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A classic example of what you're talking about is Los Angeles. Almost the entire stretch of land between Santa Barbara and San Diego is developed, and so now you see ever-growing hordes of people in the more inland, desert communities.


Curious, when did you attend? Current fees alone are close to $11,000/year at the UCs now. Nonresidents have it even worse.


1998-2003. The fees started at $1300/quarter or $3900/year, and ended at $1400/quarter, or $4200/year. As a California resident, I got the much lower in-state tuition.

Here's a chart of the fees from back then:

1998: http://www.registrar.ucla.edu/archive/fees/1997-98/Winter98F...

2003: http://www.registrar.ucla.edu/archive/fees/2002-03/Winter03F...


Well, MTBF could be tested manufacturer-side too. I'm not sure why HP/Lenovo/et. al. have not come out and said "After exhaustive testing, we've shown our netbooks last the wear-equivalent of X years of average usage, which is Y years/months more than that of competitors Z, A, and B."

My feeling is that they consider netbooks disposable and their "real" notebooks to be the focus of QC.


manufacturer mbtf testing, well, I would not in any way trust a manufacturers numbers compared to the numbers of a rival manufacturer. there are far too many small, subtle things you can do to inflate your MBTF numbers.

Even if they were trying to be honest, testing wear (where wear might be mostly, say, how often the damned thing gets dropped) is really hard. On average, how many times a year does a laptop get dropped? and is that number the same as the times a netbook gets dropped? is there something about it's size/shape (or, unknowably at product launch-time, the demographics of the buyers) that cause netbooks to get dropped more or less?


I feel that your two statements do not agree well with one another. On the one hand, I do agree with you about the eventual future of education.

However, I feel the timeline on that is fairly long, and it doesn't seem likely nothing else will be disrupted before that.


Ad_Astra, I agree with you. There are two tracks of innovation for education.

    Track 1: Fixing existing system
    Track 2: Building new educational stack
First track can lead to faster traction. But the "Google of education" is likely to be born on the second stack.


There's so much regulation & inertia with Track 1 that I'd lean to Track 2. In fact, I've already started taking a whack at it.


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