A Quote by Sarah Parcak

The majority of the research I do is archaeological research, but to me, as a professor, the most important thing is to encourage and mentor students. — © Sarah Parcak
The majority of the research I do is archaeological research, but to me, as a professor, the most important thing is to encourage and mentor students.
The most important thing is to recognize that research is our seed corn. It's a national security priority. It's not just a way to have enough going on that graduate students can do their Ph.D.s and scientists can publish. We have to do research, or we'll fall behind the rest of the world.
I was a mere 29-year-old instructor at Kyoto, enjoying daily research work with some young students. Nothing had prepared me to be a professor at a major national university. Being too young and inexperienced to be a Full Professor, I was first appointed Associate Professor of Chemistry.
I learned many things from Professor Brown, including his philosophy toward research, but there is one thing he said that I recall with particular clarity: 'Do research that will be in the textbooks.' It is not easy to do such work, but this has remained my motto.
The thing I always tell my writing students - I'm not a full-time instructor, by any means, but periodically I've taught writing students - what I always tell them is that the most important thing in narrative nonfiction is that you not only have to have all the research; you have to have about 100% more than you need.
We sometimes talk as if "original research" were a peculiar prerogative of scientists or at least of advanced students. But all thinking is research, and all research is native, original, with him who carries it on, even if everybody else in the world already is sure of what he is still looking for.
By 1954, as an assistant professor with a group of three graduate students, I was able to initiate more complex experimental projects, dealing with the structure, stereochemistry and synthesis of natural products. As a result of the success of this research, I was appointed in 1956, at age twenty-seven, as professor of chemistry.
At the undergraduate level, SNU has a unique 'Opportunities for Undergraduate Research' programme. Students are encouraged to undertake research programmes at the undergraduate level and get trained in the interdisciplinary research.
We want to encourage foreign students to come to our universities - to study, research and teach.
Most innovation is not done by research institutes and national laboratories. It comes from manufacturing - from companies that want to extend their product reach, improve their costs, increase their returns. What's very important is in-house research.
Show me a Professor of Education, especially a Professor of E-learning, who lectures, and I'll show you a hypocrite who doesn't read the research.
I was promoted associate professor in early 1970 and full professor in October of the same year. I spent the two spring semesters of 1972 and 1974 as visiting professor at Harvard University, giving lectures and directing a research project.
"Endow scientific research and we shall know the truth, when and where it is possible to ascertain it;" but the counterblast is at hand: "To endow research is merely to encourage the research for endowment; the true man of science will not be held back by poverty, and if science is of use to us, it will pay for itself." Such are but a few samples of the conflict of opinion which we find raging around us.
I decided to pursue graduate study in molecular biology and was accepted by Professor Itaru Watanabe's laboratory at the Institute for Virus Research at the University of Kyoto, one of a few laboratories in Japan where U.S.-trained molecular biologists were actively engaged in research.
My Cleveland years were both scientifically and personally most rewarding. My wife Judy was able to rejoin me in our research and my research group grew rapidly.
Experimental high energy physics research is a group effort. I have been very fortunate to have had outstanding students and colleagues who have made invaluable contributions to the research with which I have been associated.
I teach at Caltech and oversee a research laboratory there. In general, I find that the majority of young people are excited by the prospects of research, but they soon discover that in the current market, many doctorate-level scientists are holding temporary positions or are unemployed.
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