A Quote by Venkatraman Ramakrishnan

If I were to take an undergraduate chemistry exam, I would probably fail. — © Venkatraman Ramakrishnan
If I were to take an undergraduate chemistry exam, I would probably fail.
I think you either have chemistry or you don't. If you could create chemistry in the editing room then there would be no films without chemistry, obviously, because there are a lot of good editors out there who'd be able to take care of that then if that's how it really worked.
We would be glad to have your friend come here to study, but tell him that we teach Chemistry here and not Agricultural Chemistry, nor any other special kind of chemistry. ... We teach Chemistry.
When I was in 7th grade, we were all given an exam. It was science and math, and the boys who did well were skipped ahead so that when they got to be juniors or seniors in high school they would be able to go to the local community college and take calculus and physics there. And I wasn't skipped ahead.
I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.
It was unfair that people could pretend to be one thing when they were really something else. That they would get you on their side and then do nothing but fail, and fail, and fail again. People should come with warnings, like cigarette packs: involvement would kill you over time.
If I taught a class, on my final exam I would take an Internet company and ask, 'How much is this company worth?' Anyone who would answer, I would flunk.
I was warned by the private sector that we would fail and would fail badly. 'The state can't run a railway,' I was told. Well, they were wrong.
My undergraduate, I double-majored in biology and chemistry. Biology was kind of my love.
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.
My undergraduate years at the University of Nebraska were a special time in my life: the combination of partying and intellectual awakening that is what the undergraduate years are supposed to be. I went to the university with the goal of becoming an engineer; I had no concept that one could pursue science as a career.
I did help to set up an undergraduate course in medicinal chemistry and made progress in modelling and analysing pharmacological activity at the tissue level, my new passion.
My undergraduate degree was in history, and I wish I had been smart enough to really excel at maths, physics, chemistry or biology because... the voyagers and adventurers and real contributors - that's where they come from.
I would say that molecular gastronomy is a field of science. I would - I would say that it's probably lumped under chemistry, maybe. Because cooking, while it has certainly biology and some physics, it's mostly chemistry.
I decided to take two years between finishing undergraduate and beginning medical school to devote fully to medical research. I knew that I wanted to go to medical school during undergraduate, but I was also eager to get a significant amount of research experience.
I knew chemistry would be worse, because I'd seen a big card of the ninety-odd elements hung up in the chemistry lab, and all the perfectly good words like gold and silver and cobalt and aluminum were shortened to ugly abbreviations with different decimal numbers after them.
I was also interested in chemistry, but my parents were not willing to buy me a chemistry set.
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