Why Fundamental research is so convoluted?
How many of the new young medical graduates in India would be willing to keep working without any recognition for 25 years just because of their intellectual curiosity?
In fact My daughter changed her mind from doing research after hearing a lecture by a scientist who spent most of his life researching the metabolism of "yeast" .She found it not thrilling at all.
but it was so much fundamental in somany aspects of Modern medicine . development of various biologicals DNA recombinant technology and Possibly Crispr in future.
For example in the book
By 19521 was eager to start doing research—being 26 years old and never having done a minute of research of any kind. But on Herbert Jasper's advice I decided to do some clinical neurology as a background for future research in neurophysiology. So I put in a year of neurology residency at the Montreal Neurological Institute (MNI), and followed that by a year of clinical neurophysiology (mostly electroencephalography [EEG]) with Herbert Jasper. Students often ask me whether all that clinical training was really necessary. Would not a Phd. have been a more useful training for a research career in neurophysiology? My answer is that I really can't say. Onc cannot go back and do a control. But just out of college with a degree in mathematics and physics I was certainly in no position to choose a research career. I needed the perspective that the medical training gave, but whether I needed seven years of perspective is anyone's guess. The research Torsten and I did later, especially the work on visual deprivation, was clearly influenced by our clinical backgrounds.
"Our family lived in Outremont, a middle-class suburb of Montreal that was predominately French-speaking, and whose remaining English-speaking component was largely Jewish. English-speaking children attended the "Outremont Protestant Schools", "Protestant" meaning non-Catholic, which seems ironic given that on Jewish holidays out of a typical class of thirty pupils at my school I would find myself in a class of about five other Protestants. Our teachers were all English-speaking and non-Catholic because in Quebec, Catholics were not allowed to teach in "Protestant" schools. This had the strange and unfortunate result that French was taught either by English-speaking teachers or by Huguenots imported from France. No effort was made to teach us to speak or understand French as spoken with a French-Canadian accent, and after eight years of daily hour-long French lessons almost none of us could converse in French (Parisian or Canadian), nor could we understand the French spoken on a local radio station, or even read a French novel. At that time it was an economic necessity for the French to master English, and they did, but English-Canadians rarely bothered to learn French. We talked to our French neighbors in English, and were unable to buy a ticket on a streetcar without being laughed at by the French conductors. So the potential advantages of growing up in a bilingual society were largely lost."
This story is like most kids who learn spanish in American schools and the North Indians, who fail to learn to speak Telugu while living in the capital Hyderabad of the telugu speaking state .
Specially the Muslims of Hyderabad. 9i am saying this from my own personal experience of a bunch of my friends from medical school.
some of them were forced to learn it later in life in order to converse with patients while practicing but their accent and understanding of the language remains very rudimentary and comical even after many decades.
How many of the new young medical graduates in India would be willing to keep working without any recognition for 25 years just because of their intellectual curiosity?
In fact My daughter changed her mind from doing research after hearing a lecture by a scientist who spent most of his life researching the metabolism of "yeast" .She found it not thrilling at all.
but it was so much fundamental in somany aspects of Modern medicine . development of various biologicals DNA recombinant technology and Possibly Crispr in future.
For example in the book
Brain and Visual Perception: The Story of a 25-Year Collaboration
By David H. Hubel M.D., Torsten N. Wiesel M.D.
By 19521 was eager to start doing research—being 26 years old and never having done a minute of research of any kind. But on Herbert Jasper's advice I decided to do some clinical neurology as a background for future research in neurophysiology. So I put in a year of neurology residency at the Montreal Neurological Institute (MNI), and followed that by a year of clinical neurophysiology (mostly electroencephalography [EEG]) with Herbert Jasper. Students often ask me whether all that clinical training was really necessary. Would not a Phd. have been a more useful training for a research career in neurophysiology? My answer is that I really can't say. Onc cannot go back and do a control. But just out of college with a degree in mathematics and physics I was certainly in no position to choose a research career. I needed the perspective that the medical training gave, but whether I needed seven years of perspective is anyone's guess. The research Torsten and I did later, especially the work on visual deprivation, was clearly influenced by our clinical backgrounds.
"Our family lived in Outremont, a middle-class suburb of Montreal that was predominately French-speaking, and whose remaining English-speaking component was largely Jewish. English-speaking children attended the "Outremont Protestant Schools", "Protestant" meaning non-Catholic, which seems ironic given that on Jewish holidays out of a typical class of thirty pupils at my school I would find myself in a class of about five other Protestants. Our teachers were all English-speaking and non-Catholic because in Quebec, Catholics were not allowed to teach in "Protestant" schools. This had the strange and unfortunate result that French was taught either by English-speaking teachers or by Huguenots imported from France. No effort was made to teach us to speak or understand French as spoken with a French-Canadian accent, and after eight years of daily hour-long French lessons almost none of us could converse in French (Parisian or Canadian), nor could we understand the French spoken on a local radio station, or even read a French novel. At that time it was an economic necessity for the French to master English, and they did, but English-Canadians rarely bothered to learn French. We talked to our French neighbors in English, and were unable to buy a ticket on a streetcar without being laughed at by the French conductors. So the potential advantages of growing up in a bilingual society were largely lost."
This story is like most kids who learn spanish in American schools and the North Indians, who fail to learn to speak Telugu while living in the capital Hyderabad of the telugu speaking state .
Specially the Muslims of Hyderabad. 9i am saying this from my own personal experience of a bunch of my friends from medical school.
some of them were forced to learn it later in life in order to converse with patients while practicing but their accent and understanding of the language remains very rudimentary and comical even after many decades.
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