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Oxford Learner’s Dictionary of Academic English. 2014

2014, Lexicography

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The PhDictionary: A Glossary of Things You Don't Know (but Should) about Doctoral and Faculty Life (Chicago Guides to Academic Life) 1st Edition

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• ISBN-10 022635928X
• ISBN-13 978-0226359281
• Edition 1st
• Publisher University of Chicago Press
• Publication date May 2, 2016
• Part of series Chicago Guides to Academic Life
• Language English
• Dimensions 6 x 0.7 x 8.5 inches
• Print length 304 pages
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About the author, excerpt. © reprinted by permission. all rights reserved., the phdictionary, a glossary of things you don't know (but should) about doctoral and faculty life, the university of chicago press.

ABD. Short for "All but dissertation ," it marks the point at which a doctoral student has completed all of her coursework, passed her exams, and has her dissertation proposal approved. (It's also the point at which she can call herself a "doctoral candidate ," rather than merely a "doctoral student.") People occasionally put ABD in the education category of their CV s, but probably shouldn't. It's a somewhat humorous attempt to have letters after your name before you get the three letters that count, though it can be a useful indicator of a colleague's progress toward degree. "How's Michelle doing at Emory?" "She's great, making good time ... ABD after only three years."

ABD also, though, marks a point of vulnerability in degree completion. Up to that moment, you're still a student, with courses, papers, exams, and deadlines . Someone else is managing your progress and setting your agenda — which, after more than twenty years of formal education, is familiar and comfortable. Once you're ABD, though, you're expected to act like a scholar rather than a student, and set your own pace, agenda, and standards for acceptable work. That's a huge transition, one that many students don't survive. Couple that with the fact that ABD students may lose the opportunity for institutional support, and may move away to do fieldwork and thus lose the social encouragement of fellow students and daily contact with dissertation supervisors, and the end of the doctoral course has more obstacles than we'd like to admit.

The ABD represents a transitional moment from student to colleague. Dissertation committee members must recognize that this transition has both logistical and emotional components, and that both require management. Losing a student at this stage is tragic all around; the investment has been great, the commitment even greater. It's as if we have felled a tree, milled the lumber, kiln-dryed the boards, framed a house, and then never roofed or enclosed it; what could have become a home is instead just a marker of resources squandered.

Abstract. When I worked on my dissertation , I was clear with my committee members that even though I was engaged in social science, I wanted to create a work of literary nonfiction. I had in mind writers like Paul Goodman and Joan Didion, writers who could draw powerful meaning from the everyday circumstances around us. I wanted my work to be read rather than merely shelved. (That's why I had a novelist on my dissertation committee.)

The day after my successful dissertation defense , one of the associate deans came to me to finalize paperwork for submitting the dissertation to University Microfilms International, the American standard repository for dissertations and masters' theses . He asked me to revise my abstract to include findings. The very thought repulsed me. How could I possibly encapsulate all of these stories, all of these lives, into a paragraph? And why would I give away the end of the story before a reader ever had a chance to engage it? It was like the ultimate spoiler.

I didn't understand the nature of the abstract as a literary genre, a paratext that only some would read. An abstract of an academic article or book is a brief guide to whether or not a particular academic reader would find it worthwhile to download or ask her library to order. Academics are swamped with text, usually text that isn't any fun to read. Rather than slog through the whole landscape, they use an article's abstract to help them decide whether to slog through one particular acre of it. Here's a broad paint-by-numbers guide to constructing an abstract.

In [my subfield], [some phenomenon] is well understood, but it is not yet clear [some adjacent phenomenon]. This study employed [some method ] in order to better understand [a component of the unclear phenomenon]. As a result, [particularly interesting, important, or counterintuitive findings]. These results offer [implications for further research or external applicability].

As an example, here's an abstract you might see for this very book.

In higher education, considerable attention has been paid to the typical sequences of graduate school and faculty careers, but this attention has not been sufficiently detailed so that prospective community members might truly understand the culture they hope to enter. This book offers a glossary of important, and likely unfamiliar, terms so that prospective doctoral students and faculty members might better understand the daily experience of the path they're considering. As a result, I hope that those students may have a more realistic and empowered sense of their possible futures in higher ed. This work offers resources not only for student readers, but also for experienced faculty and administrators charged with the welfare and progress of doctoral students and early-career faculty.

You should read the abstract of every article that comes to you in seminar, and start to learn the fine points of the genre as it pertains to your field. Academic writing has a thousand elements of form — elements that are rarely taught and must be intuited anew by each generation. Learn to copy from the masters, just as painters and musicians learn by replicating what already exists.

Academic freedom. Whenever some group of people feels that it has the liberty to follow ideas wherever they lead, others will feel that they have the responsibility to temper or channel or restrict those developments for what they perceive to be collective benefit. And whenever the collective wisdom is that some individual has acted irresponsibly or dangerously, the individual responds with claims to freedom and liberty. So it is in all social life, and so it is in academia.

Academic freedom is simple in principle: scholars must not be prohibited from, censured for, or overridden in the findings of their honestly practiced intellectual work. But of course, the concept becomes far more nuanced when applied in any context and practice. When Noam Chomsky writes political analysis, he's speaking from outside his academic basis in linguistics; is that protected academic speech or just civic life? When a teacher offering a course on feminist thought asks that enrollment be limited only to female students, is that an intellectual choice or a discrimination?

Academic freedom is often considered as a bill of rights, though rarely codified on a given campus. Academics are usually considered to have the right to

• manage their classrooms to achieve their intellectual goals for their students;

• freely choose their own topics of research interest;

• submit their scholarly findings for critical review, and publish them if the review warrants; and

• respond to the work of others with honest, reasoned critique.

In the wild, of course, all of these are subject to modification and negotiation. And as Victor Frankl once wrote, the Statue of Liberty on America's East Coast should be balanced by a Statue of Responsibility on the West. In this case, the countering responsibilities might be considered to be

• the awareness of one's own biases in teaching , and the creation of an academic environment that is safe and respectful of all participants;

• the creation of courses that take their places within a larger curriculum , reflecting both the college's mission and the discipline 's or profession's standards;

• the selection and practice of research that is in the public interest, is free from conflict of interest, makes judicious use of resources, and carefully considers its ethical obligations to human and animal participants;

• the generous acknowledgement of the work of others, whether mentored students, postdoctoral staff, project collaborators, or prior scholars and their writings; and

• the maintenance of an open record of one's intellectual steps, and the free and public distribution of one's findings.

And in just these two simple lists of clear principles, there is enough ambiguity to disagree about almost any decision.

Rather than get into contextual details of how academic freedom plays out in specific case studies, I want to talk here about how you, as a doctoral student or an early-career faculty member, won't have any.

As a doctoral student, you will follow the research interests and methods of your supervising faculty. Sometimes, that's very literal, as in the laboratory sciences: doctoral students are brought in to be part of specific work teams, and some interesting problem is hived off from the larger project and made to be that junior researcher's specialty. In the more interpretive fields, doctoral students typically aren't part of lab teams, but you still have to choose topics for which you can find guidance and supervision from among your faculty. If you're a physical anthropologist in a department filled with ethnographers, or if you want to study Arts and Crafts bungalows and your faculty are all involved in digital design fabrication, you're not going to have a happy experience.

The degree of academic freedom that you do have will come through choosing the right program with the right mentors , so that your desired goals can be achieved with resources they'll already have and trust. Making that fundamental decision well gets you a long way toward the intellectual leash length to follow your own inklings and desires. But be prepared to be periodically or even frequently overruled. Your faculty advisers will have their own favorite bodies of knowledge and systems of interpretation, and you'll have to incorporate them. If you want to support yourself, you'll need to take on a research assistantship or a teaching assistantship in which, as in any job, your supervisor's priorities will become your own.

Once you become an early-career faculty member, you will avoid making waves, will attempt to pursue research that attains indirect cost support (and good public relations) for the college, and will attempt to grade your students' work so that the median across your courses comes out more or less at a B. You will serve on committees that seem to have been scripted by Samuel Beckett, and walk the line between doing what your department chair asks and being seen by the others in the department as too closely allied with that chair and his cronies.

The perfect land of intellectual freedom comes near the end of one's career, when all tenure and promotion hurdles have been safely crossed — only then does a faculty member truly have the ability to ignore the overt and subtle pressures for conformity. Unfortunately, by that time, most will have been house-trained sufficiently to not seek the open door.

Accreditation . If you want to be a doctor, you have to get a license. So too if you want to be a social worker, an electrician, a barber, a hair stylist, a forester, or a commercial trucker. But the world of higher education, although it may not be visible to the civilian eye, has a lot more in common with fashion modeling than it does to medicine. Just as models become models because some beautiful people see a new beautiful person and say, "She's got it," so too everything about academic life is governed by peer review , in which those who are acknowledged to hold some capabilities recognize others as having similar capabilities. There's no licensing exam to become a college faculty member — just people in the club who see a particular new person and say, "Welcome in."

It turns out that whole colleges also live and die by peer review, through the process of accreditation. The United States is divided into regions, and each region has an accrediting body for education (extending from kindergarten through doctoral research universities) that periodically reviews each school's practices and prospects and offers an opinion about its continued viability. Some accrediting bodies are known primarily through acronyms (such as SACS) and others by geographic shorthand (like Middle States), but whenever you hear a college administrator say that SACS or Middle States "is coming," you can be sure that it's with the same trepidation as a meteorologist tracking a hurricane's likely landfall.

Having been a college's NEASC (New England Association of Schools and Colleges, pronounced "knee-ask") accreditation liaison, supervising the school's review process, and having served on a NEASC visiting team to review another school, I'll use the NEASC practices as an overview; the others, since they're all recognized by the Commission on Higher Education Accreditation (CHEA, pronounced "chia," as in "Chia Pet"), play by pretty similar rules. NEASC asks each of its 243 member colleges in New England — from Yale University to the Woods Hole Oceanographic Institution to Kennebec Valley Community College to the Gordon-Conwell Theological Seminary — to submit an annual report about its operational status. But the big adventure is the cyclical accreditation "visit," a shorthand for the hurricane of events that will disrupt the entire operation of the institution, usually leaving its survivors shaken but standing.

NEASC, under normal circumstances, schedules an accreditation visit for each school in ten-year increments. Work on the visit begins two years or so in advance, with the mobilization of a team responsible for creating what's called a "self-study," a massive report that covers all aspects of institutional operation:

1. mission and purposes

2. planning and evaluation

3. organization and governance

4. academic program

6. students

7. library and information resources

8. physical and technological resources

9. financial resources

10. public disclosure

11. integrity

The self-study is a promotional tool of careful literary craft, through which an institution seeks to describe itself in the most advantageous terms available to it. A college with steadily declining enrollment will focus on its coming new programs that are better aligned with the realities of the changing economics of its region; a school that's lost money for five straight years will crow about its restructured development office and the stream of income sure to follow; a college that has a faculty that's 80 percent adjuncts will talk about the importance of teachers with active professional lives. Once the self-study is prepared by the underlings, it's usually marked up and massaged by the provost and president for optimal public-relations impact before final submittal.

Once the self-study is submitted, usually in the summer prior to the accreditation year, NEASC chooses a visiting team made up of five or six faculty members and administrators from other NEASC schools. The visiting team members get the self-study a couple of months before the visit, as well as assignments for which of the eleven standards they'll each focus on most specifically.

When the team descends upon the school for its actual visit, the school puts forth its best hospitality: nice restaurants, a goody bag, flowers in the hotel rooms, and an army of impromptu concierges ready to escort a team member or locate a resource at the least hint of need. The team operates from a "team room," a locked space to which only the team has access, fully supplied with computers, printers, the school's most comfortable chairs, records specific to each of the eleven standards, and snacks and sodas galore.

Product details

• Publisher ‏ : ‎ University of Chicago Press; 1st edition (May 2, 2016)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 304 pages
• ISBN-10 ‏ : ‎ 022635928X
• ISBN-13 ‏ : ‎ 978-0226359281
• Item Weight ‏ : ‎ 13.5 ounces
• Dimensions ‏ : ‎ 6 x 0.7 x 8.5 inches
• #1,514 in College & University Student Life (Books)
• #65,497 in Unknown
• #131,288 in Reference (Books)

About the author

Herb childress.

A writer of fiction and nonfiction alike. I write in order to increase the world's storehouse of hope.

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What does the noun PhD mean?

There is one meaning in OED's entry for the noun PhD . See ‘Meaning & use’ for definition, usage, and quotation evidence.

How common is the noun PhD ?

Where does the noun phd come from.

Earliest known use

The earliest known use of the noun PhD is in the 1830s.

OED's earliest evidence for PhD is from 1839, in Journal of Royal Geographical Society .

PhD is formed within English, as an initialism.

Nearby entries

• phasitron, n. 1946–
• phasm, n. 1656–
• phasma, n. 1635–
• phasmid, n. 1864–
• phason, n. 1970–
• phasor, n. 1944–
• phassachate, n. 1634–1828
• phat, adj. 1963–
• phatagin, n. 1774–
• phatic, adj. 1923–
• PhD, n. 1839–
• pH-dependent, adj. 1949–
• Phe, n.¹ 1922–
• Phe, n.² 1945–
• pheal, n. 1879–95
• pheasant, n. c1299–
• pheasant cock, n. 1324–
• pheasant colour | pheasant color, n. 1588–
• pheasant-coloured | pheasant-colored, adj. 1864–
• pheasant coucal, n. 1801–
• pheasant cuckoo, n. 1827–

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Meaning & use

Entry history for phd, n..

Originally published as part of the entry for P, n.

P, n. was revised in December 2005.

oed.com is a living text, updated every three months. Modifications may include:

• further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations.

Earlier versions of this entry were published in:

OED First Edition (1904)

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• View P in OED Second Edition

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Factsheet for phd, n., browse entry.

• Cambridge Dictionary +Plus

Meaning of PhD in English

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• associate's degree
• baccalaureate
• bachelor's degree
• Doctor of Medicine
• doctorate in something
• double major
• Master of Arts
• Master of Science
• Master's degree
• postgraduate
• Postgraduate Certificate in Education
• second degree
• summa cum laude

Ph.D. | American Dictionary

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any of the rods that join the edge of a wheel to its centre, so giving the wheel its strength

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Dictionary of Toxicology

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• © 2024
• 1st edition
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CSIR-Indian Institute of Toxicology Research, Lucknow, India

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• Provides terminologies along with their description of modern toxicology and associated declines
• Includes definitions related to basic and applied aspects of human and environmental health and regulatory toxicology
• Presents deep insight into the rich glossary of toxicology in occupational, environmental and industrial setups with medical and forensic toxicology

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Table of contents (2999 entries)

Front matter, abbreviated new drug application, abruptio placentae, absolute risk, absorption through epidermal appendages, absorption, distribution, metabolism, and excretion of xenobiotics, abusive drugs, acceptable daily intake (adi), accidental cell death, acclimatization, ace inhibitors, acesulfame potassium, acetaminophen, acetic acid.

• Xenobiotics
• Toxicokinetics
• Immunotoxicology
• Forensic Toxicology

About this book

This dictionary of toxicology provides curated and authentic information on the terminologies used with their description as per modern toxicology and associated declines. It aims to have a collection of over 3500 terminologies with their basic information and roles with relevance in toxicology and associated disciplines in alphabetical order. This book has a flow of information in alphabetical order starting from word A to Z. The contents cover all the possible facets of contemporary. It is an unparalleled reservoir of information with a practical understanding of the subject for undergraduates, post-graduate, doctorate and post-doctorate, researchers of toxicology, medical and dental sciences, veterinary sciences, pharmacy sciences, life sciences, forensic sciences, etc. Besides this, target readers would also be personnel working in academia, pharma industries, contract research organizations involved in regulatory studies, regulatory agencies and implementing agencies, and people having an interest in toxicological sciences.

Authors and Affiliations

About the author.

Professor A B Pant is a seasoned toxicologist who started his research career over thirty-two years back at CSIR-Central Drug Research Institute, Lucknow, India. He is an alumnus of IIT-Roorkee, Uttarakhand, currently serving as ‘Senior Principal Scientist at CSIR-Indian Institute of Toxicology Research (CSIR-IITR), Lucknow, India. He is also a “Professor” of the Academy of Scientific & Innovative Research (AcSIR), an Institution of National Importance set up by the Act of Parliament, Government of India. Professor Pant’s elegant research offers a much-sought framework for understanding neurodegenerative disorders, potential therapeutic interventions, and a strong base for interpreting human brain-specific neurotoxicity and developmental neurotoxicity using stem cells as models. His strategic international collaboration with the University of São Paulo, Brazil, has developed a strong roadmap for effective drug development and therapeutic interventions in Amyotrophic Lateral Sclerosis, a fatal neurodegenerative disorder. Being a nodal Scientist, Professor Pant coordinated the entire COVID-19-related activities, including Real-Time PCR-based testing, SARS-Co-V2 genome sequencing, sero-surveillance, and capacity building program at CSIR-IITR. Professor Pant was instrumental in establishing the “Africa Centre of Excellence in Materials, Product Development and Nanotechnology” at Makerere University, Uganda. He also dedicated himself to fostering contemporary science to Post-Graduate, PhD students, researchers, and university teachers. He is a lead GLP inspector for the Government of India and also serves as an expert for regulatory bodies, such as BIS, CDSCO, NABL, FSSAI, NGCMA, ICMR, DST, RCGM (DBT), Pharmacovigilance, etc. Professor Pant has won several awards and honors, including Vigyan Ratna Award-2010 (CST UP); Shakuntala Amir Chand Prize-2007 (ICMR); National Bioscience Award-2012 (DBT); Prof. KT Shetty Memorial Oration Award-2017 (Indian Academy of Neurosciences), Toxicology Promotion Award-2018 (National Academy of Sciences, Allahabad), DSc- h.c. (HNB Uttarakhand Medical Education University, Dehradun, Uttarakhand-2021), STOX/ASAW Gold Medal (STOX, India), etc. He has been elected Fellow of the Academy of Toxicological Sciences, USA, Society of Toxicology, India, Indian Academy of Neurosciences, Academy of Sciences for Animal Welfare, India, Academy of Environmental Biology India, etc. In view of his outstanding credibility in toxicology, Professor Pant has been included as a global toxicologist in the ‘European and United Kingdom Register of Toxicologists’. He currently serves as Chairman and Member of several National and International Committees/ Boards of Government Institutes and Bodies. He also serves as a member of the editorial board of several reputable journals.

Bibliographic Information

Book Title : Dictionary of Toxicology

Authors : AB Pant

DOI : https://doi.org/10.1007/978-981-99-9283-6

Publisher : Springer Singapore

eBook Packages : Biomedical and Life Sciences , Reference Module Biomedical and Life Sciences

Copyright Information : Springer Nature Singapore Pte Ltd. 2024

Hardcover ISBN : 978-981-99-9282-9 Published: 24 May 2024

eBook ISBN : 978-981-99-9283-6 Published: 04 June 2024

Edition Number : 1

Number of Pages : VIII, 1093

Number of Illustrations : 1 illustrations in colour

Topics : Pharmacology/Toxicology , Biomedicine, general

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