A Quote by Andrew Ng

The true value proposition of education is employment. — © Andrew Ng
The true value proposition of education is employment.
At the end of the day, the true value proposition of education is employment.
A true proposition is a proposition belief which would never lead to such disappointment so long as the proposition is not understood otherwise than it was intended.
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.
It is more important that a proposition be interesting than that it be true. This statement is almost a tautology. For the energy of operation of a proposition in an occasion of experience is its interest and is its importance. But of course a true proposition is more apt to be interesting than a false one.
The Value Proposition Canvas functions like a plug-in to the Business Model Canvas and zooms into the value proposition and customer segment to describe the interactions between customers and product more explicitly and in more detail.
Pure mathematics consists entirely of assertions to the effect that, if such and such a proposition is true of anything, then suchand such another proposition is true of that thing.... Thus mathematics may be defined as the subject in which we never know what we are talking about, nor whether what we are saying is true.
A truthmaker is an entity in virtue of which the proposition it makes true is true. And it is a necessary condition of being a truthmaker (though not a sufficient one) that a truthmaker necessitates the proposition it makes true.
Reconciliation will not work if it puts a higher value on symbolic gestures and overblown promises rather than the practical needs of Aboriginal and Torres Strait Islanders in areas like health, housing, education and employment.
The health care provisions are presumably for individuals. And whoever pays for them, whether it's paid by the individual, state, whatever, the value is an individually based value. It has nothing to do with employment.
Education without social action is a one-sided value because it has no true power potential.
Whenever I've had to make a major decision as a doctor, cop or for a company I've worked for, I ask myself: What is the value proposition here? Will my decision bring added value to the population I have the privilege to serve?
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.
Federal transfers are not even a zero-sum proposition; they are a negative-sum proposition, leaking value at every step of the way, thanks to the costs of collecting federal tax dollars, then trickling them back out to the states' own costly bureaucracies via federal paper-pushers who write and oversee grant programs.
You cannot rationalize what is not rational to begin with - as if lying were called truthization. There is no way to obtain more truth for a proposition by bribery, flattery, or the most passionate argument - you can make more people believe the proposition, but you cannot make it more true.
You cannot 'rationalize' what is not rational to begin with - as if lying were called 'truthization.' There is no way to obtain more truth for a proposition by bribery, flattery, or the most passionate argument - you can make more people believe the proposition, but you cannot make it more true.
In the days of Ram Mohan Roy when English education was introduced in this country, the Mahomedans did not accept it... They did not accept English education and at the same time they were divorced from the culture which their fathers had advanced. The result was that whereas the Hindus got on in life, got into government employment, got many things which people value in life, the Mahomedans were left without it and gradually there came to be a sort of estrangement between the two nationalities at the time of the Swadeshi movement.
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