Thank you very much for the question. It is really critical. We talk about literacy for numbers, and I talk about literacy for science. Literacy for science is really an appreciation of what's behind what you're eating, and what's behind the decisions you're making when you buy a car or a refrigerator with a sticker about energy saving. As to explaining basic research in terms of its impact, I mean clearly we can talk about what physics has given us in terms of the MRI, in terms of diagnostics, in terms of a lot of things that people have had experience with, and I think the public would understand this.
I think what happens often with basic research is the time frame. Are we patient enough to wait for 20 years to see the impact, or for 10 years? This is why a continuous pipeline is really important, because by the time something is ripe for application and we're going to see the benefit, well, we're working on something else that will also be feeding this pipeline and this continuous improvement.
I can tell you that in my own research I've been really fortunate, because in my own lifetime my research has led to applications. This doesn't always happen, but when it happens it's great, right? I don't think I've ever met a researcher who's not eager to have his or her research applied to the benefit of humanity—be it in terms of the technology, best practices, social innovations, or what have you.
The one thing that we always also neglect to talk about is the training. When I started my career, I didn't know that I was going to make any groundbreaking discoveries. I was sure hoping for it. What I was certain would happen is that I would train great people who would be leaders and who might themselves make discoveries. I think this is something that, as a country and as a society, we need to be reminded of constantly: it's not necessarily us or the scientists, but it's the ones they are training, the next generation that is being trained with the basic science, as I mentioned.