A Quote by Amari Cooper
The value of a prototype is in the education it gives you, not in the code itself.
Related Quotes
My favorite method of encryption is chunking revolutionary documents inside a mess of JPEG or MP3 code and emailing it off as an "image" or a "song." But besides functionality, code also possesses literary value. If we frame that code and read it through the lens of literary criticism, we will find that the past hundred years of modernist and postmodernist writing have demonstrated the artistic value of similar seemingly arbitrary arrangements of letters.
The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. The girls, we say, do not have to earn; so why should they be educated? As long as such ideas persist there is no hope of our ever knowing the true value of education.
We should not value education as a means to prosperity, but prosperity as a means to education. Only then will our priorities be right. For education, unlike prosperity is an end in itself. .. power and influence come through the acquisition of useless knowledge. . . irrelevant subjects bring understanding of the human condition, by forcing the student to stand back from it.
The genetic code is not a binary code as in computers, nor an eight-level code as in some telephone systems, but a quaternary code with four symbols. The machine code of the genes is uncannily computerlike.
The arts objectify subjective reality, and subjectify outward experience of nature. Art education is the education of feeling, and a society that neglects it gives itself up to formless emotion. Bad art is corruption of feeling.
Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
Education no longer has a humanist end or any value in itself; it has only one goal, to create technicians.
The real value of tests is not that they detect bugs in the code but that they detect inadequacies in the methods, concentration, and skills of those who design and produce the code.
I think there's a prototype we're all looking for, whether it's Brett Favre or Troy Aikman. And everyone's got that picture in their mind of the prototype at the position.
Education is important. And the difference of the zip code you grow up in or the zip code you are born in and how you turn out really isn't fair to the kids of our world.
"You, who are on the road, must have a code that you can live by-"* You'll find universal agreement on the value of a behavior code, on the need for some sort of ethical system. Even the crooks count on "honor among thieves," and countries actually wage war according to certain rules. On the job and in the rest of our day-to-day living, we each need a "code for the road."
Like language, a code of manners can be used with more or less skill, for laudable or for evil purposes, to express a great variety of ideas and emotions. In itself, it carries no moral value, but ignorance in use of this tool is not a sign of virtue.
Perhaps we could write code to optimize code, then run that code through the code optimizer?
It was a rather extraordinary conversation if you think about it -- both of us speaking in code. But not military code, not Intelligence or Resistance code -- just feminine code.
But hospitality must be for service, and not for show, or it pulls down the host. The brave soul rates itself too high to value itself by the splendor of its table and draperies. It gives what it hath, and all it hath, but its own majesty can lend a better grace to bannocks and fair water than belong to city feasts.
There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
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