Often I'm struck by something that I read; then I go and research it a little more, especially if I begin a poem, and I find out that I need to know more. Then I usually get intrigued and excited about whatever it is I'm writing about.
Have a lot of conversations. Look at the implications of changing, but ultimately, you have to trust your gut. Test your conflicting advice as much as you can through research and conversations.
Clearly, one does not have to give up being an academic, retreat from rigorous research, or renounce the importance of specialization in order to address major social issues. I don't think you give up theoretical rigor by writing in a way that addresses major social concerns and is at the same time accessible to wider informed general audiences.
I went to Europe three times, I read dozens and dozens of books, I studied thousands of photos. But I always supplemented that research with imagination; research might give you detail, but imagination supplies the direction in which to apply all that detail.
We actually did go on a camping trip together as part of the research, in a caravan, for a week. I guess we picked who annoyed us most from genuine experience. We did a lot of research on camping and what annoys people. It's quite often children playing ball games. It's a huge debate in the caravan world whether children should be allowed to play ball games or not.
A zoo is not an ideal place for an animal - of course the best place for a chimp is the wilds of Tanzania - but a good zoo is a decent, acceptable place. Animals are far more flexible than we realize. IF they weren't, they wouldn't have survived. But my opinion about zoos came after research. Initially I had the opinion that most people have, that they are jails.
We know that African American students tend to be relational learners. It's about the relationships between a teacher and student. Students respond well to teachers they know, believe in them, care about them, but also who teach in a matter that elicits a more active approach to learning, rather than just sitting and listening. The research on this is strong and has been available for a long time, but it is not widely practiced. That's a huge obstacle.
New York rushed to get students into early childhood programs, but the research is clear that it has to be high quality. What we are giving poor kids now in early childhood is nothing like what we are giving middle-class kids in most places.
As with most of my work, I started from the abstract, from research, building an intellectual model that slowly became internalized when the characters came alive. It's fascinating what happens to the model you've so assiduously assembled when characters are allowed to run rampant: things you thought essential are broken and other things are vastly improved.
For me, the historical and genealogical library is the one I use. I'm working on, I'll say, it's a time travel novel. I haven't written very much of it. That's the dirty secret of the Cullman center: The writers don't write their fiction there, they just do their research.
Our goal is to turn solar electric technologies into a commodity business like computer chips, and make them ubiquitous in the built environment. I'd couple this with a huge commitment to fundamental research in nanostructure to goose the next generation of more efficient, cheaper, dematerialized cells. And if I'm truly czar, I'd emphasize silicon technologies, as that approach is the one least likely to encounter material constraints in supplying an explosive global demand.
Oh, I usually don't know a whole lot about a subject when I begin; the process itself teaches me a lot as I go along. Usually I know enough about one narrow area of the subject to start myself going, and then everything - including a lot more research - follows from that.
Does research get in the way of the story? It certainly can. Anything can, given that as writers we're all geniuses at procrastination. But mostly research teaches me about the world. Which often shows me the way, in terms of the story.
I don't beat at the details, but I do always keep in mind that anything that isn't A) moving the story forward or B) enlarging my understanding of the central characters has to be sacrificed. I have huge folders of details - research - with a story like Netherlands. Only a very small part of it gets used. The old iceberg analogy again.
When we travel for research our strategy is to simply move from kitchen to kitchen. It's truly a wonderful way to travel - food shopping, cooking and eating in one home for lunch and then another for dinner. The process of cooking takes us immediately into the rituals and rhythms of daily life and also places us firmly in the position of learners. We were meet with incredible generosity by all of the families we ate with.
Because I work quite slowly, I have to keep myself interested over a long research and writing period. So I can't see myself writing about modern middle-class Londoners anytime soon.
I love research, and in fact it's liberating because you have to create your own world. No one can say "I've just got back from the 1860s, and you got it wrong." Anyway, it's fiction.
I never really set out to research any of these stories. I try to lead an interesting life though. I guess the closest I came to research was when I applied to work at the state mental institution in Austin, TX. I wanted to work the night shift like Ken Kesey did when he wrote One Flew Over the Cuckoo's Nest. I thought that might inspire me to write a book that great.
There are, however, many challenges to Asian universities. First, academic freedom, in all senses, is much more critical to the success of a university than how much money is spent on infrastructure or on hiring big names. Faculty need to have the space to pursue the research that they are passionate about and the also need to have the freedom to express their opinions in the university, and in the society as a whole.
Shared governance is often the critical element that is missing in Asian universities, no matter how talented the faculty may be. Either it is ministries of education that are trying to run things, or in private institutions - those who control the funds. Neither group knows much about teaching and research.
If we want to identify the great success of American research universities, and that success goes far beyond Harvard, we have to come back to the question of governance. Excellence requires a firewall between trusteeship, or government ministries, and the academic decision-making process. This American concept of shared governance wherein the faculty are engaged in running the university as part of a collaboration with the other stakeholders.
The strong point of American research universities is the manner in which trustees, presidents and other senior executives retain a considerable amount of decision-making authority while at the same time maintaining a culture of open exchange and participatory debate.
The president [of American research institute] can act as the CEO and make a firm decision about the long-term development of the institution, but he or she does so in constant consultation with the faculty. It may not always work this way, but the greatest advances occur when governance is truly shared.
The question of how much English should be used in international research universities is one with which I am extremely familiar. I would even say I am deeply puzzled by this trend. I am not certain what the correct answer should be.
What I see increasingly is that companies are playing political roles. We should actually have our research and our laws map that.
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