This week in science, academia and scientific publishing:
The Directory of Open Access Journals (DOAJ) removed approximately 3,300 journals from its site. The clean sweep affected journals that failed to submit an application to the site. This measure was taken by the DOAJ to help increase the value and accuracy of the site, as well as, respond to “the greater demands made on open access publishing buy questionable journals and publishers.”
New research published in PLOS Biology reports on a comprehensive study regarding career outcomes for postdoctoral researchers at the University of California, San Francisco. The paper provides a framework and methodology that can be used by other institutions who want to help their postdocs make informed career decisions. Liz Silva, one of our recent PLOScast guests, was the lead author on this manuscript.
Here is a handy guide on how to read a scientific paper for non-scientists. Jennifer Raff, an assistant professor in the Department of Anthropology at the University of Kansas, breaks down the process in 11 straight forward steps.
Last week, we shared with you Johannes Haushofer’s CV of Failure. In this article, Kate Nussenbaum, a graduate student in experimental biology, provides an interesting critique of the failure CV.
Recently, several chemists created a machine learning algorithm that predicts better ways to make crystals. The scientists relied on data from successful experiments, as well as, data from dark reactions, which are data that come from research that was never published. The finding was reported in Nature.
McGill University’s Montreal Neurological Institute and Hospital (the Neuro) plans to make all its data and results from its research and publications Open Access over the next five years. Brian Owens, in his Nature piece, notes that the University’s “primary motivation for the move is to increase the pace of discovery in neuroscience — a field in which clinical progress has so far been slow.”
Here is another great example of Open Access working. The team at Open Knowledge Maps created a visual interface to the world’s scientific knowledge using PLOS research.
And finally for this week:
A teaching assistant for an online course about artificial intelligence at Georgia Tech was really A.I. herself. The online Knowledge-Based Artificial Intelligence course typically generates about 10,000 messages per semester. Ms. Jill Watson was designed to alleviate the TAs’ burden of answering the same questions over and over again. Though the professor and teaching assistants knew about “Jill”, most of the students didn’t suspect she was a computer.