A Quote by Paul Smith

I was engaged in all the required courses of math and geometry, but the area that I blossomed in was the art program. — © Paul Smith
I was engaged in all the required courses of math and geometry, but the area that I blossomed in was the art program.
There are a few other things that I built when I was at Harvard that were kind of smaller versions of Facebook. One such program was this program called Match. People could enter the different courses that they were taking, and see what other courses would be correlated with the courses they are taking.
When I got to college, I planned to be a math major, and, in addition to signing up for some math courses, I decided to take some philosophy. Quite by chance, I took a philosophy of science course in which the entire semester was devoted to reading Locke's Essay. I was hooked. For the next few semesters, I took nothing but philosophy and math courses, and it wasn't long before I realised that it was the philosophy that really moved me.
In 1960, I enrolled in the chemical engineering program at UNAM, as this was then the closest way to become a physical chemist, taking math-oriented courses not available to chemistry majors.
I got good grades in math, but I never really enjoyed it. My favorite part of math was algebra, but geometry was the worst.
Courses in prosody, rhetoric and comparative philology would be required of all students, and every student would have to select three courses out of courses in mathematics, natural history, geology, meteorology, archaeology, mythology, liturgics, cooking.
There is no single grand strategy. Just as the New Left abandoned an overarching program and became a series of like-minded groups advancing area by area, so it must counterattacked area by area.
The average student emerges at the end of the Ph.D. program, already middle-aged, overspecialized, poorly prepared for the world outside, and almost unemployable except in a narrow area of specialization. Large numbers of students for whom the program is inappropriate are trapped in it, because the Ph.D. has become a union card required for entry into the scientific job market.
It's important that the art forms communicate, whether it's the dance program with the jazz program or the classical program with the opera program, that these conversations becomes fluid.
All the people who run agencies, all the important people in agencies have taken communication courses, marketing courses, advertising courses, and courses basically teach advertising as a science, and advertising is so far from a science it isn't even funny. Advertising is an art.
Fashion is not just about what we wear, but...fashion is also a business. It is an art, it's a career that involves science, engineering, accounting and so much more. People can learn about the math behind Charles James' designs, and think, 'Maybe I should pay closer attention to geometry this semester'
I went to college for, like, a year and a half with the intention of doing some kind of art therapy or some kind of teaching of art, because I feel like art is a more free area in school than music is. I feel like music is too mathematic for me. Music school's so hard. It's math.
The one thing about program television that's absolutely incompatible with any concept of art is that all decisions have to be made by program directors, whereas art is autonomous. It may be dependent, but it knows no superiors.
My studio is arranged so that I have a comfortable seating area for meeting with clients, an office area beyond that and a painting area, which includes room for art students to sit and watch as I work.
I thought about majoring in Math, Chemistry and English, but Math had the fewest requirements, so I went with it. I knew I wanted to teach, and Math was my field, so I studied Math.
The concept of congruence in Euclidean geometry is not exactly the same as that in non-Euclidean geometry. ..."Congruent" means in Euclidean geometry the same as "determining parallelism," a meaning which it does not have in non-Euclidean geometry.
In colleges, there are no gender separations in courses of study, and students can freely choose their majors. There are no male and female math classes. But women generally choose college courses that pay less in the labor market. Those are the choices that women themselves make. Those choices contribute to the pay gap.
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