch with friends. Besides taking my mind off work, lunch gives me the opportunity to have personal interactions (with inspiring people like Stella), and to build my support network. Having a few supportive and inspiring friends in graduate school can go a long way to help you stay motivated.

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author: "The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle and Softcover!

This is a question that many married graduate students contemplate. Is it better to get the kids "over with" while you have a flexible schedule, or is it more strategic to wait until you have a job and a real salary?

The decision to have a child at any time, whether you are in grad school or not, is one that needs to be considered very carefully. The tough part about having a baby in graduate school is that you cannot just quit your job if life gets tough. You need to work hard until you get your diploma, which is tough even when you do not have children. At the same time, many graduate students have flexible schedules, so they are able to fit their work around their children's needs. While contemplating your decision, remember that a baby needs care 24/7, around the clock and every day. Therefore, there are two very important things you will need: 1) money and 2) support.

You will need a lot of money to pay for childcare. In some parts of the country, the cost of daycare is the same or even more than a graduate student stipend. Depending on your household income, you need to decide whether your finances allow you to send your baby to a daycare. Take into consideration all the other costs such as diapers, formula, baby food, baby clothes, medical bills, etc. You can probably get an estimate of these costs from a local parenting group. If you can afford to have a baby, then you passed the first part of the test.

The second part, which might be even more challenging, is finding support. Graduate school is rarely a 9-5 job, so even if you have a full-time daycare, you will still need help on weekends, evenings, and when your baby gets sick. Here are some suggestions from other graduate student parents:

-Talk to your husband about how you will share childcare and housework.

- Find out your university's policy on maternity and possibly leave of absence.

- Enlist the help of your family after hours and on weekends (if they live close-by)

-Trade babysitting with other students, taking turns watching each other's kids

- Hire a young teenager (much cheaper than a babysitter) who plays with your baby while you are at home, so you can work or clean the house

- Borrow money from your parents to pay for childcare. Although this might put you in debt, you will probably graduate sooner.

-Daycares fill up fast, so get on all the waitlists as soon as the baby is on the way

-Consider "nannysharing", where one nanny cares for 2-3 kids, making the cost/family reasonable.

- Look at home-based daycares, which are usually cheaper than traditional ones. If you decide to go with option, make sure the home-based daycare is licensed. Sending your child to an unlicensed daycare is illegal in some states.

Before you finalize your family plans, be sure to talk to other students who are parents. While having a baby is a lot of work (and costs a lot of money) parents usually find ways to become more efficient at work and to live on less money. Parents in your area are the best resource, so ask them many questions!

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author: "The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle Edition!

Stress is an unavoidable part of life. Yet, you would not want to live completely without it, because then there would be no challenges to help you grow. There are many situations which can cause you stress in graduate school, such as taking/teaching classes, examinations, frustrations with your research, finances, and your personal life. Besides the online resources and books in the next section, here are some proven strategies that you can use instantly to help you manage the stressful situations in your life:

1. Keep a journal & write about your stressful situations
When you write down what is bothering you, it will be easier to figure out solutions to your problems. Writing about your worries will help you pinpoint what exactly you need to do and come up with an action plan.

2. Connect with your support network
Fortunatel, most of the problems that you encounter in graduate school have been solved by someone before you (except for some research-related problems, possibly), so it usually helpful to reach out to professors, other graduate students and possibly counseling deans.

3. Resolve conflicts by talking to people directly
If a personal conflict is the source of your stress, it is best to talk to that person directly. In some cases, it might be helpful to discuss your issues with friends and coworkers beforehand, or whoever you think might be the most helpful. Remember that conflicts are best resolved in person. Email is generally not appropriate for discussing sensitive information, and frequently it can lead to even more misunderstandings.

4. Take regular breaks during work
If you are in the experimental sciences, your experiments might dictate your work and break schedule. On the other hand, if you spend most of your days reading and writing (particularly during the writing of your thesis), it is very tempting to work for several hours straight without taking breaks. It turns out, however, that taking regular breaks during work will help you in several ways. Many students find that alternating 45 minutes of work with 15 minutes of break is a good way to keep their mind fresh and focused throughout the day

5.Exercise and pursue your hobbies
Exercise was one of the top two strategies cited by former students to help them beat stress. One student recalled going swimming after a particularly tough day in the laboratoty (she made a mistake that ruined a week's worth of work), and feeling absolutely refreshed as she came out of the pool. Another student played the trumpet in a jazz band on weekends, which was his way of relaxing as well as connecting with friends.

6. If the stress becomes overwhelming, seek help from a medical professional
Relaxation, exercise and socializing with friends are great ways to overcome stress, but in some situations you might need more help. If your stress becomes too difficult to handle, seek help as soon as possible. Your primary care physician might be able to recommend an appropriate support group or another professional who works closely with graduate students.

Looking for ways to feel more fulfilled and less stressed during graduate school?

If you want to connect with other graduate students, try these discussion boards and stress-relieving resources:

http://chronicle.com/forums/
http://www.studentforumonline.com/
http://www.gradschoolforum.com/
http://www.phinished.org/
http://www.phdnet.org

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author:"The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle Edition!

As I sit sipping my hot chocolate and writing this blog, I cannot help feeling grateful (for the thousandth time) that the Native Americans have discovered the wonderful world of the Theobroma cacao beans, as early as 1900 B.C. The Aztecs and Mayans mixed the ground beans with hot water and seasoned with vanilla, chili pepper or honey, as milk and refined sugar were unknown to them until the Europeans arrived.

Although the Europeans became familiar with the cacao beverage in the 16^th century, it did not become popular until the 1800's when special processes were developed to remove the bitter taste and create solid chocolate bars. Today, chocolate has become so common in our culture that it is nearly impossible to go through your day without encountering chocolate in your house, office, cafeterias, stores and schools. Chocolate has become one of the most popular ingredients in desserts, and chocolate lovers who ever-tried to lose weight know the heart-break of parting with delicious chocolaty desserts in the name of good health (OK, now I am really getting hungry).

While most chocolate containing desserts are considered detrimental to your health due to the high number of calories as well as sugar and fat, there is a significant amount of research supporting the consumption of chocolate in small quantities. If you like dark chocolate and are able to stop after just a few bites, you will probably be excited to learn the numerous health benefits of this delicious treat:

-High concentrations of antioxidants

-Shown to lower blood pressure

-Reported to lower cholesterol

Many graduate students are young and are not concerned about heart disease, but dark chocolate has also been reported to increase the feelings of well-being and happiness by boosting serotonin in your brain.

A more significant concern for students is that chocolate products are high in fat, but dark chocolate is composed of three types of fats, and only one of them (palmitic acid, which comprises 30% of fat in chocolate) has been shown to increase the risk of cardiovascular disease. The other two fats are oleic acid (which is a healthy fat, also found in olive oil), and stearic acid (which is a saturated fat, with neutral effects on cholesterol level).

If you choose to eat chocolate for the health benefits, go for the dark kind. If you like fillings, choose the bars with whole nuts. Nougat and caramel, while delicious, have no nutrition value and only add to the calories. Scientists also recommend to skip the milk, because it can interfere with the absorption of antioxidants.

For more ideas on how to get the most out of your next chocolate treat, you can visit these sites:

http://longevity.about.com/od/lifelongnutrition/p/chocolate.htm

http://my.clevelandclinic.org/heart/prevention/nutrition/chocolate.aspx

http://www.allchocolate.com/health/basics/

http://www.webmd.com/diet/news/20030827/dark-chocolate-is-healthy-chocolate

Bon Appetit!

Dora Farkas, PhD, Founder, PhDNet

Author:

www.phdnet.org

dora@phdnet.org

Now Available in Softcover and Kindle Edition!

Most of us know the old adage of academia: "Publish or perish". It is no surprise then that most professors, and their students and post-docs, strive to publish as much as possible. Some departments even have a standard for a minimum number of papers a student must publish to get their degrees. But, does your publication record in graduate school determine the rest of your career?

This is a question that many academically-inclined students (and postdoctoral fellows) struggle with. Let's take a look at two extremes. Student A publishes several first-author papers in prestigious journals, while Student B publishes few or none. Does this automatically mean that Student A will have a better chance of landing an academic position?

While Student A might pride herself on her solid publication record, she cannot afford to sit back during her postdoctoral fellowship. Rather than looking at the total number of publications, search committees look for consistency in publishing. The question thy ask is can you publish papers in graduate school as well as during your postdoctoral fellowship? Unfortunately, I know several postdoctoral fellows with solid publication records from graduate school, who did not receive academic offers (or even interviews) because of a lack of papers published during their fellowship. This can be disheartening to postdoctoral fellows who are looking to do research in a novel area where they might not be able to publish.

What if you are Student B, with no publications from graduate school? A few years ago I spoke with Ramu (not his real name), who published papers in graduate school, but they were in a field that was so obsolete that neither academia nor industry took an interest in him. Fortunately, Ramu found a postdoctoral advisor whose research was more relevant and he was able to publish several papers. "I worked hard for three years to publish as many papers as I could, so I would be employable," he recalled.

Industry has a slightly different mind-set than academia. While they appreciate papers, they are more focused on the skill-set that candidates bring to the environment. Since industry is product driven and has a tight schedule, they are looking for highly skilled and productive individuals who can integrate very quickly into the work environment. Nevertheless, companies value individuals who like writing scientific papers, since many industry scientists do not like writing or do not have the time to.

Publishing papers can only be to your advantage, whether you are in academia or industry. While writing is (very) time-consuming, always keep an eye open for a research opportunity that can be published. Besides improving your CV, the quality of your research will also benefit from the careful analysis and peer review that is part of the publication process.

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author: "The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle Edition!

Does school lunch bring back memories of scoops of buttery mashed potatoes and greasy chicken drumsticks served with whole milk and a spork? With the national obesity rate on the rise, schools are opting for healthier food choices and are asking parents to do the same. One Kindergarten teacher specifically requested parents to pack snacks with high protein and fiber, since they are best for learning. As graduate students, we can perhaps learn from this advice, as scientific evidence suggests that certain foods support brain function significantly better than others.

I learned this the hard way back in graduate school when I used to fight the mid-afternoon lows with tasty pastries from the local coffee shop. Aside from the unwanted effects of the extra calories, I noticed another disturbing phenomenon. While the sugar and chocolate fueled me for a little while (30-60 minutes), my energy plummeted rapidly afterwards, and I felt moody and hungry again.

Assuming this was the only way to get through the day, I just accepted the consequences of this unhealthy habit. As a senior graduate student I came across a nutrition book which explained the relationship between diet and blood glucose, and how one could regulate their moods and energy levels by eating certain food combinations. The details of the mechanism by which food affects blood glucose could fill an entire textbook chapter, but I will try to summarize it briefly here.

Glucose is the preferred fuel source for your brain, and your brain functions best when you have a steady blood glucose level. When simple sugars, such as those found in sweets, and white bread, are consumed by themselves, they will lead to a sudden increase in your blood glucose levels, stimulating your body to releases insulin. Insulin signals the body to store the excess glucose as glycogen in the liver and muscle. Excess glucose will be stored as fat, a consequence most of us would rather avoid. The sudden drop in blood glucose, caused by the release of insulin, will lead to feelings of drowsiness and fatigue.

Does this mean you should not eat carbs? Absolutely not. The secret to maintaining your blood glucose level is to eat complex or mixed meals. A mixed meal includes a balanced combination of proteins, carbohydrates and fats (yes, you need a little bit of fat in your meals, about 30% of your total calories). When your meals are "complex" your blood sugar rises more steadily, and your body will not be stimulated to release insulin so quickly. What are examples of mixed snacks? Try yoghurt with nuts, bread and cheese with vegetables, cottage cheese and fruit, or whole grain cereal with milk.

Where does fiber fit into the picture? As a nutritionist once told me, the fiber content of a food is a signal of how close to nature it is. The higher the fiber content of breads, the less processing they went through. Fiber increases the feeling of fullness, so you will be satiated for longer. Foods with high fiber content, such as whole grain pastas, breads, and cereal bars take longer to break down, and help maintain your blood glucose levels and fuel your brain. When the teacher asked parents to pack snacks with protein and fiber, she certainly knew what she was talking about: weight control and brain food at the same time!

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author:

www.phdnet.org

dora@phdnet.org

Now Available in Kindle and Softcover!

As a graduate student I did not have much disposable income. My friends in graduate school were also struggling to make ends meet, sometimes saving for three years for a trip to Europe. So when one puts the word "savings" and "graduate school" in the same sentence it usually raises eyebrows. How many days a week can you eat peanut butter sandwiches for dinner?

The surprising thing about finances is that the struggles do not end when you get your diploma. If you buy a house and a car (or two) your new paycheck might already be accounted for. Add to that the cost of raising children, and possibly the loss of income if one parent stays at home, and you might find yourself in debt again. The idea of saving for retirement is far from the minds of many graduate students and young professionals.

So, why am I writing about saving money? While many graduate students are on a budget, it is possible to set aside $25, $50 or even a $100 a month from most stipends. While these amounts seem negligible, time is on your side. Saving $25 a month (invested at a 7% annual rate in a mutual fund) compounds to over $30,000 in 30 years. Saving $50 or $100 will double or quadruple this amount.

While the idea of a retirement account in graduate school can seem foreign, Roth IRA's are a great way to start saving. Your money grows tax free, so essentially you get free money from the government. Of course, once you get a job and your employers matches your pre-tax dollars you will be getting free money from both sides. Let's say you set aside $500 pre-tax a month which your employer matches. At a 7% annual return rate, you will collect over $1.2 million in 30 years, and have saved over $ 45,000 in taxes (assuming you are in the 25% bracket). Ever thought about getting a boat once you retire?

As you can see, a little budgeting can go a very long way. Whether you watch Netflix or rent a DVD instead of going to the movies, or cook instead of eating out, the monthly savings can literally be in the hundreds of dollars. Clearly, you don't want to give up all fun and the list of money saving tips is endless. Other graduate students are usually the best resource for learning about student specials at restaurants, supermarkets, theaters and travel agencies. In a few years you will not remember whether you saw a movie at home or in the theaters, or if you spent the extra money for an ocean-view room during your vacation. But it will surely be nice to have a little nest-egg for your first home purchase. Your parents (and possibly children) will thank you too.

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author:

www.phdnet.org

dora@phdnet.org

Now Available in Kindle and Softcover!

One of the major changes that I first experienced as a graduate student was an increase in the numbers of hours I slept. Of course, there was still lab work to do and courses to study for, but my schedule was no longer crammed with 2-3 tests to study for simultaneously, term papers to write, and weekly problem sets to contend with. While graduate school was more challenging in other ways (e.g. what should my thesis be about), life had slowed down in general.

We all know that sleep is important, but how crucial it is to daily functioning shocked me. Graduate students without families who go to school full time without having to work on the side can probably afford to get adequate amounts of sleep. In the rest of the world, however, where one needs to attend to families, work, social commitments and possibly a long commute, sleep is way down on the list of priorities. Some people even boast how little sleep they survive on, and in some circles this is considered a sign of strength. Getting less than 7 hours of sleep a night is probably the norm for adults, rather than the exception.

Now, consider the following question. If you had to stay up for 24 hours straight and were asked to complete a challenging cognitive ability test, how well do you think you would perform? If you are like most people, you would predict that you would not do very well. What if you had to take the same test after getting 6 hours of sleep a night for a week? According to a study reported by Po Bronson and Ashley Merriman in the book "Nurtureshock", people who regularly sleep 6 hours a night do not perform better on tests than those who stayed up 24 hours straight. Both groups scored very low on the exam. So, if you get 6 hours of sleep regularly, your mental ability is no better than if you stayed up for 24 hours straight.

According to Bronson and Merriman, children today get an average of 1 hour less sleep than 30 years ago, most frequently due to extracurricular activities or early classes at school. In a controlled study one group of sixth graders was sent to bed 30 minutes earlier than their normal schedule and another group 30 minutes later than schedule. They were both awakened at their regular times and asked to complete a reading test. The group which received less sleep, scored at the 4^th grade level, 2 grade levels below where they should have, whereas the other group scored at their grade level. Schools and families who rearranged the children's schedules to allow for an extra hour of sleep found remarkable improvements in test scores and moods (especially for teenagers).

The story that really shocked me was from John Medina's book, "Brain Rules", where he describes a 17 year old teenager who wanted to get into the Guinness Book of Records by staying up 11 days straight. While no one condoned this experiment, scientists used this opportunity to study the effects of sleep deprivation. During the first few days, he was extremely tired and irritable, and his short term memory started failing. By the fifth day his condition worsened and he started to exhibit tremors and symptoms of Alzheimer's Disease, and had to be hospitalized.

These stories were both a revelation and relief. Now I know why I cannot focus well on certain days - once again I got less than 7 hours of sleep. Ideally, I could use 8-9 hours. While we all have hectic schedules, remember that every extra 15 minutes of sleep count, so any sleep-saving tactic you can use (e.g. less caffeine at night for the whole family, going to bed earlier, less TV, getting organized so you can sleep later) can make a difference.

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author: "The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle Edition!

I love Fridays. Ever since I was a kid in elementary school I knew there was something special about the day before the weekends. On Fridays, the possibilities for the weekend are endless, like creating something new on a blank slate. Which is the reason, I always compose these blogs on Fridays (except for the last few weeks, when I was MIA due to moving, I am sure you understand).

On Fridays, people go home early, the emails suddenly stop flooding my inbox, and life slows down in general in around 2 pm. This gives me a perfect excuse to keep working on Friday afternoons. Why? Any of you who have ever tried to write a manuscript know that somehow there is never time for it. In addition to the tasks associated with research itself, there is usually an avalanche of emails we need to attend to. On Fridays afternoons the emails usually come to a halt or at least slow down considerably (discounting the personal IM's related to the weekend activities, but that's another story altogether).

I was not born a writer. I excelled primarily in math at school, not language skills (not to mention that I am Hungarian, and English is not my first language). But, I had to learn "writing ethics" to publish manuscripts and write my doctoral thesis. I learned that in order to write well, one must practice every day. In fact, most experts advise students to write at least 2 pages a day when they are working on their dissertations. Of course, this is easier said than done when writing is not our primary function at work. I found this advice tough to follow in graduate school when I just started writing scientific publications. I could not even think of what to put on 2 pages on one day, let alone every day.

Then came a quiet Friday afternoon, when I had analyzed most of my high priority data. There was nothing pressing to do, and it was 3pm. As I cleaned up my desk, I found the articles I had collected for a review article I was writing. I had made some notes here and there but there was no cohesive piece yet. Should I work on it now? I was going out to dinner with friends that night, but only around 6pm. I had time to stay another hour or even just 30 minutes. Reluctantly I sat down, telling myself that I'll devote just 30 minutes to this.

The first 5 minutes were like an uphill battle, trying to find my notes and files from weeks ago. Then, I casually began writing, and in 15 minutes I had a cohesive paragraph. In 30 minutes, I had consolidated all the files I had written previously into one, and pasted in my new writing. While it was a small step, it was significant progress in just 30 minutes. I decided to stay another 30 minutes to review my pile of articles, and I organized by category. Finally I made a plan of where to pick up next. (By the way, if you are in the middle of writing a long piece, you should always plan where you will start next to get you over a possible writing block). When I left work at 4 pm I was not only glad it was Friday, but I was actually looking forward to the next week.

Writing, like many other activities (packing for a move comes vividly to mind right now), is hardest during the initial 5-10 minutes. It is especially challenging when there are so many other responsibilities commanding our attention. In our busy schedules, one hour can be hard to find to give us a jump-start at a project we have been procrastinating. But a little push of even just 30 minutes on a quiet afternoon (be it Friday, Wednesday or Saturday), might just do the trick.

Wishing you the best,

Dora Farkas, PhD, Founder, PhDNet

Author: "The Smart Way To Your PhD:200 Secrets From 100 Graduates."

www.phdnet.org

dora@phdnet.org

Now Available in Kindle Edition!