Depression and anxiety are common mental health issues globally, yet limited research has focused on job seekers in Bangladesh. This study examines the prevalence and associated factors of depression and anxiety symptoms among Bangladeshi graduates seeking employment. A cross-sectional study was conducted among graduates from two public universities in Bangladesh, using face-to-face interviews and a semi-structured questionnaire. Data were collected between March and April 2024 through convenience sampling. Chi-square tests and logistic regression were used for analysis with SPSS software. Among the participants, 46.8% experienced depressive symptoms and 67.8% had anxiety symptoms, with 42.3% experiencing both. Factors associated with a reduced risk of depressive symptoms included being a first child (OR = 0.48, 95% CI: 0.25–0.93, p = 0.031) and exam satisfaction (OR = 0.22, 95% CI: 0.12–0.39, p < 0.001). Lower symptoms of anxiety were associated with being male (OR = 0.45, 95% CI: 0.25–0.80, p = 0.007), first-born status (OR = 0.45, 95% CI: 0.22–0.92, p = 0.030), financial contribution to family (OR = 0.40, 95% CI: 0.19–0.81, p = 0.011), over 12 months of preparation (OR = 0.37, 95% CI: 0.15–0.92, p = 0.034) and exam satisfaction (OR = 0.40, 95% CI: 0.22–0.71, p = 0.002). Intentionally unemployed participants had a higher risk of anxiety symptoms (OR = 1.70, 95% CI: 1.00–2.89, p = 0.046). This study reveals high rates of depressive and anxiety symptoms among job-seeking graduates in Bangladesh. Socio-demographic and job-related factors appear to significantly impact mental health, underscoring the need for a holistic approach to address these challenges. Targeted mental health interventions and increased public awareness are essential to support vulnerable groups in navigating the highly competitive job market.

In this article, we present an educational intervention that embeds ethics education within research laboratories. This structure is designed to assist students in addressing ethical challenges in a more informed way, and to improve the overall ethical culture of research environments. The project seeks (a) to identify factors that students and researchers consider relevant to ethical conduct in science, technology, engineering, and math (STEM) and (b) to promote the cultivation of an ethical culture in experimental laboratories by integrating research stakeholders in a bottom-up approach to developing context-specific, ethics-based guidelines. An important assumption behind this approach is that direct involvement in the process of developing laboratory specific ethical guidelines will positively influence researchers’ understanding of ethical research and practice issues, their handling of these issues, and the promotion of an ethical culture in the respective laboratory. The active involvement may increase the sense of ownership and integration of further discussion on these important topics. Based on the project experiences, the project team seeks to develop a module involving the bottom-up building of codes-of-ethics-based guidelines that can be used by a broad range of institutions and that will be distributed widely.

Although not all graduate students will teach in the classroom, all will use teaching skills in some aspects of their work. Graduate students can participate in activities that will prove useful in later teaching situations. They can prepare audio-visual materials or design and conduct experiments and demonstrations in the laboratory. Carefully selected and well-prepared graduate students can give lecture or laboratory presentations; however, care must be taken not to detract from the quality and continuity of the course from the standpoint of students who are enrolled for credit (and are paying for the course).

The University of Georgia (USA) is partnering with the University of Padova (Italy) for a dual Master’s degree program in sustainable agriculture, promoting collaboration on some of the biggest challenges facing agriculture today. This innovative program which was launched during 2016 provides students with outstanding training and a unique opportunity to learn about the challenges, opportunities, and leading edges of precision agriculture on another continent – an experience which will serve graduates well when they enter the job market in an increasingly global economy. This paper presents the goals of the program, the curriculum, and describes the opportunities available to prospective students. In addition it describes the process of developing the dual degree which can be used as guide by others wishing to develop similar programs.

Weed science is an important component of pest management. Weeds cause approximately 12% loss in United States crop production, reduce crop quality, poison livestock, and adversely affect human health, recreation, and transportation. Herbicides comprise approximately 65% of pesticide expenditures, whereas insecticides and fungicides each comprise less than 20%. The total effect of weeds, including crop losses and costs of control, in the United States was estimated in 1994 to be $20 billion annually. A survey was prepared and mailed to weed scientists at universities and experiment stations in the northeastern United States to determine the number of faculty positions and course offerings devoted to weed science. There are approximately five times as many entomologists and more than three times as many plant pathologists as weed scientists at universities in the northeast. There are more than six times as many graduate students currently in entomology and more than four times as many in plant pathology compared with weed science. Few undergraduate courses in weed science are taught, and most universities have no graduate classes in weed science. There are almost seven times as many undergraduate entomology courses and more than twice as many plant pathology courses as weed science classes in this region. There are more than 17 times as many graduate entomology courses and more than 15 times as many plant pathology courses compared with weed science graduate classes. There are no departments devoted solely to weed science in the northeast, whereas entomology and plant pathology departments are both common. Most universities have little to no faculty assigned to aquatic, forestry, noncrop weed control, weed ecology, or laboratory trials, and numbers assigned to agronomic and horticultural crop weed management are limited. Additional university resources are needed if weed science research, teaching, and extension efforts are to meet the priority needs in weed management.

Weeds are one of the main limiting factors in crop production, causing billions of dollars in annual global losses through degraded agricultural and silvicultural productivity. Weeds also reduce access to land and water, impair aesthetics, and disrupt human activities and well-being. The number of positions devoted to weed science teaching, research, and extension at 76 land-grant institutions across the United States and its territories was determined and compared with that for plant pathology and entomology. The number of classes and graduate students in these disciplines at those institutions was also determined. There are more than four times as many entomologists and more than three times as many plant pathologists as weed scientists at land-grant institutions. There are approximately five times as many graduate students currently in entomology and almost three times as many in plant pathology compared with weed science. There are approximately five times as many entomology and two and a half times as many plant pathology undergraduate classes compared with weed science classes. These differences increase when graduate courses are considered. Most land-grant universities have either none or few graduate classes in weed science. There are more than six times as many graduate entomology courses and more than five times as many plant pathology courses compared with weed science graduate classes. There are no departments devoted solely to weed science, whereas entomology and plant pathology departments are both common. Most universities have little to no faculty assigned to ornamental, fruit, aquatic, or forestry weed control. Number of faculty assigned to vegetable, turf, non-crop, ecology, and basic/laboratory studies in weed science are also limited. Additional university resources are needed if weed science research, teaching, and extension efforts are to meet the priority needs for the management of weeds in the agricultural, natural resources, and urban ecosystems.