A Quote by Richard Ernst

I recognized that teaching and research institutions vitally depend on the involvement of active scientists also in management functions. — © Richard Ernst
I recognized that teaching and research institutions vitally depend on the involvement of active scientists also in management functions.
Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field.
My career in academic research has not been involved with active management of securities. I've tried to understand risk-and-return relationships; also the pricing of derivative securities.
I think there is value in having practising scientists as leaders of research institutions.
I quickly discovered that scientists go where the funding is, so I knew I had to start a research foundation. If you don't raise money and provide research grants, you'll never attract scientists, and if scientists aren't working on a cure, there isn't going to be a cure.
The national research effort, upon which so much depends, will remain healthy only so long as there is sound core of disinterested search for new knowledge and an adequate number of men and women trained for carrying on such research and for teaching young scientists.
The conference also has a moral duty to examine the corruption of science that can be caused by massive amounts of money. The United States has disbursed tens of billions of dollars to climate scientists who would not have received those funds had their research shown climate change to be beneficial or even modest in its effects. Are these scientists being tempted by money? And are the very, very few climate scientists whose research is supported by industry somehow less virtuous?
Since universities are funded in large parts by grants that depend on costly research, they have every incentive to free professors from their teaching duties as much as possible - as do the professors themselves, who tend to be recruited and promoted primarily based on research output.
Researchers should always consider ethical concerns on scientific research and disclose their data to the public. Scientists also need to discuss issues surrounding their research with those who are concerned.
Students and postdoctoral fellows largely depend on the support of the public sector to finance the training and research that will make them world-renowned scientists.
Monsanto will not come empty-handed. Monsanto will come with a big bag of money. And because these governments are poor, when they are shown money for their research institutions, for their universities, for their professors, they are very quick to say yes, and I can tell you that when Monsanto came to Kenya, they were able to be given permission to do research in one of our research institutions, and yet there was not a single law to control such research.
Given the central role of effective, firmwide risk management in maintaining strong financial institutions, it is clear that supervisors must redouble their efforts to help organizations improve their risk-management practices...We are also considering the need for additional or revised supervisory guidance regarding various aspects of risk management, including further emphasis on the need for an enterprise-wide perspective when assessing risk.
Economic management involves the operation of economic frameworks in real time - for example, in the private sector, the management of complex financial institutions or, in the public sector, the day-to-day supervision of those institutions.
Democracy is about institutions: it's about having things like schools and judiciary and the Ford Foundation, or 'The Nation' magazine - you need progressive institutions, you know what I mean? Those are important institutions to make sure that the government functions.
I think serious research tends to be associated with higher academic quality, more prestige, more resources, and even, heaven help us, better teaching, to a greater extent than you might think. Folks who don't have an active intellectual life become, though the long years of just teaching, less intellectually alive and exciting.
In passing, I firmly believe that research should be offset by a certain amount of teaching, if only as a change from the agony of research. The trouble, however, I freely admit, is that in practice you get either no teaching, or else far too much.
We had to depend on other institutions to do research on our behalf. We had to use the information that already existed to craft the best practices to distribute throughout the country. And we had to do all of that in ten months.
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