This suggests that Joe is doing something almost completely unrecognizable--with language at least. I guess my assumption is that I would know what Joe was doing he'd just be doing it so quickly I wouldn't be able to follow. And he'd complete the task--a task I recognize--far more quickly than I possibly could using comparable analog technologies. Perhaps this is me saying, I buy Englebart's augmentation idea on the level of efficiency but remain skeptical or at least have yet to realize it's transformative effect on intellect itself.

I'm always a little proud when I say that Hypothesis will not make things easier/more efficient for teachers. If anything, it helps widen and deepen this "prolonged interaction between the instructor and students," which takes even more time!

Wouldn't that ease of gathering only be viable for a certain amount of time, in certain areas? With larger populations and in scarcer areas, that time increases. I wonder what other statistics or sources provide similar or disparate numbers, and how those numbers change over time. When did gathering become less efficient?

How can care be made further efficient? E.g., integration, cost-sharing, payment-sharing, parent partners, nurse partners

65.61

Interesting connection here between the efficiency mandate and the "talent means no effort required" attitude we see in many school settings.

William Cunningham is an Emeritus Professor at the University of Minnesota where he taught for 36 years in the Departments of Botany and Genetics and Cell Biology as well as the Conservation Biology Program, the Institute for Social, Economic, and Ecological Sustainability, the Center for Environmental Learning and Leadership, and the McArthur Program in Global Change. He received his Ph.D. in Botany from the University of Texas in 1963 and spent two years at Purdue University as a postdoctoral fellow. At various times, he has been a visiting scholar in Sweden, Norway, Indonesia, and China, as well as several universities and research institutions in the United States. Dr. Cunningham has devoted himself to education and teaching development at the undergraduate level in biology. He began his educational career in structural biology but for the last 10-15 years has concentrated on environmental science, teaching courses such as Social Uses of Biology; Garbage, Government, and the Globe; Environmental Ethics; and Conservation History. Within the past four years, he has received both of the two highest teaching honors that the University of Minnesota bestows: The Distinguished Teaching Award and a $15,000 Amoco Alumni Award. He has served as a Faculty Mentor for younger faculty at the university, sharing the knowledge and teaching skills that he has gained during his distinguished career.

Cunningham, William. "Arctic National Wildlife Refuge." Environmental Encyclopedia 1 (2011). Accessed March 26, 2017.

a.k.a. guarantees a poly-time solution for any SAT problem instance.

I see this as evidence of technology determinism, which this article is shot through with. This kind of sentiment comes off as if technologies make things better, faster, more efficient for all involved parties, without consequence. It also assumes a consensus around what improved teaching and learning looks like and means. IMO, "efficiency" recalls turn of 20th century industrialist philosophy and rhetoric. In the work of education, I think that we need to ask if efficiency really is always better, and better for who. I am suggesting that in many cases efficiency is better for administrators from a business perspective, but not so for learners.

I only skimmed this, but I think I got the point. You move more people faster on escalators when none of them are reserved for walking -- simply because not enough people are willing or able to walk. If you have walking lanes, they are under-used, and the standing lanes are over-crowded.

SLAC target PUE of 1.4 by FY15

Google's PUE is 1.12

Warren Hall target efficiency: 1.2 as of 2011

Target of 1.3 (vs typical data centers around 1.9) PUE