Viewpoints Intelligent Archive - User contributions [en]

Other Papers from Former Members of Viewpoints Research

2026-03-10T19:57:38Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Environment||{{dts|2025-06-02}}||Yoshiki Ohshima, Adam Bouhenguel and Matthew Good ||[https://tinlizzie.org/IADocs/px25-ohshima.pdf Renkon-pad: A Live and Self-Sustaining Programming Environment based on Functional Reactive Programming]||Presented at Programming Experience Workshop 2025
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience Workshop 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Fundamental New Computer Technologies||{{dts|2005-01-28}}||David Smith, Andreas Raab, Yoshiki Ohshima, David P. Reed and Alan Kay||[https://tinlizzie.org/IADocs/filter-and-tasks.pdf Filter and Tasks in Croquet]||An experiment to use the portal in Croquet like a data Lens
|-
|}

Other Papers from Former Members of Viewpoints Research

2026-03-10T19:53:48Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Environment||{{dts|2025-06-02}}||Yoshiki Ohshima, Adam Bouhenguel and Matthew Good ||[https://tinlizzie.org/IADocs/px25-ohshima.pdf Renkon-pad: A Live and Self-Sustaining Programming Environment based on Functional Reactive Programming]||Presented at Programming Experience Workshop 2025
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience Workshop 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2005-01-28}}||David Smith, Andreas Raab, Yoshiki Ohshima, David P. Reed and Alan Kay||[https://tinlizzie.org/IADocs/filter-and-tasks.pdf Filter and Tasks in Croquet]||An experiment to use the portal in Croquet like a data Lens
|-
|}

75th Anniversary of the Turing Test at the Royal Society

2025-10-24T16:08:25Z

Ohshima: Created page with " {{#evt: service=youtubeIA |id=GmnBTCKocZI |alignment=left |autoresize=true }}"

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Talks by Alan Kay

2025-10-24T16:07:51Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983}} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||WIP: Lucas
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at ParcPlace]]||{{dts|1994-8-2}}||Palo Alto USA||Panel||VPRI-0563||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[The Center of "Why" (2004)]]||{{dts|2004-11-11}}||Kyoto, Japan||Talk|| ||
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[An interview with Alan Kay for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk||||
|-
|[[Alan Kay talk at UCLA CS Connection Lab]]||{{dts|2024-02-21}}||Los Angeles, CA (online)||Talk||||
|-
|[[Alan Kay Panel Discussion at the Royal Society]]||{{dts|2024-07-15}}||London, UK||Panel||||
|-
|[[75th Anniversary of the Turing Test at the Royal Society]]||{{dts|2025-10-02}}||London, UK||Talk||||
|}

Other Papers from Former Members of Viewpoints Research

2025-07-16T18:00:18Z

Ohshima:

Other Papers from Former Members of Viewpoints Research

2025-07-16T17:59:40Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Environment||{{dts|2025-06-02}}||Yoshiki Ohshima, Adam Bouhenguel and Matthew Good ||[https://tinlizzie.org/IADocs/px25-ohshima.pdf Renkon-pad: A Live and Self-Sustaining Programming Environment based on Functional Reactive Programming]||Presented at PX 2025
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|}

Back to the Future of Software Development (2003)

2025-01-31T18:35:50Z

Ohshima:

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<subtitle id="0:0:10">okay anyway welcome</subtitle>
<subtitle id="0:0:13"> everyone to the April do in SD forums future of</subtitle>
<subtitle id="0:0:16"> software development lecture series co-hosted</subtitle>
<subtitle id="0:0:19"> by the compter History Museum Sanford</subtitle>
<subtitle id="0:0:22"> rockowitz chair of the series um</subtitle>
<subtitle id="0:0:25"> first all Laura Merling executive director of of</subtitle>
<subtitle id="0:0:28"> SD form is going to say a few words about the organization</subtitle>
<subtitle id="0:0:31"> or</subtitle>
<subtitle id="0:0:40">um</subtitle>
<subtitle id="0:0:43"> hello everyone thanks for coming I think many of you have been to</subtitle>
<subtitle id="0:0:46">few of the series I see some familiar faces out there</subtitle>
<subtitle id="0:0:49"> um at first I want to thank Sandy</subtitle>
<subtitle id="0:0:52"> for all of his work for these the entire</subtitle>
<subtitle id="0:0:55">why I'm doing that is there's probably only a couple more</subtitle>
<subtitle id="0:0:58"> left for this particular series and we're looking for the next</subtitle>
<subtitle id="0:1:1"> series um so if you have thoughts or ideas I think</subtitle>
<subtitle id="0:1:4"> Sandy would love love the input and I know we would as well</subtitle>
<subtitle id="0:1:7"> do we continue this do you have other topics where else would you like us</subtitle>
<subtitle id="0:1:10"> to go um but um anyway for those of you</subtitle>
<subtitle id="0:1:13"> that don't know who a software development form</subtitle>
<subtitle id="0:1:16"> is uh we focus on emerging technology Trends and</subtitle>
<subtitle id="0:1:19">education to you and the rest of the community to</subtitle>
<subtitle id="0:1:22"> try to say hey what's going on whether it's</subtitle>
<subtitle id="0:1:25"> wireless intelligence whether it's grid Computing whatever</subtitle>
<subtitle id="0:1:28">topics and Technologies are so again if you have ideas</subtitle>
<subtitle id="0:1:31"> we like to hear them um but that said I and</subtitle>
<subtitle id="0:1:34">announcement I have is announcement that I'm gonna do for Bill Gro</subtitle>
<subtitle id="0:1:37"> very quickly um next week on</subtitle>
<subtitle id="0:1:40"> Tuesday we have a home uh home networking</subtitle>
<subtitle id="0:1:43"> Expo uh kind of the connected home uh</subtitle>
<subtitle id="0:1:46"> so it's a series of two tracks one's on content one's on infrastructure</subtitle>
<subtitle id="0:1:49"> within the home and it's addressing different topics like I</subtitle>
<subtitle id="0:1:52">TBO is coming to show their developer toolkit and talk about</subtitle>
<subtitle id="0:1:55"> connecting uh your PC to too and things</subtitle>
<subtitle id="0:1:58"> like that um we have a Broadband panel Microsoft's coming</subtitle>
<subtitle id="0:2:1"> to do a keynote on the future future of the home eight years from</subtitle>
<subtitle id="0:2:4">and where it'll be so there's some interesting things coming that's next</subtitle>
<subtitle id="0:2:7">Tuesday the 29th all right I'm done Sandy your turn I'm done than</subtitle>
<subtitle id="0:2:10">k you everyone well we're</subtitle>
<subtitle id="0:2:13"> delighted that the Computer History Museum is uh co-hosting</subtitle>
<subtitle id="0:2:16"> this series and as many of you know the</subtitle>
<subtitle id="0:2:19"> museum is uh videotaping the talks in the series</subtitle>
<subtitle id="0:2:22"> for their archives and John tul the the executive director</subtitle>
<subtitle id="0:2:25"> of the museum is going to say a few</subtitle>
<subtitle id="0:2:28"> words keep very</subtitle>
<subtitle id="0:2:31"> but I want to really thank every everyone and it's been a real honor</subtitle>
<subtitle id="0:2:34">development Forum we really have a lot of synergy</subtitle>
<subtitle id="0:2:37"> while this is about the future we're about the history</subtitle>
<subtitle id="0:2:40">the authentic history we have a great great uh</subtitle>
<subtitle id="0:2:43"> program ourselves with a lecture which we We join with with</subtitle>
<subtitle id="0:2:46">folks in having our next lecture will be in our new</subtitle>
<subtitle id="0:2:49"> phase one or Alpha phase building at</subtitle>
<subtitle id="0:2:52"> 1401 North Shoreline Boulevard in our new Auditorium</subtitle>
<subtitle id="0:2:55"> on June 10th it'll be Jurassic software the</subtitle>
<subtitle id="0:2:58">origins of consumer software Stuart alsup</subtitle>
<subtitle id="0:3:1"> Scott Cook uh uh and and a whole bunch of folks</subtitle>
<subtitle id="0:3:4"> that are going to be at that that particular lecture but our role</subtitle>
<subtitle id="0:3:7"> is really to preserve the history authentically and to</subtitle>
<subtitle id="0:3:10"> really make that happen we have Hardware artifacts to go back 25</subtitle>
<subtitle id="0:3:13"> years we've got software artifacts to go back 25</subtitle>
<subtitle id="0:3:16"> years we're putting together over the period of the next three or</subtitle>
<subtitle id="0:3:19"> five years are really first class worldclass</subtitle>
<subtitle id="0:3:22"> exhibition for people to really enjoy and to understand what</subtitle>
<subtitle id="0:3:25"> it was all about in the innovators like we're going to hear about tonight</subtitle>
<subtitle id="0:3:28">it's particularly happy tonight because Allen is one of our Museum</subtitle>
<subtitle id="0:3:31"> fellows and it's a pleasure to be here and it's a pleasure</subtitle>
<subtitle id="0:3:34"> to work with the software development Forum thank</subtitle>
<subtitle id="0:3:37">you well as</subtitle>
<subtitle id="0:3:40"> as many of you know the talks in this series are intended to</subtitle>
<subtitle id="0:3:43"> answer from a variety of perspectives</subtitle>
<subtitle id="0:3:46"> the larger issues of software development</subtitle>
<subtitle id="0:3:49"> and to this end we've enlisted uh</subtitle>
<subtitle id="0:3:52"> distinguished uh figures in software</subtitle>
<subtitle id="0:3:55"> development who can share with us their thoughts and</subtitle>
<subtitle id="0:3:58"> insights how on how software can should</subtitle>
<subtitle id="0:4:1"> and will be developed and the Technologies by which this</subtitle>
<subtitle id="0:4:4"> will happen um</subtitle>
<subtitle id="0:4:7"> simply put the talks in the series are intended to</subtitle>
<subtitle id="0:4:10"> answer the following question what is it that leading Ed</subtitle>
<subtitle id="0:4:13">attention to</subtitle>
<subtitle id="0:4:16"> and why is it important now</subtitle>
<subtitle id="0:4:19"> as Laura said we're coming to the close of this lecture</subtitle>
<subtitle id="0:4:22"> series we expect we'll have one more talk either</subtitle>
<subtitle id="0:4:25"> the uh final Thursday of May or the 1</subtitle>
<subtitle id="0:4:28"> of June and we would very much like</subtitle>
<subtitle id="0:4:31"> your feedback um</subtitle>
<subtitle id="0:4:34"> on what's worked for you in the series what</subtitle>
<subtitle id="0:4:37"> You' thought has been valuable what might have been done</subtitle>
<subtitle id="0:4:40"> better um and looking forward to the coming</subtitle>
<subtitle id="0:4:43"> year what might we look at for</subtitle>
<subtitle id="0:4:46"> in terms of a of a series uh address</subtitle>
<subtitle id="0:4:49"> to a tech a senior technical audience</subtitle>
<subtitle id="0:4:52"> um what what who what</subtitle>
<subtitle id="0:4:55"> what people would you like to see what topics would</subtitle>
<subtitle id="0:4:58"> you like to see address and um</subtitle>
<subtitle id="0:5:1"> I know if some of you might have caught the slideshow that was</subtitle>
<subtitle id="0:5:4">here earlier on as you were coming in it included my email</subtitle>
<subtitle id="0:5:7"> address which is uh rockowitz</subtitle>
<subtitle id="0:5:10"> r c wi TZ</subtitle>
<subtitle id="0:5:13"> at moft m n soft.com</subtitle>
<subtitle id="0:5:16"> and and I'd very much appreciate</subtitle>
<subtitle id="0:5:19"> hearing from you um your thoughts on what</subtitle>
<subtitle id="0:5:22"> we might do as a follow-up series next</subtitle>
<subtitle id="0:5:28">year our speaker tonight</subtitle>
<subtitle id="0:5:31"> is is truly a seminal</subtitle>
<subtitle id="0:5:34">pardon</subtitle>
<subtitle id="0:5:37"> it's a with Alan K it is a true challenge to</subtitle>
<subtitle id="0:5:40"> keep it short uh Xerox fellow</subtitle>
<subtitle id="0:5:43"> Atari Chief scientist Apple fellow Disney</subtitle>
<subtitle id="0:5:46"> fellow HP fellow president viewpoints</subtitle>
<subtitle id="0:5:49"> Research Institute um the list</subtitle>
<subtitle id="0:5:52"> goes on and the awards goes on</subtitle>
<subtitle id="0:5:55"> um alen has said that the best way to predict the</subtitle>
<subtitle id="0:5:58"> future is to invent it and my God has</subtitle>
<subtitle id="0:6:1"> he talked his he walked the</subtitle>
<subtitle id="0:6:4"> talk um his image of the</subtitle>
<subtitle id="0:6:7"> D book um sort of in</subtitle>
<subtitle id="0:6:10"> way back when computers filled rooms sort of clued</subtitle>
<subtitle id="0:6:13"> us into what computers might be what a personal computer</subtitle>
<subtitle id="0:6:16"> might be one of the creators of small talk the</subtitle>
<subtitle id="0:6:19"> first uh Dynamic o o</subtitle>
<subtitle id="0:6:22"> system he developed key aspects</subtitle>
<subtitle id="0:6:25"> of the window user interface that we</subtitle>
<subtitle id="0:6:28"> all know so it's a real honor uh to welcome Alan Kay</subtitle>
<subtitle id="0:6:31"> here this evening</subtitle>
<subtitle id="0:6:34">[Applause]</subtitle>
<subtitle id="0:6:40">you</subtitle>
<subtitle id="0:6:43"> yeah thanks um</subtitle>
<subtitle id="0:6:46"> you know it's it's great to be back at Park</subtitle>
<subtitle id="0:6:49"> but of course this part of Park never existed when we were</subtitle>
<subtitle id="0:6:52"> we were here was built after a whole bunch</subtitle>
<subtitle id="0:6:55"> of us left so this is actually a new part</subtitle>
<subtitle id="0:6:58"> of Park and since</subtitle>
<subtitle id="0:7:1"> this is uh</subtitle>
<subtitle id="0:7:4"> Forum has kind of the fabulous</subtitle>
<subtitle id="0:7:7"> Paradox of being about the future</subtitle>
<subtitle id="0:7:10"> software but sponsored by the Computer</subtitle>
<subtitle id="0:7:13">History Museum uh</subtitle>
<subtitle id="0:7:16"> it opens a very wide range of possibilities for</subtitle>
<subtitle id="0:7:19"> giving a talk and so what I what I</subtitle>
<subtitle id="0:7:22"> thought would be interesting is to</subtitle>
<subtitle id="0:7:25"> start off uh with maybe</subtitle>
<subtitle id="0:7:28"> a little bit of a CET about the</subtitle>
<subtitle id="0:7:31"> uh last 20 years years or so of of non-development</subtitle>
<subtitle id="0:7:34"> in so many areas take a</subtitle>
<subtitle id="0:7:37"> look at some of the there's some interesting</subtitle>
<subtitle id="0:7:40"> 40th birthdays this year there's a really</subtitle>
<subtitle id="0:7:43"> interesting 35th birthday this year there's</subtitle>
<subtitle id="0:7:46"> a 30th birthday this year that are all I think</subtitle>
<subtitle id="0:7:49"> have something to do with the future software</subtitle>
<subtitle id="0:7:52"> uh development and uh</subtitle>
<subtitle id="0:7:55"> many of these uh are what</subtitle>
<subtitle id="0:7:58"> I would call really promising roads</subtitle>
<subtitle id="0:8:1"> um not actually taken</subtitle>
<subtitle id="0:8:4"> roads that had</subtitle>
<subtitle id="0:8:7"> tremendous potential and actually paid</subtitle>
<subtitle id="0:8:10"> off uh tremendously well many years</subtitle>
<subtitle id="0:8:13"> ago and then the vicissitudes of various things including</subtitle>
<subtitle id="0:8:16"> the way commercialization got done these roads</subtitle>
<subtitle id="0:8:19"> were not taken over the last 20 years or so and I</subtitle>
<subtitle id="0:8:22"> think to the detriment of most software</subtitle>
<subtitle id="0:8:25"> so the the KET is a simple</subtitle>
<subtitle id="0:8:28"> one and actually this KET is pretty much</subtitle>
<subtitle id="0:8:31"> the same about the last 20 years and</subtitle>
<subtitle id="0:8:34">plus years ago we made the same one because this</subtitle>
<subtitle id="0:8:37"> was kind of um IBM</subtitle>
<subtitle id="0:8:40"> and looking at business and thinking</subtitle>
<subtitle id="0:8:43"> of business as the ultimate Target for trying to</subtitle>
<subtitle id="0:8:46"> sell computers and the problem with</subtitle>
<subtitle id="0:8:49"> uh business</subtitle>
<subtitle id="0:8:52"> and um organizations of</subtitle>
<subtitle id="0:8:55"> this ilk is that they are</subtitle>
<subtitle id="0:8:58"> kind of an epitome of two</subtitle>
<subtitle id="0:9:1"> conservative uh properties that most human beings</subtitle>
<subtitle id="0:9:4"> have um not</subtitle>
<subtitle id="0:9:7"> just in advanced uh societies</subtitle>
<subtitle id="0:9:10"> but in traditional societies as well and one one of these</subtitle>
<subtitle id="0:9:13">is called instrumental reasoning instrumental</subtitle>
<subtitle id="0:9:16"> reasoning is a form of reasoning</subtitle>
<subtitle id="0:9:19"> by which when a person is presented with an idea</subtitle>
<subtitle id="0:9:22"> or tool they judge this idea or tool</subtitle>
<subtitle id="0:9:25"> solely on the basis of whether it contributes to</subtitle>
<subtitle id="0:9:28"> some goal they already have</subtitle>
<subtitle id="0:9:31"> okay and I think if you think about that you can see that many</subtitle>
<subtitle id="0:9:34"> many people you know are basically instrumental</subtitle>
<subtitle id="0:9:37"> reasoners um</subtitle>
<subtitle id="0:9:40"> only as far as we can tell from working with children only about 5%</subtitle>
<subtitle id="0:9:43">of children are not instrumental reasoners</subtitle>
<subtitle id="0:9:46">basically built</subtitle>
<subtitle id="0:9:49"> um built in a person who's not an instrumental Reasoner</subtitle>
<subtitle id="0:9:52"> when presented with a new idea or a tool will actually</subtitle>
<subtitle id="0:9:55">transform themselves in the presence of the idea and</subtitle>
<subtitle id="0:9:58"> the tool and so these are people</subtitle>
<subtitle id="0:10:1"> are called uh early adopters</subtitle>
<subtitle id="0:10:4"> that aren't just fists some early adopters</subtitle>
<subtitle id="0:10:7"> just want to be early so they don't have much taste</subtitle>
<subtitle id="0:10:10"> but there are other people who respond actually</subtitle>
<subtitle id="0:10:13"> to the to the new idea and these</subtitle>
<subtitle id="0:10:16"> people are to be found in each era and often they</subtitle>
<subtitle id="0:10:19"> are the ones who come up with</subtitle>
<subtitle id="0:10:22"> things that are thought of as far-reaching Visions</subtitle>
<subtitle id="0:10:25"> um that then</subtitle>
<subtitle id="0:10:28"> unaccountably take many decades to actually spread</subtitle>
<subtitle id="0:10:31">generally even if they were a good idea in the first place</subtitle>
<subtitle id="0:10:34"> this happens over and over again um</subtitle>
<subtitle id="0:10:37"> and the other uh</subtitle>
<subtitle id="0:10:40"> Allied idea is that</subtitle>
<subtitle id="0:10:43"> um we humans are very</subtitle>
<subtitle id="0:10:46"> very uh prone to do case-based</subtitle>
<subtitle id="0:10:49"> reasoning it's the main</subtitle>
<subtitle id="0:10:52"> kind of reasoning built into our nervous system</subtitle>
<subtitle id="0:10:55"> so it's a compartmentalized</subtitle>
<subtitle id="0:10:58"> U way of dealing with past experience our</subtitle>
<subtitle id="0:11:1"> legal system is very case-based</subtitle>
<subtitle id="0:11:4"> engineering happened thousands of years before</subtitle>
<subtitle id="0:11:7"> science because it was case based</subtitle>
<subtitle id="0:11:10">have to have a great theory if you're Gathering up things</subtitle>
<subtitle id="0:11:13"> that worked so you tend to make cookbooks</subtitle>
<subtitle id="0:11:16"> of things and you always basically start off that way</subtitle>
<subtitle id="0:11:19"> uh the problem is is that you start losing it's a</subtitle>
<subtitle id="0:11:22"> great first order Theory and a bad second order</subtitle>
<subtitle id="0:11:25"> Theory so when the commercialization of</subtitle>
<subtitle id="0:11:28"> PCS happened a little over 20</subtitle>
<subtitle id="0:11:31"> years ago and it was aimed at business was basically</subtitle>
<subtitle id="0:11:34">a customer that didn't really even want the computer that</subtitle>
<subtitle id="0:11:37">much and when they did want it they wanted it for</subtitle>
<subtitle id="0:11:40"> automating paper so as mclen said we were</subtitle>
<subtitle id="0:11:43"> moving quicker and quicker into the future but steering only</subtitle>
<subtitle id="0:11:46"> by looking in the rearview mirror and</subtitle>
<subtitle id="0:11:49"> this commercialization um</subtitle>
<subtitle id="0:11:52"> almost completely occupied the</subtitle>
<subtitle id="0:11:55"> space so we'll come back</subtitle>
<subtitle id="0:11:58">little bit and of course this has happened in history</subtitle>
<subtitle id="0:12:1"> so uh when the printing press got</subtitle>
<subtitle id="0:12:4"> invented and for</subtitle>
<subtitle id="0:12:7"> the next 100 years or so</subtitle>
<subtitle id="0:12:10"> much of the printing that was done was to automate</subtitle>
<subtitle id="0:12:13">done by manuscript</subtitle>
<subtitle id="0:12:16"> uh U with monks many</subtitle>
<subtitle id="0:12:19"> of them religious tracks and the if you've seen a Gutenberg</subtitle>
<subtitle id="0:12:22"> Bible you will have</subtitle>
<subtitle id="0:12:25">been astonished at how much it looked like a handdrawn</subtitle>
<subtitle id="0:12:28"> book Gutenberg actually had more than 250</subtitle>
<subtitle id="0:12:31"> character characters in his font because he wanted</subtitle>
<subtitle id="0:12:34"> not just to do the upper and lower case</subtitle>
<subtitle id="0:12:37"> but every ligature every abbreviation</subtitle>
<subtitle id="0:12:40">medieval scribes used he wanted to duplicate those</subtitle>
<subtitle id="0:12:43"> exactly so he carved not just</subtitle>
<subtitle id="0:12:46"> the 50 or 60 things that he needed he carved</subtitle>
<subtitle id="0:12:49"> 253 and then they</subtitle>
<subtitle id="0:12:52"> brought in people after they had saved all his</subtitle>
<subtitle id="0:12:55">printing they brought in people to hand illuminate</subtitle>
<subtitle id="0:12:58"> the books so they looked real</subtitle>
<subtitle id="0:13:1"> now and the books were big</subtitle>
<subtitle id="0:13:4"> like this and the reason is nobody knew what a</subtitle>
<subtitle id="0:13:7"> book looked like should look like</subtitle>
<subtitle id="0:13:10"> the only thing they had as a model with these old manuscripts 50</subtitle>
<subtitle id="0:13:13"> years later Alis who is a printer</subtitle>
<subtitle id="0:13:16"> in Venice is his uh last name was</subtitle>
<subtitle id="0:13:22">maker was eldest</subtitle>
<subtitle id="0:13:25"> Manus and actually I his Italian name is Aldo</subtitle>
<subtitle id="0:13:28"> and I think of him as as uh Aldo</subtitle>
<subtitle id="0:13:31"> minu so it sounds more friendly than</subtitle>
<subtitle id="0:13:34"> Aldis minucius and he wanted</subtitle>
<subtitle id="0:13:37"> to do a portable library um</subtitle>
<subtitle id="0:13:40"> around 1500 and went out in the streets</subtitle>
<subtitle id="0:13:43"> of Venice measuring saddle bags to see how big</subtitle>
<subtitle id="0:13:46"> the books should be if they were going to be portable</subtitle>
<subtitle id="0:13:49"> and the answer he came up with was the size book we use today</subtitle>
<subtitle id="0:13:52"> as our main size book and now you'll never forget</subtitle>
<subtitle id="0:13:55"> that because it's such a wonderful</subtitle>
<subtitle id="0:13:58">that Aldis actually went out and did user centered design</subtitle>
<subtitle id="0:14:1"> to make his portable</subtitle>
<subtitle id="0:14:4"> library but in spite of</subtitle>
<subtitle id="0:14:7"> people like Aldis and Rasmus understanding what the book</subtitle>
<subtitle id="0:14:10"> was going to become the actual</subtitle>
<subtitle id="0:14:13">printing Revolution didn't happen till about 150 or</subtitle>
<subtitle id="0:14:16"> maybe even 200 years later if you look at it from the</subtitle>
<subtitle id="0:14:19"> standpoint of the way the printing medium was</subtitle>
<subtitle id="0:14:22"> used to argue rhetoric</subtitle>
<subtitle id="0:14:25"> gradually changed to the rhetoric that we</subtitle>
<subtitle id="0:14:28"> view as modern rhetoric for arguing about politics and about</subtitle>
<subtitle id="0:14:31">real world and Science and</subtitle>
<subtitle id="0:14:34"> all of this new way of expression and the</subtitle>
<subtitle id="0:14:37"> new way of using the printing press was done by children</subtitle>
<subtitle id="0:14:40"> because 150 years later nobody who was involved</subtitle>
<subtitle id="0:14:43"> in the invention of the original technology was still alive</subtitle>
<subtitle id="0:14:46"> and the people who understood back then</subtitle>
<subtitle id="0:14:49"> what the book was going to be had also</subtitle>
<subtitle id="0:14:52"> died right so the</subtitle>
<subtitle id="0:14:55"> people who stood the great idea</subtitle>
<subtitle id="0:14:58"> uh were uh did understand it</subtitle>
<subtitle id="0:15:1"> back then but the the large group of humanity</subtitle>
<subtitle id="0:15:4"> actually had to grow up into it several Generations over</subtitle>
<subtitle id="0:15:7"> before the children actually found this thing I think</subtitle>
<subtitle id="0:15:10"> this is what's going to happen with uh</subtitle>
<subtitle id="0:15:13"> Computing because we have a similar kind of thing sort</subtitle>
<subtitle id="0:15:16">millions of dollars thing is kind</subtitle>
<subtitle id="0:15:19"> kind of mainframes owned only by</subtitle>
<subtitle id="0:15:22"> institutions and the desktop computer workstation</subtitle>
<subtitle id="0:15:25"> is kind of in it Gutenberg Bibles by the</subtitle>
<subtitle id="0:15:28"> way cost about $60,000</subtitle>
<subtitle id="0:15:31"> three years of a Clerk's wages</subtitle>
<subtitle id="0:15:34"> the nurenberg book fair proclaimed them</subtitle>
<subtitle id="0:15:37"> and they were all marvelously similar the</subtitle>
<subtitle id="0:15:40"> advertisement said they showed 24 of these books</subtitle>
<subtitle id="0:15:43"> that were as similar as they could possibly</subtitle>
<subtitle id="0:15:46"> be um so this is like a</subtitle>
<subtitle id="0:15:49"> workstation here and here's our</subtitle>
<subtitle id="0:15:52"> little notebooks designed to be portable</subtitle>
<subtitle id="0:15:55"> and this is not hard to figure out because of</subtitle>
<subtitle id="0:15:58"> Moore's law but the thing it's hard to figure out is</subtitle>
<subtitle id="0:16:1">when are we going to get something that is</subtitle>
<subtitle id="0:16:4"> equivalent in the large dimensions</subtitle>
<subtitle id="0:16:7">omething closer to Universal literacy</subtitle>
<subtitle id="0:16:10"> only one person in a 100 in Europe could read back</subtitle>
<subtitle id="0:16:13"> here um 80 and 100 could read</subtitle>
<subtitle id="0:16:16"> a little in here uh schools</subtitle>
<subtitle id="0:16:19"> had developed to teach reading to everyone</subtitle>
<subtitle id="0:16:22"> by here reading and writing</subtitle>
<subtitle id="0:16:25"> thinking about the ideas in a new way and so</subtitle>
<subtitle id="0:16:28"> forth so when you look back</subtitle>
<subtitle id="0:16:31"> 40 years</subtitle>
<subtitle id="0:16:34"> you can see a lot of promising stuff</subtitle>
<subtitle id="0:16:37"> that happened then we'll talk about it a little bit because</subtitle>
<subtitle id="0:16:40"> it's it's worthwhile thinking about how</subtitle>
<subtitle id="0:16:43"> some of this great stuff got started and then when commercialization</subtitle>
<subtitle id="0:16:46"> happened uh it kind of died</subtitle>
<subtitle id="0:16:49"> away this may be overly</subtitle>
<subtitle id="0:16:52"> harsh but if</subtitle>
<subtitle id="0:16:55"> we take a look at 140th anniversary</subtitle>
<subtitle id="0:16:58"> this happens to be the 40th anniversary of the funding of project</subtitle>
<subtitle id="0:17:1"> Mac</subtitle>
<subtitle id="0:17:4"> and uh Doug engelbart's</subtitle>
<subtitle id="0:17:7"> proposal to arpa was done in</subtitle>
<subtitle id="0:17:10"> 62 right before so it was just starting</subtitle>
<subtitle id="0:17:13"> to happen here and lick</subtitle>
<subtitle id="0:17:16"> lier and this is a picture of him actually</subtitle>
<subtitle id="0:17:19"> from that era when he was</subtitle>
<subtitle id="0:17:22"> the perceptual psychologist went to Washington</subtitle>
<subtitle id="0:17:25"> they had some money left over from the space program</subtitle>
<subtitle id="0:17:28"> as it went over to NASA and they decided to give it to him to do</subtitle>
<subtitle id="0:17:31"> with whatever he wanted and he decided to</subtitle>
<subtitle id="0:17:34"> try and deal with this idea that he' had</subtitle>
<subtitle id="0:17:37"> about man machine symbiosis and he wasn't the only one who had it</subtitle>
<subtitle id="0:17:40"> but he had a nice phrase he said not too</subtitle>
<subtitle id="0:17:43">many years human brains and Computing machines will be coupled together</subtitle>
<subtitle id="0:17:46">tightly and the resulting partnership will think as no</subtitle>
<subtitle id="0:17:49"> human brain has ever thought so if we look at</subtitle>
<subtitle id="0:17:52"> where we are today it just hasn't happened</subtitle>
<subtitle id="0:17:55"> yet it's happened in the Sciences</subtitle>
<subtitle id="0:17:58"> The Sciences particularly the physical sciences have been</subtitle>
<subtitle id="0:18:1"> absolutely transformed by the computer</subtitle>
<subtitle id="0:18:4">scientists are thinking in ways that no scientist ever thought before</subtitle>
<subtitle id="0:18:7"> because there are computers but in general this is</subtitle>
<subtitle id="0:18:10"> not true it has not happened yet</subtitle>
<subtitle id="0:18:13"> so let's look at a couple of the arpa</subtitle>
<subtitle id="0:18:16">goals um</subtitle>
<subtitle id="0:18:19"> sorry</subtitle>
<subtitle id="0:18:22"> one of them is this notion of end user computer</subtitle>
<subtitle id="0:18:25"> computer literacy</subtitle>
<subtitle id="0:18:28">and</subtitle>
<subtitle id="0:18:31"> now last year was the actual I'm fudging a little</subtitle>
<subtitle id="0:18:34"> here last year was the actual 40th anniversary of sketchpad</subtitle>
<subtitle id="0:18:37"> but Ivan's thesis was signed in January</subtitle>
<subtitle id="0:18:40"> 63 so I'm claiming</subtitle>
<subtitle id="0:18:43"> something here it's always worthwhile I always</subtitle>
<subtitle id="0:18:46">find a way of playing this because it's worthwhile thinking</subtitle>
<subtitle id="0:18:49"> about this period when uh</subtitle>
<subtitle id="0:18:52"> we like to say there was only one personal computer</subtitle>
<subtitle id="0:18:55"> and that was when Ivan was on a machine</subtitle>
<subtitle id="0:18:58"> that was much larger than this room from 3 to 6 o00 every</subtitle>
<subtitle id="0:19:1">morning</subtitle>
<subtitle id="0:19:4"> so this machine did not even draw a lines and notice he's</subtitle>
<subtitle id="0:19:7"> pointing to the segments here and he's</subtitle>
<subtitle id="0:19:10"> saying uh now make everybody mutually perpendicular</subtitle>
<subtitle id="0:19:13"> and sketchpad there just figured that out and</subtitle>
<subtitle id="0:19:16">little flange so</subtitle>
<subtitle id="0:19:19"> continuous zooming and clipping on this first</subtitle>
<subtitle id="0:19:22"> this is the first actual window ever</subtitle>
<subtitle id="0:19:25"> done this display could only plot</subtitle>
<subtitle id="0:19:28"> points so I have an add uh</subtitle>
<subtitle id="0:19:31"> write the line drawing routines as well so there the</subtitle>
<subtitle id="0:19:34"> constraint was uh</subtitle>
<subtitle id="0:19:37"> parallelism now the constraint is collinearity</subtitle>
<subtitle id="0:19:40"> so he's using those solid lines as guidelines</subtitle>
<subtitle id="0:19:43"> for drawing the dashes and then he'll make the solid lines</subtitle>
<subtitle id="0:19:46">invisible</subtitle>
<subtitle id="0:19:49"> so about half the capacity of this huge</subtitle>
<subtitle id="0:19:52"> Sage uh computer the tx2</subtitle>
<subtitle id="0:19:55"> was used for doing the</subtitle>
<subtitle id="0:19:58">graphics</subtitle>
<subtitle id="0:20:1"> okay now he's got the hole in the</subtitle>
<subtitle id="0:20:4">flange and the actual sheet</subtitle>
<subtitle id="0:20:7"> of virtual paper he's drawing on is about a third of a</subtitle>
<subtitle id="0:20:10"> mile on a side so it's a continuous zooming</subtitle>
<subtitle id="0:20:13"> interface this is why</subtitle>
<subtitle id="0:20:16"> it was called sketch pad the idea was to just draw</subtitle>
<subtitle id="0:20:19"> quickly</subtitle>
<subtitle id="0:20:22"> an idea and then get the machine to clean up the drawings</subtitle>
<subtitle id="0:20:25"> by telling it what the additional rules</subtitle>
<subtitle id="0:20:28"> were so use the uh</subtitle>
<subtitle id="0:20:31"> center of the Cross piece is there to for</subtitle>
<subtitle id="0:20:34"> the center of the radius of the circle and so when he tells the thing to</subtitle>
<subtitle id="0:20:37"> become mutually perpendicular that drags the</subtitle>
<subtitle id="0:20:40"> circle and makes them a nice little rivet</subtitle>
<subtitle id="0:20:43"> and so sketchpad is actually a</subtitle>
<subtitle id="0:20:46">continuous nonlinear</subtitle>
<subtitle id="0:20:49"> constraint solver so a little bit like a</subtitle>
<subtitle id="0:20:52"> a graphical uh</subtitle>
<subtitle id="0:20:55"> uh spreadsheet many</subtitle>
<subtitle id="0:20:58">the spreadsheet because it</subtitle>
<subtitle id="0:21:1">nonlinear problems like stresses and strains</subtitle>
<subtitle id="0:21:4"> on Bridges and so forth</subtitle>
<subtitle id="0:21:7"> now he's got himself a little rivet</subtitle>
<subtitle id="0:21:10">here and</subtitle>
<subtitle id="0:21:13"> here's one of the first ideas this ever appeared in software</subtitle>
<subtitle id="0:21:16"> is a notion of making an</subtitle>
<subtitle id="0:21:19"> instance so this is an instance</subtitle>
<subtitle id="0:21:22"> of that rivet and you can rotate it and position</subtitle>
<subtitle id="0:21:25"> it and scale it</subtitle>
<subtitle id="0:21:28">individually</subtitle>
<subtitle id="0:21:34">so he's going to Anchor it into the flange</subtitle>
<subtitle id="0:21:37">there can see that</subtitle>
<subtitle id="0:21:40"> the success of sketch pad led to a desire for nicer</subtitle>
<subtitle id="0:21:46">displays and</subtitle>
<subtitle id="0:21:49"> here's a very powerful idea one of the first times</subtitle>
<subtitle id="0:21:52"> ever in software is the idea of multiple instances</subtitle>
<subtitle id="0:21:55"> and then he notices whoops I've got that cross</subtitle>
<subtitle id="0:21:58"> piece there let me go back to the master</subtitle>
<subtitle id="0:22:1"> today we'd call a class let me make the cross</subtitle>
<subtitle id="0:22:4">pieces transparent and now when I go out</subtitle>
<subtitle id="0:22:7">drawing the instances have all felt that so this is a</subtitle>
<subtitle id="0:22:10"> true object-oriented Software System I believe the</subtitle>
<subtitle id="0:22:13"> first real one in all</subtitle>
<subtitle id="0:22:16"> important</subtitle>
<subtitle id="0:22:19">details and</subtitle>
<subtitle id="0:22:22"> it's a prototype oriented system because when you make something</subtitle>
<subtitle id="0:22:25"> so he's got this rivet in the flange</subtitle>
<subtitle id="0:22:28">can make that into a a</subtitle>
<subtitle id="0:22:31"> class or a master and now he's getting</subtitle>
<subtitle id="0:22:34"> instances of that thing he just</subtitle>
<subtitle id="0:22:37">constructed so this is dynamic</subtitle>
<subtitle id="0:22:40"> objectoriented programming done by</subtitle>
<subtitle id="0:22:43">continuous problem solving</subtitle>
<subtitle id="0:22:46">could you possibly</subtitle>
<subtitle id="0:22:49"> in one year have invented computer</subtitle>
<subtitle id="0:22:52"> Graphics have invented</subtitle>
<subtitle id="0:22:55"> um um</subtitle>
<subtitle id="0:22:58"> object-oriented software and</subtitle>
<subtitle id="0:23:1"> done the first real-time Problem Solver</subtitle>
<subtitle id="0:23:4">and he looked at me and said well I didn't know it was</subtitle>
<subtitle id="0:23:7"> hard so he had a tremendous advantage</subtitle>
<subtitle id="0:23:10"> in that nothing was known about computer Graphics</subtitle>
<subtitle id="0:23:13"> nobody had really done it in any interesting way</subtitle>
<subtitle id="0:23:16"> and uh one of the wonderful things about his thesis</subtitle>
<subtitle id="0:23:19"> which by the way is is available from</subtitle>
<subtitle id="0:23:22"> MIT you get online and go to the Barton</subtitle>
<subtitle id="0:23:25"> library or one of the library services in MIT</subtitle>
<subtitle id="0:23:28"> you can get the PDF file for it and</subtitle>
<subtitle id="0:23:31"> it is astounding I believe it is the closest thing</subtitle>
<subtitle id="0:23:34"> to an act of a Newton in</subtitle>
<subtitle id="0:23:37"> our field in the sense of Newton</subtitle>
<subtitle id="0:23:40"> stuff was impressive in any age uh and maybe</subtitle>
<subtitle id="0:23:43">most impressive from where we were before Newton to</subtitle>
<subtitle id="0:23:46"> where we were after Newton and so</subtitle>
<subtitle id="0:23:49"> Ivan here in one PhD</subtitle>
<subtitle id="0:23:52"> thesis written in machine code on this</subtitle>
<subtitle id="0:23:55"> huge ungainly machine sort of gave</subtitle>
<subtitle id="0:23:58">ntire image of what it was like to be able to sit down</subtitle>
<subtitle id="0:24:1"> and not just make pictures on a computer</subtitle>
<subtitle id="0:24:4"> but make things that were simulations so this is</subtitle>
<subtitle id="0:24:7"> in in many many ways everything uh certainly that</subtitle>
<subtitle id="0:24:10"> I think I've been doing and a lot of</subtitle>
<subtitle id="0:24:13"> us have been doing have been kind of footnotes or fleshing</subtitle>
<subtitle id="0:24:16"> out this incredible</subtitle>
<subtitle id="0:24:19"> uh vision and</subtitle>
<subtitle id="0:24:22"> realization um unfortunately</subtitle>
<subtitle id="0:24:25"> Ivan is too Restless to actually</subtitle>
<subtitle id="0:24:28"> uh he you know he could do</subtitle>
<subtitle id="0:24:31"> most unbelievable things in little fiveyear periods</subtitle>
<subtitle id="0:24:34"> and he had to move on to something else and</subtitle>
<subtitle id="0:24:37"> uh those of us who followed him um just simply</subtitle>
<subtitle id="0:24:40"> lack uh his incredible talents</subtitle>
<subtitle id="0:24:43"> so uh it's actually hard to go out and buy a system</subtitle>
<subtitle id="0:24:46"> today that will do all the things that sketchpad could</subtitle>
<subtitle id="0:24:49"> do back then kind of an interesting</subtitle>
<subtitle id="0:24:52"> commentary so another paradigmatic</subtitle>
<subtitle id="0:24:55">system is sort of the almost the opposite done exactly</subtitle>
<subtitle id="0:24:58"> at the same time was the original video</subtitle>
<subtitle id="0:25:1">done in the pdp1</subtitle>
<subtitle id="0:25:4"> here it is if you ever programmed it is</subtitle>
<subtitle id="0:25:7"> really one of the first machines that anybody would call</subtitle>
<subtitle id="0:25:10"> a honey because uh</subtitle>
<subtitle id="0:25:13"> it just right there it was sweet</subtitle>
<subtitle id="0:25:16"> you could really make it do things and it had a</subtitle>
<subtitle id="0:25:19"> uh one of the early Graphics displays from</subtitle>
<subtitle id="0:25:22">deck on it and</subtitle>
<subtitle id="0:25:25"> uh one of the first things they did on it was the one of the first</subtitle>
<subtitle id="0:25:28"> Graphics text editors which they called uh</subtitle>
<subtitle id="0:25:31"> expensive uh typewriter</subtitle>
<subtitle id="0:25:34"> because it was basically a typewriter except it cost</subtitle>
<subtitle id="0:25:37"> $110,000 or so</subtitle>
<subtitle id="0:25:40"> and then uh pretty quickly Steve Russell had</subtitle>
<subtitle id="0:25:43"> been reading the doc Smith lensman series</subtitle>
<subtitle id="0:25:46">to take a shot at</subtitle>
<subtitle id="0:25:49"> uh trying to do that and he came up with</subtitle>
<subtitle id="0:25:52"> uh something like this this is a a</subtitle>
<subtitle id="0:25:55"> kind of a recreation of it</subtitle>
<subtitle id="0:25:58"> but the basic idea is you got F equal ma</subtitle>
<subtitle id="0:26:1">going and so when you</subtitle>
<subtitle id="0:26:4">h uh</subtitle>
<subtitle id="0:26:7"> try and steer the thing you have the problem is you already</subtitle>
<subtitle id="0:26:10"> have quite a bit of</subtitle>
<subtitle id="0:26:13"> velocity built up</subtitle>
<subtitle id="0:26:16"> and so if you want to uh stop this</subtitle>
<subtitle id="0:26:19"> thing you have to point him away and try and kill off his</subtitle>
<subtitle id="0:26:22"> velocity so it's</subtitle>
<subtitle id="0:26:25"> quite interesting and challenging to use</subtitle>
<subtitle id="0:26:28"> even before they put a sun in there with a gravity itational</subtitle>
<subtitle id="0:26:31"> field that made it even more interesting</subtitle>
<subtitle id="0:26:34"> so now space war is one of those</subtitle>
<subtitle id="0:26:37"> things that was so</subtitle>
<subtitle id="0:26:40"> simple so doable</subtitle>
<subtitle id="0:26:43">pretty much every computer that had a graphics display</subtitle>
<subtitle id="0:26:46"> on it somebody would sit down and uh</subtitle>
<subtitle id="0:26:49"> figure out a way to do space war and one of the</subtitle>
<subtitle id="0:26:52"> most important things about it it also use</subtitle>
<subtitle id="0:26:55"> this object idea as you want wanted</subtitle>
<subtitle id="0:26:58">have not just one spaceship but a space ship for each</subtitle>
<subtitle id="0:27:1"> person playing it so it had many of the interesting elements</subtitle>
<subtitle id="0:27:4"> of what we think of as computer Graphics</subtitle>
<subtitle id="0:27:7"> today um and it's</subtitle>
<subtitle id="0:27:10">fun</subtitle>
<subtitle id="0:27:13"> okay so</subtitle>
<subtitle id="0:27:16"> another part of uh the arper Dream</subtitle>
<subtitle id="0:27:19"> from way back was the idea</subtitle>
<subtitle id="0:27:22"> of being able to do group</subtitle>
<subtitle id="0:27:25"> collaborations and this happened in two</subtitle>
<subtitle id="0:27:28"> forms which later got combined one was this</subtitle>
<subtitle id="0:27:31"> desire to do the intergalactic Network</subtitle>
<subtitle id="0:27:34"> as lick called it back</subtitle>
<subtitle id="0:27:36"> then um</subtitle>
<subtitle id="0:27:38"> and uh from Doug engelbart's</subtitle>
<subtitle id="0:27:41"> proposals about boosting the combined</subtitle>
<subtitle id="0:27:44">intelligence of groups</subtitle>
<subtitle id="0:27:47"> and so it just happens</subtitle>
<subtitle id="0:27:50"> to be the 35th anniversary of</subtitle>
<subtitle id="0:27:53">was ever given actually a little bit later in the year</subtitle>
<subtitle id="0:27:56"> right bill so uh if you don't</subtitle>
<subtitle id="0:27:59"> everybody here must know Bill English but bill raise your hand please</subtitle>
<subtitle id="0:28:2"> because everybody's heard of Doug</subtitle>
<subtitle id="0:28:5">angelar but Bill was the guy who made all the stuff</subtitle>
<subtitle id="0:28:8"> work so he was</subtitle>
<subtitle id="0:28:11"> the uh partner he was the co-inventor of</subtitle>
<subtitle id="0:28:14"> the mouse which was invented in</subtitle>
<subtitle id="0:28:17"> 64 and this picture</subtitle>
<subtitle id="0:28:20"> here is</subtitle>
<subtitle id="0:28:23"> is a picture that uh could have been</subtitle>
<subtitle id="0:28:26"> taken yesterday at somebody sitting at their</subtitle>
<subtitle id="0:28:29"> desk but it goes all the way back to the 60s</subtitle>
<subtitle id="0:28:32"> so this is kind of the birth of personal</subtitle>
<subtitle id="0:28:35"> Computing the way I look at it</subtitle>
<subtitle id="0:28:38"> whoops and do we have</subtitle>
<subtitle id="0:28:41"> sound somebody giving me sound from this</subtitle>
<subtitle id="0:28:44">thing</subtitle>
<subtitle id="0:28:47"> let me look just that low let me stop this</subtitle>
<subtitle id="0:28:50"> for a second this is one of</subtitle>
<subtitle id="0:28:53"> the advantages here of having a system where the authoring</subtitle>
<subtitle id="0:28:56"> is already always on is I can just uh</subtitle>
<subtitle id="0:28:59"> rewind this</subtitle>
<subtitle id="0:29:2"> guy let me just move him up to</subtitle>
<subtitle id="0:29:5"> the about</subtitle>
<subtitle id="0:29:11">here start</subtitle>
<subtitle id="0:29:14"> him again so I can say all right I'd like to go to</subtitle>
<subtitle id="0:29:17"> produce but I'd like</subtitle>
<subtitle id="0:29:20"> go to produce they get big I'd like to say one</subtitle>
<subtitle id="0:29:23"> branch only and uh let me look</subtitle>
<subtitle id="0:29:26"> just that low and I see it oh</subtitle>
<subtitle id="0:29:29"> I can say I'd like to see one line</subtitle>
<subtitle id="0:29:32"> only I can see it but there's another</subtitle>
<subtitle id="0:29:35"> thing I can do there's a root I said I have</subtitle>
<subtitle id="0:29:41">here so here I'm afraid I'll need</subtitle>
<subtitle id="0:29:44">ifferent picture The View so here's what</subtitle>
<subtitle id="0:29:47"> I do with a picture drawing capability here it's a slight map</subtitle>
<subtitle id="0:29:50"> if I start from work and here's the route I seem to have to go</subtitle>
<subtitle id="0:29:53"> to to pick up all the materials and that's my plan for</subtitle>
<subtitle id="0:29:56">getting home tonight but if I want to I can say</subtitle>
<subtitle id="0:29:59"> the line Library what am I supposed to pick up there I</subtitle>
<subtitle id="0:30:2"> can just point to that and oh I see overdue</subtitle>
<subtitle id="0:30:5">and all well there was a statement there with that name</subtitle>
<subtitle id="0:30:8"> on it go back what if I what am I supposed to pick up</subtitle>
<subtitle id="0:30:11"> the drugstore h i see very interesting</subtitle>
<subtitle id="0:30:14"> all right Market</subtitle>
<subtitle id="0:30:17"> can do things if I want to just say I'd like to</subtitle>
<subtitle id="0:30:20"> Interchange produce and canned materials</subtitle>
<subtitle id="0:30:23"> Pingo and they're all numbered right if</subtitle>
<subtitle id="0:30:26"> I care to look interchanging them very quickly</subtitle>
<subtitle id="0:30:29"> can are going to get interchanged with</subtitle>
<subtitle id="0:30:32"> produce they do it and all it's re</subtitle>
<subtitle id="0:30:35"> numbered so one of the nice</subtitle>
<subtitle id="0:30:38">for showing this is</subtitle>
<subtitle id="0:30:41"> you get a nice this is from the uh 68</subtitle>
<subtitle id="0:30:44"> demo in San Francisco that I was very happy to</subtitle>
<subtitle id="0:30:47"> be there was one of the run like</subtitle>
<subtitle id="0:30:50"> a military campaign uh</subtitle>
<subtitle id="0:30:53"> nothing was left to chance right bill</subtitle>
<subtitle id="0:30:56"> was the most incredible thing you've ever seen and this</subtitle>
<subtitle id="0:30:59"> that thing on the puny little thing</subtitle>
<subtitle id="0:31:2"> there was bigger than this whole screen it was just this</subtitle>
<subtitle id="0:31:5"> huge thing done by a</subtitle>
<subtitle id="0:31:8"> uh you know one of the first light valves</subtitle>
<subtitle id="0:31:11"> that was pretty much using an atomic bomb as a light</subtitle>
<subtitle id="0:31:14"> source huge big</subtitle>
<subtitle id="0:31:17"> situation display but one of the reasons I show</subtitle>
<subtitle id="0:31:20"> that is the computer was actually down in Meno</subtitle>
<subtitle id="0:31:23"> Park while angelart was giving this uh</subtitle>
<subtitle id="0:31:26"> demo up in San Francisco and we'll talk about</subtitle>
<subtitle id="0:31:29"> that in a second but if you look at the response on this system</subtitle>
<subtitle id="0:31:32">notice the response was subsecond on</subtitle>
<subtitle id="0:31:35"> all important interactions and I have to tell you the</subtitle>
<subtitle id="0:31:38">was done on was about a half a MIP</subtitle>
<subtitle id="0:31:41"> 192k bytes</subtitle>
<subtitle id="0:31:44"> and uh was time shared so</subtitle>
<subtitle id="0:31:47">not the only user on this machine think about that for</subtitle>
<subtitle id="0:31:50"> just a second and think about what we don't</subtitle>
<subtitle id="0:31:53"> get off these several hundred</subtitle>
<subtitle id="0:31:56"> MIP machines we do not get</subtitle>
<subtitle id="0:31:59"> subs second response so how could these guys</subtitle>
<subtitle id="0:32:2"> have possibly gotten subsecond response</subtitle>
<subtitle id="0:32:5"> anybody got a</subtitle>
<subtitle id="0:32:11">theoryof that's a necessary</subtitle>
<subtitle id="0:32:14"> but not a sufficient</subtitle>
<subtitle id="0:32:17">condition</subtitle>
<subtitle id="0:32:20"> who's got a more a more close order</subtitle>
<subtitle id="0:32:23"> Theory okay I'll tell you why the</subtitle>
<subtitle id="0:32:26">is is because they wanted to get subsecond response</subtitle>
<subtitle id="0:32:29">they were not going to be settled for anything less than subse</subtitle>
<subtitle id="0:32:32"> response they worked their asses</subtitle>
<subtitle id="0:32:35">get subsequent response because it was part of their image</subtitle>
<subtitle id="0:32:38"> of what it meant to fly that was</subtitle>
<subtitle id="0:32:41"> one of the metaphors to fly through n-dimensional</subtitle>
<subtitle id="0:32:44"> thought vectors and concept space</subtitle>
<subtitle id="0:32:47"> so this was a conception a grand</subtitle>
<subtitle id="0:32:50"> conception about what it meant to</subtitle>
<subtitle id="0:32:53"> have a corpus of knowledge that was useful to other</subtitle>
<subtitle id="0:32:56"> people and also an understanding that in any retrieval operation</subtitle>
<subtitle id="0:32:59">you're doing you're spending most of your time</subtitle>
<subtitle id="0:33:2"> rejecting so the only way</subtitle>
<subtitle id="0:33:5"> you can make something like this work whether you're</subtitle>
<subtitle id="0:33:8">browsing or any kind of searching is you have to reject quickly</subtitle>
<subtitle id="0:33:11"> so they had this thing set up it was just</subtitle>
<subtitle id="0:33:14">incredible we could go on and on about it but it's</subtitle>
<subtitle id="0:33:17"> worthwhile when you're thinking about the future of software</subtitle>
<subtitle id="0:33:20"> you don't have to go much past this</subtitle>
<subtitle id="0:33:23"> in 1968 to make your first</subtitle>
<subtitle id="0:33:26"> list of 15 criteria for what you should do and what</subtitle>
<subtitle id="0:33:29">you shouldn't do because they just really really</subtitle>
<subtitle id="0:33:32"> went after it um</subtitle>
<subtitle id="0:33:35"> and the next part of it is perhaps</subtitle>
<subtitle id="0:33:38"> even more interesting and was part of the original</subtitle>
<subtitle id="0:33:41"> conception as well so check this</subtitle>
<subtitle id="0:33:47">out now computer do the automatic</subtitle>
<subtitle id="0:33:50">switching that'll bring in a camera picture from the camera monitor</subtitle>
<subtitle id="0:33:53"> on his console such as the camera monitor on mine</subtitle>
<subtitle id="0:33:56"> is hi Bill that's great now we're</subtitle>
<subtitle id="0:33:59"> connected audio you can see my words you can point</subtitle>
<subtitle id="0:34:2"> at it and I can see your face and we can talk so bill is down</subtitle>
<subtitle id="0:34:5"> collaborating go off to a</subtitle>
<subtitle id="0:34:8"> a directive file and see what the directive</subtitle>
<subtitle id="0:34:11"> is to get Roman numeral page</subtitle>
<subtitle id="0:34:14"> numbers I'm into the file now here's the</subtitle>
<subtitle id="0:34:17"> first level of the hierarchy let's open up</subtitle>
<subtitle id="0:34:20"> page formatting this is angle we want</subtitle>
<subtitle id="0:34:23"> page numbering so we'll open that up we find</subtitle>
<subtitle id="0:34:26"> yes here it is Roman numerals we find</subtitle>
<subtitle id="0:34:29"> out the directive y your bug's right on it already</subtitle>
<subtitle id="0:34:32">D here directive we want so we worked down quite</subtitle>
<subtitle id="0:34:35"> a way into a hierarchy as you can</subtitle>
<subtitle id="0:34:38"> see okay so</subtitle>
<subtitle id="0:34:41"> another part of this conception was that through every part of</subtitle>
<subtitle id="0:34:44"> the system not as a feature added on from the outside but to be able to do</subtitle>
<subtitle id="0:34:47">immersive collaboration of various</subtitle>
<subtitle id="0:34:50"> forms and this was a a demo of</subtitle>
<subtitle id="0:34:53"> it and they even had their meetings</subtitle>
<subtitle id="0:34:56"> when they had a meeting in the same room they had the</subtitle>
<subtitle id="0:34:59"> consoles down</subtitle>
<subtitle id="0:35:2"> in this these sort of circular table Arrangements</subtitle>
<subtitle id="0:35:5">had so that they were actually sharing the context and they</subtitle>
<subtitle id="0:35:8"> were using this as a sharable Blackboard back then</subtitle>
<subtitle id="0:35:11"> so um one of the nice things is you</subtitle>
<subtitle id="0:35:14"> can get videos of</subtitle>
<subtitle id="0:35:17"> these demos there's a lot of stuff written about it</subtitle>
<subtitle id="0:35:20"> and um if you're interested in any kind</subtitle>
<subtitle id="0:35:23"> of uh improving group</subtitle>
<subtitle id="0:35:26"> process uh</subtitle>
<subtitle id="0:35:29"> thinking about what criteria are for starting you</subtitle>
<subtitle id="0:35:32"> you have to start here it's</subtitle>
<subtitle id="0:35:35"> because uh most most of us aren't as smart as these</subtitle>
<subtitle id="0:35:38"> guys were and the software that we are given</subtitle>
<subtitle id="0:35:41"> today proves it because it was</subtitle>
<subtitle id="0:35:44">who never looked at this stuff never understood</subtitle>
<subtitle id="0:35:53">it so another thing that arpa was thinking</subtitle>
<subtitle id="0:35:56"> about was kind of a</subtitle>
<subtitle id="0:35:59"> form we saw one form</subtitle>
<subtitle id="0:36:2"> of what the computer environment was</subtitle>
<subtitle id="0:36:5">going to be like here's a here's another one from Rand</subtitle>
<subtitle id="0:36:8"> was done about the same time and</subtitle>
<subtitle id="0:36:11"> it interest it it superficially doesn't</subtitle>
<subtitle id="0:36:14"> look that similar</subtitle>
<subtitle id="0:36:17"> but it actually uh is remarkable in the</subtitle>
<subtitle id="0:36:20"> points of similarity it has with the engelbart system</subtitle>
<subtitle id="0:36:23">from a completely different point of view</subtitle>
<subtitle id="0:36:26"> which is uh from the from the standpoint of the</subtitle>
<subtitle id="0:36:29"> end users that they dealt with at Rand Corporation it's</subtitle>
<subtitle id="0:36:32"> called Grail and uh it's one of</subtitle>
<subtitle id="0:36:35">amazing coincidences uh that both</subtitle>
<subtitle id="0:36:38"> the tablet and the mouse were invented in the same year</subtitle>
<subtitle id="0:36:41">so it's part I didn't know whether you knew that bill but it was</subtitle>
<subtitle id="0:36:44"> so Tom Ellis did this these tablets</subtitle>
<subtitle id="0:36:47"> were actually kind of like a sign</subtitle>
<subtitle id="0:36:50"> that you were a real graphics person back</subtitle>
<subtitle id="0:36:53">cost $118,000 in</subtitle>
<subtitle id="0:36:56"> 1968 which is like like</subtitle>
<subtitle id="0:36:59"> $100,000 today to get when they're made by</subtitle>
<subtitle id="0:37:2"> hand so they're probably less than</subtitle>
<subtitle id="0:37:5"> 50 of them made in total so take a look at this</subtitle>
<subtitle id="0:37:8"> end user</subtitle>
<subtitle id="0:37:17">system</subtitle>
<subtitle id="0:37:20"> first we erase a clow Arrow then</subtitle>
<subtitle id="0:37:23">move the connector out of the way so that we may draw a box in</subtitle>
<subtitle id="0:37:26"> its place but recognize he wants</subtitle>
<subtitle id="0:37:29"> box and makes one now it's recognizing his handwriting</subtitle>
<subtitle id="0:37:32">printing in the box is being used as commentary</subtitle>
<subtitle id="0:37:35"> only in this case the box is slightly</subtitle>
<subtitle id="0:37:38"> too large so we may change its size where</subtitle>
<subtitle id="0:37:41"> Modern Window Control came from literally then draw a</subtitle>
<subtitle id="0:37:44"> flow from the connector to the</subtitle>
<subtitle id="0:37:47">Box attach a decision</subtitle>
<subtitle id="0:37:50"> element to the box and draw a flow from it</subtitle>
<subtitle id="0:37:53"> to scan we then erase</subtitle>
<subtitle id="0:37:56"> the flow arrows attached to the process post new</subtitle>
<subtitle id="0:37:59"> area and move the box to a new</subtitle>
<subtitle id="0:38:5">position this allows us to</subtitle>
<subtitle id="0:38:11">box so you get</subtitle>
<subtitle id="0:38:14">it so</subtitle>
<subtitle id="0:38:17"> question that one could reasonably ask in the year 2003</subtitle>
<subtitle id="0:38:20"> is why the heck can't we do that on our</subtitle>
<subtitle id="0:38:23"> pdas and the answer is</subtitle>
<subtitle id="0:38:26"> that nobody who's making pdas has the faintest idea</subtitle>
<subtitle id="0:38:29">that this is would even be neat to do</subtitle>
<subtitle id="0:38:32"> they just can't imagine that it's anything</subtitle>
<subtitle id="0:38:35"> but a little tapping thing</subtitle>
<subtitle id="0:38:38"> and it is truly amazing to me that</subtitle>
<subtitle id="0:38:41"> graffiti is not as good</subtitle>
<subtitle id="0:38:44"> as this recognizer was back then and in</subtitle>
<subtitle id="0:38:47"> fact this recognizer was published in a paper</subtitle>
<subtitle id="0:38:50">uh in 1966 by Gabe</subtitle>
<subtitle id="0:38:53"> Groner for just anybody who wanted to know how to do</subtitle>
<subtitle id="0:38:56"> a single stroke almost perfect character</subtitle>
<subtitle id="0:38:59"> recognizer it's been in the literature since</subtitle>
<subtitle id="0:39:2"> 1966 but the people who did</subtitle>
<subtitle id="0:39:5">today absolutely did not we're not going to go back and read</subtitle>
<subtitle id="0:39:8"> anything that those old people did hey</subtitle>
<subtitle id="0:39:11"> we're just as good if not better</subtitle>
<subtitle id="0:39:14"> so this is to me the real difficulty</subtitle>
<subtitle id="0:39:17"> with getting software into the future</subtitle>
<subtitle id="0:39:20"> is that software can't even use the</subtitle>
<subtitle id="0:39:23"> past and so we basically have millions</subtitle>
<subtitle id="0:39:26">of people now who are programmers and by the law the bell</subtitle>
<subtitle id="0:39:29"> curve most of them are average or</subtitle>
<subtitle id="0:39:35">[Applause] worse in fact if you think</subtitle>
<subtitle id="0:39:38">bell curve is 83%</subtitle>
<subtitle id="0:39:41"> are Caesar worse so if you</subtitle>
<subtitle id="0:39:44"> throw a bell curve on programmers and you basically</subtitle>
<subtitle id="0:39:47"> have a tyranny of the majority that</subtitle>
<subtitle id="0:39:50"> uh winds up you know full of Sound and Fury signifying</subtitle>
<subtitle id="0:39:53"> nothing so this is a huge</subtitle>
<subtitle id="0:39:56"> huge problem so one of the biggest</subtitle>
<subtitle id="0:39:59"> first things that we could do to get ahead in software is</subtitle>
<subtitle id="0:40:2"> to at least start with best</subtitle>
<subtitle id="0:40:5">practice and the other thing was nice about this recognizer</subtitle>
<subtitle id="0:40:8"> was only about 8K of</subtitle>
<subtitle id="0:40:11"> code because it ran on a really small</subtitle>
<subtitle id="0:40:14"> machine that is the machine</subtitle>
<subtitle id="0:40:17"> was an IBM 360 Model</subtitle>
<subtitle id="0:40:20"> 44 but it was pretty Tiny</subtitle>
<subtitle id="0:40:23"> from the standpoint of bits and</subtitle>
<subtitle id="0:40:26">bites okay</subtitle>
<subtitle id="0:40:29"> and then sort of the</subtitle>
<subtitle id="0:40:32"> more indirect thing that arpa had a huge part</subtitle>
<subtitle id="0:40:35"> in was in trying to get real</subtitle>
<subtitle id="0:40:38"> computer science and engineering invented</subtitle>
<subtitle id="0:40:41"> now we claim this hasn't really happened</subtitle>
<subtitle id="0:40:44"> very well yet but there are some really</subtitle>
<subtitle id="0:40:47"> interesting uh stabs at it</subtitle>
<subtitle id="0:40:50"> my favorite one what I think of</subtitle>
<subtitle id="0:40:53"> as the best thing ever done</subtitle>
<subtitle id="0:40:56"> having to do with programming language was McCarthy's</subtitle>
<subtitle id="0:40:59"> invention of Lis and it was done</subtitle>
<subtitle id="0:41:2"> kind of in a typical way that these things get done is that</subtitle>
<subtitle id="0:41:5"> McCarthy was basically a mathematician</subtitle>
<subtitle id="0:41:8"> and so he was able to do this</subtitle>
<subtitle id="0:41:11"> when he was thinking about a universal way of doing</subtitle>
<subtitle id="0:41:14"> Computing this is kind of the Maxwell's computer</subtitle>
<subtitle id="0:41:17"> uh Maxwell's equations of programming</subtitle>
<subtitle id="0:41:20"> it's the bottom half of page 13 in the</subtitle>
<subtitle id="0:41:23"> list 1.5 manual and pretty much</subtitle>
<subtitle id="0:41:26"> everything that</subtitle>
<subtitle id="0:41:29"> uh is good about programming is in those few lines</subtitle>
<subtitle id="0:41:32"> so it really has a lot of the Maxwell's</subtitle>
<subtitle id="0:41:35"> equations then Steve Russell again the guy who did space</subtitle>
<subtitle id="0:41:38"> war was the person who coded this up and</subtitle>
<subtitle id="0:41:41"> made it into a real language called lisp then many other</subtitle>
<subtitle id="0:41:44"> people work with it um that</subtitle>
<subtitle id="0:41:47"> happened a few years earlier but this</subtitle>
<subtitle id="0:41:50"> year and I just sent an email to Peter Deutsch</subtitle>
<subtitle id="0:41:53"> uh yesterday to confirm</subtitle>
<subtitle id="0:41:56"> that this is indeed the 40th annivers iary of</subtitle>
<subtitle id="0:41:59"> a truly remarkable version of this which was the</subtitle>
<subtitle id="0:42:2"> first interactive uh</subtitle>
<subtitle id="0:42:5"> lisp on a standalone machine and</subtitle>
<subtitle id="0:42:8"> it was also its own operating system it was done by Peter when he was</subtitle>
<subtitle id="0:42:11"> only 16 years old so if you've ever</subtitle>
<subtitle id="0:42:14"> puzzled through trying to understand</subtitle>
<subtitle id="0:42:17"> the lisp eval</subtitle>
<subtitle id="0:42:20"> uh imagine a 16-year-old boy being able to</subtitle>
<subtitle id="0:42:23"> understand it and writing one of the most beautiful machine</subtitle>
<subtitle id="0:42:26"> code programs ever for</subtitle>
<subtitle id="0:42:29"> this uh for this machine and</subtitle>
<subtitle id="0:42:32">many of the things that we wound up doing after this</subtitle>
<subtitle id="0:42:35"> were based on the fact that this stuff had been</subtitle>
<subtitle id="0:42:38"> done tiny little machine actually</subtitle>
<subtitle id="0:42:41"> ran in uh what was called a four</subtitle>
<subtitle id="0:42:44"> core machine which is uh 4,8</subtitle>
<subtitle id="0:42:47"> bit words so it's a little over 8K</subtitle>
<subtitle id="0:42:50"> 9k or so so The</subtitle>
<subtitle id="0:42:53">Interpreter was about 2k and you had the rest for doing</subtitle>
<subtitle id="0:42:56"> Computing in</subtitle>
<subtitle id="0:42:59">ow for me</subtitle>
<subtitle id="0:43:2"> my background is in math and biology and</subtitle>
<subtitle id="0:43:5"> my first collision with this stuff was in</subtitle>
<subtitle id="0:43:8"> running into sketch pad and then simula seeing</subtitle>
<subtitle id="0:43:11"> the similarity to U biological</subtitle>
<subtitle id="0:43:14"> cells as a universal building block and</subtitle>
<subtitle id="0:43:17"> thinking up the idea of dynamic</subtitle>
<subtitle id="0:43:20"> objects then we tried this as an operating</subtitle>
<subtitle id="0:43:23"> system on this little machine called the flex machine</subtitle>
<subtitle id="0:43:26"> early desktop machine</subtitle>
<subtitle id="0:43:29"> the uh I later</subtitle>
<subtitle id="0:43:32"> saw this wonderful Grail system</subtitle>
<subtitle id="0:43:35"> and the same year I saw early flat panel</subtitle>
<subtitle id="0:43:38"> display at the University of Illinois</subtitle>
<subtitle id="0:43:41"> so we started thinking about the prospect of</subtitle>
<subtitle id="0:43:44"> putting the transistors in this machine on the back of one of these</subtitle>
<subtitle id="0:43:47"> displays so you could do this</subtitle>
<subtitle id="0:43:50"> and that same year</subtitle>
<subtitle id="0:43:53"> of 68 I saw Seymour paper</subtitle>
<subtitle id="0:43:56"> who had had a tremendous Insight involved ining children</subtitle>
<subtitle id="0:43:59"> that certain really important forms</subtitle>
<subtitle id="0:44:2"> of U advanced mathematics</subtitle>
<subtitle id="0:44:5"> particular uh Vector differential</subtitle>
<subtitle id="0:44:8"> geometry uh was akin to</subtitle>
<subtitle id="0:44:11"> the child's own way of thinking about itself in the</subtitle>
<subtitle id="0:44:14"> world so the child is the zero</subtitle>
<subtitle id="0:44:17">the child goes it's at the center of the of the</subtitle>
<subtitle id="0:44:20"> universe the narcissistic coordinate</subtitle>
<subtitle id="0:44:23"> system and that if you know differential</subtitle>
<subtitle id="0:44:26"> geometry you know that's the coordinate system that differential geometry</subtitle>
<subtitle id="0:44:29"> uses it's always what is the geometry</subtitle>
<subtitle id="0:44:32"> like from where you are and so for instance</subtitle>
<subtitle id="0:44:35"> a circle is just go a little turn a little over and over</subtitle>
<subtitle id="0:44:38"> again you don't need any x^2 + y^2</subtitle>
<subtitle id="0:44:41"> = R2 or any of that stuff so when I saw</subtitle>
<subtitle id="0:44:44"> that it blew my mind completely and that got</subtitle>
<subtitle id="0:44:47"> me thinking about this little computer for</subtitle>
<subtitle id="0:44:50"> children and my image of</subtitle>
<subtitle id="0:44:53"> it was uh 12 and 13</subtitle>
<subtitle id="0:44:56"> year olds here would actually sit down and program</subtitle>
<subtitle id="0:44:59"> their own game of space War learn about</subtitle>
<subtitle id="0:45:2"> Newtonian Dynamics in the process and have fun</subtitle>
<subtitle id="0:45:5"> playing and uh those of us who are</subtitle>
<subtitle id="0:45:8"> around uh a long time ago will remember</subtitle>
<subtitle id="0:45:11"> and in the computer museum has it parked outside</subtitle>
<subtitle id="0:45:14"> its old building is the old SRI bread truck</subtitle>
<subtitle id="0:45:17"> how many people remember the mobile</subtitle>
<subtitle id="0:45:20"> radio packet radio stuff yeah John shock</subtitle>
<subtitle id="0:45:23"> does You' says this I think it</subtitle>
<subtitle id="0:45:26"> was a 40 conine van or something was packed</subtitle>
<subtitle id="0:45:29"> full of stuff and one of the uh frivolous</subtitle>
<subtitle id="0:45:32"> things that happened back then was one of the first</subtitle>
<subtitle id="0:45:35"> emails ever sent from the</subtitle>
<subtitle id="0:45:38"> beer joint called rosatis up in the hill</subtitle>
<subtitle id="0:45:41"> they drove this Econoline fan</subtitle>
<subtitle id="0:45:44"> up there they had not</subtitle>
<subtitle id="0:45:47"> even a line of sight I guess to but it was back at switching</subtitle>
<subtitle id="0:45:50"> to Sri and then into the arpanet into Washington</subtitle>
<subtitle id="0:45:53"> meanwhile they there swizzling down beer</subtitle>
<subtitle id="0:45:56"> with their terminal at the on the the one of the outside</subtitle>
<subtitle id="0:45:59"> rosatti picnic tables so we knew that</subtitle>
<subtitle id="0:46:2"> uh Wireless Computing was going to</subtitle>
<subtitle id="0:46:5"> come and this kind of packaged up</subtitle>
<subtitle id="0:46:8"> um the idealizations of all</subtitle>
<subtitle id="0:46:11"> of this stuff into this one idea I called the dnab</subtitle>
<subtitle id="0:46:14">ook</subtitle>
<subtitle id="0:46:17"> and so if you take this arper dream</subtitle>
<subtitle id="0:46:20"> um it took shape for me when</subtitle>
<subtitle id="0:46:23">children came into the picture because</subtitle>
<subtitle id="0:46:26"> um I really didn't know how to design for a adults I wasn't very</subtitle>
<subtitle id="0:46:29"> adult myself I didn't have</subtitle>
<subtitle id="0:46:32"> any real contact with that world but</subtitle>
<subtitle id="0:46:35"> the improving the child's condition for learning</subtitle>
<subtitle id="0:46:38">something that really appealed to me so I got very interested</subtitle>
<subtitle id="0:46:41"> in it and</subtitle>
<subtitle id="0:46:44"> I have to thank Bill English once more it's great that bill is here because</subtitle>
<subtitle id="0:46:47"> I rarely get a chance to thank him in public</subtitle>
<subtitle id="0:46:50"> but um Bill actually took me under</subtitle>
<subtitle id="0:46:53"> his wing when we started here at Xerox Park a long</subtitle>
<subtitle id="0:46:56"> time ago and and one of the things</subtitle>
<subtitle id="0:46:59">me is Alan maybe maybe you should write a budget</subtitle>
<subtitle id="0:47:2"> and I'm afraid I really did say to Bill Bill</subtitle>
<subtitle id="0:47:5"> what's a budget remember</subtitle>
<subtitle id="0:47:8"> that Bill said well you put</subtitle>
<subtitle id="0:47:11"> this number here and you put this number here</subtitle>
<subtitle id="0:47:14"> um so this is actually the 30th anniversary</subtitle>
<subtitle id="0:47:17">Chuck ther's Alto</subtitle>
<subtitle id="0:47:20"> here it is and so</subtitle>
<subtitle id="0:47:23">Milestone it went along with a whole bunch of other</subtitle>
<subtitle id="0:47:26"> stuff that we did and</subtitle>
<subtitle id="0:47:29">historically it had an interesting parallel with the</subtitle>
<subtitle id="0:47:32"> pdp1 lisp thing because it</subtitle>
<subtitle id="0:47:35"> was the the strength</subtitle>
<subtitle id="0:47:38"> of what McCarthy had done</subtitle>
<subtitle id="0:47:41"> um because I'm I'm basically a</subtitle>
<subtitle id="0:47:44"> mathematician not a programmer I program a little</subtitle>
<subtitle id="0:47:47"> bit but I don't consider myself a programmer</subtitle>
<subtitle id="0:47:50"> but I felt I could do the same thing for an object-oriented language</subtitle>
<subtitle id="0:47:53"> that McCarthy had done for lisp and this is</subtitle>
<subtitle id="0:47:56"> one version of it and Dan Eng Les who is</subtitle>
<subtitle id="0:47:59">your hand</subtitle>
<subtitle id="0:48:2"> so Dan uh was the reality guy</subtitle>
<subtitle id="0:48:5"> he took this little paper thing</subtitle>
<subtitle id="0:48:8"> and made it into uh a succession of small</subtitle>
<subtitle id="0:48:11"> talks that uh uh lived to</subtitle>
<subtitle id="0:48:14"> this day and Chuck</subtitle>
<subtitle id="0:48:17"> uh uh fashioned this uh first</subtitle>
<subtitle id="0:48:20">and from our standpoint what we're really trying to</subtitle>
<subtitle id="0:48:23"> do was to get</subtitle>
<subtitle id="0:48:26">machines built so we could take them down into schools</subtitle>
<subtitle id="0:48:29"> and start working on this is Adell Goldberg</subtitle>
<subtitle id="0:48:35">Here and Now up to the</subtitle>
<subtitle id="0:48:38"> present I'm just going to show you a few of</subtitle>
<subtitle id="0:48:41">things that we've been doing</subtitle>
<subtitle id="0:48:44"> um so squeak is</subtitle>
<subtitle id="0:48:47"> kind of an outgrowth of some of the stuff</subtitle>
<subtitle id="0:48:50">did at zerox Park and we</subtitle>
<subtitle id="0:48:53"> don't think of systems like this as</subtitle>
<subtitle id="0:48:56"> goals they it's hard to</subtitle>
<subtitle id="0:48:59"> Define uh but it's relatively easy to</subtitle>
<subtitle id="0:49:2"> Define uh computer systems as</subtitle>
<subtitle id="0:49:5"> vehicles or media so you sit down</subtitle>
<subtitle id="0:49:8"> because you're basically trying to make</subtitle>
<subtitle id="0:49:11"> models in it and you get ideas</subtitle>
<subtitle id="0:49:14">kinds of models and so you have to use the modeling material</subtitle>
<subtitle id="0:49:17"> to make the uh different kinds of modeling</subtitle>
<subtitle id="0:49:20"> material to make the models and so forth</subtitle>
<subtitle id="0:49:23"> so this system uh is a wide</subtitle>
<subtitle id="0:49:26">it's been implemented on</subtitle>
<subtitle id="0:49:29"> many many different kinds of platforms bit</subtitle>
<subtitle id="0:49:32">o explain a little bit of that because I think it's</subtitle>
<subtitle id="0:49:35"> very very important for</subtitle>
<subtitle id="0:49:38">future software especially having to do with the internet</subtitle>
<subtitle id="0:49:41"> uh it's also of interest because it was basically done</subtitle>
<subtitle id="0:49:44"> by this small group of people here here's Dan</subtitle>
<subtitle id="0:49:47">Engles again Scott Wallace Ted Kaylor John Maloney</subtitle>
<subtitle id="0:49:50"> and Andreas Rob uh</subtitle>
<subtitle id="0:49:53"> so it's an example of a system that involves its</subtitle>
<subtitle id="0:49:56"> own operating system and many many things that</subtitle>
<subtitle id="0:49:59"> uh we think of as applications done by a</subtitle>
<subtitle id="0:50:2">number of people rather than the hundreds of people</subtitle>
<subtitle id="0:50:5"> that you think of uh needing it so there's interesting</subtitle>
<subtitle id="0:50:8">questions about well how is this actually possible</subtitle>
<subtitle id="0:50:11"> has a very flexible</subtitle>
<subtitle id="0:50:14"> object system so if we take a this</subtitle>
<subtitle id="0:50:17"> is kind of a cute little demo here if you take a paragraph</subtitle>
<subtitle id="0:50:20"> doing word wrap um and you're in</subtitle>
<subtitle id="0:50:23"> a real object system then</subtitle>
<subtitle id="0:50:26"> uh you can just let those guys</subtitle>
<subtitle id="0:50:29"> wander around here and if you think</subtitle>
<subtitle id="0:50:32"> about what do they have to actually do</subtitle>
<subtitle id="0:50:35"> they kind of have to follow the</subtitle>
<subtitle id="0:50:38">leader</subtitle>
<subtitle id="0:50:41"> all right can get them to go</subtitle>
<subtitle id="0:50:44">faster</subtitle>
<subtitle id="0:50:47"> and the algorithm we usually think of is kind of</subtitle>
<subtitle id="0:50:50"> the one that is done between frame times</subtitle>
<subtitle id="0:50:53"> so it's actually doing the same thing there but between</subtitle>
<subtitle id="0:50:56">frame times it looks like it's happening instantly that is</subtitle>
<subtitle id="0:50:59">programing because it's basically just four little</subtitle>
<subtitle id="0:51:2"> rules to do it there's many kinds of media in</subtitle>
<subtitle id="0:51:5"> here I'll show you just one other uh thing</subtitle>
<subtitle id="0:51:8"> here</subtitle>
<subtitle id="0:51:11">and so</subtitle>
<subtitle id="0:51:14"> we live in a world of applications</subtitle>
<subtitle id="0:51:17"> but if you think about it applications are one of the worst ideas anybody</subtitle>
<subtitle id="0:51:20"> had and we thought we'd gotten rid of them here at Park</subtitle>
<subtitle id="0:51:23"> in the 70s because</subtitle>
<subtitle id="0:51:26"> applications kind of draw</subtitle>
<subtitle id="0:51:29">a barrier around your ability to do things</subtitle>
<subtitle id="0:51:32"> what you really want is to gather the resources</subtitle>
<subtitle id="0:51:35"> that you need to you and make the things that you want</subtitle>
<subtitle id="0:51:38"> out of them uh so for instance</subtitle>
<subtitle id="0:51:41"> one of the ways of thinking of desktop publishing is</subtitle>
<subtitle id="0:51:44"> that it's just uh Graphics done</subtitle>
<subtitle id="0:51:47"> right right because you basically</subtitle>
<subtitle id="0:51:50">to be able to make almost any kind of graphic construction</subtitle>
<subtitle id="0:51:53"> on the screen you want it to be able to react to</subtitle>
<subtitle id="0:51:56"> things and you want the elements to be</subtitle>
<subtitle id="0:51:59"> uh not confined in the bounds of an application</subtitle>
<subtitle id="0:52:2"> but be uh be part of something else so</subtitle>
<subtitle id="0:52:5"> you should be able to uh have primary</subtitle>
<subtitle id="0:52:8"> and secondary reactions so here I'm</subtitle>
<subtitle id="0:52:11">drawing through text just</subtitle>
<subtitle id="0:52:14"> as you would expect but I should also be able to hop</subtitle>
<subtitle id="0:52:17"> the fence here and for instance drag this guy</subtitle>
<subtitle id="0:52:20"> out like this</subtitle>
<subtitle id="0:52:23"> and but I should be able to do this without destroying</subtitle>
<subtitle id="0:52:26"> so you see if I'm SC scrolling here it's scrolling</subtitle>
<subtitle id="0:52:29"> there and flowing through</subtitle>
<subtitle id="0:52:32">these objects interact with each other to the extent</subtitle>
<subtitle id="0:52:35"> that they need to but no more so and you kind of get desktop publishing</subtitle>
<subtitle id="0:52:38"> for free or any kind of media</subtitle>
<subtitle id="0:52:44">composition and actually</subtitle>
<subtitle id="0:52:47"> one other thing I should show you here</subtitle>
<subtitle id="0:52:50"> as long as we're talking about this is an idea that I spent</subtitle>
<subtitle id="0:52:53"> 12 years at Apple intermittently trying to get them</subtitle>
<subtitle id="0:52:56"> to adopt which is the idea of unlimited desktops</subtitle>
<subtitle id="0:52:59"> and Small Talk At zerox Park</subtitle>
<subtitle id="0:53:2"> had this and the squeak system here has</subtitle>
<subtitle id="0:53:5"> this and what I mean by that is that</subtitle>
<subtitle id="0:53:8"> each time I decide I want to do</subtitle>
<subtitle id="0:53:11"> something I really want a separate work area</subtitle>
<subtitle id="0:53:14"> to work on and I like these work areas to persist</subtitle>
<subtitle id="0:53:17"> over time and we've been looking at them so there's no</subtitle>
<subtitle id="0:53:20">separate presentation uh thing</subtitle>
<subtitle id="0:53:23"> there's nothing like uh postcript here</subtitle>
<subtitle id="0:53:26">like uh PowerPoint</subtitle>
<subtitle id="0:53:29"> so if we look at the projects that are in</subtitle>
<subtitle id="0:53:35">uh in this guy here we</subtitle>
<subtitle id="0:53:38"> can see the presentation that I've given so far</subtitle>
<subtitle id="0:53:41"> right here's where we are right now</subtitle>
<subtitle id="0:53:44">here's the next thing I'm going to show and I decided</subtitle>
<subtitle id="0:53:47"> i' really rather show this thing</subtitle>
<subtitle id="0:53:50"> and each talk that I give is</subtitle>
<subtitle id="0:53:53"> a sorting of the projects that I have so the</subtitle>
<subtitle id="0:53:56"> idea is you never have to go to anything weaker like PowerPoint to give a</subtitle>
<subtitle id="0:53:59"> presentation you just link up the various things that you've been</subtitle>
<subtitle id="0:54:2"> working on and U and show them</subtitle>
<subtitle id="0:54:5">are also the things we ship around the web</subtitle>
<subtitle id="0:54:8"> instead of uh web</subtitle>
<subtitle id="0:54:14">pages okay</subtitle>
<subtitle id="0:54:17">so just a word</subtitle>
<subtitle id="0:54:20"> about how the porting is done it's kind of</subtitle>
<subtitle id="0:54:23"> cute so here's the the</subtitle>
<subtitle id="0:54:26"> thing that I I think</subtitle>
<subtitle id="0:54:29"> is actually known but is not</subtitle>
<subtitle id="0:54:32"> well dealt with in software and that is</subtitle>
<subtitle id="0:54:35"> that um for</subtitle>
<subtitle id="0:54:38"> decades software has been specified</subtitle>
<subtitle id="0:54:41"> using paper documents people have tried</subtitle>
<subtitle id="0:54:44"> to implement to those paper documents and then they've tried</subtitle>
<subtitle id="0:54:47">a benchmark Suite of some</subtitle>
<subtitle id="0:54:50"> kind to validate the Imp uh implementation</subtitle>
<subtitle id="0:54:53"> and to my knowledge it has never succeeded in producing</subtitle>
<subtitle id="0:54:56">compatible implementations</subtitle>
<subtitle id="0:54:59"> across platforms Fortran is</subtitle>
<subtitle id="0:55:2"> famous for the exceptions</subtitle>
<subtitle id="0:55:5"> and even C</subtitle>
<subtitle id="0:55:8"> is not exactly the same across platforms</subtitle>
<subtitle id="0:55:11"> so that is really a shame</subtitle>
<subtitle id="0:55:14"> so a different way of doing it though is</subtitle>
<subtitle id="0:55:17"> to make a model of your kernel</subtitle>
<subtitle id="0:55:20"> that can be debugged so</subtitle>
<subtitle id="0:55:23"> it's not a paper model so when we decided to do</subtitle>
<subtitle id="0:55:26"> squeak um there had been some experience</subtitle>
<subtitle id="0:55:29"> in</subtitle>
<subtitle id="0:55:32"> um doing various kinds of small talks at zerox</subtitle>
<subtitle id="0:55:35"> Park and afterwards so the idea was to</subtitle>
<subtitle id="0:55:38"> found an old Mac that would run an old Apple</subtitle>
<subtitle id="0:55:41"> version of small talk</subtitle>
<subtitle id="0:55:44"> and we'd written a book 20</subtitle>
<subtitle id="0:55:47"> 20 years ago 20th anniversary of this book</subtitle>
<subtitle id="0:55:50"> now this book had in it among other things</subtitle>
<subtitle id="0:55:53">the VM</subtitle>
<subtitle id="0:55:56"> of uh Small Talk written in</subtitle>
<subtitle id="0:55:59"> itself so if you type that in</subtitle>
<subtitle id="0:56:2"> and get it running you have a simulator the VM</subtitle>
<subtitle id="0:56:5">you could treat that simulator as the spec</subtitle>
<subtitle id="0:56:8"> and say okay that's the only</subtitle>
<subtitle id="0:56:11"> uh uh validation</subtitle>
<subtitle id="0:56:14"> and specification of the system that</subtitle>
<subtitle id="0:56:17"> we're going to have and we'll debug</subtitle>
<subtitle id="0:56:20"> this and when we get it running we will have the definition</subtitle>
<subtitle id="0:56:23"> of the VM that we're hoping for now of</subtitle>
<subtitle id="0:56:26"> course this doesn't do you any good because it's running glacially</subtitle>
<subtitle id="0:56:29"> slowly so next thing you have to do is write a</subtitle>
<subtitle id="0:56:32"> translator of that and this work was primarily</subtitle>
<subtitle id="0:56:35"> for squeak was primarily done by uh Dan Engles</subtitle>
<subtitle id="0:56:38"> and John Maloney um</subtitle>
<subtitle id="0:56:41"> a translator and this</subtitle>
<subtitle id="0:56:44"> translator should</subtitle>
<subtitle id="0:56:47"> with without changing the meaning of what the simulation</subtitle>
<subtitle id="0:56:50"> does translated into a lower</subtitle>
<subtitle id="0:56:53"> level form that can be put on another machine</subtitle>
<subtitle id="0:56:56"> like we we chose a subset of C</subtitle>
<subtitle id="0:56:59"> as the lower level form to go for a Target</subtitle>
<subtitle id="0:57:2"> the subset of C that tries to be compatible across</subtitle>
<subtitle id="0:57:5"> platforms so all of a sudden now you have a power PC</subtitle>
<subtitle id="0:57:8"> VM and this top</subtitle>
<subtitle id="0:57:11"> stuff uh is machine independent</subtitle>
<subtitle id="0:57:14"> so all of a sudden uh we were now off</subtitle>
<subtitle id="0:57:17"> the old Mac and onto the power PC</subtitle>
<subtitle id="0:57:20"> and since it contains all of this stuff you can use it</subtitle>
<subtitle id="0:57:23"> to improve itself um about</subtitle>
<subtitle id="0:57:26"> a month and a half after after we put it out on the net</subtitle>
<subtitle id="0:57:29"> guy in Germany we'd never heard</subtitle>
<subtitle id="0:57:32"> of before sent us uh a version</subtitle>
<subtitle id="0:57:35"> for all the Intel PCS and that's what we run</subtitle>
<subtitle id="0:57:38"> today and it now runs on 30 platforms bit</subtitle>
<subtitle id="0:57:41"> identically because the key idea here</subtitle>
<subtitle id="0:57:44"> is the debugging of this complex thing and</subtitle>
<subtitle id="0:57:47"> then having a mathematically sound translation</subtitle>
<subtitle id="0:57:50"> that pre preserves the actual</subtitle>
<subtitle id="0:57:53"> meaning so in many</subtitle>
<subtitle id="0:57:56">think of this is an old technology or new technology</subtitle>
<subtitle id="0:57:59"> but very few people are doing this today</subtitle>
<subtitle id="0:58:2">trying to run on many different platforms</subtitle>
<subtitle id="0:58:8">internet I'll show you the relationship of</subtitle>
<subtitle id="0:58:11">squeak</subtitle>
<subtitle id="0:58:14"> so there's this nice malleable stuff called</subtitle>
<subtitle id="0:58:17"> CPU and memory and then there are</subtitle>
<subtitle id="0:58:20"> bad defacto standards called operating systems that</subtitle>
<subtitle id="0:58:23"> take away most of the degrees of freedom</subtitle>
<subtitle id="0:58:26"> and the internet with tcpip</subtitle>
<subtitle id="0:58:29"> is really great then there's a really</subtitle>
<subtitle id="0:58:32">de facto standard called the worldwide web</subtitle>
<subtitle id="0:58:35">you want to do</subtitle>
<subtitle id="0:58:38"> so we actually when we're running on a machine like I'm running</subtitle>
<subtitle id="0:58:41">and we have a couple of different PCS</subtitle>
<subtitle id="0:58:44"> here we actually have our own operating system</subtitle>
<subtitle id="0:58:47"> but we contact the existing operating system at a single</subtitle>
<subtitle id="0:58:50"> point equals about a thousand lines</subtitle>
<subtitle id="0:58:53"> of code because we have to share the display</subtitle>
<subtitle id="0:58:56"> we we want to do this without killing the existing operating</subtitle>
<subtitle id="0:58:59"> system but all of our own tools are inside of</subtitle>
<subtitle id="0:59:2">squeak and these are go portable with the rest of the</subtitle>
<subtitle id="0:59:5"> stuff and the same thing with our</subtitle>
<subtitle id="0:59:8">socket system for handling the internet this gives you a completely</subtitle>
<subtitle id="0:59:11"> portable uh system</subtitle>
<subtitle id="0:59:14"> that uh can go across a wide variety of platforms and</subtitle>
<subtitle id="0:59:17"> usually takes just a week or two at the most to uh</subtitle>
<subtitle id="0:59:20">the port something to think about for</subtitle>
<subtitle id="0:59:23">software</subtitle>
<subtitle id="0:59:29">okay so let's take a look at the</subtitle>
<subtitle id="0:59:32"> present I found uh doing these things</subtitle>
<subtitle id="0:59:35">howing some of the kids stuff</subtitle>
<subtitle id="0:59:38"> uh makes most of the points in a way that's easy to</subtitle>
<subtitle id="0:59:41"> understand um</subtitle>
<subtitle id="0:59:44"> nice thing about working with kids is</subtitle>
<subtitle id="0:59:47"> um when you give them something</subtitle>
<subtitle id="0:59:50"> they feel quite free to reject it</subtitle>
<subtitle id="0:59:53"> it's hard doing tests with adults and companies</subtitle>
<subtitle id="0:59:56"> because adults have been trained trained for 25 years to</subtitle>
<subtitle id="0:59:59"> take for</subtitle>
<subtitle id="1:0:2">money</subtitle>
<subtitle id="1:0:5"> but most kids haven't learned that yet</subtitle>
<subtitle id="1:0:8"> so what the kids really want to do is have some fun so</subtitle>
<subtitle id="1:0:11"> like a fun project for them is to design a</subtitle>
<subtitle id="1:0:14"> car that they can learn how to</subtitle>
<subtitle id="1:0:17"> drive paint it it's</subtitle>
<subtitle id="1:0:20"> like a 10-year-old kid</subtitle>
<subtitle id="1:0:23">here put in some</subtitle>
<subtitle id="1:0:26"> nice little specular Reflections that we learned</subtitle>
<subtitle id="1:0:29">Disney</subtitle>
<subtitle id="1:0:32"> and we found that both boys and girls love to</subtitle>
<subtitle id="1:0:35"> put on big powerful off-road tires on</subtitle>
<subtitle id="1:0:38"> their vehicles so their vehicles</subtitle>
<subtitle id="1:0:41"> wind up looking a lot like this</subtitle>
<subtitle id="1:0:44"> usually and we got a little graphic object</subtitle>
<subtitle id="1:0:47"> and in this system</subtitle>
<subtitle id="1:0:50"> and this is an Insight that goes back a long ways to the days of Xerox</subtitle>
<subtitle id="1:0:53"> Park was I think after one of our beer Buss</subtitle>
<subtitle id="1:0:56"> at the black forest or something</subtitle>
<subtitle id="1:0:59"> I was blury looking at the screen in my office</subtitle>
<subtitle id="1:1:2"> and I realized that to an end user there were only smart</subtitle>
<subtitle id="1:1:5"> rectangles floating around on the screen all</subtitle>
<subtitle id="1:1:8"> the crap that we had underneath all of the inheritance</subtitle>
<subtitle id="1:1:11"> all of the other stuff was totally invisible</subtitle>
<subtitle id="1:1:14"> to a naive end user it was just smart</subtitle>
<subtitle id="1:1:17"> rectangles if you start thinking that way you start thinking</subtitle>
<subtitle id="1:1:20">about gee what I really H want to have is uni</subtitle>
<subtitle id="1:1:23"> Universal objects that can wear costumes</subtitle>
<subtitle id="1:1:26"> and I'll give them a little bit of idiosyncratic behavior</subtitle>
<subtitle id="1:1:29"> and try and build my system out of that so here's our little</subtitle>
<subtitle id="1:1:32">car</subtitle>
<subtitle id="1:1:35"> and it's a graphic object but</subtitle>
<subtitle id="1:1:38"> it has another view of it which is uh</subtitle>
<subtitle id="1:1:41"> symbolic I'll call this</subtitle>
<subtitle id="1:1:44"> car the kids like this and</subtitle>
<subtitle id="1:1:47">to teach the math so we want to get them interested in this</subtitle>
<subtitle id="1:1:50"> so for example if we look at this property</subtitle>
<subtitle id="1:1:53">called cars heading and start it counting up</subtitle>
<subtitle id="1:1:56"> car turns</subtitle>
<subtitle id="1:1:59">heading changing</subtitle>
<subtitle id="1:2:2"> here's a behavioral property forwarding</subtitle>
<subtitle id="1:2:5"> binging turn</subtitle>
<subtitle id="1:2:8"> binging make a script just drag out a</subtitle>
<subtitle id="1:2:14">tile hit the</subtitle>
<subtitle id="1:2:17"> clock start it running</subtitle>
<subtitle id="1:2:20"> and of course I can steer by just changing the numbers</subtitle>
<subtitle id="1:2:23"> here the good one is zero Which</subtitle>
<subtitle id="1:2:26"> car goes straight negative numbers it</subtitle>
<subtitle id="1:2:29"> turns the other way that's not really like driving a</subtitle>
<subtitle id="1:2:32"> car so we say okay make make yourself</subtitle>
<subtitle id="1:2:38">wheel</subtitle>
<subtitle id="1:2:41"> I always do a blue</subtitle>
<subtitle id="1:2:44"> one it's just another little costume</subtitle>
<subtitle id="1:2:47">one of these guys</subtitle>
<subtitle id="1:2:50"> look inside of it call it</subtitle>
<subtitle id="1:2:53"> wheel it's got a heading</subtitle>
<subtitle id="1:2:56"> you look at that number there on heading it</subtitle>
<subtitle id="1:2:59">positive and negative as I turn the wheel</subtitle>
<subtitle id="1:3:2"> positive and negative numbers here influence the</subtitle>
<subtitle id="1:3:5">invitation to pick up the name of the numbers coming out</subtitle>
<subtitle id="1:3:8"> of the wheel just drop them in there</subtitle>
<subtitle id="1:3:11"> and I should be able to control the car</subtitle>
<subtitle id="1:3:14"> now so it's sort of for the kids it's</subtitle>
<subtitle id="1:3:17"> one step learning about what a variable actually</subtitle>
<subtitle id="1:3:20"> is generally one of the harder concepts</subtitle>
<subtitle id="1:3:23"> for kids to grock but it's very easy</subtitle>
<subtitle id="1:3:26"> here because it's operationally in their</subtitle>
<subtitle id="1:3:29"> space and the system is just recompiling</subtitle>
<subtitle id="1:3:32">and recompiling and recompiling as we go every time we make</subtitle>
<subtitle id="1:3:35"> a change so these scripts actually run as fast as</subtitle>
<subtitle id="1:3:38">underlying squeak scripts they are the underlying squeak scripts</subtitle>
<subtitle id="1:3:41">very fast things as we'll see in in a little</subtitle>
<subtitle id="1:3:44"> bit okay</subtitle>
<subtitle id="1:3:47"> so once they've done some of that stuff we can</subtitle>
<subtitle id="1:3:50"> investigate the real world using</subtitle>
<subtitle id="1:3:53"> our ability to make models now</subtitle>
<subtitle id="1:3:56"> say sound please keep the sound</subtitle>
<subtitle id="1:4:2">on</subtitle>
<subtitle id="1:4:5"> both hands oh do not pay any attention to</subtitle>
<subtitle id="1:4:11">[Music]</subtitle>
<subtitle id="1:4:20">else who's got</subtitle>
<subtitle id="1:4:23">Apple</subtitle>
<subtitle id="1:4:26"> that's a</subtitle>
<subtitle id="1:4:29">jamer</subtitle>
<subtitle id="1:4:32"> what you get what' you get try use</subtitle>
<subtitle id="1:4:35">stockes</subtitle>
<subtitle id="1:4:38"> together so put</subtitle>
<subtitle id="1:4:41"> spongeball I think we should do the shot foot</subtitle>
<subtitle id="1:4:44"> and the spongeball because they're</subtitle>
<subtitle id="1:4:47"> two totally different weights and if you</subtitle>
<subtitle id="1:4:50">drop them at the same time maybe they'll drop at the</subtitle>
<subtitle id="1:4:53"> same speed drop</subtitle>
<subtitle id="1:4:56"> [Music]</subtitle>
<subtitle id="1:4:59"> so so the average of galileos</subtitle>
<subtitle id="1:5:2"> per class is usually about</subtitle>
<subtitle id="1:5:5"> one for 30 kids or so</subtitle>
<subtitle id="1:5:8"> this little girl cut right to the chase you realized the stopwatches</subtitle>
<subtitle id="1:5:11">bad because you couldn't tell when the janitor is dropping it's hard</subtitle>
<subtitle id="1:5:14"> to whole thing takes about a second or so</subtitle>
<subtitle id="1:5:17"> and so she just thought well all we have to do is</subtitle>
<subtitle id="1:5:20"> listen when they hit if we can hear two hits then they're falling at a</subtitle>
<subtitle id="1:5:23">different rate if we hear one hit so this is Galileo's insight</subtitle>
<subtitle id="1:5:26"> back when uh it was hard to time things</subtitle>
<subtitle id="1:5:29"> so children can actually think about this stuff operationally</subtitle>
<subtitle id="1:5:32"> very well and as we'll see in a second</subtitle>
<subtitle id="1:5:35"> they can do better than most college</subtitle>
<subtitle id="1:5:38">students so the way to actually investigate this is</subtitle>
<subtitle id="1:5:41"> to take a video of the dropping ball</subtitle>
<subtitle id="1:5:44"> here and</subtitle>
<subtitle id="1:5:47"> um hard to see what's going on by</subtitle>
<subtitle id="1:5:50"> looking at the video but</subtitle>
<subtitle id="1:5:53"> um these frames are actually part of the objects</subtitle>
<subtitle id="1:5:56">can do things so we can just pull frames out</subtitle>
<subtitle id="1:5:59"> we can stack up every fifth frame here we can</subtitle>
<subtitle id="1:6:2"> stack them up vertically and we can start</subtitle>
<subtitle id="1:6:5"> measuring them so</subtitle>
<subtitle id="1:6:8"> one of the ways of measuring these is to</subtitle>
<subtitle id="1:6:11"> take the make the height of a</subtitle>
<subtitle id="1:6:14">rectangle</subtitle>
<subtitle id="1:6:17"> go from the bottom of the ball</subtitle>
<subtitle id="1:6:20">and one frame to the bottom of the ball in the</subtitle>
<subtitle id="1:6:23"> next frame that vertical drop</subtitle>
<subtitle id="1:6:26"> is actually the velocity because it's a distance</subtitle>
<subtitle id="1:6:29"> traveled in unit time</subtitle>
<subtitle id="1:6:32"> you can see the velocity is</subtitle>
<subtitle id="1:6:35"> increasing we'd like to know how the velocity</subtitle>
<subtitle id="1:6:38"> is increasing here doing this a little bit too</subtitle>
<subtitle id="1:6:41"> quickly but so one of the</subtitle>
<subtitle id="1:6:44"> ways we can get a qualitative look at it is simply by stacking</subtitle>
<subtitle id="1:6:47"> these guys</subtitle>
<subtitle id="1:6:50">up Galileo had</subtitle>
<subtitle id="1:6:53"> a very interesting way of doing this himself and</subtitle>
<subtitle id="1:6:56"> if we we look at this we see oh the change in velocity looks</subtitle>
<subtitle id="1:6:59"> constant change in velocity is acceleration</subtitle>
<subtitle id="1:7:2"> it looks like constant acceleration so the little script</subtitle>
<subtitle id="1:7:5"> that they write looks like this they make</subtitle>
<subtitle id="1:7:8"> a simulated ball</subtitle>
<subtitle id="1:7:11"> and have a variable called speed and they say let's</subtitle>
<subtitle id="1:7:14"> increase the speed by minus5 a constant</subtitle>
<subtitle id="1:7:17"> each time and then let's change the ball's position by</subtitle>
<subtitle id="1:7:20">speed right so that's a second order differential equation</subtitle>
<subtitle id="1:7:23"> done by 11 year olds and we</subtitle>
<subtitle id="1:7:26"> let Tyrone tell you how he did his and to make</subtitle>
<subtitle id="1:7:29"> sure that I was sound please just right</subtitle>
<subtitle id="1:7:32"> I got a magnifier which would</subtitle>
<subtitle id="1:7:35"> help me figure out if the size</subtitle>
<subtitle id="1:7:38"> was just right after I had done that</subtitle>
<subtitle id="1:7:41"> I would go and click on</subtitle>
<subtitle id="1:7:44"> the little basic category button and</subtitle>
<subtitle id="1:7:47"> then a little menu would pop up and</subtitle>
<subtitle id="1:7:50"> one of the categories would be geometry so</subtitle>
<subtitle id="1:7:53"> I click on that and here it has</subtitle>
<subtitle id="1:7:56"> many things that have to do with the size and</subtitle>
<subtitle id="1:7:59"> shape of the</subtitle>
<subtitle id="1:8:2"> rectangle so I would see what the height</subtitle>
<subtitle id="1:8:5"> is and I kept going along the process</subtitle>
<subtitle id="1:8:8"> until I had them all lined up with their height</subtitle>
<subtitle id="1:8:11"> I subtracted the smaller ones hyp from the bigger one</subtitle>
<subtitle id="1:8:14"> to see if there was a kind of pattern</subtitle>
<subtitle id="1:8:17"> anywhere that could help me and my best guess</subtitle>
<subtitle id="1:8:20"> work so in order to show</subtitle>
<subtitle id="1:8:23"> that it was working I decided to leave a DOT copy</subtitle>
<subtitle id="1:8:26"> so that it would show that the ball was going at the</subtitle>
<subtitle id="1:8:29"> exact leaving a little cookie acceleration</subtitle>
<subtitle id="1:8:32"> behind to show that it matches up with where</subtitle>
<subtitle id="1:8:35"> the thing is in the frame another one that the kids did is running</subtitle>
<subtitle id="1:8:38"> the movie against their simulation like</subtitle>
<subtitle id="1:8:41">this</subtitle>
<subtitle id="1:8:44"> to show that they've got the</subtitle>
<subtitle id="1:8:47">nailed</subtitle>
<subtitle id="1:8:50"> that cool</subtitle>
<subtitle id="1:8:53"> so if you know anything about this this is one of the most studied</subtitle>
<subtitle id="1:8:56"> difficulties that</subtitle>
<subtitle id="1:8:59">in science there</subtitle>
<subtitle id="1:9:2"> are literally hundreds of papers that give</subtitle>
<subtitle id="1:9:5"> the every kind of statistic you</subtitle>
<subtitle id="1:9:8"> could you ever hope for but the most interesting one is that 70%</subtitle>
<subtitle id="1:9:11"> of college students who</subtitle>
<subtitle id="1:9:14"> encounter this in college uh uh can</subtitle>
<subtitle id="1:9:17"> conclusively prove that they don't understand</subtitle>
<subtitle id="1:9:20">it so this is one</subtitle>
<subtitle id="1:9:23"> of these point of views is worth adiq points thing</subtitle>
<subtitle id="1:9:26">because the form of the math that's used in college</subtitle>
<subtitle id="1:9:29"> is not the best kind of math this is a really great kind of math</subtitle>
<subtitle id="1:9:32"> for this because it's a state space math</subtitle>
<subtitle id="1:9:35">at gets rid of all the multiplications and makes them into additions</subtitle>
<subtitle id="1:9:38">you've got the looping adding up</subtitle>
<subtitle id="1:9:41"> the additions into the multiplications that are in the standard</subtitle>
<subtitle id="1:9:44"> formulas and it's just a simple</subtitle>
<subtitle id="1:9:47"> two stage if you</subtitle>
<subtitle id="1:9:50"> our old enough digital differential</subtitle>
<subtitle id="1:9:53"> analyzer um that does this stuff and</subtitle>
<subtitle id="1:9:56"> it's just right there and immediately the</subtitle>
<subtitle id="1:9:59"> kids use it to start doing things they can shove things off</subtitle>
<subtitle id="1:10:2"> cliffs they can uh fire water</subtitle>
<subtitle id="1:10:5"> balloons they can make uh a lunar lander</subtitle>
<subtitle id="1:10:8"> game so here's the little</subtitle>
<subtitle id="1:10:11"> two-stage thing drops the</subtitle>
<subtitle id="1:10:14"> spaceship down there</subtitle>
<subtitle id="1:10:17"> so gravity eats velocity the motor</subtitle>
<subtitle id="1:10:20"> of the spaceship</subtitle>
<subtitle id="1:10:23"> uh U produces velocity</subtitle>
<subtitle id="1:10:26"> this little script makes a flame appear when the</subtitle>
<subtitle id="1:10:29">motor is on this is the one that crashes you if you're going</subtitle>
<subtitle id="1:10:32"> too fast so lunar lander game looks</subtitle>
<subtitle id="1:10:35"> like this so I can</subtitle>
<subtitle id="1:10:38"> toss the thing up on its</subtitle>
<subtitle id="1:10:41">jet</subtitle>
<subtitle id="1:10:47">down people used to spend money</subtitle>
<subtitle id="1:10:50"> for that game</subtitle>
<subtitle id="1:10:53"> and of course in the spirit of this thing</subtitle>
<subtitle id="1:10:56"> uh have to do space war and again we have</subtitle>
<subtitle id="1:10:59"> a way of doing the sketch pad</subtitle>
<subtitle id="1:11:2"> kind of prototyping so here's a here's a</subtitle>
<subtitle id="1:11:5"> spaceship with its acceleration</subtitle>
<subtitle id="1:11:8"> variable because now we're not worrying about</subtitle>
<subtitle id="1:11:11">just vertical stuff we have to worry about vectors velocity</subtitle>
<subtitle id="1:11:14"> variable the joystick and so forth and</subtitle>
<subtitle id="1:11:17">want to be able to make several of them we can just copy these</subtitle>
<subtitle id="1:11:20">Green Copy button</subtitle>
<subtitle id="1:11:23"> here put these spaceships into the</subtitle>
<subtitle id="1:11:26"> Universe here we can differentiate</subtitle>
<subtitle id="1:11:29"> say this guy by</subtitle>
<subtitle id="1:11:32">U</subtitle>
<subtitle id="1:11:38">color and we can start them both</subtitle>
<subtitle id="1:11:44">going right so this is kind of what I was talking about</subtitle>
<subtitle id="1:11:47">hat you have to write in order to do this and that is the</subtitle>
<subtitle id="1:11:50"> only only program that you have to</subtitle>
<subtitle id="1:11:53"> do so the interesting thing about</subtitle>
<subtitle id="1:11:56"> most software</subtitle>
<subtitle id="1:11:59"> is that</subtitle>
<subtitle id="1:12:2">he</subtitle>
<subtitle id="1:12:5"> mathematics you can think about what the</subtitle>
<subtitle id="1:12:8"> actual Prime relationships</subtitle>
<subtitle id="1:12:11"> are of</subtitle>
<subtitle id="1:12:14"> what you're trying to do</subtitle>
<subtitle id="1:12:17"> uh you realize they're tiny almost always compared</subtitle>
<subtitle id="1:12:20"> to the code that you wind up writing there are many</subtitle>
<subtitle id="1:12:23">reasons for this and we should talk about them a bit right now</subtitle>
<subtitle id="1:12:26"> I want to move I just want to move you through</subtitle>
<subtitle id="1:12:29">a few more examples and then show you some Edge of-the-art stuff we've been</subtitle>
<subtitle id="1:12:32"> working on uh and then</subtitle>
<subtitle id="1:12:35"> have some time for questions so here's a</subtitle>
<subtitle id="1:12:38"> fun program now thinking about feedback done by</subtitle>
<subtitle id="1:12:41"> these two 11y old girls the idea is</subtitle>
<subtitle id="1:12:44"> have the car uh be able to stay on the middle</subtitle>
<subtitle id="1:12:47"> of the road as a robot car if you look at this little</subtitle>
<subtitle id="1:12:50"> script you can see uh when the sensor is</subtitle>
<subtitle id="1:12:53"> touching the middle of the road color it's it's going to go</subtitle>
<subtitle id="1:12:56"> forward and no other condition</subtitle>
<subtitle id="1:12:59"> when it's touching the green curb it's going</subtitle>
<subtitle id="1:13:2">it's touching the yellow curb is going to turn the other</subtitle>
<subtitle id="1:13:5"> way so these are</subtitle>
<subtitle id="1:13:8"> they an analyze this into three separate cases</subtitle>
<subtitle id="1:13:11"> and you can see it's quite smart because when it</subtitle>
<subtitle id="1:13:14">runs into a sharp turn it really doesn't go forward it just</subtitle>
<subtitle id="1:13:17"> turns its way around and when questioned</subtitle>
<subtitle id="1:13:20"> the girls realized said that yes of course</subtitle>
<subtitle id="1:13:23"> this will work even if we don't draw the lanes</subtitle>
<subtitle id="1:13:26">well because the plus4 and the minus four will cancel each other out</subtitle>
<subtitle id="1:13:29"> and so even if all three of these guys are</subtitle>
<subtitle id="1:13:32"> firing uh it'll work just fine</subtitle>
<subtitle id="1:13:35">the kind of mathematics that you're hoping</subtitle>
<subtitle id="1:13:38"> children are actually able to do</subtitle>
<subtitle id="1:13:41"> okay here's another example</subtitle>
<subtitle id="1:13:44"> remember I said these things have costumes so</subtitle>
<subtitle id="1:13:47"> here's a bunch of objects drawn by Sam</subtitle>
<subtitle id="1:13:50"> and he's increasing the cursor</subtitle>
<subtitle id="1:13:53"> by one over and over again so we can see it</subtitle>
<subtitle id="1:13:56"> going through there and then he's telling this guy</subtitle>
<subtitle id="1:13:59"> to look like the the costume that's</subtitle>
<subtitle id="1:14:2"> down here learn a little bit about rates</subtitle>
<subtitle id="1:14:5"> by putting like for instance a two in</subtitle>
<subtitle id="1:14:8">here</subtitle>
<subtitle id="1:14:11"> 1.5 is</subtitle>
<subtitle id="1:14:14">interesting</subtitle>
<subtitle id="1:14:23">0.5 and the kids realize</subtitle>
<subtitle id="1:14:26"> immediately well gee that's all a movie is movie players</subtitle>
<subtitle id="1:14:29"> just two lines of this</subtitle>
<subtitle id="1:14:35">tuff then there's</subtitle>
<subtitle id="1:14:38">didn't suspect that when you say something into a</subtitle>
<subtitle id="1:14:44">microphone the system gives it back to you as a bunch of little</subtitle>
<subtitle id="1:14:47"> rectangles in one of these very same holder</subtitle>
<subtitle id="1:14:50"> guys here and here's a cursor</subtitle>
<subtitle id="1:14:53"> when we move the cursor we have we have a little program</subtitle>
<subtitle id="1:14:56"> that's going to move the speaker this graphic speaker</subtitle>
<subtitle id="1:14:59"> here is actually connected to the real speaker</subtitle>
<subtitle id="1:15:2"> in the machine so if we turn this</subtitle>
<subtitle id="1:15:5"> on as the cursor goes</subtitle>
<subtitle id="1:15:8"> by we're reading the numbers here and we're animating this thing</subtitle>
<subtitle id="1:15:11"> you might say well why can't I hear it the answer</subtitle>
<subtitle id="1:15:14"> is it's going way too slow</subtitle>
<subtitle id="1:15:17"> but this stuff runs as fast as the adult</subtitle>
<subtitle id="1:15:20"> stuff so I can actually speed</subtitle>
<subtitle id="1:15:23"> it up by a factor of 10,000</subtitle>
<subtitle id="1:15:26"> Tom</subtitle>
<subtitle id="1:15:29"> Tom and I can play the same</subtitle>
<subtitle id="1:15:32"> games what if I put a two in</subtitle>
<subtitle id="1:15:35">[Music]</subtitle>
<subtitle id="1:15:38"> here</subtitle>
<subtitle id="1:15:47">0.5 and 1</subtitle>
<subtitle id="1:15:53">point2</subtitle>
<subtitle id="1:15:56"> come and say</subtitle>
<subtitle id="1:15:59"> 1.5 so the</subtitle>
<subtitle id="1:16:2"> the children very quickly realize</subtitle>
<subtitle id="1:16:8">that the $300 they just talked their</subtitle>
<subtitle id="1:16:11">parents out of for synthesizer is actually paying for two lines of</subtitle>
<subtitle id="1:16:14"> code and some recordings</subtitle>
<subtitle id="1:16:17"> and they quickly just make buttons</subtitle>
<subtitle id="1:16:20"> and the button has the the action</subtitle>
<subtitle id="1:16:23"> of putting the magic number into a variable and</subtitle>
<subtitle id="1:16:26">over again they have a little synthesizer so</subtitle>
<subtitle id="1:16:29"> the the point here I'm not trying to get you interest of course</subtitle>
<subtitle id="1:16:32">I am trying to get you interested in the kids stuff because not enough</subtitle>
<subtitle id="1:16:35"> adults uh realize</subtitle>
<subtitle id="1:16:38"> that the kids are going to be the ones who invent this</subtitle>
<subtitle id="1:16:41"> stuff the last 20 years have proved that adults</subtitle>
<subtitle id="1:16:44"> are hopeless at invent inventing this stuff so</subtitle>
<subtitle id="1:16:47"> we should pay more attention to the kids but</subtitle>
<subtitle id="1:16:50"> what I'm trying to show you here is that the models</subtitle>
<subtitle id="1:16:53"> what you might think of is the thep mathematical</subtitle>
<subtitle id="1:16:56"> models for things that are considered to be very complicated</subtitle>
<subtitle id="1:16:59"> phenomena in programs are actually extremely</subtitle>
<subtitle id="1:17:2"> simple so if you actually make a software system</subtitle>
<subtitle id="1:17:5"> is able to deal with those models directly and abstracts</subtitle>
<subtitle id="1:17:8"> into a different place the</subtitle>
<subtitle id="1:17:11"> uh optimizations you get a very very powerful</subtitle>
<subtitle id="1:17:14"> very very simple way of</subtitle>
<subtitle id="1:17:17"> programming okay just a couple more</subtitle>
<subtitle id="1:17:20"> um the</subtitle>
<subtitle id="1:17:23"> if we take the feedback stuff and apply</subtitle>
<subtitle id="1:17:26"> it to looking for Shades of lightness and</subtitle>
<subtitle id="1:17:29"> darkness we can do a salmon swimming</subtitle>
<subtitle id="1:17:32"> Upstream what it does is it</subtitle>
<subtitle id="1:17:35"> circles until it finds</subtitle>
<subtitle id="1:17:38"> something darker so it's continuously acquiring and</subtitle>
<subtitle id="1:17:41">losing and it only has one little piece of memory</subtitle>
<subtitle id="1:17:44"> from the last time it it looked</subtitle>
<subtitle id="1:17:47"> in the water to get it to follow this</subtitle>
<subtitle id="1:17:50"> gradient clownish does the same thing with the</subtitle>
<subtitle id="1:17:53"> circular gradient from the Cen enemy</subtitle>
<subtitle id="1:17:59">okay and once you</subtitle>
<subtitle id="1:18:8">that</subtitle>
<subtitle id="1:18:11"> then you can use this these ideas that we'</subtitle>
<subtitle id="1:18:14"> adapted from star logo</subtitle>
<subtitle id="1:18:17"> which is to</subtitle>
<subtitle id="1:18:20"> this is like a zillion little salmon but they're ants</subtitle>
<subtitle id="1:18:23"> the ants wander around randomly when they find the food</subtitle>
<subtitle id="1:18:26"> they pick up a particle go</subtitle>
<subtitle id="1:18:29">they leave a scent trail behind it's about 10,000</subtitle>
<subtitle id="1:18:32"> patches Computing in parallel here</subtitle>
<subtitle id="1:18:35"> uh diffusing the Fones</subtitle>
<subtitle id="1:18:38">evaporating them and this is kind</subtitle>
<subtitle id="1:18:41">because you see very quickly</subtitle>
<subtitle id="1:18:44"> uh a large percentage of the ants have been organized</subtitle>
<subtitle id="1:18:47"> by this loose coupling this is a loose coupling</subtitle>
<subtitle id="1:18:50">architecture</subtitle>
<subtitle id="1:18:53"> even though the ants aren't communica ating directly with</subtitle>
<subtitle id="1:18:56"> each other here's one where they' run out of food</subtitle>
<subtitle id="1:18:59">but they're still scent so it's kind of like</subtitle>
<subtitle id="1:19:8">Street that's kind of interesting</subtitle>
<subtitle id="1:19:11">learned about epidemics if you take</subtitle>
<subtitle id="1:19:14"> the particles and apply gravity to them you</subtitle>
<subtitle id="1:19:17"> get buoyancy this is truly</subtitle>
<subtitle id="1:19:20"> beautiful little things so they have thousands of particles</subtitle>
<subtitle id="1:19:23"> here and if you ever wondered where does the upward Force comes from that floats</subtitle>
<subtitle id="1:19:26"> things it comes from the force of gravity</subtitle>
<subtitle id="1:19:29"> on a liquid or a gas that's</subtitle>
<subtitle id="1:19:32"> confined you don't confine it it just spreads</subtitle>
<subtitle id="1:19:35"> out so it's the putting it into</subtitle>
<subtitle id="1:19:38">something that has walls of some kind including a</subtitle>
<subtitle id="1:19:41"> circular spherical Earth</subtitle>
<subtitle id="1:19:44"> that makes it impossible for the</subtitle>
<subtitle id="1:19:47">particles to spread out sideways they start piling</subtitle>
<subtitle id="1:19:50"> up and they start exerting</subtitle>
<subtitle id="1:19:53"> uh an upward Force that's uh</subtitle>
<subtitle id="1:19:56"> proportional to how many things that are piled on top of</subtitle>
<subtitle id="1:19:59"> them and you get this model very very nicely and we can change</subtitle>
<subtitle id="1:20:2"> the mass of the sphere here make it</subtitle>
<subtitle id="1:20:5"> a hundred times more massive so I'll change this to</subtitle>
<subtitle id="1:20:11">thousand</subtitle>
<subtitle id="1:20:14"> and actually it's not going to sink all once it gets into equilibrium</subtitle>
<subtitle id="1:20:17"> it'll still be boyed up a little bit</subtitle>
<subtitle id="1:20:20"> it's not quite massive enough to sink all the way to</subtitle>
<subtitle id="1:20:23"> the bottom and if I turn Gra gravity off I get</subtitle>
<subtitle id="1:20:26"> another interesting</subtitle>
<subtitle id="1:20:29">thing which is when it</subtitle>
<subtitle id="1:20:32"> stabilizes I get Brownie in motion and we're less still less</subtitle>
<subtitle id="1:20:35"> than a hundred years away from Einstein's</subtitle>
<subtitle id="1:20:38"> original paper</subtitle>
<subtitle id="1:20:41"> which was written in 1905 back in those</subtitle>
<subtitle id="1:20:44"> days they could only see the blue guys so</subtitle>
<subtitle id="1:20:47"> I one of the best Arguments for the existence of atoms was</subtitle>
<subtitle id="1:20:50">Einstein showing the kinetic theory of heat</subtitle>
<subtitle id="1:20:53"> on small particles</subtitle>
<subtitle id="1:20:56"> um moving around would cause larger</subtitle>
<subtitle id="1:20:59">particles to move in the way that was observed</subtitle>
<subtitle id="1:21:2"> it's a per perfect way of actually</subtitle>
<subtitle id="1:21:5"> understanding this</subtitle>
<subtitle id="1:21:11">tuff okay</subtitle>
<subtitle id="1:21:14"> so now let's uh we're going to look at some collaborative</subtitle>
<subtitle id="1:21:17"> stuff going to go to some so here's where I want</subtitle>
<subtitle id="1:21:20"> to uh Booth switch over to</subtitle>
<subtitle id="1:21:23"> this guy</subtitle>
<subtitle id="1:21:47">okay what</subtitle>
<subtitle id="1:21:53">up</subtitle>
<subtitle id="1:22:2">oh it just wasn't showing</subtitle>
<subtitle id="1:22:5"> up</subtitle>
<subtitle id="1:22:14">okay okay just a</subtitle>
<subtitle id="1:22:17"> slight pause here</subtitle>
<subtitle id="1:22:20"> so I'll tell you a little bit about the</subtitle>
<subtitle id="1:22:23"> problem which is that</subtitle>
<subtitle id="1:22:26">when the internet</subtitle>
<subtitle id="1:22:29"> was worked on it was trying to solve an N squared</subtitle>
<subtitle id="1:22:32">problem</subtitle>
<subtitle id="1:22:35"> and which was how to be able to</subtitle>
<subtitle id="1:22:38">get any node to communicate with any other node</subtitle>
<subtitle id="1:22:41"> without having to make the crossbar switch</subtitle>
<subtitle id="1:22:44"> in between so that was done by a peer-peer endtoend</subtitle>
<subtitle id="1:22:47"> way of doing things and one</subtitle>
<subtitle id="1:22:50">with that solution was</subtitle>
<subtitle id="1:22:53"> that it uh uh</subtitle>
<subtitle id="1:22:56"> yeah you can connect me up too</subtitle>
<subtitle id="1:22:59"> one of the problems with that solution was</subtitle>
<subtitle id="1:23:2"> that it made</subtitle>
<subtitle id="1:23:5"> it very difficult to do what angelart had shown us how to do in the</subtitle>
<subtitle id="1:23:8"> 60s which is to do immersive</subtitle>
<subtitle id="1:23:11"> collaboration because the problem is is that there</subtitle>
<subtitle id="1:23:14"> for n people on a network there are two to the end</subtitle>
<subtitle id="1:23:17">subgroups and you really can't allocate a server</subtitle>
<subtitle id="1:23:20"> as engelbart's group was using</subtitle>
<subtitle id="1:23:23"> to solve this problem so this is a</subtitle>
<subtitle id="1:23:26"> catastrophic exponential that you have to</subtitle>
<subtitle id="1:23:29"> deal with so various people including Dave</subtitle>
<subtitle id="1:23:32">Reed years ago</subtitle>
<subtitle id="1:23:35"> uh started thinking about how could you do a peer-peer</subtitle>
<subtitle id="1:23:38"> uh solution to this which</subtitle>
<subtitle id="1:23:41"> gave you the equivalent of something like EverQuest</subtitle>
<subtitle id="1:23:44"> but without having any Central server at all</subtitle>
<subtitle id="1:23:47"> and we'll talk a little bit about the solution the solution</subtitle>
<subtitle id="1:23:50"> is basically you have a distributed</subtitle>
<subtitle id="1:23:53"> replication of objects</subtitle>
<subtitle id="1:23:56"> that has uh uh realtime</subtitle>
<subtitle id="1:23:59"> uh transactions over a slow Network</subtitle>
<subtitle id="1:24:2"> I we'll sort of give you a sense of of</subtitle>
<subtitle id="1:24:5"> uh what this is maybe we could dim the lights a little</subtitle>
<subtitle id="1:24:8">bit</subtitle>
<subtitle id="1:24:11"> and this is uh my friend Dave Smith uh</subtitle>
<subtitle id="1:24:14"> who's the guy who did the original first 3D</subtitle>
<subtitle id="1:24:17"> game on a PC long time ago and Vera</subtitle>
<subtitle id="1:24:20"> walkth through and many other kinds of things and</subtitle>
<subtitle id="1:24:23"> uh uh this system which is</subtitle>
<subtitle id="1:24:26"> called croquet was basically done by three</subtitle>
<subtitle id="1:24:29"> people with a little kibitzing from me Dave</subtitle>
<subtitle id="1:24:32"> Smith Andreas Rob and David Reed and</subtitle>
<subtitle id="1:24:35"> Dave go why don't you I'll be your slave</subtitle>
<subtitle id="1:24:38"> here hear</subtitle>
<subtitle id="1:24:41"> can we turn me on somehow just</subtitle>
<subtitle id="1:24:44"> a switch here hello</subtitle>
<subtitle id="1:24:47"> you're on good um</subtitle>
<subtitle id="1:24:50"> c as said is collaboration environment</subtitle>
<subtitle id="1:24:53"> what you're looking at right now essentially a 2d</subtitle>
<subtitle id="1:24:56"> display uh</subtitle>
<subtitle id="1:24:59">looking at is not what you think you're looking at</subtitle>
<subtitle id="1:25:2"> back away from</subtitle>
<subtitle id="1:25:5">this I'll back away from mine</subtitle>
<subtitle id="1:25:8"> so Alan's the the White Rabbit and</subtitle>
<subtitle id="1:25:11"> I'm I'm Alice and if you look I am the guy</subtitle>
<subtitle id="1:25:14"> on the right hand side Alan's the one on the</subtitle>
<subtitle id="1:25:17">left</subtitle>
<subtitle id="1:25:20"> okay hello hello sounds the same to me oh there he goes</subtitle>
<subtitle id="1:25:23"> wow all right so I go over here and</subtitle>
<subtitle id="1:25:26"> show off a few things yeah I'm going to follow most of</subtitle>
<subtitle id="1:25:29">time here I'm going to follow and see what Alice does</subtitle>
<subtitle id="1:25:32"> um this is a mirror uh and</subtitle>
<subtitle id="1:25:35"> uh so I'm actually looking at myself</subtitle>
<subtitle id="1:25:38">and the white rabbit standing behind me but it's a mirror that can move</subtitle>
<subtitle id="1:25:41"> it's a window floating in space</subtitle>
<subtitle id="1:25:44"> uh I can resize it</subtitle>
<subtitle id="1:25:47"> uh I can pick it up and move it around</subtitle>
<subtitle id="1:25:50"> just like you'd expect I should be able to right there's nothing</subtitle>
<subtitle id="1:25:53"> special about it uh in fact this is a portal</subtitle>
<subtitle id="1:25:56">into the current space we I can grab it too so he grabbed</subtitle>
<subtitle id="1:25:59"> it over there so essentially what's nice about is any of</subtitle>
<subtitle id="1:26:2">any activity can be done by one guy can be done by any person</subtitle>
<subtitle id="1:26:5"> so these are essentially objects that you know are</subtitle>
<subtitle id="1:26:8">xhibiting a certain set of behaviors but uh</subtitle>
<subtitle id="1:26:11"> we we we can use those objects in any way we want to</subtitle>
<subtitle id="1:26:14"> uh any person can use them that way here's another</subtitle>
<subtitle id="1:26:17"> object this little uh pyramid</subtitle>
<subtitle id="1:26:20"> this is actually a zarinsky pyramid so I can</subtitle>
<subtitle id="1:26:23"> actually model ify its uh</subtitle>
<subtitle id="1:26:29">depth I'm</subtitle>
<subtitle id="1:26:32">sorry oh yeah yeah that's</subtitle>
<subtitle id="1:26:35"> a that's that's easy actually ask you do</subtitle>
<subtitle id="1:26:38">the time right</subtitle>
<subtitle id="1:26:41"> that's a good one to ask I I can uh modify this thing</subtitle>
<subtitle id="1:26:44"> also give</subtitle>
<subtitle id="1:26:47">it but essentially it's</subtitle>
<subtitle id="1:26:50"> it's totally um</subtitle>
<subtitle id="1:26:53"> that's me right</subtitle>
<subtitle id="1:26:56"> another thing over here is Allen again</subtitle>
<subtitle id="1:26:59"> and uh just putting a little bit</subtitle>
<subtitle id="1:27:2">of a just so there's no distinction between 2D and</subtitle>
<subtitle id="1:27:5"> 3D first accurate rendering of my actual state</subtitle>
<subtitle id="1:27:11">right and now we're going to go into</subtitle>
<subtitle id="1:27:14"> a uh another portal but this time into a portal</subtitle>
<subtitle id="1:27:17"> into a different space besides the one we're we're actually in</subtitle>
<subtitle id="1:27:20"> this is actually a little a martian</subtitle>
<subtitle id="1:27:23"> landscape now as I spin this</subtitle>
<subtitle id="1:27:26">around it's like picking up a shoe box and looking around inside</subtitle>
<subtitle id="1:27:29"> of it now Alan's going to watch me walk into it so</subtitle>
<subtitle id="1:27:32">you pay attention kind of to both of those what's going to</subtitle>
<subtitle id="1:27:35"> happen is this is actually think of this as a hyperlink on</subtitle>
<subtitle id="1:27:38">the net by the way exactly this is like a web page</subtitle>
<subtitle id="1:27:41"> better so I just dropped</subtitle>
<subtitle id="1:27:44"> in do you see I'm inside</subtitle>
<subtitle id="1:27:47"> that world if I turn around now</subtitle>
<subtitle id="1:27:50"> and I watch Allan come in there</subtitle>
<subtitle id="1:27:53">is okay it's a</subtitle>
<subtitle id="1:27:56"> door over here we have a little robot</subtitle>
<subtitle id="1:27:59"> that's in both of our spaces and what I'm going to</subtitle>
<subtitle id="1:28:2"> do I'm gonna get up on the Rock here so I can see you</subtitle>
<subtitle id="1:28:5"> is uh have it start moving around</subtitle>
<subtitle id="1:28:8"> so I'm controlling and giving a little bit of a velocity</subtitle>
<subtitle id="1:28:11">and I can I can turn it's kind of like the car that Allan</subtitle>
<subtitle id="1:28:14"> showed uh it's got inverse</subtitle>
<subtitle id="1:28:17"> kinematics yeah notice the wheels are following the</subtitle>
<subtitle id="1:28:23">terrain which I I I find very</subtitle>
<subtitle id="1:28:29">cool and I can attach myself</subtitle>
<subtitle id="1:28:32"> to that frame or I can drive</subtitle>
<subtitle id="1:28:35"> it from behind</subtitle>
<subtitle id="1:28:38"> uh so I'm literally like sitting right behind the thing and driving it</subtitle>
<subtitle id="1:28:41"> around around</subtitle>
<subtitle id="1:28:44">Mars uh actually yes let me show you that</subtitle>
<subtitle id="1:28:47"> I can get on it now Alan</subtitle>
<subtitle id="1:28:50">able to see me</subtitle>
<subtitle id="1:28:53"> now how cool is that all right</subtitle>
<subtitle id="1:28:56"> I I'll get on again</subtitle>
<subtitle id="1:28:59"> there we go H something's</subtitle>
<subtitle id="1:29:2"> uh I keep hitting something no</subtitle>
<subtitle id="1:29:5"> it's uh it should I should be able to stay on it</subtitle>
<subtitle id="1:29:8"> I'm not but that's all right who cares it should work and we'll show you something</subtitle>
<subtitle id="1:29:11"> in a little bit that uh illustrates that better</subtitle>
<subtitle id="1:29:14"> so next thing</subtitle>
<subtitle id="1:29:17"> is find the way out of here oh there is</subtitle>
<subtitle id="1:29:20"> um by way this is another one of those windows this is</subtitle>
<subtitle id="1:29:23"> identical to the ones that we saw</subtitle>
<subtitle id="1:29:26">move this around just like we did and we jump out</subtitle>
<subtitle id="1:29:29"> here's another portal to yet another space</subtitle>
<subtitle id="1:29:32"> we'll jump into this one I'll go</subtitle>
<subtitle id="1:29:35"> the other way and what we're going to see over</subtitle>
<subtitle id="1:29:38"> here is another portal into this</subtitle>
<subtitle id="1:29:41"> world what we have going on here is this</subtitle>
<subtitle id="1:29:44"> uh neat little flag now this is actually the first thing I</subtitle>
<subtitle id="1:29:47"> ever did in in squeak uh</subtitle>
<subtitle id="1:29:50"> and uh this is actually a full mesh</subtitle>
<subtitle id="1:29:53"> uh physics trans uh it's it's a mass spring</subtitle>
<subtitle id="1:29:56"> model and just to prove it that we're not this isn't the canned</subtitle>
<subtitle id="1:29:59"> simulation I'm going to remove release the top</subtitle>
<subtitle id="1:30:2"> of the flag so I'll jump in here so I can watch you</subtitle>
<subtitle id="1:30:5">doing this and then I'm gonna start pulling it back</subtitle>
<subtitle id="1:30:8"> like it's a rope back onto the thing</subtitle>
<subtitle id="1:30:11"> now this is a lot like the particle system stuff</subtitle>
<subtitle id="1:30:14"> except the particles are constrained now I'm</subtitle>
<subtitle id="1:30:17"> actually standing on that little um so I</subtitle>
<subtitle id="1:30:20">can grab it here and give you a little toss</subtitle>
<subtitle id="1:30:23"> so I'm I'm on the little Carousel</subtitle>
<subtitle id="1:30:26"> now spinning around</subtitle>
<subtitle id="1:30:29"> as you can see what's really neat about</subtitle>
<subtitle id="1:30:32"> that to me is that he's actually controlling my</subtitle>
<subtitle id="1:30:35"> position in the world remotely</subtitle>
<subtitle id="1:30:38"> I mean it's it's literally uh yeah it's</subtitle>
<subtitle id="1:30:41"> like he's changing my state in a dramatic way it's</subtitle>
<subtitle id="1:30:44"> just a fundamental thing that's just really</subtitle>
<subtitle id="1:30:47"> fun um but dizzy</subtitle>
<subtitle id="1:30:50"> um over here we have a a little tribute to Scott</subtitle>
<subtitle id="1:30:53"> fiser and and U Warren Robin at</subtitle>
<subtitle id="1:30:56"> the the little escalator and this escalator actually works</subtitle>
<subtitle id="1:30:59"> I can get on it no hands look I'm being picked</subtitle>
<subtitle id="1:31:2"> up and</subtitle>
<subtitle id="1:31:5">if you recall</subtitle>
<subtitle id="1:31:8"> let me uh close this</subtitle>
<subtitle id="1:31:11">guy</subtitle>
<subtitle id="1:31:14"> um what's next do we go close</subtitle>
<subtitle id="1:31:17"> this guy should we go to let see we should</subtitle>
<subtitle id="1:31:20"> go to the viian world</subtitle>
<subtitle id="1:31:23"> oh that's I gez I knew it was something I forgot</subtitle>
<subtitle id="1:31:26"> um this is our good friend Andreas Rob</subtitle>
<subtitle id="1:31:29"> one of the co-creators of the system and what we have</subtitle>
<subtitle id="1:31:32"> here is an underwater land now what's interesting about</subtitle>
<subtitle id="1:31:35">jump into this</subtitle>
<subtitle id="1:31:38"> uh I I actually turned it into fish but what we're gonna do is watch Allen</subtitle>
<subtitle id="1:31:41">do the same whoops you went to the wrong place</subtitle>
<subtitle id="1:31:44">ah</subtitle>
<subtitle id="1:31:53">that</subtitle>
<subtitle id="1:31:56">now watch as you'll see Allen</subtitle>
<subtitle id="1:31:59"> uh come through see him</subtitle>
<subtitle id="1:32:2">into a fish um</subtitle>
<subtitle id="1:32:5"> now what we're going to do is populate this there's</subtitle>
<subtitle id="1:32:8"> a few fish swimming around but we'd like our own yeah</subtitle>
<subtitle id="1:32:11"> go up go up closer up here yeah go up there</subtitle>
<subtitle id="1:32:14"> yeah if I go too close it'll the fish will show up under the</subtitle>
<subtitle id="1:32:17"> rock ground so what I'm going to do is</subtitle>
<subtitle id="1:32:20"> draw one and literally</subtitle>
<subtitle id="1:32:23">paint package</subtitle>
<subtitle id="1:32:26"> and uh I'm just going to do a quick and dirty fish</subtitle>
<subtitle id="1:32:29"> here so this is a</subtitle>
<subtitle id="1:32:32"> u derived from a master's thesis by</subtitle>
<subtitle id="1:32:35"> Teo igarashi who's now a professor at</subtitle>
<subtitle id="1:32:38"> uh University of Tokyo</subtitle>
<subtitle id="1:32:41"> was originally called Teddy you can look it up on the net</subtitle>
<subtitle id="1:32:44"> is really very cool this is</subtitle>
<subtitle id="1:32:47"> one sort of one more advanced version of it</subtitle>
<subtitle id="1:32:50"> so what I did was I drew a quick and dirty M of a fish which</subtitle>
<subtitle id="1:32:53"> any child could and should be able to do but guess</subtitle>
<subtitle id="1:32:56"> what he's uh</subtitle>
<subtitle id="1:32:59"> inflated and what you'll see in just a</subtitle>
<subtitle id="1:33:2"> second if he's not already there</subtitle>
<subtitle id="1:33:5"> there he is both sides so essentially we're able to</subtitle>
<subtitle id="1:33:8"> collaborate I can pick him up and so Allen's moving</subtitle>
<subtitle id="1:33:11"> around uh so alen's gonna make some seaweed</subtitle>
<subtitle id="1:33:17"> so here's</subtitle>
<subtitle id="1:33:20"> a this is</subtitle>
<subtitle id="1:33:23"> a real challenge for this thing that none of us</subtitle>
<subtitle id="1:33:26">but I think it was uh</subtitle>
<subtitle id="1:33:29"> Dave's what 5-year-old son or something thought about</subtitle>
<subtitle id="1:33:32"> making something like this and this if you know what</subtitle>
<subtitle id="1:33:35">algorithm does this</subtitle>
<subtitle id="1:33:38"> is kind of</subtitle>
<subtitle id="1:33:41"> frightening because the the algorithm has to</subtitle>
<subtitle id="1:33:44"> figure out the major and minor axes of</subtitle>
<subtitle id="1:33:47">things and</subtitle>
<subtitle id="1:33:50"> then once having done that it uses that as a way of intuiting</subtitle>
<subtitle id="1:33:53"> what the 3D shape is going to be so this is going to</subtitle>
<subtitle id="1:33:56"> uh compute for a little bit</subtitle>
<subtitle id="1:33:59"> Yeah figuring out what the</subtitle>
<subtitle id="1:34:2">3D</subtitle>
<subtitle id="1:34:5"> I'm always amazed when this uh that this</subtitle>
<subtitle id="1:34:11">works there it</subtitle>
<subtitle id="1:34:17">is there it</subtitle>
<subtitle id="1:34:20"> is there it is a't that neat I I just think that's</subtitle>
<subtitle id="1:34:23"> one of the yeah what's what we've got is the</subtitle>
<subtitle id="1:34:26"> simplest 3D modeling tool ever built which</subtitle>
<subtitle id="1:34:29"> is uh just for me just a joy</subtitle>
<subtitle id="1:34:32"> this this thing is so much fun you have no idea when you start building</subtitle>
<subtitle id="1:34:35">you start making yeah this stuff is scriptable just</subtitle>
<subtitle id="1:34:38"> the way the the 2D world</subtitle>
<subtitle id="1:34:41"> is okay let's chug our way out</subtitle>
<subtitle id="1:34:44"> and of course when we go out if you watch me</subtitle>
<subtitle id="1:34:47"> we uh return to our</subtitle>
<subtitle id="1:34:50"> our normal normal forms okay there you are go ahead</subtitle>
<subtitle id="1:34:53"> and I should be Alice there you are</subtitle>
<subtitle id="1:34:56"> and you're the rabbit okay now we have to</subtitle>
<subtitle id="1:34:59"> go to uh David's World right this</subtitle>
<subtitle id="1:35:2"> this this little world do kind of show</subtitle>
<subtitle id="1:35:5"> um uh a very</subtitle>
<subtitle id="1:35:8"> Hefty kind of 3D</subtitle>
<subtitle id="1:35:14">environment there's a little bit of a</subtitle>
<subtitle id="1:35:17">texture problem with this I just got this machine and the drivers I don't</subtitle>
<subtitle id="1:35:20"> think are quite ripe yet</subtitle>
<subtitle id="1:35:23"> but uh still you see the the environment's</subtitle>
<subtitle id="1:35:26"> pretty</subtitle>
<subtitle id="1:35:29">rich what I'm going to do is go on top of the</subtitle>
<subtitle id="1:35:32"> um this Aqueduct I'm literally going to walk</subtitle>
<subtitle id="1:35:35">there</subtitle>
<subtitle id="1:35:38"> and walk up onto this</subtitle>
<subtitle id="1:35:41"> and Allan should be able to see me there you</subtitle>
<subtitle id="1:35:47">are one of things that's cool here I just</subtitle>
<subtitle id="1:35:50"> a little side comment is my machine</subtitle>
<subtitle id="1:35:53"> I'm using for this is an ultral light from Japan</subtitle>
<subtitle id="1:35:56"> so this is a two-b</subtitle>
<subtitle id="1:35:59"> computer doing its</subtitle>
<subtitle id="1:36:2"> stage of uh this</subtitle>
<subtitle id="1:36:5">tuff and so we're basically at the point where two pound</subtitle>
<subtitle id="1:36:8"> computers can uh do all of the Computing</subtitle>
<subtitle id="1:36:11"> that uh a child could ever</subtitle>
<subtitle id="1:36:14"> hope for to your right if you just</subtitle>
<subtitle id="1:36:17"> look on the so are you</subtitle>
<subtitle id="1:36:20">going to jump off actually what I'm going to do is one of the things about 3D</subtitle>
<subtitle id="1:36:23"> is distance doesn't mean anything uh</subtitle>
<subtitle id="1:36:26">in these virtual environments so actually I can jump to that window that</subtitle>
<subtitle id="1:36:29">you see way way down at the bottom of my screen</subtitle>
<subtitle id="1:36:32"> I'm just gonna just immediately go there like</subtitle>
<subtitle id="1:36:35"> so I just did a a quick and of course I</subtitle>
<subtitle id="1:36:38"> can jump right back up</subtitle>
<subtitle id="1:36:41"> hey there oh what am I doing up there</subtitle>
<subtitle id="1:36:44"> there you are okay anyway so I'm GNA jump</subtitle>
<subtitle id="1:36:47"> through the window again and out</subtitle>
<subtitle id="1:36:50">and back to where we started</subtitle>
<subtitle id="1:36:53"> and what's neat</subtitle>
<subtitle id="1:36:56"> is I can seal Allen in before gets out</subtitle>
<subtitle id="1:36:59"> you got me in the little world</subtitle>
<subtitle id="1:37:2"> okay so let's switch back</subtitle>
<subtitle id="1:37:5"> okay last couple of things</subtitle>
<subtitle id="1:37:14">here okay so here</subtitle>
<subtitle id="1:37:17"> a couple of things about this system so</subtitle>
<subtitle id="1:37:20">parts of the system were done by this group of about</subtitle>
<subtitle id="1:37:23"> five people and</subtitle>
<subtitle id="1:37:26"> virtually all of the 3D system</subtitle>
<subtitle id="1:37:29"> uh that you saw there including the</subtitle>
<subtitle id="1:37:32"> network stuff was done by just three</subtitle>
<subtitle id="1:37:35"> people so the message here is besides</subtitle>
<subtitle id="1:37:38">the fact that this is fun at least we think it is</subtitle>
<subtitle id="1:37:41"> uh and that we think especially this kind</subtitle>
<subtitle id="1:37:44"> of uh highly scalable</subtitle>
<subtitle id="1:37:47"> uh stuff that doesn't require servers to do immersive</subtitle>
<subtitle id="1:37:50"> stuff is a is a next interesting layer for</subtitle>
<subtitle id="1:37:53"> the internet that if you think of it as a kind of an</subtitle>
<subtitle id="1:37:56"> addition to tcpip as a way of handling</subtitle>
<subtitle id="1:37:59"> N squared problems it's</subtitle>
<subtitle id="1:38:2">interesting to people who are interested in the future</subtitle>
<subtitle id="1:38:5"> of software that uh this</subtitle>
<subtitle id="1:38:8">tuff was all done by a very small number of people</subtitle>
<subtitle id="1:38:11"> and that means that there's powerful leverage</subtitle>
<subtitle id="1:38:14"> underneath in this way of building software</subtitle>
<subtitle id="1:38:17"> whatever way it is</subtitle>
<subtitle id="1:38:20"> one one of the things we might talk about a bit is what way that is</subtitle>
<subtitle id="1:38:23"> my favorite uh</subtitle>
<subtitle id="1:38:26"> statistic here because this is a dynamic object</subtitle>
<subtitle id="1:38:29"> system um I can use the</subtitle>
<subtitle id="1:38:32"> dynamic objects as though they're a database so</subtitle>
<subtitle id="1:38:35">have a retrieval basically a</subtitle>
<subtitle id="1:38:38"> a an expression that's asking</subtitle>
<subtitle id="1:38:41"> all the comp compiled methods in the</subtitle>
<subtitle id="1:38:44">system to uh</subtitle>
<subtitle id="1:38:47"> accumulate their size and bytes and add them</subtitle>
<subtitle id="1:38:50"> up so this is so this will include the operating</subtitle>
<subtitle id="1:38:53"> system all the applications that you saw</subtitle>
<subtitle id="1:38:56"> the 3D stuff uh development systems and</subtitle>
<subtitle id="1:38:59"> everything this is an interesting number</subtitle>
<subtitle id="1:39:2"> so it's 2.8 megabytes for everything</subtitle>
<subtitle id="1:39:5"> so that's a thing that's really</subtitle>
<subtitle id="1:39:8"> worthwhile thinking about the number of</subtitle>
<subtitle id="1:39:11">methods or things that are like subroutines there</subtitle>
<subtitle id="1:39:14"> is uh</subtitle>
<subtitle id="1:39:17"> uh about 50,000 which is</subtitle>
<subtitle id="1:39:20"> too many if I divide</subtitle>
<subtitle id="1:39:23"> these guys into these guys</subtitle>
<subtitle id="1:39:26"> I get an interesting number</subtitle>
<subtitle id="1:39:29"> uh which is an average of 56 bytes</subtitle>
<subtitle id="1:39:32"> per uh</subtitle>
<subtitle id="1:39:35"> average of 56 bytes per method</subtitle>
<subtitle id="1:39:38"> in the system about 230,000 lines</subtitle>
<subtitle id="1:39:41"> of code including the operating system</subtitle>
<subtitle id="1:39:44"> and we think it could be a factor of 10</subtitle>
<subtitle id="1:39:47"> smaller and one last</subtitle>
<subtitle id="1:39:50"> little yeah see this</subtitle>
<subtitle id="1:39:53"> is this is an interesting now this is a beer game</subtitle>
<subtitle id="1:39:56">because um</subtitle>
<subtitle id="1:39:59"> um I I only mentioned this a little bit</subtitle>
<subtitle id="1:40:2"> because the one of the things that's fun about Computing</subtitle>
<subtitle id="1:40:5"> is you don't have to uh do a lot</subtitle>
<subtitle id="1:40:8"> of bullshitting because why not</subtitle>
<subtitle id="1:40:11"> just write the the code and do the</subtitle>
<subtitle id="1:40:14"> demos so so the interesting thing</subtitle>
<subtitle id="1:40:17"> is that this system is 2.8 megabytes</subtitle>
<subtitle id="1:40:20"> and 230,000 lines of code</subtitle>
<subtitle id="1:40:23"> but you know in</subtitle>
<subtitle id="1:40:26"> having Chinese uh lunches</subtitle>
<subtitle id="1:40:29"> with the groups one of the one of the interesting things is to</subtitle>
<subtitle id="1:40:32"> sit around and think about kind of what is the actual entropy</subtitle>
<subtitle id="1:40:35">the code so for those of you</subtitle>
<subtitle id="1:40:38"> who are like an easy one that's very</subtitle>
<subtitle id="1:40:41"> suggestive if for those of you who are familiar with 3D</subtitle>
<subtitle id="1:40:44">graphics and the math of 3D Graphics math of 3D</subtitle>
<subtitle id="1:40:47"> Graphics can practically</subtitle>
<subtitle id="1:40:50"> be written on a page</subtitle>
<subtitle id="1:40:53"> because it's highly repetitive it's</subtitle>
<subtitle id="1:40:56">basically uh has to do with being able to do a</subtitle>
<subtitle id="1:40:59"> couple of different kinds of Matrix Transformations</subtitle>
<subtitle id="1:41:2"> and uh the most</subtitle>
<subtitle id="1:41:5">complicated part of it is the rendering</subtitle>
<subtitle id="1:41:8"> stuff but if you write down the actual math of it it actually comes</subtitle>
<subtitle id="1:41:11"> into this embarrassingly small part</subtitle>
<subtitle id="1:41:14"> and almost everything else that you wind up writing in order</subtitle>
<subtitle id="1:41:17"> to do this stuff uh is optimizations</subtitle>
<subtitle id="1:41:20"> of various kinds so it's an interesting</subtitle>
<subtitle id="1:41:23"> question of</subtitle>
<subtitle id="1:41:26"> uh what does it actually take to prototype</subtitle>
<subtitle id="1:41:29"> things if you could write the direct relationships</subtitle>
<subtitle id="1:41:32"> and have those run fast enough to be interesting</subtitle>
<subtitle id="1:41:35"> what if you could separate out the oper the</subtitle>
<subtitle id="1:41:38"> optimizations in a way that they weren't co-mingled with the</subtitle>
<subtitle id="1:41:41"> the actual meaning of the code so U</subtitle>
<subtitle id="1:41:44"> one of our one of our uh projects</subtitle>
<subtitle id="1:41:47"> that HP is going to fund next year</subtitle>
<subtitle id="1:41:50"> is to try and take a whack at uh</subtitle>
<subtitle id="1:41:53"> this actual question of how small could</subtitle>
<subtitle id="1:41:56"> it actually be if you're able to actually go right</subtitle>
<subtitle id="1:41:59"> at the thing and uh you had</subtitle>
<subtitle id="1:42:2"> a a nicer architecture than say small talks</subtitle>
<subtitle id="1:42:5"> for doing this</subtitle>
<subtitle id="1:42:8"> um I guess the last slide</subtitle>
<subtitle id="1:42:11"> is</subtitle>
<subtitle id="1:42:14"> um I believe so software engineering right now is still</subtitle>
<subtitle id="1:42:17"> an oxymoron it just</subtitle>
<subtitle id="1:42:20"> isn't here because there's nothing comparable</subtitle>
<subtitle id="1:42:23"> to</subtitle>
<subtitle id="1:42:26"> uh for instance the Empire State</subtitle>
<subtitle id="1:42:29"> Building was put up by</subtitle>
<subtitle id="1:42:32"> uh less than uh 3,000 people in</subtitle>
<subtitle id="1:42:35"> around 11 months that included</subtitle>
<subtitle id="1:42:38"> demolishing the old Walder Historia which is on</subtitle>
<subtitle id="1:42:41"> that site so we couldn't organize</subtitle>
<subtitle id="1:42:44"> 3,000 programmers to do some massive pro</subtitle>
<subtitle id="1:42:47"> project in less than a year if we had to</subtitle>
<subtitle id="1:42:50"> so there is just nothing if you use the</subtitle>
<subtitle id="1:42:53"> word engineering as it's used today in civil engineering there</subtitle>
<subtitle id="1:42:56"> just isn't anything comparable in what you know the</subtitle>
<subtitle id="1:42:59">kind of engineering we do is more like the Egyptian pharaohs</subtitle>
<subtitle id="1:43:2"> did of making large structures by piling</subtitle>
<subtitle id="1:43:5"> up Rock and then Plastering it over with</subtitle>
<subtitle id="1:43:8"> Limestone so but I believe</subtitle>
<subtitle id="1:43:11"> that the Saving Grace for doing this stuff</subtitle>
<subtitle id="1:43:14"> even more than the abstraction mechanisms is the ability</subtitle>
<subtitle id="1:43:17"> to do late binding because late binding</subtitle>
<subtitle id="1:43:20"> has this property that when you're</subtitle>
<subtitle id="1:43:23"> just at this part</subtitle>
<subtitle id="1:43:26"> of most effort in the in the system you get this horrible</subtitle>
<subtitle id="1:43:29"> crash you finally understand</subtitle>
<subtitle id="1:43:32"> what you needed to know when you did the system and</subtitle>
<subtitle id="1:43:35"> if you're in an late binding system you can actually</subtitle>
<subtitle id="1:43:38"> go back and make those changes right now</subtitle>
<subtitle id="1:43:41"> and if you're in the way most people do</subtitle>
<subtitle id="1:43:44"> software you cannot go back you say well we'll do that in the next</subtitle>
<subtitle id="1:43:47"> system and you know what next system never happens</subtitle>
<subtitle id="1:43:50"> because that system that took so much time and effort</subtitle>
<subtitle id="1:43:53">hat people decide to patch it for the next 35</subtitle>
<subtitle id="1:43:56"> years rather than doing this so I believe</subtitle>
<subtitle id="1:43:59"> in order to deal with a learning curve in a reasonable</subtitle>
<subtitle id="1:44:2"> way the number one thing and it's a thing that</subtitle>
<subtitle id="1:44:5"> uh uh I think the world first learned</subtitle>
<subtitle id="1:44:8"> from lisp the greatest</subtitle>
<subtitle id="1:44:11"> single idea in programming languages was</subtitle>
<subtitle id="1:44:14"> Lis for sure because of many many</subtitle>
<subtitle id="1:44:17">but one of them is this notion of being able to late bind as</subtitle>
<subtitle id="1:44:20"> many things as possible including your meta system</subtitle>
<subtitle id="1:44:23"> and then the next thing</subtitle>
<subtitle id="1:44:26">works for you is the abstractions</subtitle>
<subtitle id="1:44:29"> and uh maybe above all is</subtitle>
<subtitle id="1:44:32">to take heed from what the engelbart programmers did which</subtitle>
<subtitle id="1:44:35"> is they just really wanted it to be that good</subtitle>
<subtitle id="1:44:38">they were willing to work their asses off to make it that</subtitle>
<subtitle id="1:44:41"> good so that's a very important part also</subtitle>
<subtitle id="1:44:44"> so um time for questions any questions</subtitle>
<subtitle id="1:44:47"> about this stuff what we'll do is we'll</subtitle>
<subtitle id="1:44:50"> set up uh one microphone here one microphone</subtitle>
<subtitle id="1:44:53"> okay up</subtitle>
<subtitle id="1:45:2">right mic</subtitle>
<subtitle id="1:45:5"> on yes uh</subtitle>
<subtitle id="1:45:8"> the question that I had um I think that everything you're saying is</subtitle>
<subtitle id="1:45:11">right on the money I do video games and I believe that objects</subtitle>
<subtitle id="1:45:14"> should have behaviors to be able to communicate and</subtitle>
<subtitle id="1:45:17">I've been writing books about it for a while how</subtitle>
<subtitle id="1:45:20"> do you see though changing the entire Paradigm of how everybody</subtitle>
<subtitle id="1:45:23"> else thinks to try and teach them and how long would</subtitle>
<subtitle id="1:45:26"> that take see</subtitle>
<subtitle id="1:45:29"> I I think one of the</subtitle>
<subtitle id="1:45:32"> again I love these historical references</subtitle>
<subtitle id="1:45:35"> I I just at the risk of telling a</subtitle>
<subtitle id="1:45:38"> maybe two one of the most brilliant things ever done on</subtitle>
<subtitle id="1:45:41">personal computer was a thing done by Warren Robinette</subtitle>
<subtitle id="1:45:44"> called Rocky's boots anybody</subtitle>
<subtitle id="1:45:47"> remember Rockies oh okay</subtitle>
<subtitle id="1:45:50"> just one of the greatest things ever done on</subtitle>
<subtitle id="1:45:53">an Apple two and what it was was a little</subtitle>
<subtitle id="1:45:56"> was basically kind of a maze of rooms</subtitle>
<subtitle id="1:45:59"> and you started off in a room and you had a couple of simple components</subtitle>
<subtitle id="1:46:2">you had a little Thruster and a little sensor and you had</subtitle>
<subtitle id="1:46:5"> a couple of and and or Gates and the</subtitle>
<subtitle id="1:46:8"> objective was to get to wire up a little robot</subtitle>
<subtitle id="1:46:11"> that would find its way out of this room and so if</subtitle>
<subtitle id="1:46:14">get the robot to do that then you're in another room and it</subtitle>
<subtitle id="1:46:17"> was harder to get out of that room</subtitle>
<subtitle id="1:46:20"> and you just kept on doing this and by the time you at the end</subtitle>
<subtitle id="1:46:23"> of this thing you were pretty darn good at</subtitle>
<subtitle id="1:46:26"> uh digital logic it was just a fantastic</subtitle>
<subtitle id="1:46:29"> fun thing and I have an apple too solely</subtitle>
<subtitle id="1:46:32"> to be able to run this old software</subtitle>
<subtitle id="1:46:35"> it's just great although these days you can get good</subtitle>
<subtitle id="1:46:38"> emulators so the um</subtitle>
<subtitle id="1:46:41"> a tremendous game that was derived</subtitle>
<subtitle id="1:46:44"> from this that turned out to be a failure</subtitle>
<subtitle id="1:46:47"> but just because of one slight flaw was called</subtitle>
<subtitle id="1:46:50"> robot Odyssey so the idea there it's an adventure</subtitle>
<subtitle id="1:46:53"> game you're stranded in this city and</subtitle>
<subtitle id="1:46:56">have three robots to help you and you can program them</subtitle>
<subtitle id="1:46:59"> and the adventure game is paced a little more</subtitle>
<subtitle id="1:47:2"> like football so it's not continuous action</subtitle>
<subtitle id="1:47:5"> you can use the robots to probe the next barrier</subtitle>
<subtitle id="1:47:8"> you have to get through robots can communicate with</subtitle>
<subtitle id="1:47:11">each other you can program the robots so you can make a strategy it's like a football</subtitle>
<subtitle id="1:47:14"> play get the robots going and get to the next</subtitle>
<subtitle id="1:47:17"> level and uh children</subtitle>
<subtitle id="1:47:20"> can learn a lot from uh doing</subtitle>
<subtitle id="1:47:23"> those kinds of programming</subtitle>
<subtitle id="1:47:26"> um so</subtitle>
<subtitle id="1:47:29"> the um the the stuff that we are primarily</subtitle>
<subtitle id="1:47:32"> interested in is what we call hard</subtitle>
<subtitle id="1:47:35"> fund so we're not as interested in</subtitle>
<subtitle id="1:47:38">the game that's arriv</subtitle>
<subtitle id="1:47:41"> as we are in the game that the child is</subtitle>
<subtitle id="1:47:44"> a co-creator of</subtitle>
<subtitle id="1:47:47"> what's going on so like for instance</subtitle>
<subtitle id="1:47:50"> a game that we would do in this system you know other</subtitle>
<subtitle id="1:47:53"> this system is quite General you can do EverQuest</subtitle>
<subtitle id="1:47:56"> in it if you want to but a game that we</subtitle>
<subtitle id="1:47:59"> might uh do would be one where the child</subtitle>
<subtitle id="1:48:2"> has to create things give them behaviors</subtitle>
<subtitle id="1:48:5">and stuff in order to get to the next step of the game and</subtitle>
<subtitle id="1:48:8"> interact with other people in various ways so</subtitle>
<subtitle id="1:48:11"> I think um if you look</subtitle>
<subtitle id="1:48:14"> at that slide that I did about uh what happened</subtitle>
<subtitle id="1:48:17"> with the printing press the</subtitle>
<subtitle id="1:48:20"> it was Unthinkable in the year 1400</subtitle>
<subtitle id="1:48:23"> uh when one person in 100 in Europe could</subtitle>
<subtitle id="1:48:26"> read and write and the Vatican Library which is the largest</subtitle>
<subtitle id="1:48:29"> library in Europe had 372 books</subtitle>
<subtitle id="1:48:32"> and they knew there were 372 books in the Vatican</subtitle>
<subtitle id="1:48:35"> library because you can count 372 things</subtitle>
<subtitle id="1:48:38"> accurately but</subtitle>
<subtitle id="1:48:41"> nobody knows how many books are in the Library of Congress</subtitle>
<subtitle id="1:48:44"> right so the the change that happened was qualitative</subtitle>
<subtitle id="1:48:47"> nobody expected that most people</subtitle>
<subtitle id="1:48:50"> uh would actually learn how to read and write right and</subtitle>
<subtitle id="1:48:53"> think in a different way because of this stuff so</subtitle>
<subtitle id="1:48:56"> I I so my simple</subtitle>
<subtitle id="1:48:59"> version of this stuff is that</subtitle>
<subtitle id="1:49:2"> I think two things have to happen we have to</subtitle>
<subtitle id="1:49:5"> uh help the children not invent television</subtitle>
<subtitle id="1:49:8"> when they start taking over this thing</subtitle>
<subtitle id="1:49:11"> because the biggest problem with the inventive skills of children</subtitle>
<subtitle id="1:49:14"> is they tend to be trivial so like if you give them a</subtitle>
<subtitle id="1:49:17"> piano they'll invent chopsticks on it</subtitle>
<subtitle id="1:49:20"> but it took 200 years to develop real keyboard</subtitle>
<subtitle id="1:49:23">technique so you have to help the children there but</subtitle>
<subtitle id="1:49:26"> you don't want to help them so much that they become</subtitle>
<subtitle id="1:49:29"> mired in your ideas</subtitle>
<subtitle id="1:49:32"> the idea is to help them enough so that they have a sense</subtitle>
<subtitle id="1:49:35"> of taste and threshold and then</subtitle>
<subtitle id="1:49:38"> hope that the children will take it on to the the next</subtitle>
<subtitle id="1:49:41"> level because I don't think that we can actually</subtitle>
<subtitle id="1:49:44"> quite imagine what the next level should be our our Theory when</subtitle>
<subtitle id="1:49:47">were here at Park was let's try and guess</subtitle>
<subtitle id="1:49:50"> what the next literacy is going to be like and see</subtitle>
<subtitle id="1:49:53">something like it and see if the kids can take it the rest of the</subtitle>
<subtitle id="1:49:56"> way in some sense that's what I showed you today is</subtitle>
<subtitle id="1:49:59">not what I think the next thing is going to be but our guess</subtitle>
<subtitle id="1:50:2"> at the best thing we could do for children so that</subtitle>
<subtitle id="1:50:5"> they can take it the next level</subtitle>
<subtitle id="1:50:8"> it may not be a satisfying answer but that's my</subtitle>
<subtitle id="1:50:11"> answer other questions</subtitle>
<subtitle id="1:50:14"> yes as we go back in</subtitle>
<subtitle id="1:50:17"> as we go back in the history of computing I'm always</subtitle>
<subtitle id="1:50:20">astonished that it was the young kids that started it seeing</subtitle>
<subtitle id="1:50:23"> photographs of Bill Gates at 16 and so</subtitle>
<subtitle id="1:50:26"> on yeah and you're working with kids yeah</subtitle>
<subtitle id="1:50:29"> is that environment possible today in 2003</subtitle>
<subtitle id="1:50:32"> that some kids in a garage</subtitle>
<subtitle id="1:50:35"> will again create our next level I know well this</subtitle>
<subtitle id="1:50:38"> there are two myths there one is that Bill Gates had anything to</subtitle>
<subtitle id="1:50:44">Computing he had a lot to do</subtitle>
<subtitle id="1:50:47"> with the economics of it but I'm not aware</subtitle>
<subtitle id="1:50:50"> of any advances that he ever made</subtitle>
<subtitle id="1:50:53">um and the other thing is there's a myth about the garage which is the</subtitle>
<subtitle id="1:50:56"> favorite American Myth of all times</subtitle>
<subtitle id="1:50:59"> and the thing to realize is and this</subtitle>
<subtitle id="1:51:2"> is a hard thing that Americans hate</subtitle>
<subtitle id="1:51:5"> but like the two Steves in the</subtitle>
<subtitle id="1:51:8">garage why were they able to do what they did in the</subtitle>
<subtitle id="1:51:11"> garage because of all of the phds at Intel and</subtitle>
<subtitle id="1:51:14"> Motorola who understood solid state</subtitle>
<subtitle id="1:51:17"> physics it absolutely</subtitle>
<subtitle id="1:51:19"> wasn't the way people loveed</subtitle>
<subtitle id="1:51:20"> the</subtitle>
<subtitle id="1:51:23"> garage thing the stuff that</subtitle>
<subtitle id="1:51:26"> has happened happened primarily because of</subtitle>
<subtitle id="1:51:29"> phds Park was full of phds</subtitle>
<subtitle id="1:51:32"> and we worked with children</subtitle>
<subtitle id="1:51:35"> because it was a perfect balance between the two</subtitle>
<subtitle id="1:51:38"> things but it was not done by naive</subtitle>
<subtitle id="1:51:41"> invention of tinkering things</subtitle>
<subtitle id="1:51:44"> together at all because it just doesn't</subtitle>
<subtitle id="1:51:47"> just doesn't work that way right</subtitle>
<subtitle id="1:51:50"> so it was done by people who had as much knowledge as they could</subtitle>
<subtitle id="1:51:53"> possibly put together and tried not</subtitle>
<subtitle id="1:51:56"> to remember it most of the time</subtitle>
<subtitle id="1:51:59"> but the the garage myth I think is</subtitle>
<subtitle id="1:52:2"> uh I think it was true for certain kinds</subtitle>
<subtitle id="1:52:5">of invention a long time ago but it certainly hasn't been true since</subtitle>
<subtitle id="1:52:8"> silicon became a critical factor</subtitle>
<subtitle id="1:52:11"> and since higher level languages became a higher fact</subtitle>
<subtitle id="1:52:14"> so the interesting thing is is what the</subtitle>
<subtitle id="1:52:17"> uh the children were able to do with real</subtitle>
<subtitle id="1:52:20"> knowledge so for instance the Mac f ER</subtitle>
<subtitle id="1:52:23"> Mac user interface was actually done by Bruce horn</subtitle>
<subtitle id="1:52:26"> and Bruce started with us at Xerox Park when he was</subtitle>
<subtitle id="1:52:29"> 12 and when he was six years later when</subtitle>
<subtitle id="1:52:32"> he was 18 he did the VM</subtitle>
<subtitle id="1:52:35"> virtual machine for the Dorado for small</subtitle>
<subtitle id="1:52:38"> talk which was a pretty hefty piece of work</subtitle>
<subtitle id="1:52:41"> for an 18-year-old but I I still think</subtitle>
<subtitle id="1:52:44"> Peter Deutsch's feet of understanding list</subtitle>
<subtitle id="1:52:47">because most software people today don't understand lists</subtitle>
<subtitle id="1:52:50"> of any age so to have a</subtitle>
<subtitle id="1:52:53">16-year-old boy be able to understand it and implement it</subtitle>
<subtitle id="1:52:56"> is to me one of the the most interesting things</subtitle>
<subtitle id="1:52:59"> ever done by a teenager in Computing</subtitle>
<subtitle id="1:53:2"> so other questions</subtitle>
<subtitle id="1:53:8">yes um getting back to the kind of</subtitle>
<subtitle id="1:53:11"> the technology behind all this stuff um I've noticed that the</subtitle>
<subtitle id="1:53:14"> theme seems to be kind of higher and higher levels abstraction and</subtitle>
<subtitle id="1:53:17"> US simple things like scripts and sketches to leverage these huge algorithms</subtitle>
<subtitle id="1:53:20"> um underneath and so I was wondering ing um</subtitle>
<subtitle id="1:53:23"> how you see almost inevitably Artificial Intelligence</subtitle>
<subtitle id="1:53:26">coming into this to kind of fill in the gaps even more so things like neural nets for</subtitle>
<subtitle id="1:53:29"> pattern recognition and fuz logic to make things more organic and all</subtitle>
<subtitle id="1:53:32"> that you know well I think the I mean there's two</subtitle>
<subtitle id="1:53:35"> things one is uh one of the things</subtitle>
<subtitle id="1:53:38">think we were all hoping for was</subtitle>
<subtitle id="1:53:41"> at least uh</subtitle>
<subtitle id="1:53:44"> one of the one of the ways we thought computers could</subtitle>
<subtitle id="1:53:47"> be different than a book and I still think this is true</subtitle>
<subtitle id="1:53:50"> but it didn't happen and it's not not being funded</subtitle>
<subtitle id="1:53:53"> now is uh</subtitle>
<subtitle id="1:53:56"> um AI tutoring</subtitle>
<subtitle id="1:53:59"> because you a book should I mean the computer</subtitle>
<subtitle id="1:54:2"> should be the book that helps you learn how to read it</subtitle>
<subtitle id="1:54:5">right it can reach out to you in a way that a a regular</subtitle>
<subtitle id="1:54:8"> book can't and uh turned out to be</subtitle>
<subtitle id="1:54:11"> a hard problem uh</subtitle>
<subtitle id="1:54:14"> with some interesting special cases we're done</subtitle>
<subtitle id="1:54:17"> but uh no General solution to it</subtitle>
<subtitle id="1:54:20"> because uh</subtitle>
<subtitle id="1:54:23">I think in certain cases it's worthwhile doing Brute Force</subtitle>
<subtitle id="1:54:26"> versions of it like for certain things about physics that</subtitle>
<subtitle id="1:54:29">you could spread out over billions of people why not spend</subtitle>
<subtitle id="1:54:32"> you know uh a couple of million bucks</subtitle>
<subtitle id="1:54:35"> for each little thing but that's been a</subtitle>
<subtitle id="1:54:38"> real disappointment on the other hand I think</subtitle>
<subtitle id="1:54:41"> that you know SE more pait's dictum</subtitle>
<subtitle id="1:54:44"> was uh the question he asked was uh</subtitle>
<subtitle id="1:54:47">the computer program the kid kid or should the kid</subtitle>
<subtitle id="1:54:50"> program the computer so in our stuff</subtitle>
<subtitle id="1:54:53"> the in spite of the fact that we</subtitle>
<subtitle id="1:54:56"> abstract the optimizations away</subtitle>
<subtitle id="1:54:59"> we don't abstract any of the mystery</subtitle>
<subtitle id="1:55:2"> so basically everything is totally</subtitle>
<subtitle id="1:55:5"> you know in the sense that math is completely understandable the</subtitle>
<subtitle id="1:55:8">that we do is completely understandable there's no</subtitle>
<subtitle id="1:55:11"> there's no nothing like an AI ghost</subtitle>
<subtitle id="1:55:14"> helping behind the scenes so the children</subtitle>
<subtitle id="1:55:17"> are very very anchored in the</subtitle>
<subtitle id="1:55:20">cause effect relationships that they're dealing with with and they</subtitle>
<subtitle id="1:55:23"> are the ones that do the heuristics like the little so when</subtitle>
<subtitle id="1:55:26"> they they will program the feedback routines and they still know what</subtitle>
<subtitle id="1:55:29"> it is that they're doing so it's not like the</subtitle>
<subtitle id="1:55:32"> uh the invisible machine where or</subtitle>
<subtitle id="1:55:35"> uh a much worse program like Sim City</subtitle>
<subtitle id="1:55:38"> where it does things and you don't know why it's doing things</subtitle>
<subtitle id="1:55:41"> you can't find out what it's doing and</subtitle>
<subtitle id="1:55:44">cannot change those things those things are very bad</subtitle>
<subtitle id="1:55:47">lead to Superstition</subtitle>
<subtitle id="1:55:50"> like the real world</subtitle>
<subtitle id="1:55:53">other questions</subtitle>
<subtitle id="1:55:59">yes</subtitle>
<subtitle id="1:56:2"> so going back to the example</subtitle>
<subtitle id="1:56:5"> of the car so I'm</subtitle>
<subtitle id="1:56:8"> wondering about um the I don't know how</subtitle>
<subtitle id="1:56:11"> advanced the you know constraint solver or relationship</subtitle>
<subtitle id="1:56:14"> maintenance uh system is</subtitle>
<subtitle id="1:56:17"> um but how often I'm curious</subtitle>
<subtitle id="1:56:20"> how often children must have some limit I mean there are</subtitle>
<subtitle id="1:56:23"> fundamental we we don't use that at all</subtitle>
<subtitle id="1:56:26"> the programming of the car is done just like logo it</subtitle>
<subtitle id="1:56:29"> doesn't use any constraints at all right I mean they're</subtitle>
<subtitle id="1:56:32">writing they're writing the relationships themselves right</subtitle>
<subtitle id="1:56:35"> you can think of them as oneway constraints if you want</subtitle>
<subtitle id="1:56:38"> okay so that's and do</subtitle>
<subtitle id="1:56:41"> so and and do children ever try</subtitle>
<subtitle id="1:56:44"> to get more find more advanced or or establish</subtitle>
<subtitle id="1:56:47">advanced relationships that that bump into limits of the</subtitle>
<subtitle id="1:56:50"> system sure because the</subtitle>
<subtitle id="1:56:53"> you know the the essence of computing is</subtitle>
<subtitle id="1:56:56"> nonlinearities whether you want them or not right</subtitle>
<subtitle id="1:56:59">are temporal some things</subtitle>
<subtitle id="1:57:2"> are batched in such a way that you don't see some of the ones</subtitle>
<subtitle id="1:57:5"> you might see in other systems and</subtitle>
<subtitle id="1:57:8"> sure and the</subtitle>
<subtitle id="1:57:11"> but uh in the curriculum</subtitle>
<subtitle id="1:57:14"> stuff that we do we made up you know like</subtitle>
<subtitle id="1:57:17"> 40 Projects of which</subtitle>
<subtitle id="1:57:20"> 12 worked out to be kind</subtitle>
<subtitle id="1:57:23"> of the ER projects</subtitle>
<subtitle id="1:57:26"> that are the first 12 that children generally do</subtitle>
<subtitle id="1:57:29"> almost regardless of what their age is from</subtitle>
<subtitle id="1:57:32"> 10 10 on to even some eth</subtitle>
<subtitle id="1:57:35"> graders do about 12</subtitle>
<subtitle id="1:57:38">projects establish</subtitle>
<subtitle id="1:57:41"> a couple of powerful ideas</subtitle>
<subtitle id="1:57:44"> having like the the the three</subtitle>
<subtitle id="1:57:47">powerful ideas that the children work with</subtitle>
<subtitle id="1:57:50"> directly that are outside of the program pramming domain are</subtitle>
<subtitle id="1:57:53"> this notion of increase by</subtitle>
<subtitle id="1:57:56"> and that goes in state so that's a first order differential</subtitle>
<subtitle id="1:57:59"> equation and if you do that into a variable</subtitle>
<subtitle id="1:58:2">that variable and increase by into another one then you get a second</subtitle>
<subtitle id="1:58:5"> order differential equation and second order</subtitle>
<subtitle id="1:58:8">differential equations Model A lot of interesting</subtitle>
<subtitle id="1:58:11"> phenomena so those and as I showed you you can</subtitle>
<subtitle id="1:58:14"> use them in data structures as well as out in the physical</subtitle>
<subtitle id="1:58:17"> world so you can do sampling like the</subtitle>
<subtitle id="1:58:20"> first order thing gives you sampling s syis if you think</subtitle>
<subtitle id="1:58:23"> about it a second order guide gives you FM</subtitle>
<subtitle id="1:58:26"> synthesis right you have to modulate</subtitle>
<subtitle id="1:58:29">that second guide because you have to speed up and slow</subtitle>
<subtitle id="1:58:32"> down within the wavelength</subtitle>
<subtitle id="1:58:35"> of the sample that you have but that's</subtitle>
<subtitle id="1:58:38"> basically what FM is and if you look at</subtitle>
<subtitle id="1:58:41"> it from the standpoint of phasers which is the way I happen</subtitle>
<subtitle id="1:58:44"> to like to look at things then the entire</subtitle>
<subtitle id="1:58:47">synthesis mechanism is just piling phasers on</subtitle>
<subtitle id="1:58:50"> phasers and each one one of them is</subtitle>
<subtitle id="1:58:53"> uh basically one of these incremental</subtitle>
<subtitle id="1:58:56"> guys so so the idea is basically that</subtitle>
<subtitle id="1:58:59"> um to take a few simple but powerful ideas</subtitle>
<subtitle id="1:59:2"> and go deep on them in within</subtitle>
<subtitle id="1:59:5"> these projects uh second one is the feedback</subtitle>
<subtitle id="1:59:8"> idea which is a very nice one because it Bridges</subtitle>
<subtitle id="1:59:11"> the mechanical and the biological world</subtitle>
<subtitle id="1:59:14"> so there's a million feedback besides the gradient</subtitle>
<subtitle id="1:59:17"> followings finding lights so feedback is kind of</subtitle>
<subtitle id="1:59:20"> a general technique for making progress when</subtitle>
<subtitle id="1:59:23"> you don't have complete information then the third one</subtitle>
<subtitle id="1:59:26">Randomness and probability</subtitle>
<subtitle id="1:59:29"> of being when you don't want to know what else to do you know</subtitle>
<subtitle id="1:59:32">something like it's kind of like Monte Carlo there's a</subtitle>
<subtitle id="1:59:35"> whole set of heuristics built around that</subtitle>
<subtitle id="1:59:38"> if you think about that those are three if you had to</subtitle>
<subtitle id="1:59:41"> pick three that Encompass a lot of what</subtitle>
<subtitle id="1:59:44">science thinks about the world those three are</subtitle>
<subtitle id="1:59:47"> it then of course there are powerful ideas</subtitle>
<subtitle id="1:59:50"> from the programming itself like like the notion of a conditional</subtitle>
<subtitle id="1:59:53"> the notion of a loop notion</subtitle>
<subtitle id="1:59:56"> of a variable those are ideas that the</subtitle>
<subtitle id="1:59:59">students haven't really encountered before</subtitle>
<subtitle id="2:0:2"> um it's usually quite late</subtitle>
<subtitle id="2:0:5"> before we reveal to them that every little</subtitle>
<subtitle id="2:0:8">object in the system is a vector</subtitle>
<subtitle id="2:0:11"> so if you plop one of those guys into its own</subtitle>
<subtitle id="2:0:14"> little thing all of a sudden you can find that you can add</subtitle>
<subtitle id="2:0:17">these things to each other so the thing you thought so you can add</subtitle>
<subtitle id="2:0:20"> a car to a fire hydr and you</subtitle>
<subtitle id="2:0:23"> get the vector sum of it but that isn't</subtitle>
<subtitle id="2:0:26"> introduced early so you think about and this is</subtitle>
<subtitle id="2:0:29">approach because in math you don't want to</subtitle>
<subtitle id="2:0:32"> as aam said you don't want to multiply entities</subtitle>
<subtitle id="2:0:35"> unnecessarily so the idea is you try</subtitle>
<subtitle id="2:0:38"> and stick to a few simple operative principles</subtitle>
<subtitle id="2:0:41"> that have great range that's why we call them powerful</subtitle>
<subtitle id="2:0:44">ideas and</subtitle>
<subtitle id="2:0:47"> um but the people who</subtitle>
<subtitle id="2:0:50"> very very often run into to barriers of many different</subtitle>
<subtitle id="2:0:53"> kinds are adults because adults when</subtitle>
<subtitle id="2:0:56"> they adult teachers for instance when they learning if they've</subtitle>
<subtitle id="2:0:59"> had a little bit of hypercard they try and do what they learned in</subtitle>
<subtitle id="2:1:2"> hypercard and it's very difficult for them to</subtitle>
<subtitle id="2:1:5"> sit down and just learn a new system as a new system</subtitle>
<subtitle id="2:1:8"> they want to learn it as part of some other set of</subtitle>
<subtitle id="2:1:11">knowledge they have regardless of whether that knowledge is powerful or not</subtitle>
<subtitle id="2:1:14"> so they are the ones whose questions we answer all the kids are</subtitle>
<subtitle id="2:1:17"> perfectly happy because from their standpoint</subtitle>
<subtitle id="2:1:20">hey're basically playing creating their own toys</subtitle>
<subtitle id="2:1:23"> and they're happy to work within any system that is powerful</subtitle>
<subtitle id="2:1:26">them</subtitle>
<subtitle id="2:1:29"> yes um</subtitle>
<subtitle id="2:1:32"> one thing that I get a sense of you working with children um</subtitle>
<subtitle id="2:1:35"> as adults we I guess when we get</subtitle>
<subtitle id="2:1:38"> to be 20 25 we get very serious in life</subtitle>
<subtitle id="2:1:41"> and I get a sense that by by working with children</subtitle>
<subtitle id="2:1:44"> you brought play back into life at</subtitle>
<subtitle id="2:1:47"> some level and and and that's</subtitle>
<subtitle id="2:1:50"> an important part of the whole creative process plus enjoying</subtitle>
<subtitle id="2:1:53"> life one of the things that uh I was</subtitle>
<subtitle id="2:1:56"> sensing when you showed all this I could very easily see</subtitle>
<subtitle id="2:1:59"> these these mirrors each different mirror let's say</subtitle>
<subtitle id="2:2:2">one of the mirrors was Art and you you walk through the</subtitle>
<subtitle id="2:2:5"> art art mirror and then you have all the different types</subtitle>
<subtitle id="2:2:8">and you could you could visually go to different</subtitle>
<subtitle id="2:2:11"> uh impressionism different types of art same thing</subtitle>
<subtitle id="2:2:14"> with music so I could see very easily this could be</subtitle>
<subtitle id="2:2:17">whole kind of knowledge base that you could walk through</subtitle>
<subtitle id="2:2:20"> depending upon your level interest and start</subtitle>
<subtitle id="2:2:23"> playing with these things in a way and even</subtitle>
<subtitle id="2:2:26">because it's so visual you can start connecting</subtitle>
<subtitle id="2:2:29"> these things maybe art to music to this and there's</subtitle>
<subtitle id="2:2:32">whole connectivity factor that could take place</subtitle>
<subtitle id="2:2:35"> that in a way could make for an explosion in creativity because</subtitle>
<subtitle id="2:2:38"> we're all kind of focused in a particular Paradigm</subtitle>
<subtitle id="2:2:41"> whichever we're in I just like your comments on any well I think that's</subtitle>
<subtitle id="2:2:44"> a good articulation of what uh</subtitle>
<subtitle id="2:2:47"> the um augmentation of</subtitle>
<subtitle id="2:2:50"> human intellect Center was doing at SRI</subtitle>
<subtitle id="2:2:53"> right look look at what these guys were doing</subtitle>
<subtitle id="2:2:56"> and you can also ask Bill since he was there</subtitle>
<subtitle id="2:2:59"> and responsible for a lot of it</subtitle>
<subtitle id="2:3:2"> but basically the the idea</subtitle>
<subtitle id="2:3:5"> was to try and make connections</subtitle>
<subtitle id="2:3:8"> that when we did</subtitle>
<subtitle id="2:3:11"> this system one of the things that was</subtitle>
<subtitle id="2:3:14"> kind of both amusing and exciting</subtitle>
<subtitle id="2:3:17"> was at some point I don't know whether it was you</subtitle>
<subtitle id="2:3:20"> I think it was David because uh David</subtitle>
<subtitle id="2:3:23"> had done a demo that was one of the greatest</subtitle>

Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay

2025-01-10T23:21:10Z

Ohshima:

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<subtitle id="0:0:6">[Laughter] [Music]</subtitle>
<subtitle id="0:0:9"> I actually went in and asked</subtitle>
<subtitle id="0:0:12">Allen how they would like to be introduced</subtitle>
<subtitle id="0:0:15"> and Allan was very quick in saying oh</subtitle>
<subtitle id="0:0:18"> we're two old guys who' been around for a while</subtitle>
<subtitle id="0:0:21"> and to which Joe you know very helpfully interjects</subtitle>
<subtitle id="0:0:24">are the ones who helped create the mess we're</subtitle>
<subtitle id="0:0:27"> in of course he's he's much</subtitle>
<subtitle id="0:0:30"> younger and</subtitle>
<subtitle id="0:0:33"> this is where you know a um a quote from</subtitle>
<subtitle id="0:0:36"> Sir Tony who was on this very stage</subtitle>
<subtitle id="0:0:39"> this time last year came up and it was that alol</subtitle>
<subtitle id="0:0:42"> was a great Improvement on its successor</subtitle>
<subtitle id="0:0:45"> and you know I think it's people who've helped</subtitle>
<subtitle id="0:0:48">us get to where we are today who will have a very good insight</subtitle>
<subtitle id="0:0:51"> into where into telling us where we actually are today</subtitle>
<subtitle id="0:0:54"> and not where we uh who use this</subtitle>
<subtitle id="0:0:57">technology believe we are and in a way you this is a theme of what</subtitle>
<subtitle id="0:1:0">conference is all about and this is a perfect</subtitle>
<subtitle id="0:1:3"> way you know to wrap up so I'll leave it over to</subtitle>
<subtitle id="0:1:6"> Alan who will give us oh hello Joe</subtitle>
<subtitle id="0:1:9"> how are</subtitle>
<subtitle id="0:1:15">you to the movie</subtitle>
<subtitle id="0:1:18"> that was such a hit maybe we should quit now I mean it's</subtitle>
<subtitle id="0:1:21">of the best movies</subtitle>
<subtitle id="0:1:24"> okay so Joe asked me to</subtitle>
<subtitle id="0:1:27"> uh spend 15 minutes and I will try</subtitle>
<subtitle id="0:1:30"> and maybe somebody can help me</subtitle>
<subtitle id="0:1:36">um to uh he wanted</subtitle>
<subtitle id="0:1:39"> to he wanted me to spend 15 minutes to say where we were all wrong</subtitle>
<subtitle id="0:1:42"> but um</subtitle>
<subtitle id="0:1:45"> that is a much longer talk so what</subtitle>
<subtitle id="0:1:48"> I thought I would do is uh to go back</subtitle>
<subtitle id="0:1:51"> into the past and show</subtitle>
<subtitle id="0:1:54"> a couple of ideas that</subtitle>
<subtitle id="0:1:57"> I witnessed this is not</subtitle>
<subtitle id="0:2:0"> a talk about my ideas but some ideas I</subtitle>
<subtitle id="0:2:3"> witnessed that had a big effect on</subtitle>
<subtitle id="0:2:6"> me uh I think many of them were</subtitle>
<subtitle id="0:2:9"> very important and a surprising number of them</subtitle>
<subtitle id="0:2:12"> have not found their way into Computing today</subtitle>
<subtitle id="0:2:15"> and this is partly because let's face it Computing</subtitle>
<subtitle id="0:2:18">kind of a pop culture meaning</subtitle>
<subtitle id="0:2:21"> it's not that interested in the</subtitle>
<subtitle id="0:2:24"> past so for instance</subtitle>
<subtitle id="0:2:27"> you know we've had even some Nobel Prize winners</subtitle>
<subtitle id="0:2:30"> among the touring Award winners most people here doubt</subtitle>
<subtitle id="0:2:33"> have ever how many people here have ever read herb Simon</subtitle>
<subtitle id="0:2:36"> Sciences of the</subtitle>
<subtitle id="0:2:39">artificial okay I rest my</subtitle>
<subtitle id="0:2:42"> case now 35 years ago</subtitle>
<subtitle id="0:2:45"> the question I would ask the audience that was</subtitle>
<subtitle id="0:2:48">to a talk on Computing is I wanted everybody to hold up the</subtitle>
<subtitle id="0:2:51">have with them right now</subtitle>
<subtitle id="0:2:54"> and they couldn't do it now I don't ask that question</subtitle>
<subtitle id="0:2:57"> anymore because at least things have gotten a little</subtitle>
<subtitle id="0:3:0"> bit smaller Okay so</subtitle>
<subtitle id="0:3:3"> this is uh the the fortune teller from</subtitle>
<subtitle id="0:3:6">thoron Wilder's play in a</subtitle>
<subtitle id="0:3:9"> carnival put a quarter in and</subtitle>
<subtitle id="0:3:12"> uh if you ask her for Fortune she</subtitle>
<subtitle id="0:3:15"> will predict the future for you but she can't predict</subtitle>
<subtitle id="0:3:18"> the past and talking about</subtitle>
<subtitle id="0:3:21"> the past is hard because it there are so many</subtitle>
<subtitle id="0:3:24"> details great thing about the future is you can eliminate</subtitle>
<subtitle id="0:3:27"> all the details and ignore all</subtitle>
<subtitle id="0:3:30"> the difficulties so it's the best place</subtitle>
<subtitle id="0:3:33"> to be the present is even worse than</subtitle>
<subtitle id="0:3:36"> the the past because it's</subtitle>
<subtitle id="0:3:39"> so vivid so it's impinging on our</subtitle>
<subtitle id="0:3:42"> nervous system so if you want to think about anything at all you have to</subtitle>
<subtitle id="0:3:45"> escape the present</subtitle>
<subtitle id="0:3:48"> so uh world's</subtitle>
<subtitle id="0:3:51"> greatest computer designer Bob Barton liked</subtitle>
<subtitle id="0:3:54"> Gera and this is his favorite</subtitle>
<subtitle id="0:3:57"> Gera quote we should all share in the excitement of</subtitle>
<subtitle id="0:4:0"> Discovery without vain attempts to claim price</subtitle>
<subtitle id="0:4:3"> priority and this is a good</subtitle>
<subtitle id="0:4:6"> statement about especially how an</subtitle>
<subtitle id="0:4:9"> engineering field with some tangents of science</subtitle>
<subtitle id="0:4:12">things there are just a lot of contributors</subtitle>
<subtitle id="0:4:15"> so we can look at some of the really great</subtitle>
<subtitle id="0:4:18"> ideas we can talk about a few of the people</subtitle>
<subtitle id="0:4:21"> who early articulated them but it's not worthwhile</subtitle>
<subtitle id="0:4:24"> trying to figure out exactly who did what when</subtitle>
<subtitle id="0:4:27"> my version of this is no one knows more</subtitle>
<subtitle id="0:4:30"> to his research Community than I do that</subtitle>
<subtitle id="0:4:33"> was really true virtually every idea</subtitle>
<subtitle id="0:4:36"> I had was extremely</subtitle>
<subtitle id="0:4:39"> derivative in the sense</subtitle>
<subtitle id="0:4:42"> of uh they came as reactions</subtitle>
<subtitle id="0:4:45"> to ideas that were already</subtitle>
<subtitle id="0:4:48"> around now</subtitle>
<subtitle id="0:4:51"> when we cooked this thing up I mentioned to Joe</subtitle>
<subtitle id="0:4:54"> that it happened that just about 50 years ago</subtitle>
<subtitle id="0:4:57"> today was when I</subtitle>
<subtitle id="0:5:0"> left what I thought temporarily</subtitle>
<subtitle id="0:5:3"> uh molecular biology and pure math</subtitle>
<subtitle id="0:5:6"> to take a year off and get a master's degree</subtitle>
<subtitle id="0:5:9"> in Computing and I did that by accidentally</subtitle>
<subtitle id="0:5:12"> showing up at the University of</subtitle>
<subtitle id="0:5:15"> Utah not knowing that it was one of the arper</subtitle>
<subtitle id="0:5:18"> research places</subtitle>
<subtitle id="0:5:21"> and I walked into the head of the Department's</subtitle>
<subtitle id="0:5:24"> office Dave Evans and before he would give you an</subtitle>
<subtitle id="0:5:27"> office he would give you a copy of this the</subtitle>
<subtitle id="0:5:30"> the sketchpad thesis which which was</subtitle>
<subtitle id="0:5:33"> just about 3 years old so this is in November</subtitle>
<subtitle id="0:5:36"> 66 and this had just been done</subtitle>
<subtitle id="0:5:39">a few years before and</subtitle>
<subtitle id="0:5:42"> I'd never seen anything like this despite the fact that I put myself</subtitle>
<subtitle id="0:5:45">through undergraduate school as a systems programmer</subtitle>
<subtitle id="0:5:48"> for the national uh atmospheric</subtitle>
<subtitle id="0:5:51"> uh Research Center programming</subtitle>
<subtitle id="0:5:54"> supercomputers so I could program but I didn't know anything</subtitle>
<subtitle id="0:5:57"> does that sound</subtitle>
<subtitle id="0:6:0">familiar I thought I knew something something until</subtitle>
<subtitle id="0:6:3"> I stumbled into this place saw this</subtitle>
<subtitle id="0:6:6"> well this was the invention of modern</subtitle>
<subtitle id="0:6:9"> interactive computer Graphics user</subtitle>
<subtitle id="0:6:12"> interfaces direct manipulation</subtitle>
<subtitle id="0:6:15"> a whole host of</subtitle>
<subtitle id="0:6:18"> things what Ivan called Masters and instances</subtitle>
<subtitle id="0:6:21"> we'd call them classes and instances</subtitle>
<subtitle id="0:6:24"> today and</subtitle>
<subtitle id="0:6:27"> instead of programming in an imperative form or</subtitle>
<subtitle id="0:6:30"> even a functional form you program in</subtitle>
<subtitle id="0:6:33"> sketchpad by telling the</subtitle>
<subtitle id="0:6:36"> system uh relationships that you must have</subtitle>
<subtitle id="0:6:39"> solved so this system</subtitle>
<subtitle id="0:6:42"> actually solved problems in real time and if I had more time in</subtitle>
<subtitle id="0:6:45"> this talk I'd show you the movie but it's available online</subtitle>
<subtitle id="0:6:48"> you should look at it because this</subtitle>
<subtitle id="0:6:51"> is not only perhaps the greatest PhD thesis</subtitle>
<subtitle id="0:6:54"> in our field it ALS many of the things in it</subtitle>
<subtitle id="0:6:57"> compare favorably to stuff that is being done</subtitle>
<subtitle id="0:7:0"> today this thing was just just completely</subtitle>
<subtitle id="0:7:3"> out of sight and then because the latest</subtitle>
<subtitle id="0:7:6"> graduate student gets the latest dirty task</subtitle>
<subtitle id="0:7:9"> uh mine was to get alol going</subtitle>
<subtitle id="0:7:12"> for the University computer and it turned</subtitle>
<subtitle id="0:7:15">out it wasn't alol it was the first version of simula</subtitle>
<subtitle id="0:7:18"> that had been put on top</subtitle>
<subtitle id="0:7:21"> as a pre-processor to uh</subtitle>
<subtitle id="0:7:24"> an alol uh compiler written in machine</subtitle>
<subtitle id="0:7:27"> code and we actually learned about this system</subtitle>
<subtitle id="0:7:30"> by unrolling the listings down the</subtitle>
<subtitle id="0:7:33"> aisle of the it's an interesting</subtitle>
<subtitle id="0:7:36"> interface if you think about it if you have a 100</subtitle>
<subtitle id="0:7:39"> 200 foot long Engineering Building you can run</subtitle>
<subtitle id="0:7:42"> a lot of code down there and you can get a couple of</subtitle>
<subtitle id="0:7:45"> graduate students to crawl on it and you can call out to each</subtitle>
<subtitle id="0:7:48"> other hard to do uh with</subtitle>
<subtitle id="0:7:51"> modern things and</subtitle>
<subtitle id="0:7:54"> this was a procedural system their Insight</subtitle>
<subtitle id="0:7:57"> was what's really interesting about</subtitle>
<subtitle id="0:8:0"> alol is almost nothing</subtitle>
<subtitle id="0:8:3"> except the alol block</subtitle>
<subtitle id="0:8:6"> an alol block is a thing that had</subtitle>
<subtitle id="0:8:9"> a bunch of variables so it</subtitle>
<subtitle id="0:8:12"> had a place to store State and it had</subtitle>
<subtitle id="0:8:15"> a main routine the variables could have procedures</subtitle>
<subtitle id="0:8:18">and they thought of this thing as an entity for</subtitle>
<subtitle id="0:8:21"> computing and so one of the things they had to do</subtitle>
<subtitle id="0:8:24"> was to get rid of the alol stack</subtitle>
<subtitle id="0:8:27"> so that they could have many many blocks</subtitle>
<subtitle id="0:8:30"> around at the same time and</subtitle>
<subtitle id="0:8:33"> so what they called classes</subtitle>
<subtitle id="0:8:36"> and instances activities and processes</subtitle>
<subtitle id="0:8:39"> so to them an instance was not a</subtitle>
<subtitle id="0:8:42"> static thing that was</subtitle>
<subtitle id="0:8:45">being more data likee but it was actually something</subtitle>
<subtitle id="0:8:48"> in in Pro process</subtitle>
<subtitle id="0:8:51">whereas sketchpad had this beautiful relational</subtitle>
<subtitle id="0:8:54"> constraint program</subtitle>
<subtitle id="0:8:57">simula required you to program a procedural form</subtitle>
<subtitle id="0:9:0"> but what was cool about they are not quite</subtitle>
<subtitle id="0:9:3"> objects was that you could hide really</subtitle>
<subtitle id="0:9:6"> ugly stuff inside they're not quite</subtitle>
<subtitle id="0:9:9"> objects and the objects would look nice from the</subtitle>
<subtitle id="0:9:12"> outside and</subtitle>
<subtitle id="0:9:15"> so wanting to do this you</subtitle>
<subtitle id="0:9:18"> wind up thinking about well maybe I can do</subtitle>
<subtitle id="0:9:21"> more than I can do over here</subtitle>
<subtitle id="0:9:27">careful and like I</subtitle>
<subtitle id="0:9:30"> said I had a degree in molecular biology and another one in pure</subtitle>
<subtitle id="0:9:33"> math and so</subtitle>
<subtitle id="0:9:36"> those separate</subtitle>
<subtitle id="0:9:39">ntities independently</subtitle>
<subtitle id="0:9:42"> in process reminded me of</subtitle>
<subtitle id="0:9:45"> cells and also reminded me of</subtitle>
<subtitle id="0:9:48"> time shared virtual machine</subtitle>
<subtitle id="0:9:51">processes because that's the first thing you do when you have</subtitle>
<subtitle id="0:9:54">make virtual machines out of that computer</subtitle>
<subtitle id="0:9:57"> so you can run protected computations</subtitle>
<subtitle id="0:10:0"> and that reminded me of computers on Network which</subtitle>
<subtitle id="0:10:3">community was just starting to think about doing the</subtitle>
<subtitle id="0:10:6"> arpanet as the Prelude to the internet</subtitle>
<subtitle id="0:10:9"> and all of these things had this simple</subtitle>
<subtitle id="0:10:12"> bus structure of nodes on a</subtitle>
<subtitle id="0:10:15"> bus and any object here being able</subtitle>
<subtitle id="0:10:18"> to communicate with any other object and and of course</subtitle>
<subtitle id="0:10:21"> if I wanted to simulate those biological cells I'd make</subtitle>
<subtitle id="0:10:24"> up something abstractly like that and</subtitle>
<subtitle id="0:10:27"> so here's something we all know it's one of the</subtitle>
<subtitle id="0:10:30"> first things we learn about computers I knew it also but</subtitle>
<subtitle id="0:10:33"> I didn't really know it I knew it in a useless</subtitle>
<subtitle id="0:10:36"> way but seeing this I</subtitle>
<subtitle id="0:10:39"> started understanding it in a much better way</subtitle>
<subtitle id="0:10:42"> yes you can't go lower than a computer</subtitle>
<subtitle id="0:10:45"> if you want to do arbitrary things</subtitle>
<subtitle id="0:10:48"> so going to data structures is</subtitle>
<subtitle id="0:10:51"> meaningless you can't go lower</subtitle>
<subtitle id="0:10:54"> going to procedures it's</subtitle>
<subtitle id="0:10:57"> meaningless so I started thinking about yeah I don't want</subtitle>
<subtitle id="0:11:0"> to go any lower than a computer and what</subtitle>
<subtitle id="0:11:3"> was the problem well the problem is that especially</subtitle>
<subtitle id="0:11:6"> the time shared virtual machine processes like</subtitle>
<subtitle id="0:11:9"> Unix uh the overhead for each process</subtitle>
<subtitle id="0:11:12">was about 2k bytes and what</subtitle>
<subtitle id="0:11:15"> that meant was you couldn't simulate the number three</subtitle>
<subtitle id="0:11:18">the Unix process and get away with it for too long particularly</subtitle>
<subtitle id="0:11:21"> with the memory sizes back then so there was an engineering</subtitle>
<subtitle id="0:11:24"> problem here then the other thing is is if</subtitle>
<subtitle id="0:11:27"> you think about scaling and this is what biology is partly good</subtitle>
<subtitle id="0:11:30"> for we tend to think on the scales</subtitle>
<subtitle id="0:11:33"> that we live in in Computing but biology is on scales</subtitle>
<subtitle id="0:11:36"> millions and millions billions of times</subtitle>
<subtitle id="0:11:39"> larger and</subtitle>
<subtitle id="0:11:42"> once you scale out as we were</subtitle>
<subtitle id="0:11:45">thinking about in the internet you have to uh get away</subtitle>
<subtitle id="0:11:48"> from gear-like meshing of procedure calls</subtitle>
<subtitle id="0:11:51">to go to something like messaging so this is just</subtitle>
<subtitle id="0:11:54"> simple stuff here and the</subtitle>
<subtitle id="0:11:57">other cool thing about tissues</subtitle>
<subtitle id="0:12:0"> is they all have the same DNA so we</subtitle>
<subtitle id="0:12:3"> have about 250 different kinds of tissues</subtitle>
<subtitle id="0:12:6"> in our body but there's one class</subtitle>
<subtitle id="0:12:9"> object if you want there's one</subtitle>
<subtitle id="0:12:12"> thing that every</subtitle>
<subtitle id="0:12:15"> one of these things holds and every</subtitle>
<subtitle id="0:12:18"> special thing that each one of these tissue cells can do</subtitle>
<subtitle id="0:12:21"> is not a new thing it's something that</subtitle>
<subtitle id="0:12:24"> is actually comes out of the</subtitle>
<subtitle id="0:12:27"> uh organism itself</subtitle>
<subtitle id="0:12:30"> and my math major was in</subtitle>
<subtitle id="0:12:33"> algebras it's one of my old books that I had</subtitle>
<subtitle id="0:12:36"> to use and the cool thing there are many cool</subtitle>
<subtitle id="0:12:39"> things about Vector spaces but</subtitle>
<subtitle id="0:12:42"> one of the ways of looking at it is what you're trying to do</subtitle>
<subtitle id="0:12:45"> in algebras is to emphasize the similarities</subtitle>
<subtitle id="0:12:48"> over the differences to get</subtitle>
<subtitle id="0:12:51"> generic things that are powerful</subtitle>
<subtitle id="0:12:54"> and worth proving things about</subtitle>
<subtitle id="0:12:57"> that's the whole point here and so I started</subtitle>
<subtitle id="0:13:0">generic messages</subtitle>
<subtitle id="0:13:3"> back then</subtitle>
<subtitle id="0:13:6"> and then a little later I met Marvin Minsky</subtitle>
<subtitle id="0:13:9"> was hugely impressive</subtitle>
<subtitle id="0:13:12"> guy on the strength of that I got</subtitle>
<subtitle id="0:13:15">book I commend this to you this is one of my top 10 books</subtitle>
<subtitle id="0:13:18"> I believe in technical fields in the 20th</subtitle>
<subtitle id="0:13:21"> century hardly read</subtitle>
<subtitle id="0:13:24"> at all in Computing because it's actually about old style</subtitle>
<subtitle id="0:13:27">Computing was a class he wound up teaching</subtitle>
<subtitle id="0:13:30"> was basically 50s Computing of finite</subtitle>
<subtitle id="0:13:33"> automa and the roots of</subtitle>
<subtitle id="0:13:36"> computation but boy no</subtitle>
<subtitle id="0:13:39"> book was written more</subtitle>
<subtitle id="0:13:42"> beautifully every part of this book is it's just</subtitle>
<subtitle id="0:13:45"> absolutely beautiful and I got</subtitle>
<subtitle id="0:13:48"> a glow from it</subtitle>
<subtitle id="0:13:51"> and one of the cool things he did in there was when he was trying</subtitle>
<subtitle id="0:13:54">what girdle did</subtitle>
<subtitle id="0:13:57"> um instead of doing the girdle</subtitle>
<subtitle id="0:14:0"> way of represent in</subtitle>
<subtitle id="0:14:3"> symol using powers of primes he made</subtitle>
<subtitle id="0:14:6">lisp</subtitle>
<subtitle id="0:14:9"> powers of primes it makes a perfect computer memory</subtitle>
<subtitle id="0:14:12"> so why not put cons pairs in there and he made</subtitle>
<subtitle id="0:14:15">little lisp language in there I've never seen lisp before</subtitle>
<subtitle id="0:14:18"> I learned lisp in this really weird it was</subtitle>
<subtitle id="0:14:21"> just so goddamn neat I was talking to David Turner earlier</subtitle>
<subtitle id="0:14:24"> is it just boy when you can do it that</subtitle>
<subtitle id="0:14:27"> neat you're you have an urge to do</subtitle>
<subtitle id="0:14:30"> the rest of the stuff that neat and</subtitle>
<subtitle id="0:14:33"> that got me to look at an earlier book that he'd done where</subtitle>
<subtitle id="0:14:36"> basically his students PhD</subtitle>
<subtitle id="0:14:39"> thesis I commend this book to you just for</subtitle>
<subtitle id="0:14:42"> the fun of it because the way I looked at AI back</subtitle>
<subtitle id="0:14:45">biologist I didn't think they were going to get to</subtitle>
<subtitle id="0:14:48"> AI uh anytime</subtitle>
<subtitle id="0:14:51"> soon little Phil philosophically I think it's</subtitle>
<subtitle id="0:14:54"> definitely uh a possible thing</subtitle>
<subtitle id="0:14:57"> but what I went batshit</subtitle>
<subtitle id="0:15:0"> over in AI is they were the only</subtitle>
<subtitle id="0:15:3">about meaning</subtitle>
<subtitle id="0:15:6"> everybody else was worrying about how to make simple</subtitle>
<subtitle id="0:15:9"> little machines and debug those simple little</subtitle>
<subtitle id="0:15:12">machines where the AI people were interested</subtitle>
<subtitle id="0:15:15"> in systems that not only could hold larger meanings</subtitle>
<subtitle id="0:15:18">could reflect on those meanings</subtitle>
<subtitle id="0:15:21"> and in that because I Minsky</subtitle>
<subtitle id="0:15:24"> had mentioned McCarthy the last couple of</subtitle>
<subtitle id="0:15:27"> chapters in this book are m one of M</subtitle>
<subtitle id="0:15:30"> McCarthy's earliest uh</subtitle>
<subtitle id="0:15:33"> papers called programs with common</subtitle>
<subtitle id="0:15:36">sense and I don't want to take too much time here but you</subtitle>
<subtitle id="0:15:39"> must read this paper this is</subtitle>
<subtitle id="0:15:42"> 1958 conference over here in England</subtitle>
<subtitle id="0:15:45"> and a lot of people that Joe knew were</subtitle>
<subtitle id="0:15:48"> also at McCarthy was the guy who made up the term</subtitle>
<subtitle id="0:15:51"> artificial intelligence and he partly</subtitle>
<subtitle id="0:15:54"> made it up because he had looked at</subtitle>
<subtitle id="0:15:57"> a sage air defense</subtitle>
<subtitle id="0:16:0"> terminal uh in the 50s</subtitle>
<subtitle id="0:16:3"> big thing with a guy with a a gun</subtitle>
<subtitle id="0:16:6"> to point at things on that</subtitle>
<subtitle id="0:16:9"> still around in our in our</subtitle>
<subtitle id="0:16:12"> uh uh Aviation</subtitle>
<subtitle id="0:16:15"> support system McCarthy looked at</subtitle>
<subtitle id="0:16:18"> those and he said every house is going to have one of</subtitle>
<subtitle id="0:16:21"> these and he didn't worry about personal</subtitle>
<subtitle id="0:16:24"> Computing or anything because what he thought</subtitle>
<subtitle id="0:16:27"> what the thing that occurred to him this is like getting your power</subtitle>
<subtitle id="0:16:30"> from the outside this is like getting your</subtitle>
<subtitle id="0:16:33">water from the outside it's going to be a utility</subtitle>
<subtitle id="0:16:36"> it'll be a universal utility be like the telephone</subtitle>
<subtitle id="0:16:39"> everybody will have one of these things and there will be</subtitle>
<subtitle id="0:16:42"> national uh Computing centers</subtitle>
<subtitle id="0:16:45"> that everybody can tap into</subtitle>
<subtitle id="0:16:48"> and he started thinking about it and he realized oh</subtitle>
<subtitle id="0:16:51">problem is nobody can</subtitle>
<subtitle id="0:16:54"> uh deal with computers on the computer's</subtitle>
<subtitle id="0:16:57"> terms we need a common sense</subtitle>
<subtitle id="0:17:0"> way of dealing with with computation</subtitle>
<subtitle id="0:17:3"> and so he proposed that there be an agent called</subtitle>
<subtitle id="0:17:6"> the advice taker that you</subtitle>
<subtitle id="0:17:9"> could have back and force with and</subtitle>
<subtitle id="0:17:12"> uh not just ask it questions but tell it things</subtitle>
<subtitle id="0:17:15"> and have it reason and there's a whole bunch of</subtitle>
<subtitle id="0:17:18"> interesting stuff in there</subtitle>
<subtitle id="0:17:21">so</subtitle>
<subtitle id="0:17:24"> what I got from this is the future and if you think about it</subtitle>
<subtitle id="0:17:27">going to get this stuff around to everybody future has</subtitle>
<subtitle id="0:17:30"> to have common sense interfaces the one did at Park the guey</subtitle>
<subtitle id="0:17:33"> was also a common sense interface because it mimicked</subtitle>
<subtitle id="0:17:36"> what much of what people knew about the world</subtitle>
<subtitle id="0:17:39"> and didn't try to explain how machine code</subtitle>
<subtitle id="0:17:42"> worked and the other thing which I think is a</subtitle>
<subtitle id="0:17:45">more important one for the conversation we have later</subtitle>
<subtitle id="0:17:48"> is that the future has to</subtitle>
<subtitle id="0:17:51"> be some form of relational</subtitle>
<subtitle id="0:17:54"> advising we just</subtitle>
<subtitle id="0:17:57"> cannot continue to survive</subtitle>
<subtitle id="0:18:0"> by making very comp complicated machines by hand</subtitle>
<subtitle id="0:18:3"> in fact nature doesn't once you get into biology</subtitle>
<subtitle id="0:18:6"> uh completely different set of Dynamics</subtitle>
<subtitle id="0:18:9"> rules and</subtitle>
<subtitle id="0:18:12"> also in this book is a paper</subtitle>
<subtitle id="0:18:15">that had just gotten written as a memo</subtitle>
<subtitle id="0:18:18"> and this is one I want to say just something about</subtitle>
<subtitle id="0:18:21"> because McCarthy wanted everything</subtitle>
<subtitle id="0:18:24"> he was a really good mathematician</subtitle>
<subtitle id="0:18:27"> so he thought about things that way which means</subtitle>
<subtitle id="0:18:30"> relationally and he thought about</subtitle>
<subtitle id="0:18:33"> things in terms of having</subtitle>
<subtitle id="0:18:36"> some sense of what it means to make a deduction</subtitle>
<subtitle id="0:18:39"> or an inference</subtitle>
<subtitle id="0:18:42"> but he wanted this had to</subtitle>
<subtitle id="0:18:45"> be a robot because it had to take on new knowledge</subtitle>
<subtitle id="0:18:48"> so it had to reason differently in the future than</subtitle>
<subtitle id="0:18:51">it was reasoning now that got him thinking about robots</subtitle>
<subtitle id="0:18:54"> in general and the problem</subtitle>
<subtitle id="0:18:57"> is if a robot can be in Philadelphia</subtitle>
<subtitle id="0:19:0"> uh on Monday and in New York on</subtitle>
<subtitle id="0:19:3"> Tuesday that defeats normal</subtitle>
<subtitle id="0:19:6"> uh uh predicate</subtitle>
<subtitle id="0:19:9"> calculus because you have two facts</subtitle>
<subtitle id="0:19:12">contradict each other and</subtitle>
<subtitle id="0:19:15"> so this paper called situations actions and causal</subtitle>
<subtitle id="0:19:18"> laws should be of great interest to ER</subtitle>
<subtitle id="0:19:21"> longers so a</subtitle>
<subtitle id="0:19:24"> situation for McCarthy</subtitle>
<subtitle id="0:19:27">was the set of</subtitle>
<subtitle id="0:19:30"> states in a world</subtitle>
<subtitle id="0:19:33">that are consistent with each other at a particular</subtitle>
<subtitle id="0:19:36">time</subtitle>
<subtitle id="0:19:39"> we're not going to worry about</subtitle>
<subtitle id="0:19:42"> uh anything except</subtitle>
<subtitle id="0:19:45">a situation</subtitle>
<subtitle id="0:19:48"> and we advance things by getting to the next</subtitle>
<subtitle id="0:19:51"> stable situation and he wanted to do</subtitle>
<subtitle id="0:19:54"> that by uh deductive</subtitle>
<subtitle id="0:19:57"> inferential means and so we hit on a great</subtitle>
<subtitle id="0:20:0"> idea too bad we don't use it very much today</subtitle>
<subtitle id="0:20:3"> and that is to every piece of what we'd call</subtitle>
<subtitle id="0:20:6"> data or fact he added</subtitle>
<subtitle id="0:20:9"> the uh the timestamp of</subtitle>
<subtitle id="0:20:12"> the situation this fact was valid in</subtitle>
<subtitle id="0:20:15"> got it right so this is label the labeled</subtitle>
<subtitle id="0:20:18"> States idea what this means is you can</subtitle>
<subtitle id="0:20:21"> go from situation</subtitle>
<subtitle id="0:20:24"> three to situation 4</subtitle>
<subtitle id="0:20:27"> by purely functional means you don't need monads</subtitle>
<subtitle id="0:20:30"> you don't need any of that stuff</subtitle>
<subtitle id="0:20:33"> because it is exactly like what tail recursion and lisp</subtitle>
<subtitle id="0:20:36"> does for you tail recursion gives you the</subtitle>
<subtitle id="0:20:39"> effect of evaluating all the</subtitle>
<subtitle id="0:20:42">you're going to use in the next frame and then doing the</subtitle>
<subtitle id="0:20:45"> effective a simultaneous assignment and That</subtitle>
<subtitle id="0:20:48"> next frame you've walked into is</subtitle>
<subtitle id="0:20:51"> a situation that is bound</subtitle>
<subtitle id="0:20:54"> but it doesn't have to be bi a stack discipline</subtitle>
<subtitle id="0:20:57"> think about that so stry</subtitle>
<subtitle id="0:21:0"> by the way one of the great computer</subtitle>
<subtitle id="0:21:3"> scientists the UK has had</subtitle>
<subtitle id="0:21:6"> uh grabbed onto this Landon grabbed onto it</subtitle>
<subtitle id="0:21:9"> uh and the sad thing was is uh</subtitle>
<subtitle id="0:21:12"> from the US standpoint is people over here understood</subtitle>
<subtitle id="0:21:15"> this much much better partly because they were better in</subtitle>
<subtitle id="0:21:18"> math so this paper is really</subtitle>
<subtitle id="0:21:21"> interesting to look at and you</subtitle>
<subtitle id="0:21:24"> know we use it in Computing in a few isolated areas</subtitle>
<subtitle id="0:21:27">it for uh</subtitle>
<subtitle id="0:21:30"> transactions on data bases</subtitle>
<subtitle id="0:21:33">want to munge</subtitle>
<subtitle id="0:21:36"> databases but basically for most programming</subtitle>
<subtitle id="0:21:39"> various kinds of logical brinksmanship are</subtitle>
<subtitle id="0:21:42"> done to try and deal with</subtitle>
<subtitle id="0:21:45"> the fact that functions are</subtitle>
<subtitle id="0:21:48"> nice but you need to advance the state of the system</subtitle>
<subtitle id="0:21:51"> over time and McCarthy</subtitle>
<subtitle id="0:21:54"> early on had a good way of looking at that well that</subtitle>
<subtitle id="0:21:57">o look at uh</subtitle>
<subtitle id="0:22:0"> so simulate time along with process basically just don't</subtitle>
<subtitle id="0:22:3"> let the CPU be your uh be your</subtitle>
<subtitle id="0:22:6"> clock and in between McCarthy</subtitle>
<subtitle id="0:22:9"> had written this paper in 1959</subtitle>
<subtitle id="0:22:12"> uh which is the paper on list and he did</subtitle>
<subtitle id="0:22:15"> list because he wanted a programming language for the advice taker isn't</subtitle>
<subtitle id="0:22:18"> that great so he thought of the</subtitle>
<subtitle id="0:22:21"> application the big application I want to do an artificially</subtitle>
<subtitle id="0:22:24"> intelligent agent to deal</subtitle>
<subtitle id="0:22:27"> with time sharing interaction</subtitle>
<subtitle id="0:22:30"> and I need I better invent a language</subtitle>
<subtitle id="0:22:33"> to to do that so one</subtitle>
<subtitle id="0:22:36"> way of thinking about it what I took away from this it's</subtitle>
<subtitle id="0:22:39"> all about Dynamic meanings not static</subtitle>
<subtitle id="0:22:42"> meanings and these meanings</subtitle>
<subtitle id="0:22:45"> can be negotiated it</subtitle>
<subtitle id="0:22:48"> is not remotely like programming in Fortran or C</subtitle>
<subtitle id="0:22:51">any of that crap</subtitle>
<subtitle id="0:22:54"> and then just</subtitle>
<subtitle id="0:22:57"> quickly the other uh thing</subtitle>
<subtitle id="0:23:0"> that was going on in many different ways was</subtitle>
<subtitle id="0:23:3"> trying to make things happen by matching patterns</subtitle>
<subtitle id="0:23:6"> and doing transitions so I'll just mention</subtitle>
<subtitle id="0:23:9"> Envy in 1958</subtitle>
<subtitle id="0:23:12"> system called Comet for doing natural language</subtitle>
<subtitle id="0:23:15"> parsing one of my favorite have you seen</subtitle>
<subtitle id="0:23:18"> that I I was going to ask you a question about this paper</subtitle>
<subtitle id="0:23:21"> well yeah I love this Dan Engle said if you read that paper</subtitle>
<subtitle id="0:23:24"> it's a month of your life will vanish and it did it's</subtitle>
<subtitle id="0:23:27"> my it's yeah cuz I implemented</subtitle>
<subtitle id="0:23:30"> that yeah everybody does it's a</subtitle>
<subtitle id="0:23:33"> test did I pass or fail</subtitle>
<subtitle id="0:23:36"> yeah you passed no but this is this is</subtitle>
<subtitle id="0:23:39">test for graduate I looking at that 10 minutes ago I love this</subtitle>
<subtitle id="0:23:42"> this is just and it was done on an 8K</subtitle>
<subtitle id="0:23:45"> bite six bit bytes 1401</subtitle>
<subtitle id="0:23:48"> yeah that's going to ask about meta and meta 2</subtitle>
<subtitle id="0:23:51"> yes yes so so this is just</subtitle>
<subtitle id="0:23:54"> a beautiful thing but this basically uh</subtitle>
<subtitle id="0:23:57">you know the earliest thing of what is called uh pegs</subtitle>
<subtitle id="0:24:0"> today programmable grammars</subtitle>
<subtitle id="0:24:3"> and there's just a lot of this is it</subtitle>
<subtitle id="0:24:6"> yeah in its own language that is all there is</subtitle>
<subtitle id="0:24:9"> read to make itself it's so</subtitle>
<subtitle id="0:24:12"> freaking cool isn't it it is it's a Dan Engles told me</subtitle>
<subtitle id="0:24:15"> about it yeah so he told me not to read it because</subtitle>
<subtitle id="0:24:18"> if I read Because if I read it I would stop what I was working</subtitle>
<subtitle id="0:24:21"> on and a My Life Would vanish and it was completely</subtitle>
<subtitle id="0:24:24"> everybody what's cool about this</subtitle>
<subtitle id="0:24:27"> is besides this in here he he also has</subtitle>
<subtitle id="0:24:30"> the definition of two other languages he has a</subtitle>
<subtitle id="0:24:33"> small alol and a fairly large alol this paper</subtitle>
<subtitle id="0:24:36"> is only about eight pages long with a couple of it's</subtitle>
<subtitle id="0:24:39">greatest little thing</subtitle>
<subtitle id="0:24:42"> and the thing that's great about this is it gets this</subtitle>
<subtitle id="0:24:45"> is where the rubber hits the road because it is kind of</subtitle>
<subtitle id="0:24:48">perfect compromise between all the theoretical</subtitle>
<subtitle id="0:24:51"> stuff you might want to think about and what it actually</subtitle>
<subtitle id="0:24:54"> means in some pragmatic thing hey</subtitle>
<subtitle id="0:24:57"> all I want to do is write a translator I loved it because</subtitle>
<subtitle id="0:25:0"> it was so efficient that you could think of it as an active</subtitle>
<subtitle id="0:25:3"> interface language on objects that isn't</subtitle>
<subtitle id="0:25:6">he way Val uh thought about it</subtitle>
<subtitle id="0:25:9"> then imp was is worthwhile looking at</subtitle>
<subtitle id="0:25:12"> January 1970 of the communications of a</subtitle>
<subtitle id="0:25:15"> ACM because irons was the guy who invented</subtitle>
<subtitle id="0:25:18"> the syntax directed compiler and his interest</subtitle>
<subtitle id="0:25:21"> was in doing languages where the procedural</subtitle>
<subtitle id="0:25:24"> headers were actually the grammar</subtitle>
<subtitle id="0:25:27"> of the of the Syntax for</subtitle>
<subtitle id="0:25:30"> that particular procedure so you extended when you wrote a procedure</subtitle>
<subtitle id="0:25:33"> you got to decide whether to use some</subtitle>
<subtitle id="0:25:36"> standard way of doing it or extending the language</subtitle>
<subtitle id="0:25:39"> adding a new kind of control structure in</subtitle>
<subtitle id="0:25:42"> there uh that that</subtitle>
<subtitle id="0:25:45"> work was mainly done in 1968 and</subtitle>
<subtitle id="0:25:48">the amazing planner language</subtitle>
<subtitle id="0:25:51"> which was really the uh</subtitle>
<subtitle id="0:25:54"> affected uh prologue</subtitle>
<subtitle id="0:25:57"> even though the prologue people say no but it did</subtitle>
<subtitle id="0:26:0"> um</subtitle>
<subtitle id="0:26:3"> and so two big hits</subtitle>
<subtitle id="0:26:6"> out of the many here shows how messages</subtitle>
<subtitle id="0:26:9"> can be parsed on the Fly it's just</subtitle>
<subtitle id="0:26:12"> so cool and</subtitle>
<subtitle id="0:26:15"> planner was powerful enough</subtitle>
<subtitle id="0:26:18"> so its matching and the way you did matching could</subtitle>
<subtitle id="0:26:21"> actually do negotiation and to me as a biologist</subtitle>
<subtitle id="0:26:24"> doing something the size that the internet was going to be</subtitle>
<subtitle id="0:26:27"> you can't you can't know</subtitle>
<subtitle id="0:26:30"> exactly what you're going to call something at the other end of the</subtitle>
<subtitle id="0:26:33"> internet so there's going to have to be a looser</subtitle>
<subtitle id="0:26:36"> binding that where meanings are negotiated</subtitle>
<subtitle id="0:26:39">programmers would negotiate</subtitle>
<subtitle id="0:26:42"> and so I love this just because</subtitle>
<subtitle id="0:26:45"> and and there many reasons I loved it</subtitle>
<subtitle id="0:26:48"> and then just quickly uh</subtitle>
<subtitle id="0:26:51"> Mo's law this is Mo's original public paper</subtitle>
<subtitle id="0:26:54"> in electronics</subtitle>
<subtitle id="0:26:57">1965 lead to such wonders as home</subtitle>
<subtitle id="0:27:0"> computers automatic controls for automobiles</subtitle>
<subtitle id="0:27:3"> personal portable Communications equipment</subtitle>
<subtitle id="0:27:6"> the electronic wristwatch needs only a display to be</subtitle>
<subtitle id="0:27:9"> feasible today etc etc</subtitle>
<subtitle id="0:27:12"> so and because anybody who's can deal</subtitle>
<subtitle id="0:27:15"> in this domain and by the way back in the old days you</subtitle>
<subtitle id="0:27:18">had to be good at both hardware and software to get a degree</subtitle>
<subtitle id="0:27:21"> in the arpa community it just wouldn't let you</subtitle>
<subtitle id="0:27:24"> out if you couldn't do both but</subtitle>
<subtitle id="0:27:27"> once once you know enough physics to understand</subtitle>
<subtitle id="0:27:30">his argument you start seeing what the possibilities</subtitle>
<subtitle id="0:27:33"> are so here's something not made</subtitle>
<subtitle id="0:27:36"> with hardly integrated</subtitle>
<subtitle id="0:27:39"> circuits 1962 but it was the first</subtitle>
<subtitle id="0:27:42"> personal computer and that box to</subtitle>
<subtitle id="0:27:45"> the left hand side is where all the electronics is</subtitle>
<subtitle id="0:27:48"> right so but this thing this</subtitle>
<subtitle id="0:27:51"> computer is a wonder it was interactive</subtitle>
<subtitle id="0:27:54"> had many wonderful things about it you programmed it in</subtitle>
<subtitle id="0:27:57"> a kind of an assembler but it was a late bound</subtitle>
<subtitle id="0:28:0"> assembler uh these ideas</subtitle>
<subtitle id="0:28:3"> the the Advent of a 512 bit</subtitle>
<subtitle id="0:28:6"> ROM got me to</subtitle>
<subtitle id="0:28:9"> do this machine for my thesis so a</subtitle>
<subtitle id="0:28:12"> desktop computer with a tablet and windows and</subtitle>
<subtitle id="0:28:15">operating system</subtitle>
<subtitle id="0:28:18"> and there I used some of the some of the</subtitle>
<subtitle id="0:28:21"> irons ideas and some of the matat 2</subtitle>
<subtitle id="0:28:24"> ideas and the hardware emulated bite</subtitle>
<subtitle id="0:28:27"> coats and meeting Seymour</subtitle>
<subtitle id="0:28:30"> paper and looking at</subtitle>
<subtitle id="0:28:33"> kids I didn't want kids tied to a desk so I started thinking</subtitle>
<subtitle id="0:28:36"> about the further future and yep More's</subtitle>
<subtitle id="0:28:39"> law allows one of these things to happen I thought</subtitle>
<subtitle id="0:28:42"> by at least 1998 and</subtitle>
<subtitle id="0:28:45"> that was uh well within the bounds of it</subtitle>
<subtitle id="0:28:48"> and this one had quite a bit</subtitle>
<subtitle id="0:28:51"> of Blue Sky stuff I wanted the</subtitle>
<subtitle id="0:28:54"> objects to have a planner interface because I wanted the kids to be able</subtitle>
<subtitle id="0:28:57"> to do Ai and deduction as part of their programming and</subtitle>
<subtitle id="0:29:0"> blah blah blah blah blah so these this is</subtitle>
<subtitle id="0:29:3"> the easy part at Park we got to actually build it</subtitle>
<subtitle id="0:29:6"> so translate this the dyab</subtitle>
<subtitle id="0:29:9"> book into the interim dynabook Bonk</subtitle>
<subtitle id="0:29:12"> Bonk all of 128k</subtitle>
<subtitle id="0:29:15"> bytes we used half of it for</subtitle>
<subtitle id="0:29:18"> the display so just to take you into</subtitle>
<subtitle id="0:29:21"> some realm that you may never have thought about</subtitle>
<subtitle id="0:29:24"> operating it what would be like to do a complete</subtitle>
<subtitle id="0:29:27"> Macintosh kind of interface</subtitle>
<subtitle id="0:29:30"> where you only have 64k</subtitle>
<subtitle id="0:29:33"> bytes to compute in that's</subtitle>
<subtitle id="0:29:36"> what we had and</subtitle>
<subtitle id="0:29:39"> the interest here is that small talk</subtitle>
<subtitle id="0:29:42">72 was</subtitle>
<subtitle id="0:29:45"> nowhere like what we</subtitle>
<subtitle id="0:29:48"> wanted but it actually would</subtitle>
<subtitle id="0:29:51"> be completely understandable to people who know</subtitle>
<subtitle id="0:29:54"> erlong and the actor languages</subtitle>
<subtitle id="0:29:57"> completely understandable because it had</subtitle>
<subtitle id="0:30:0">this idea of an inter interface grammar it did parse the</subtitle>
<subtitle id="0:30:3"> messages coming in and so</subtitle>
<subtitle id="0:30:6"> forth okay so one way</subtitle>
<subtitle id="0:30:9">when we get down to here reality is often</subtitle>
<subtitle id="0:30:12">inconvenient particularly to a person who's more of a scientist</subtitle>
<subtitle id="0:30:15">engineer the other hand it's Illuminating</subtitle>
<subtitle id="0:30:18"> and useful sometimes because you actually get something</subtitle>
<subtitle id="0:30:21">you can do things with and these tradeoffs</subtitle>
<subtitle id="0:30:24"> are the things that you have to keep</subtitle>
<subtitle id="0:30:27">alive when you do something there's a tendency to</subtitle>
<subtitle id="0:30:30"> be proud of it and the truth</subtitle>
<subtitle id="0:30:33"> is you can only be proud of that of the fact</subtitle>
<subtitle id="0:30:36"> that you did it you should never be proud of the thing</subtitle>
<subtitle id="0:30:39"> okay and last set of ideas</subtitle>
<subtitle id="0:30:42"> here by the time software engineering of</subtitle>
<subtitle id="0:30:45"> a language gets in good shape the language has become</subtitle>
<subtitle id="0:30:48"> obsolete in its level of needed</subtitle>
<subtitle id="0:30:51">expressiveness does that sound familiar to anybody I mean this is</subtitle>
<subtitle id="0:30:54"> this is the of it is not that</subtitle>
<subtitle id="0:30:57"> it's easy to design a good language there are</subtitle>
<subtitle id="0:31:0">thousands of Lang languages that prove it's hard to design a good</subtitle>
<subtitle id="0:31:3"> language but man it is</subtitle>
<subtitle id="0:31:6"> really hard to make a good language run fast enough</subtitle>
<subtitle id="0:31:9"> to be generally useful and by the time you've</subtitle>
<subtitle id="0:31:12"> slaved away on all of this stuff things have</subtitle>
<subtitle id="0:31:15"> moved as Butler Lamson used to point out he was one</subtitle>
<subtitle id="0:31:18"> probably our greatest operating system designer in</subtitle>
<subtitle id="0:31:21"> the US a touring Award winner did</subtitle>
<subtitle id="0:31:24"> many things he said look the problem is is</subtitle>
<subtitle id="0:31:27">it takes minimum</subtitle>
<subtitle id="0:31:30"> three years years to do an operating system and by the time you have</subtitle>
<subtitle id="0:31:33"> it done and successfully going the actual design rules</subtitle>
<subtitle id="0:31:36"> have changed from Mo's law</subtitle>
<subtitle id="0:31:39"> the kinds of memories the tradeoffs and memories</subtitle>
<subtitle id="0:31:42"> the kind of memory architectures you can do so every</subtitle>
<subtitle id="0:31:45"> time you start off you're starting off with much less</subtitle>
<subtitle id="0:31:48"> knowledge than you normally have in</subtitle>
<subtitle id="0:31:51">engineering so one of the ways of thinking about it</subtitle>
<subtitle id="0:31:54"> is the best languages of an erer should be the assembly code</subtitle>
<subtitle id="0:31:57">for the next languages</subtitle>
<subtitle id="0:32:0"> and and so here's assembly</subtitle>
<subtitle id="0:32:3">shouldn't put algol and Fortran in there that is really</subtitle>
<subtitle id="0:32:6"> disservice to to me they're kind of the</subtitle>
<subtitle id="0:32:9">really significant</subtitle>
<subtitle id="0:32:12"> uh Fortran uh Fortran</subtitle>
<subtitle id="0:32:15"> is amazing for its ability to</subtitle>
<subtitle id="0:32:18"> uh optimize itself in its day</subtitle>
<subtitle id="0:32:21"> now this picture is ruined by sketchpad where</subtitle>
<subtitle id="0:32:24"> Ivan just jumped into the future we haven't gotten</subtitle>
<subtitle id="0:32:27"> to yet by eliminating the bad</subtitle>
<subtitle id="0:32:30"> kinds of coding we do even when we're being good</subtitle>
<subtitle id="0:32:33">CU he went to something where you're programming basically in</subtitle>
<subtitle id="0:32:36"> terms of requirements and if you think about</subtitle>
<subtitle id="0:32:39"> that boy if we could program in</subtitle>
<subtitle id="0:32:42">requirements and we could debug the requirements we</subtitle>
<subtitle id="0:32:45"> would have something like what other engineering</subtitle>
<subtitle id="0:32:48"> uh disciplines have in a serious</subtitle>
<subtitle id="0:32:51"> CAD system a serious</subtitle>
<subtitle id="0:32:54"> simulation of the cad designs and a serious</subtitle>
<subtitle id="0:32:57"> Fab facility</subtitle>
<subtitle id="0:33:0"> to deal with the real problems of doing</subtitle>
<subtitle id="0:33:3">programming Ian sort of just jumped there</subtitle>
<subtitle id="0:33:6"> because Ian Ian actually Ian was a</subtitle>
<subtitle id="0:33:9"> great programmer did sketch paded one year by</subtitle>
<subtitle id="0:33:12"> himself but he didn't care about it he absolutely</subtitle>
<subtitle id="0:33:15"> didn't care about it what he wanted was to do something</subtitle>
<subtitle id="0:33:18"> that would allow people who were designing complex</subtitle>
<subtitle id="0:33:21"> things like Bridges and cars and linkages and everything else</subtitle>
<subtitle id="0:33:24"> to just sit down and think through the design</subtitle>
<subtitle id="0:33:27"> aspects and try them out</subtitle>
<subtitle id="0:33:30"> so came about</subtitle>
<subtitle id="0:33:33"> roughly at the same time as Fortran a little</subtitle>
<subtitle id="0:33:36"> bit after but of higher language</subtitle>
<subtitle id="0:33:39"> simula uh really was</subtitle>
<subtitle id="0:33:42"> built on top of alal almost and</subtitle>
<subtitle id="0:33:45"> strap made C++</subtitle>
<subtitle id="0:33:48"> specifically to be like</subtitle>
<subtitle id="0:33:51"> what simula did with algol he said in</subtitle>
<subtitle id="0:33:54"> his first paper I want to do a pre-processor for</subtitle>
<subtitle id="0:33:57"> C that does to see what simula did to alol</subtitle>
<subtitle id="0:34:0">and that's what C Plus+</subtitle>
<subtitle id="0:34:3"> is list spawn planner</subtitle>
<subtitle id="0:34:6"> and small talk</subtitle>
<subtitle id="0:34:9"> what maybe it was a Unholy combination</subtitle>
<subtitle id="0:34:12"> of a bunch of ideas but we were not trying to be</subtitle>
<subtitle id="0:34:15">original we were just trying to be as clean as we</subtitle>
<subtitle id="0:34:18"> could and actors came out of that</subtitle>
<subtitle id="0:34:21"> I'm going to leave uh prologue came sort</subtitle>
<subtitle id="0:34:24">here</subtitle>
<subtitle id="0:34:27"> prologue is complicated because I just</subtitle>
<subtitle id="0:34:30"> really don't like programming languages you can't make an operating</subtitle>
<subtitle id="0:34:33"> no come on got to be</subtitle>
<subtitle id="0:34:36"> serious about programming but I do</subtitle>
<subtitle id="0:34:39"> like some of the little programming prologue</subtitle>
<subtitle id="0:34:42">of things that would be nice to have in a much stronger</subtitle>
<subtitle id="0:34:45"> way for instance concurrent prologue by Shapiro</subtitle>
<subtitle id="0:34:48"> solves many of the semantic</subtitle>
<subtitle id="0:34:51"> problems that prologue has then I'm going to draw the</subtitle>
<subtitle id="0:34:54"> line here for the purpose of ending this</subtitle>
<subtitle id="0:34:57"> talk but point out two fun things to me happened</subtitle>
<subtitle id="0:35:0"> in the mid 80s one of them was Linda and the</subtitle>
<subtitle id="0:35:3"> other one was erlan I remember first</subtitle>
<subtitle id="0:35:6"> seeing erlang and thinking oh</subtitle>
<subtitle id="0:35:9"> God you know and</subtitle>
<subtitle id="0:35:12"> I didn't worry about whether it was like small talk</subtitle>
<subtitle id="0:35:15"> 72 or not because it's totally</subtitle>
<subtitle id="0:35:18"> irrelevant the thing was they had a good set of</subtitle>
<subtitle id="0:35:21"> problems that required</subtitle>
<subtitle id="0:35:24"> uh independent objects to be relatively</subtitle>
<subtitle id="0:35:27"> protected against each other and shitloads of them running</subtitle>
<subtitle id="0:35:30"> and the system had to be fault tolerant</subtitle>
<subtitle id="0:35:33">you have those things you're either going to do a really</subtitle>
<subtitle id="0:35:36"> terrible job or in the llong case</subtitle>
<subtitle id="0:35:39"> it got the thinking</subtitle>
<subtitle id="0:35:42"> to what I thought was was of a level</subtitle>
<subtitle id="0:35:45"> that was worth it in the 80s the 80s</subtitle>
<subtitle id="0:35:48"> had more resources particularly as far</subtitle>
<subtitle id="0:35:51"> as memory and it made thinking the early on thought so I</subtitle>
<subtitle id="0:35:54"> thought that was really good the Linda thing I really like not</subtitle>
<subtitle id="0:35:57"> because of Linda but because of the idea behind</subtitle>
<subtitle id="0:36:0"> Linda and I'm sure people have looked at it</subtitle>
<subtitle id="0:36:3"> here so for instance if you squint</subtitle>
<subtitle id="0:36:6"> at Linda the right way you will see</subtitle>
<subtitle id="0:36:9"> something like meta</subtitle>
<subtitle id="0:36:12"> 2 because you get and if you did it</subtitle>
<subtitle id="0:36:15"> did Linda better you would be making</subtitle>
<subtitle id="0:36:18"> a a kind of system for making</subtitle>
<subtitle id="0:36:21"> transactions between processes that's really</subtitle>
<subtitle id="0:36:24"> cool and if you look at the second order version of it</subtitle>
<subtitle id="0:36:27"> you wind up with something like prologue</subtitle>
<subtitle id="0:36:30">right because Linda matching</subtitle>
<subtitle id="0:36:33"> is incredibly uh rudimentary</subtitle>
<subtitle id="0:36:36"> compared to what the matching actually could be it</subtitle>
<subtitle id="0:36:39"> could be doing a lot more and</subtitle>
<subtitle id="0:36:42"> so yay for ear long it</subtitle>
<subtitle id="0:36:45"> kept on going and somehow garer couldn't</subtitle>
<subtitle id="0:36:48"> get people to pay attention to what was good about Linda</subtitle>
<subtitle id="0:36:51"> and so what we should talk about</subtitle>
<subtitle id="0:36:54"> is maybe what should long be an assembly</subtitle>
<subtitle id="0:36:57"> code for but since you're running it now</subtitle>
<subtitle id="0:37:0"> you can talk about well I anything you</subtitle>
<subtitle id="0:37:3"> want yeah</subtitle>
<subtitle id="0:37:12">I I think the term interview was wrong I</subtitle>
<subtitle id="0:37:15"> kind of it should have been a conversation I think sure because</subtitle>
<subtitle id="0:37:18"> um kind of</subtitle>
<subtitle id="0:37:21"> um I should tell you the story of how alen came</subtitle>
<subtitle id="0:37:24"> about uh I was using small talk</subtitle>
<subtitle id="0:37:27"> and uh I never I never</subtitle>
<subtitle id="0:37:30">actually got got through this boundary of sort of assimilating</subtitle>
<subtitle id="0:37:33">structure in my head so I could program I found it rather painful</subtitle>
<subtitle id="0:37:36">use the change log to find things that I G it</subtitle>
<subtitle id="0:37:39"> and found that and it was so it was at a</subtitle>
<subtitle id="0:37:42"> sun workstation and it was so slow that</subtitle>
<subtitle id="0:37:45"> I'd take a coffee break and while it was</subtitle>
<subtitle id="0:37:48"> garbage collecting I go and drink coffee and um</subtitle>
<subtitle id="0:37:51"> I ordered the first tectronic Small Talk</subtitle>
<subtitle id="0:37:54"> machine and while</subtitle>
<subtitle id="0:37:57">for I thought there's no point in programming small talk</subtitle>
<subtitle id="0:38:0"> because it's so slow but I built an object model</subtitle>
<subtitle id="0:38:3">really I built a model of communicating processes the object model</subtitle>
<subtitle id="0:38:6">drawing bubbles on the black on the Blackboard</subtitle>
<subtitle id="0:38:9"> with arrows and these were my I wasn't thinking in classes and methods these</subtitle>
<subtitle id="0:38:12"> are messages they were flying all over the system that was the</subtitle>
<subtitle id="0:38:15">was interested in and then a guy called Roger scarel said</subtitle>
<subtitle id="0:38:18"> do you know prologue because I've made an algebra to describe</subtitle>
<subtitle id="0:38:21"> this I said no I don't know prologue so so he</subtitle>
<subtitle id="0:38:24"> he took me in his office and he said look at this this</subtitle>
<subtitle id="0:38:27"> algebra you've made is a PR program you just move a few</subtitle>
<subtitle id="0:38:30">brackets and I went oh my</subtitle>
<subtitle id="0:38:33">God and from that moment on I wasn't interested in small</subtitle>
<subtitle id="0:38:36"> talk anymore yeah and and and and I got this prolog</subtitle>
<subtitle id="0:38:42">I and I I got this prologue system</subtitle>
<subtitle id="0:38:45">thought yeah let's let's let's do a message passing</subtitle>
<subtitle id="0:38:48"> object model there and the other INF was the CSP because i' read Tony</subtitle>
<subtitle id="0:38:51"> hor CSP so I want to kindy of prologue message</subtitle>
<subtitle id="0:38:54"> passing in CSP I didn't know about actors at all then I met</subtitle>
<subtitle id="0:38:57"> Carl huitt and and he said you know said well did</subtitle>
<subtitle id="0:39:0"> you you know about act I I didn't know about that but when I learned about it</subtitle>
<subtitle id="0:39:3"> later I thought yeah we were having exactly the same ideas I think</subtitle>
<subtitle id="0:39:6"> CSP was too rigid yes I think that was</subtitle>
<subtitle id="0:39:9"> a big big problem it was too gear-like and not enough</subtitle>
<subtitle id="0:39:12"> bio biology like but yeah and then</subtitle>
<subtitle id="0:39:15"> I thought hang on I'm going to ask you a few questions I was scribbling around here</subtitle>
<subtitle id="0:39:18"> and I got this notes and and I don't have to ask you you've already</subtitle>
<subtitle id="0:39:21">answered them yourself by talking about meta 2 and thing and I was going</subtitle>
<subtitle id="0:39:24"> to ask you ask you about Oma and and</subtitle>
<subtitle id="0:39:27">this stuff but we we might get onto that but so now go</subtitle>
<subtitle id="0:39:30"> back the start where where I wanted to start and that was</subtitle>
<subtitle id="0:39:33"> the the idea of This was um</subtitle>
<subtitle id="0:39:36"> about 3 years ago I heard you were going</subtitle>
<subtitle id="0:39:39"> to give a keynote at strange Loop and</subtitle>
<subtitle id="0:39:42"> somebody told me that you didn't didn't happen no it didn't happen</subtitle>
<subtitle id="0:39:45"> but at the time so so I mailed</subtitle>
<subtitle id="0:39:48">said I'd like to I'd like to talk to you on stage because I</subtitle>
<subtitle id="0:39:51"> what our paths are sort of virtually</subtitle>
<subtitle id="0:39:54">physically crossed and I thought it' be just nice to</subtitle>
<subtitle id="0:39:57"> talk to you and I thought maybe a few thousand people might want to</subtitle>
<subtitle id="0:40:0"> fit in and listen to this and and the reason</subtitle>
<subtitle id="0:40:3"> for that was was actually an interview or</subtitle>
<subtitle id="0:40:6"> a conversation that that Jules Holland had um</subtitle>
<subtitle id="0:40:9">Jules Holland had this late night with jul Holland</subtitle>
<subtitle id="0:40:12"> and he was interviewing Elton John and both were</subtitle>
<subtitle id="0:40:15"> pianists and and the nature of this interview was completely</subtitle>
<subtitle id="0:40:18"> different to the nature of a normal interview with</subtitle>
<subtitle id="0:40:21"> Elton John because the first question um Jules Holland</subtitle>
<subtitle id="0:40:24">asked Elon joh was you know I hear you were highly influenced by</subtitle>
<subtitle id="0:40:27"> somebody who nobody's ever heard of well he went to</subtitle>
<subtitle id="0:40:30">the Royal Academy yeah and and a pretty good and</subtitle>
<subtitle id="0:40:33"> John just sort of lit up like a candle and said oh</subtitle>
<subtitle id="0:40:36"> that somebody's asking me sensible questions was so I was</subtitle>
<subtitle id="0:40:39"> going to start off by asking asking you about about</subtitle>
<subtitle id="0:40:42"> test your first question this would have</subtitle>
<subtitle id="0:40:45"> the same effect but you then preempted this by</subtitle>
<subtitle id="0:40:48"> well that's that's the job of any good do</subtitle>
<subtitle id="0:40:51">ther thing I thought I I was wondering if you're the modern</subtitle>
<subtitle id="0:40:54"> embodiment of B Cen because</subtitle>
<subtitle id="0:40:57"> he was this 17th century Jesuit monk who</subtitle>
<subtitle id="0:41:0"> who was a master of the aphorism and he wrote these books</subtitle>
<subtitle id="0:41:3">aphorisms I don't know if you've ever read them but you you certainly should read</subtitle>
<subtitle id="0:41:6"> the the perilous wisdom for per practical wisdom</subtitle>
<subtitle id="0:41:9"> for perilous times and the Art of worldly wisdom I mean</subtitle>
<subtitle id="0:41:12">they're brilliant I'll confess not in French but</subtitle>
<subtitle id="0:41:15"> no no but but um and and what graen</subtitle>
<subtitle id="0:41:18"> did he he was the master of the aphorism and</subtitle>
<subtitle id="0:41:21"> I think you're the modern embod embod</subtitle>
<subtitle id="0:41:24"> because the nice thing about these short piffy quotes is</subtitle>
<subtitle id="0:41:27"> I I rather like Twitter because you strip away</subtitle>
<subtitle id="0:41:30">the nonsense if you if you you've got a quote that's a few</subtitle>
<subtitle id="0:41:33"> car you know couple of sentences long 20 words long</subtitle>
<subtitle id="0:41:36"> well so it reduces the thing to its core</subtitle>
<subtitle id="0:41:39"> yeah it's I think it's it's something that</subtitle>
<subtitle id="0:41:42">seems better until you examine it more closely</subtitle>
<subtitle id="0:41:45"> well it's something like in so you can you can M over it and</subtitle>
<subtitle id="0:41:48">iscuss its deeper meaning so it turns out I don't think about things</subtitle>
<subtitle id="0:41:51"> in terms of those quotes at all</subtitle>
<subtitle id="0:41:54">a paragraph and</subtitle>
<subtitle id="0:41:57"> Page guy rather than a sentence guy</subtitle>
<subtitle id="0:42:0"> but and I'd never had</subtitle>
<subtitle id="0:42:3"> to worry about</subtitle>
<subtitle id="0:42:6">compressed Communications until I went to Xerox</subtitle>
<subtitle id="0:42:9"> and we had periodic visits from Xerox</subtitle>
<subtitle id="0:42:12"> Executives one one kind or another</subtitle>
<subtitle id="0:42:15"> and in the middle of uh of a three-day</subtitle>
<subtitle id="0:42:18"> meeting early on there I realized these</subtitle>
<subtitle id="0:42:21"> guys were not actually</subtitle>
<subtitle id="0:42:24"> even able to remember five sentences</subtitle>
<subtitle id="0:42:27"> in a row that is</subtitle>
<subtitle id="0:42:30"> the because they're they were basically</subtitle>
<subtitle id="0:42:33"> reactors they're reactive</subtitle>
<subtitle id="0:42:36"> types and so I</subtitle>
<subtitle id="0:42:39"> start so I thought my God these</subtitle>
<subtitle id="0:42:42"> these people think in terms of slogans</subtitle>
<subtitle id="0:42:45"> I'd better start making some</subtitle>
<subtitle id="0:42:48">up and so I started and</subtitle>
<subtitle id="0:42:51"> one of not the first but one of the first was</subtitle>
<subtitle id="0:42:54">way to predict the future is to invent it which was</subtitle>
<subtitle id="0:42:57"> more or less yelled at the Xerox</subtitle>
<subtitle id="0:43:0"> planners in 1971 because they were worrying</subtitle>
<subtitle id="0:43:3"> way too much about what uh</subtitle>
<subtitle id="0:43:6"> uh univac and IBM</subtitle>
<subtitle id="0:43:9"> were were doing they wanted to know about</subtitle>
<subtitle id="0:43:12"> Trends and we said on Trends we're</subtitle>
<subtitle id="0:43:15"> not into Trends here we're we you know</subtitle>
<subtitle id="0:43:18">personal Computing and worldwide networks</subtitle>
<subtitle id="0:43:21"> we're just going to do it but in</subtitle>
<subtitle id="0:43:24"> fact in our attempts to explain this</subtitle>
<subtitle id="0:43:27"> to them over the first couple of days it made no effect</subtitle>
<subtitle id="0:43:30"> so I think</subtitle>
<subtitle id="0:43:33"> there are several quotes I I I would call them Bon you in</subtitle>
<subtitle id="0:43:36">quotes when you hear them they Bo why didn't I think of</subtitle>
<subtitle id="0:43:39"> that and and they yeah you can if you spend</subtitle>
<subtitle id="0:43:42"> some I'm I'm got</subtitle>
<subtitle id="0:43:45"> so I don't just come up with them I I think you think about it</subtitle>
<subtitle id="0:43:48"> very carefully yeah right I do the hard short</subtitle>
<subtitle id="0:43:51">writing is the hardest writing there is difficult so so one</subtitle>
<subtitle id="0:43:54"> I liked a lot and I tried out on the Ericson management because</subtitle>
<subtitle id="0:43:57"> I just loved it so much and it said if you don't fail at least %</subtitle>
<subtitle id="0:44:0">time you're not aiming high enough and I thought that was really nice</subtitle>
<subtitle id="0:44:3"> it is and so do you fail 90% of the time of course not</subtitle>
<subtitle id="0:44:6"> 95% no</subtitle>
<subtitle id="0:44:9"> 99% no the important thing about see these things are</subtitle>
<subtitle id="0:44:12"> gestures once you go into slogan</subtitle>
<subtitle id="0:44:15"> land you've gone into fiction you've</subtitle>
<subtitle id="0:44:18"> gone into theater you've</subtitle>
<subtitle id="0:44:21"> gone into uh uh gestures</subtitle>
<subtitle id="0:44:24"> you've gone and my wife is a writer and</subtitle>
<subtitle id="0:44:27">she has a zillion books on writing my favorite</subtitle>
<subtitle id="0:44:30"> one it has the title how to tell lies for Fun</subtitle>
<subtitle id="0:44:33"> and Profit oh I've got that as well it's a great book it is</subtitle>
<subtitle id="0:44:36"> it's brilliant TR truly great book and</subtitle>
<subtitle id="0:44:39"> so the thing is is that you know in our in</subtitle>
<subtitle id="0:44:42"> our world</subtitle>
<subtitle id="0:44:45"> uh we can only lie to the computer</subtitle>
<subtitle id="0:44:48">being stupid</subtitle>
<subtitle id="0:44:51"> that is we make stupid things that are</subtitle>
<subtitle id="0:44:54"> consistent but you know we wind up</subtitle>
<subtitle id="0:44:57">getting a kind of consistency that is not really</subtitle>
<subtitle id="0:45:0"> aspired to or even thought about in the outside</subtitle>
<subtitle id="0:45:3"> world in the outside world the theatrical world</subtitle>
<subtitle id="0:45:6"> what you're trying to do is get them to pay attention at all and I</subtitle>
<subtitle id="0:45:9"> I got this from a book by Neil Postman</subtitle>
<subtitle id="0:45:12"> guy wrote amusing ourselves to death and The Disappearance</subtitle>
<subtitle id="0:45:15"> of childhood I commend his books to you</subtitle>
<subtitle id="0:45:18"> and he and I became friends and</subtitle>
<subtitle id="0:45:21"> I found out that when he was a grad student he used to travel</subtitle>
<subtitle id="0:45:24">around with mclen just to see</subtitle>
<subtitle id="0:45:27"> what mcluen would do he and</subtitle>
<subtitle id="0:45:30"> another graduate student mclan didn't sleep</subtitle>
<subtitle id="0:45:33"> so very often uh you know they would the</subtitle>
<subtitle id="0:45:36"> two graduate student mclen would be in bed in his dressing down</subtitle>
<subtitle id="0:45:39"> and smoking a big cigar and the two graduate</subtitle>
<subtitle id="0:45:42"> students would be there getting and mclen</subtitle>
<subtitle id="0:45:45">talk and talk and they said one of the things they noticed</subtitle>
<subtitle id="0:45:48"> was that when mclan was up on stage</subtitle>
<subtitle id="0:45:51"> if somebody asked him a question or somebody argued</subtitle>
<subtitle id="0:45:54"> with him he didn't bother</subtitle>
<subtitle id="0:45:57">answering he would say well how about this one</subtitle>
<subtitle id="0:46:0"> he'd come out with another one of these mclan Zen</subtitle>
<subtitle id="0:46:3"> Cohen he wanted the master of making</subtitle>
<subtitle id="0:46:6">these things mclan</subtitle>
<subtitle id="0:46:9"> and Neil said at some point he and his</subtitle>
<subtitle id="0:46:12"> uh friend realized oh mclen</subtitle>
<subtitle id="0:46:15"> actually doesn't care whether people agree with him or not what he</subtitle>
<subtitle id="0:46:18">cares about is whether people are paying attention at</subtitle>
<subtitle id="0:46:21"> all that's what his goal was when he was</subtitle>
<subtitle id="0:46:24"> on stage was to just get people to even</subtitle>
<subtitle id="0:46:27"> register it because they're thinking about about</subtitle>
<subtitle id="0:46:30"> other things and being in an audience is a tough</subtitle>
<subtitle id="0:46:33"> thing if nobody's getting killed on stage</subtitle>
<subtitle id="0:46:36"> you know it's it's tough and so mclan</subtitle>
<subtitle id="0:46:39"> had evolved this uh this thing that</subtitle>
<subtitle id="0:46:42"> is going Beyond slogans and Beyond aphorisms</subtitle>
<subtitle id="0:46:45"> to things that are paradoxical</subtitle>
<subtitle id="0:46:48"> because he wanted you to think about them again</subtitle>
<subtitle id="0:46:51"> so so so one thing I'm thinking is is</subtitle>
<subtitle id="0:46:54">that does this</subtitle>
<subtitle id="0:46:57"> kind of what I get faing</subtitle>
<subtitle id="0:47:0"> 90% had to you on the</subtitle>
<subtitle id="0:47:3"> head moment I'm Wonder but for you know</subtitle>
<subtitle id="0:47:6"> failing 50% of the time it just doesn't have any</subtitle>
<subtitle id="0:47:9"> punch in slogan land</subtitle>
<subtitle id="0:47:12"> right so you have to exaggerate because</subtitle>
<subtitle id="0:47:15"> you're going into a low pass filter yes CU I I</subtitle>
<subtitle id="0:47:18"> I I I I was in in Eric</subtitle>
<subtitle id="0:47:21"> ER management meeting and and I I quoted this the typical</subtitle>
<subtitle id="0:47:24"> low pass filters manag meeting but then I said you know come on</subtitle>
<subtitle id="0:47:27">we're doing project planning and I said look</subtitle>
<subtitle id="0:47:30"> you know I'm absolutely fed up with projects that are guaranteed</subtitle>
<subtitle id="0:47:33"> to succeed why where all the project you know can't we</subtitle>
<subtitle id="0:47:36"> can't we just do 10 projects that are guaranteed to</subtitle>
<subtitle id="0:47:39"> fail and and and then I I said you know</subtitle>
<subtitle id="0:47:42">if you do projects that are guaranteed to succeed they're</subtitle>
<subtitle id="0:47:45"> going to be horribly conservative things you've</subtitle>
<subtitle id="0:47:48"> got to just do things that you know that's just fun stuff</subtitle>
<subtitle id="0:47:51"> know people and all the management said yes yes so</subtitle>
<subtitle id="0:47:54"> that's a really good idea and guess what they did nothing</subtitle>
<subtitle id="0:47:57"> yeah and so they never did any projects</subtitle>
<subtitle id="0:48:0">my aism for that is everybody loves change except for</subtitle>
<subtitle id="0:48:3"> the change part</subtitle>
<subtitle id="0:48:6"> so I I the other thing you have</subtitle>
<subtitle id="0:48:9">must have thought carefully about the titles of of your talks because</subtitle>
<subtitle id="0:48:12"> sure you know the the it's almost provocative one the the</subtitle>
<subtitle id="0:48:15"> Upsala 1997 Kyo I thought very nice the</subtitle>
<subtitle id="0:48:18"> computer resolution hasn't happened which which I thought was nice</subtitle>
<subtitle id="0:48:21">because you're talking to a lot of people who think the computer revolution</subtitle>
<subtitle id="0:48:24">has happened and here you are staying it hasn't happened it's a nice</subtitle>
<subtitle id="0:48:27"> catchy title yeah exactly um and you're into</subtitle>
<subtitle id="0:48:30"> that and you you and even when it when it does</subtitle>
<subtitle id="0:48:33">happen we should keep saying it yeah when I wonder when it would happen</subtitle>
<subtitle id="0:48:36">hasn't happened yet but um it's like the human when</subtitle>
<subtitle id="0:48:39"> does civilization happen so there's a bonk there's a there's a I don't know if it</subtitle>
<subtitle id="0:48:42"> was planned but there was for me a bonk me on the head moment</subtitle>
<subtitle id="0:48:45">when you said every object should have a URL oh yeah</subtitle>
<subtitle id="0:48:48"> and and it already said that objects are like little servers</subtitle>
<subtitle id="0:48:51"> yeah once you I mean I think the thing is once</subtitle>
<subtitle id="0:48:54"> you think biology yes of course it's</subtitle>
<subtitle id="0:48:57"> triv that's why I say I don't take any credit for these ideas I just</subtitle>
<subtitle id="0:49:0"> woke up because I've seen</subtitle>
<subtitle id="0:49:3"> these ideas over and over again and I just the thing I hadn't</subtitle>
<subtitle id="0:49:6"> realized was the level of power they</subtitle>
<subtitle id="0:49:9"> had so in preparation for this I was watching some of</subtitle>
<subtitle id="0:49:12"> your lectures and oh God I can't stand to watch them</subtitle>
<subtitle id="0:49:15">e in the head moment and I thought yes I shall immediately</subtitle>
<subtitle id="0:49:18"> because I said on the eling mailing list I posted this and and said</subtitle>
<subtitle id="0:49:21"> you know so every every Ling process</subtitle>
<subtitle id="0:49:24"> in the universe should be addressable and introspective and we</subtitle>
<subtitle id="0:49:27">should all talk to these so so I expected that the be a great</subtitle>
<subtitle id="0:49:30">enthusiastic response and everybody would immediately stop what they were doing</subtitle>
<subtitle id="0:49:33"> to implement this because having implemented everything else would be easier</subtitle>
<subtitle id="0:49:36"> yeah guess what yeah they didn't</subtitle>
<subtitle id="0:49:39">yeah why don't they do it</subtitle>
<subtitle id="0:49:42"> well because um it's very</subtitle>
<subtitle id="0:49:45">strange why don't you go out and do this stuff I I</subtitle>
<subtitle id="0:49:48"> said you told you yesterday make everything remotely controlable</subtitle>
<subtitle id="0:49:51"> you you have no idea how close a thing it</subtitle>
<subtitle id="0:49:54"> was for personal Computing and the internet</subtitle>
<subtitle id="0:49:57"> because you have to realize that the man's</subtitle>
<subtitle id="0:50:0"> amendment in the early 70s from the Vietnam</subtitle>
<subtitle id="0:50:3"> War shut down arpa</subtitle>
<subtitle id="0:50:6"> to an enormous degree</subtitle>
<subtitle id="0:50:9"> zerox Park only was put together because</subtitle>
<subtitle id="0:50:12"> Taylor wanted to finish off</subtitle>
<subtitle id="0:50:15">previous eight years</subtitle>
<subtitle id="0:50:18"> and if he hadn't done that the critical mass wouldn't</subtitle>
<subtitle id="0:50:21"> have been funded to</subtitle>
<subtitle id="0:50:24"> get to you know a practical Alto</subtitle>
<subtitle id="0:50:27"> personal computer and a practical ethernet and a practical</subtitle>
<subtitle id="0:50:30"> internet cuz it it wouldn't have happened</subtitle>
<subtitle id="0:50:33">these things try doing that how about today</subtitle>
<subtitle id="0:50:36"> Suppose there wasn't an internet today</subtitle>
<subtitle id="0:50:39"> this is years later right but think about</subtitle>
<subtitle id="0:50:42"> hey guess what I'm we're going to do something</subtitle>
<subtitle id="0:50:45"> where we don't get to control it</subtitle>
<subtitle id="0:50:48"> there's going to be no central control it's going to have</subtitle>
<subtitle id="0:50:51"> uh 10 or</subtitle>
<subtitle id="0:50:54"> uh maybe even as many as a 100 billion</subtitle>
<subtitle id="0:50:57"> nodes on the thing it's going to</subtitle>
<subtitle id="0:51:0">be self-balancing we have to be able to change everything</subtitle>
<subtitle id="0:51:3"> in it while it's running because we don't get to stop</subtitle>
<subtitle id="0:51:6"> it it has to be like biology</subtitle>
<subtitle id="0:51:9"> and most Engineers just check</subtitle>
<subtitle id="0:51:12"> out there because</subtitle>
<subtitle id="0:51:15"> but why do we do it</subtitle>
<subtitle id="0:51:18"> well partly because the original funder uh lick</subtitle>
<subtitle id="0:51:21"> lighter known as lick was a psychologist</subtitle>
<subtitle id="0:51:24"> in 1963 wrote a memo to</subtitle>
<subtitle id="0:51:27"> the members of The Intergalactic Computing</subtitle>
<subtitle id="0:51:30">Network</subtitle>
<subtitle id="0:51:33"> and somebody asked them</subtitle>
<subtitle id="0:51:36">why do you call it the intergalactic Network he says</subtitle>
<subtitle id="0:51:39"> well Engineers always give you the minimum I want a</subtitle>
<subtitle id="0:51:42">that covers everybody everything on Earth and so</subtitle>
<subtitle id="0:51:45"> I'm asking for an Intergalactic one and when the engineers</subtitle>
<subtitle id="0:51:48"> scale it down we might get it</subtitle>
<subtitle id="0:51:51">hat memo one other thing that's important</subtitle>
<subtitle id="0:51:54"> about reading that 1963 memo</subtitle>
<subtitle id="0:51:57"> it came out of an experience that he</subtitle>
<subtitle id="0:52:0"> had which he was a</subtitle>
<subtitle id="0:52:3"> psychologist he' used was used to the</subtitle>
<subtitle id="0:52:6"> Computing uh at MIT and</subtitle>
<subtitle id="0:52:9"> he was out in on one of these enormous</subtitle>
<subtitle id="0:52:12"> Sage computers when I say enormous I'm</subtitle>
<subtitle id="0:52:15"> talking two software pitches of vacuum</subtitle>
<subtitle id="0:52:18"> tubes that's</subtitle>
<subtitle id="0:52:21"> big and</subtitle>
<subtitle id="0:52:24"> they had the first time sharing Terminals and he was sitting down</subtitle>
<subtitle id="0:52:27"> doing something and he wanted to run run a statistical</subtitle>
<subtitle id="0:52:30"> package that well he was in jovial</subtitle>
<subtitle id="0:52:33"> and uh they didn't have it</subtitle>
<subtitle id="0:52:36"> he said what this computer is connected by telephone to</subtitle>
<subtitle id="0:52:39"> the computers at MIT they didn't have the arpanet yet but they</subtitle>
<subtitle id="0:52:42"> had that and he said I've got a package and</subtitle>
<subtitle id="0:52:45"> Fortran there that I could use</subtitle>
<subtitle id="0:52:48">said well you can't do that</subtitle>
<subtitle id="0:52:51"> so I have let me just finish that the story</subtitle>
<subtitle id="0:52:54"> and so this translated this little story was in</subtitle>
<subtitle id="0:52:57"> there but basically what he said he said look</subtitle>
<subtitle id="0:53:0">if we actually succeed in building The Intergalactic Computing Network</subtitle>
<subtitle id="0:53:3"> our main problem is going to be learning how to communicate</subtitle>
<subtitle id="0:53:6"> with aliens and he didn't just</subtitle>
<subtitle id="0:53:9">other people he meant</subtitle>
<subtitle id="0:53:12"> between us and software at the other end of the world and software</subtitle>
<subtitle id="0:53:15"> Computing with software at the other so every form of communications</subtitle>
<subtitle id="0:53:18"> mode between active entities was</subtitle>
<subtitle id="0:53:21"> going to be like communicating with aliens because</subtitle>
<subtitle id="0:53:24"> there would be far far less basis for common ground</subtitle>
<subtitle id="0:53:27"> and how do you solve that</subtitle>
<subtitle id="0:53:30">so we took that to account that was a real help</subtitle>
<subtitle id="0:53:33"> in getting the internet to turn out the way it was because</subtitle>
<subtitle id="0:53:36">doing something much smaller than what lick ligher</subtitle>
<subtitle id="0:53:39"> wanted we only did tcpip we</subtitle>
<subtitle id="0:53:42"> didn't do what the thing needed which was to</subtitle>
<subtitle id="0:53:45"> make consistent objects across the internet</subtitle>
<subtitle id="0:53:48"> this has been done since but it's not deployed</subtitle>
<subtitle id="0:53:51"> on the internet in a standard way it was a as a layer</subtitle>
<subtitle id="0:53:54"> to tcpip so there was a huge</subtitle>
<subtitle id="0:53:57"> stop once TCP IP was successful</subtitle>
<subtitle id="0:54:0"> and people uh have done almost nothing with it</subtitle>
<subtitle id="0:54:3">use a few local you know even Google uses only</subtitle>
<subtitle id="0:54:6"> a few hundreds of thousands to millions of computers that's</subtitle>
<subtitle id="0:54:9"> nothing compared to 10 billions or so</subtitle>
<subtitle id="0:54:12"> so my complaint would be most computer</subtitle>
<subtitle id="0:54:15"> people a think way too much like their first</subtitle>
<subtitle id="0:54:18">programming course which is almost certainly in algorithms</subtitle>
<subtitle id="0:54:21"> and data structures and that set of ideas do</subtitle>
<subtitle id="0:54:24">scale at all forget about them</subtitle>
<subtitle id="0:54:27"> and the second thing is most computer people think about the scale of</subtitle>
<subtitle id="0:54:30">things that they're working in now or had been working</subtitle>
<subtitle id="0:54:33"> in and they have no sense of scaling so</subtitle>
<subtitle id="0:54:36"> computer people have been unable to take care of</subtitle>
<subtitle id="0:54:39"> of uh Moore's Law and third computer people</subtitle>
<subtitle id="0:54:42">don't care about like if you saw a sketch pad</subtitle>
<subtitle id="0:54:45"> from 1963 done by one guy as</subtitle>
<subtitle id="0:54:48">a PhD thesis that's like the greatest thing single</subtitle>
<subtitle id="0:54:51"> thing done in our field because it has every part</subtitle>
<subtitle id="0:54:54">what we want it's got simulation it's got modeling</subtitle>
<subtitle id="0:54:57"> it's got programming that can't go wrong what's</subtitle>
<subtitle id="0:55:0"> great it doesn't use a theorem it actually</subtitle>
<subtitle id="0:55:3"> uses an engineering Theory so it has Tolerance</subtitle>
<subtitle id="0:55:6"> on the solutions it doesn't require exact</subtitle>
<subtitle id="0:55:9"> I mean the ideas is in this thing you could do a dozen</subtitle>
<subtitle id="0:55:12"> projects starting now and they'd be</subtitle>
<subtitle id="0:55:15">hailed as revolutionary so</subtitle>
<subtitle id="0:55:18"> you know my my general thing when I</subtitle>
<subtitle id="0:55:21"> talk to University students is</subtitle>
<subtitle id="0:55:24"> hey get off your asses and learn something</subtitle>
<subtitle id="0:55:27"> you know nobody asked you to become a computer person</subtitle>
<subtitle id="0:55:30"> but if you're going to be one try and think more</subtitle>
<subtitle id="0:55:33"> like a real scientist rather than just some</subtitle>
<subtitle id="0:55:36"> you know well engineer I mean I I started</subtitle>
<subtitle id="0:55:39"> off as a physicist and and so</subtitle>
<subtitle id="0:55:42">you know when I'm dimensioning things I so so how you know I ask people</subtitle>
<subtitle id="0:55:45">atoms are there on the Earth was 10 to the 50 you know so so I</subtitle>
<subtitle id="0:55:48">just number and name every atom on the earth well that'll probably be good</subtitle>
<subtitle id="0:55:51">enough or do you want to name every plank volume of the universe</subtitle>
<subtitle id="0:55:54">something yeah and and then Dimension it and if you Dimension it</subtitle>
<subtitle id="0:55:57">'s going to work fine you know then you can scale it down</subtitle>
<subtitle id="0:56:0"> to one or two people if you start with</subtitle>
<subtitle id="0:56:3">people and try and scale it up then you're going to have yeah exactly</subtitle>
<subtitle id="0:56:6"> scaling I mean scaling isn't the only thing</subtitle>
<subtitle id="0:56:9"> no but man it is Big</subtitle>
<subtitle id="0:56:12"> yeah it is a big it is a big</subtitle>
<subtitle id="0:56:15"> thing to hook in to think about the scaling</subtitle>
<subtitle id="0:56:18"> aspects even before you're trying to solve your problem</subtitle>
<subtitle id="0:56:21"> and also Computing people</subtitle>
<subtitle id="0:56:24">don't break the laws of physics in your programs I mean</subtitle>
<subtitle id="0:56:27"> there know thing is simultaneity you know there's</subtitle>
<subtitle id="0:56:30">backwards and forth electrons bouncing up and down and photons</subtitle>
<subtitle id="0:56:33"> hitting things you have to be aware of that you can't just</subtitle>
<subtitle id="0:56:36"> pretend that we can have simultaneous knowledge of dat in two different</subtitle>
<subtitle id="0:56:39"> it's not true was Dick fan was</subtitle>
<subtitle id="0:56:42"> once in my pool and we're</subtitle>
<subtitle id="0:56:45"> admiring the sunlight on the water and the waves</subtitle>
<subtitle id="0:56:48"> and he said isn't it just wonderful that</subtitle>
<subtitle id="0:56:51"> what we're seeing is the superposition</subtitle>
<subtitle id="0:56:54"> of a gazillion different messages</subtitle>
<subtitle id="0:56:57"> off the side and just look looks so chaotic</subtitle>
<subtitle id="0:57:0"> and yet with the right little detectors which we can make with a little</subtitle>
<subtitle id="0:57:3"> float and a little spring and a little weight we</subtitle>
<subtitle id="0:57:6"> can just pick out one frequency I mean</subtitle>
<subtitle id="0:57:9"> it's just it's just the most Wonder</subtitle>
<subtitle id="0:57:12"> superposition of enormous numbers of</subtitle>
<subtitle id="0:57:15"> things and what does it mean to separate out and isolate</subtitle>
<subtitle id="0:57:18"> and what does linear and nonlinear mean these are the</subtitle>
<subtitle id="0:57:21">really help</subtitle>
<subtitle id="0:57:24"> uh get from where we are now into</subtitle>
<subtitle id="0:57:27">something that actually has some life to it rather than just</subtitle>
<subtitle id="0:57:30"> being a legacy anchor so I was thinking</subtitle>
<subtitle id="0:57:33"> in in a conference like this the the normal format</subtitle>
<subtitle id="0:57:36"> of the conference is people</subtitle>
<subtitle id="0:57:39"> um they say well they had some problem and</subtitle>
<subtitle id="0:57:42"> then they've used some technique to solve the problem and then</subtitle>
<subtitle id="0:57:45">the solution to the problem in great detail and forget to</subtitle>
<subtitle id="0:57:48">problem is and we don't take the opportunity to talk</subtitle>
<subtitle id="0:57:51"> about problems are unsolved so usually the problems are boring</subtitle>
<subtitle id="0:57:54"> too because they they are picked up</subtitle>
<subtitle id="0:57:57"> too easily you know an easy problem that you recognize</subtitle>
<subtitle id="0:58:0"> is too much INR in 1900 David</subtitle>
<subtitle id="0:58:3"> Hilbert defined yes came out with 23</subtitle>
<subtitle id="0:58:6"> problems the 23 problems that that hadn't been</subtitle>
<subtitle id="0:58:9"> solved and in one conference he</subtitle>
<subtitle id="0:58:12"> was in in uh Paris somewhere he he came out</subtitle>
<subtitle id="0:58:15"> with 10 of them so so so what problems</subtitle>
<subtitle id="0:58:18"> do you think should what problems should we be looking</subtitle>
<subtitle id="0:58:21"> what are the most important unsolved well that we should work</subtitle>
<subtitle id="0:58:24"> on again slogans it's not big data it's big</subtitle>
<subtitle id="0:58:27"> meaning there's a</subtitle>
<subtitle id="0:58:30"> Logan so so one of the ways</subtitle>
<subtitle id="0:58:33">this kind of thinking like I say you're in a different</subtitle>
<subtitle id="0:58:36"> world you have to get out of the Practical</subtitle>
<subtitle id="0:58:39"> world for a second you have to get into</subtitle>
<subtitle id="0:58:42"> extremism crazy world</subtitle>
<subtitle id="0:58:45"> so crazy world is you know the fix</subtitle>
<subtitle id="0:58:48"> the idea fix a</subtitle>
<subtitle id="0:58:51"> of I'm going to be a monomaniac</subtitle>
<subtitle id="0:58:54"> on something and you know and suppose I'm just</subtitle>
<subtitle id="0:58:57"> extremely</subtitle>
<subtitle id="0:59:0"> sensitive and in</subtitle>
<subtitle id="0:59:3"> pain that is one of the sensations</subtitle>
<subtitle id="0:59:6"> that people like me have</subtitle>
<subtitle id="0:59:9"> basically pain</subtitle>
<subtitle id="0:59:12"> and trying to</subtitle>
<subtitle id="0:59:15"> find the sources of the pain so</subtitle>
<subtitle id="0:59:18"> the so a simple</subtitle>
<subtitle id="0:59:21">is</subtitle>
<subtitle id="0:59:24"> this wonderful thing about language which also</subtitle>
<subtitle id="0:59:27"> should help people understand about language every sentence</subtitle>
<subtitle id="0:59:30"> you can make up in English you can also</subtitle>
<subtitle id="0:59:33"> toss a knot in there</subtitle>
<subtitle id="0:59:36"> and so even a simple natural language</subtitle>
<subtitle id="0:59:39"> like English is bigger than the universe</subtitle>
<subtitle id="0:59:42"> you can say things that aren't there and this</subtitle>
<subtitle id="0:59:45"> should bring home Einstein said to the extent</subtitle>
<subtitle id="0:59:48"> that mathematics uh</subtitle>
<subtitle id="0:59:51"> uh gets that truth it does not get it</subtitle>
<subtitle id="0:59:54">extent it gets it reality it does not get it truth</subtitle>
<subtitle id="0:59:57"> he understood the complete difference between</subtitle>
<subtitle id="1:0:0"> the two and the problems of using a symbol system</subtitle>
<subtitle id="1:0:3"> for something that isn't like the symbol system</subtitle>
<subtitle id="1:0:6"> in any important way many scientists</subtitle>
<subtitle id="1:0:9"> get confused on this because they tend to think of the math</subtitle>
<subtitle id="1:0:12"> as the reality and it's absolutely not</subtitle>
<subtitle id="1:0:15"> so so to me the the first thing</subtitle>
<subtitle id="1:0:18"> is uh well yeah let's just negate</subtitle>
<subtitle id="1:0:21"> everything let's take let's write down the top</subtitle>
<subtitle id="1:0:24">this would be a good thing if we had this thing at the beginning of this</subtitle>
<subtitle id="1:0:27">conference which I was kind of hoping because we give</subtitle>
<subtitle id="1:0:30"> people something to do here</subtitle>
<subtitle id="1:0:33"> that like write down the top 25</subtitle>
<subtitle id="1:0:36"> beliefs in Computing and then put a</subtitle>
<subtitle id="1:0:39"> knot in front of them and see what that is</subtitle>
<subtitle id="1:0:42">just the hell of it</subtitle>
<subtitle id="1:0:45"> big data not big data</subtitle>
<subtitle id="1:0:48"> well if it's not big data what is it well big meaning of course</subtitle>
<subtitle id="1:0:51"> it has to be about meaning the problem is the Big Data</subtitle>
<subtitle id="1:0:54"> people are confusing some of the means</subtitle>
<subtitle id="1:0:57"> to the end as do an end</subtitle>
<subtitle id="1:1:0"> and this happens all the time in Computing we</subtitle>
<subtitle id="1:1:3"> turn the sub problems into the problems</subtitle>
<subtitle id="1:1:6">get mired in the sub problems</subtitle>
<subtitle id="1:1:9"> so so just going through the things that</subtitle>
<subtitle id="1:1:12"> you personally believe I do this maybe every three</subtitle>
<subtitle id="1:1:15"> to five years I sit down</subtitle>
<subtitle id="1:1:18"> spend a week writing down things I think I</subtitle>
<subtitle id="1:1:21"> believe and I spend a fair amount of time trying to see</subtitle>
<subtitle id="1:1:24"> whether there is any reasonable reason to believe them</subtitle>
<subtitle id="1:1:27"> still some of them I have</subtitle>
<subtitle id="1:1:30"> like uh I mentioned the situations</subtitle>
<subtitle id="1:1:33"> actions and causal laws thing because I think McCarthy was getting</subtitle>
<subtitle id="1:1:36"> at one of the Prime cruxes</subtitle>
<subtitle id="1:1:39"> in Computing which is that you want to be able to</subtitle>
<subtitle id="1:1:42"> advance State and you need to do it absolutely safely</subtitle>
<subtitle id="1:1:45"> so you'd like to be able to reason perfectly</subtitle>
<subtitle id="1:1:48">about how you're going to advance the state and you'd like to organize</subtitle>
<subtitle id="1:1:51">system so you get the best at both worlds monads</subtitle>
<subtitle id="1:1:54"> is too much of a clu</subtitle>
<subtitle id="1:1:57"> that's trying to save functions and missing what</subtitle>
<subtitle id="1:2:0"> McCarthy had already gotten to uh more than 50</subtitle>
<subtitle id="1:2:3"> years ago that kind of stuff drives me crazy</subtitle>
<subtitle id="1:2:6"> it really does it's like where did you people</subtitle>
<subtitle id="1:2:9"> come from how blind</subtitle>
<subtitle id="1:2:12"> can you be why why are you treating this like a religion</subtitle>
<subtitle id="1:2:15"> well Bob Barton the great computer</subtitle>
<subtitle id="1:2:18"> designer when uh I had him as a</subtitle>
<subtitle id="1:2:21"> professor and one of one of</subtitle>
<subtitle id="1:2:24"> the things he used to say was systems programmers are high</subtitle>
<subtitle id="1:2:27"> Priests of a low cult think about</subtitle>
<subtitle id="1:2:30"> that so he had a he had the other</subtitle>
<subtitle id="1:2:33"> thing I kind of worries me is is I I get the impression that</subtitle>
<subtitle id="1:2:36"> an awful lot of the things we have are are done because</subtitle>
<subtitle id="1:2:39"> we can do them not because we need for I call that inverse vandalism</subtitle>
<subtitle id="1:2:42"> yeah making things because you can it has</subtitle>
<subtitle id="1:2:45"> unpredictable side effects yeah</subtitle>
<subtitle id="1:2:48">consequences so so one of the things that worries me</subtitle>
<subtitle id="1:2:51"> is um this silly idea of the cloud and just you</subtitle>
<subtitle id="1:2:54"> know if we if if we just store everything in the cloud</subtitle>
<subtitle id="1:2:57">the the the unintentional side effect of that is we'll probably</subtitle>
<subtitle id="1:3:0"> lose all our history and I'm kind of worried like</subtitle>
<subtitle id="1:3:3">years time we'll look back and say oh just sorry we just</subtitle>
<subtitle id="1:3:6"> lost the history of by the way another guy</subtitle>
<subtitle id="1:3:9"> of all these things invite Vin surf here</subtitle>
<subtitle id="1:3:12"> next year and talk because vent is very very concerned</subtitle>
<subtitle id="1:3:15"> about this concerned and has been doing a fair amount</subtitle>
<subtitle id="1:3:18"> to try so so so what I wanted to ask you were of</subtitle>
<subtitle id="1:3:21"> I mean I think losing history I think hijacking</subtitle>
<subtitle id="1:3:24">our attention systems by by bombarding us with crap</subtitle>
<subtitle id="1:3:27"> yeah of of the things which do you think are the most dangerous</subtitle>
<subtitle id="1:3:30"> which should we address first kind of rank them in</subtitle>
<subtitle id="1:3:33"> order of city so we can knock off the bad ones</subtitle>
<subtitle id="1:3:36"> first so I had the</subtitle>
<subtitle id="1:3:39">unsettling uh two days ago I had tea with a young</subtitle>
<subtitle id="1:3:42"> Oxford professor of</subtitle>
<subtitle id="1:3:45"> philosophy nice</subtitle>
<subtitle id="1:3:48"> guy and U somewhere in the middle</subtitle>
<subtitle id="1:3:51"> of it I mentioned</subtitle>
<subtitle id="1:3:54"> uh Francis Bacon's four Idols</subtitle>
<subtitle id="1:3:57"> from this book he wrote called</subtitle>
<subtitle id="1:4:0"> the in English it's the new organization</subtitle>
<subtitle id="1:4:3"> of science new or</subtitle>
<subtitle id="1:4:6"> Nova Morgan 1620</subtitle>
<subtitle id="1:4:9"> he'd never read a book a word of bacon</subtitle>
<subtitle id="1:4:12"> this is the philosophical structure</subtitle>
<subtitle id="1:4:15"> that underpinned the actual invention</subtitle>
<subtitle id="1:4:18"> of science which really happened here in England because</subtitle>
<subtitle id="1:4:21"> scientists don't give you science</subtitle>
<subtitle id="1:4:24"> it's something like the Royal society that gives you</subtitle>
<subtitle id="1:4:27"> science because science needs other other people to debug</subtitle>
<subtitle id="1:4:30"> you have to have a social system in</subtitle>
<subtitle id="1:4:33"> order to debug your ideas it's not</subtitle>
<subtitle id="1:4:36"> enough just to have so Archimedes was a great scientist</subtitle>
<subtitle id="1:4:39">he Greeks didn't have science they didn't have</subtitle>
<subtitle id="1:4:42"> the thing and bacon pointed out in</subtitle>
<subtitle id="1:4:45"> this book a lot of things but one of the</subtitle>
<subtitle id="1:4:48"> things he said look</subtitle>
<subtitle id="1:4:51"> the simplest way to think about us humans is we are born with Bad</subtitle>
<subtitle id="1:4:54"> Brains and</subtitle>
<subtitle id="1:4:57"> our Bad Brains are partly because of genetics</subtitle>
<subtitle id="1:5:0"> our bad thinking is partly because of genetics partly</subtitle>
<subtitle id="1:5:3">because of our culture partly because our languages are terrible at</subtitle>
<subtitle id="1:5:6"> representing what we want to have as ideas</subtitle>
<subtitle id="1:5:9"> and we have Academia that's</subtitle>
<subtitle id="1:5:12"> constantly recycling bad ideas into the</subtitle>
<subtitle id="1:5:15"> into the young and he said we what</subtitle>
<subtitle id="1:5:18"> we need he said in this book is a</subtitle>
<subtitle id="1:5:21"> set of heris for getting around our Bad</subtitle>
<subtitle id="1:5:24">that's what his his definition of science was</subtitle>
<subtitle id="1:5:27"> it wasn't just to find out</subtitle>
<subtitle id="1:5:30"> uh what forces might keep the moon in the</subtitle>
<subtitle id="1:5:33"> sky and the planets around the sun no</subtitle>
<subtitle id="1:5:36"> what bacon saw science is as a</subtitle>
<subtitle id="1:5:39"> set of methods for thinking more clearly</subtitle>
<subtitle id="1:5:42"> in the best ways that we know how so</subtitle>
<subtitle id="1:5:45">when you think of it that way that should be the center of any</subtitle>
<subtitle id="1:5:48"> schooling system in the 21st century</subtitle>
<subtitle id="1:5:51"> and it certainly should be a big part of any</subtitle>
<subtitle id="1:5:54">kind of schooling system for people who are doing technology</subtitle>
<subtitle id="1:5:57"> which because of the IND Industrial Revolution we can do</subtitle>
<subtitle id="1:6:0"> this inverse uh vandalism of making</subtitle>
<subtitle id="1:6:3">something and spreading it by the billions and the problem is our</subtitle>
<subtitle id="1:6:6">systems are overwhelmed by</subtitle>
<subtitle id="1:6:9"> things that seem to be an environment we start accommodating</subtitle>
<subtitle id="1:6:12"> to Total Environmental things like television</subtitle>
<subtitle id="1:6:15"> and and the internet</subtitle>
<subtitle id="1:6:18"> so I dare say most people in Computing are not at</subtitle>
<subtitle id="1:6:21"> all aware of this stuff never have read a word of mclen</subtitle>
<subtitle id="1:6:24"> have not looked at cognitive psychology</subtitle>
<subtitle id="1:6:27">design a user interface to save their ass</subtitle>
<subtitle id="1:6:30"> or any of these things so what we've</subtitle>
<subtitle id="1:6:33"> got is what I think is</subtitle>
<subtitle id="1:6:36"> a to me one of the</subtitle>
<subtitle id="1:6:39"> most beautiful things that humans have come up with</subtitle>
<subtitle id="1:6:42"> I just love</subtitle>
<subtitle id="1:6:45"> computers and B we've got</subtitle>
<subtitle id="1:6:48"> a basically a</subtitle>
<subtitle id="1:6:51"> no nothing culture who's trying</subtitle>
<subtitle id="1:6:54"> to do things with the computers</subtitle>
<subtitle id="1:6:57"> it's just to ad hoc it's like if you wanted to be a physicist</subtitle>
<subtitle id="1:7:0">Middle Ages you only had to get a pointed hat so</subtitle>
<subtitle id="1:7:3"> so it me because they didn't know anything I I the</subtitle>
<subtitle id="1:7:6"> last time we spoke um we had this very nice</subtitle>
<subtitle id="1:7:9">conversation it was simpler there wasn't an audience yeah there weren't</subtitle>
<subtitle id="1:7:12"> people there and just as you left we started</subtitle>
<subtitle id="1:7:15">talking about Douglas Adams and I didn't know you you work</subtitle>
<subtitle id="1:7:18"> with Douglas and then I thought well Douglas Adams he came up with</subtitle>
<subtitle id="1:7:21"> like the Babel Fish and things like this you stick it in your ear and</subtitle>
<subtitle id="1:7:24">was thinking you know do we need computer people to figure out what we're going</subtitle>
<subtitle id="1:7:27"> to do because half of the you know this Internet of Things</subtitle>
<subtitle id="1:7:30"> Douglas would have loved this all these completely</subtitle>
<subtitle id="1:7:33">stupid things that people are coming up with yeah</subtitle>
<subtitle id="1:7:36"> and and and sensible things like a Babel Fish so so what was</subtitle>
<subtitle id="1:7:39"> your relationship with with funny</subtitle>
<subtitle id="1:7:42"> Douglas and I got along uh you know we met</subtitle>
<subtitle id="1:7:45"> a long long time ago when somebody</subtitle>
<subtitle id="1:7:48"> told him uh Did You Know The Hitchhiker's Guide to the</subtitle>
<subtitle id="1:7:51"> Galaxy is kind of like Alan K's din book and</subtitle>
<subtitle id="1:7:54"> so he so he got interested in</subtitle>
<subtitle id="1:7:57"> by the way uh if you don't know the</subtitle>
<subtitle id="1:8:0"> story U Douglas was quite a drinker and so</subtitle>
<subtitle id="1:8:3"> was I back in those days</subtitle>
<subtitle id="1:8:6"> um and one evening he'd had</subtitle>
<subtitle id="1:8:9"> a ton he was a big huge</subtitle>
<subtitle id="1:8:12"> guy he's like 65 66</subtitle>
<subtitle id="1:8:15"> really nice and he just sort of wandered</subtitle>
<subtitle id="1:8:18"> out in Cambridge and</subtitle>
<subtitle id="1:8:21">asleep in one of the greens</subtitle>
<subtitle id="1:8:24"> out there and he woke up in the middle of the night not knowing where he</subtitle>
<subtitle id="1:8:27"> was looking up and there are all</subtitle>
<subtitle id="1:8:30"> these Stars up there and</subtitle>
<subtitle id="1:8:33"> a phrase popped into his head Hitchhiker's Guide to</subtitle>
<subtitle id="1:8:36"> the Galaxy you didn't know what that</subtitle>
<subtitle id="1:8:39"> meant but he started thinking about what</subtitle>
<subtitle id="1:8:42"> so he would have loved the B I mean there there is a b</subtitle>
<subtitle id="1:8:45"> fish in almost I the</subtitle>
<subtitle id="1:8:48"> what's interesting is that</subtitle>
<subtitle id="1:8:51"> so Douglas uh Douglas</subtitle>
<subtitle id="1:8:54"> and I uh you know my wife and I used</subtitle>
<subtitle id="1:8:57"> to stay at his home and we're here he used to stay at</subtitle>
<subtitle id="1:9:0"> our home he he and</subtitle>
<subtitle id="1:9:3"> his daughter came for for dinner just</subtitle>
<subtitle id="1:9:6"> two weeks before he died suddenly</subtitle>
<subtitle id="1:9:9"> terrible thing he played basketball</subtitle>
<subtitle id="1:9:12">didn't feel well went to a doctor the doctor said you're okay he</subtitle>
<subtitle id="1:9:15"> didn't test him next day he was dead</subtitle>
<subtitle id="1:9:18"> 49 years old that was bad</subtitle>
<subtitle id="1:9:21"> really bad</subtitle>
<subtitle id="1:9:24"> and the thing</subtitle>
<subtitle id="1:9:27"> about so M here's what said said look</subtitle>
<subtitle id="1:9:30"> most people think they live in</subtitle>
<subtitle id="1:9:33"> reality they're completely unaware that</subtitle>
<subtitle id="1:9:36"> everything they do is completely conditioned</subtitle>
<subtitle id="1:9:39"> by what they believe about the world this is easy</subtitle>
<subtitle id="1:9:42"> to prove to people but most people short</subtitle>
<subtitle id="1:9:45"> circuit it's actually part of the what Buddhism</subtitle>
<subtitle id="1:9:48"> is about is this this</subtitle>
<subtitle id="1:9:51"> distinction between efficiency and</subtitle>
<subtitle id="1:9:54"> what's actually going on and</subtitle>
<subtitle id="1:9:57"> so the</subtitle>
<subtitle id="1:10:0">problem there is</subtitle>
<subtitle id="1:10:6">you are aware of</subtitle>
<subtitle id="1:10:9"> what's going on you can see</subtitle>
<subtitle id="1:10:12"> the present as kind of a construction it could have</subtitle>
<subtitle id="1:10:15">of different ways and</subtitle>
<subtitle id="1:10:18"> mclan said said most people can't see this at all</subtitle>
<subtitle id="1:10:21"> and so people as he his phrase was</subtitle>
<subtitle id="1:10:24"> people are driving faster and faster into the future but steering</subtitle>
<subtitle id="1:10:27"> only by looking at in the rearview mirror</subtitle>
<subtitle id="1:10:30"> that's a beautiful one because</subtitle>
<subtitle id="1:10:33"> they assume that uh the president of</subtitle>
<subtitle id="1:10:36"> some form of reality but he said artists can see the present</subtitle>
<subtitle id="1:10:39">construction that is what they were reporting in their</subtitle>
<subtitle id="1:10:42"> art great artists are all look at what</subtitle>
<subtitle id="1:10:45"> guica is just to take something relatively recently but</subtitle>
<subtitle id="1:10:48"> they are seeing what is actually going</subtitle>
<subtitle id="1:10:51"> on because they have this pain</subtitle>
<subtitle id="1:10:54"> their pain comes from reacting to what's actually</subtitle>
<subtitle id="1:10:57"> going on and they artists are people who have to report</subtitle>
<subtitle id="1:11:0"> that to people but the cool thing</subtitle>
<subtitle id="1:11:3"> about artists and Douglas was one of these</subtitle>
<subtitle id="1:11:6"> is and Douglas did have a lot of pain</subtitle>
<subtitle id="1:11:9"> from this stuff but what</subtitle>
<subtitle id="1:11:12"> what a person like this does is if you</subtitle>
<subtitle id="1:11:15"> can see the present as a construction</subtitle>
<subtitle id="1:11:18"> you can have much better ideas about</subtitle>
<subtitle id="1:11:21"> the future because</subtitle>
<subtitle id="1:11:24"> what is an idea</subtitle>
<subtitle id="1:11:27"> that isn't incremental an idea is escape from the context</subtitle>
<subtitle id="1:11:30"> you're in well what is a joke</subtitle>
<subtitle id="1:11:33"> a joke is taking you down one context and revealing</subtitle>
<subtitle id="1:11:36"> your in another so the simplest form</subtitle>
<subtitle id="1:11:39"> of a creative act is a joke what is a</subtitle>
<subtitle id="1:11:42"> discovery in science it's</subtitle>
<subtitle id="1:11:45"> looking at the same world that you saw the</subtitle>
<subtitle id="1:11:48">second ago and all of a sudden you see some relationship</subtitle>
<subtitle id="1:11:51"> that was right in front of your nose it's a joke you start</subtitle>
<subtitle id="1:11:54">laughing what is art</subtitle>
<subtitle id="1:11:57"> art is the reminder that</subtitle>
<subtitle id="1:12:0"> there our brain is so limited we can hardly deal</subtitle>
<subtitle id="1:12:3"> with even getting from one moment to the next and</subtitle>
<subtitle id="1:12:6"> art forces us to realize there's more there</subtitle>
<subtitle id="1:12:9"> and Kesler who wrote a book called The Art of creation</subtitle>
<subtitle id="1:12:12"> uh the Act of Creation I'll commend it to</subtitle>
<subtitle id="1:12:15"> you pointed out the emotional reactions to</subtitle>
<subtitle id="1:12:18"> jokes is Haha to science</subtitle>
<subtitle id="1:12:21"> is aha to Art is</subtitle>
<subtitle id="1:12:24"> ah and each one of them is a</subtitle>
<subtitle id="1:12:27"> different kind of emotional disar discharge you</subtitle>
<subtitle id="1:12:30"> get from escaping from the context that</subtitle>
<subtitle id="1:12:33">you for a few seconds ago you thought was reality</subtitle>
<subtitle id="1:12:36"> so this is so what I believe so and Douglas's</subtitle>
<subtitle id="1:12:39">communicate with anybody</subtitle>
<subtitle id="1:12:42"> of course it takes a special person to do it his idea was</subtitle>
<subtitle id="1:12:45"> always do it with humor yeah sure so like the most bitter</subtitle>
<subtitle id="1:12:48"> book he ever wrote was called the last chance to</subtitle>
<subtitle id="1:12:51"> see it was still quite funny</subtitle>
<subtitle id="1:12:54"> but it was basically about how we're</subtitle>
<subtitle id="1:12:57"> uh killing off species species and how unique</subtitle>
<subtitle id="1:13:0"> each of the species is it's actually a plea but he wanted</subtitle>
<subtitle id="1:13:3"> to get people to the end of the book and so his</subtitle>
<subtitle id="1:13:6"> theory of writing a pmic or Kurt vaget</subtitle>
<subtitle id="1:13:9"> Von Kurt V every book that Kurt vonet wrote</subtitle>
<subtitle id="1:13:12"> was an attempt to deal with the fact that he</subtitle>
<subtitle id="1:13:15"> had been a prisoner of war of the Germans in the fire bombing</subtitle>
<subtitle id="1:13:18"> of Dresden which far</subtitle>
<subtitle id="1:13:21"> more people died than in Hiroshima it was one</subtitle>
<subtitle id="1:13:24"> of the worst things the allly we did it the British</subtitle>
<subtitle id="1:13:27"> and the Americans we incinerated 300,000</subtitle>
<subtitle id="1:13:30"> people by just</subtitle>
<subtitle id="1:13:33"> uh making a con config</subtitle>
<subtitle id="1:13:36"> vaget had to clean it up so now</subtitle>
<subtitle id="1:13:39"> we've got all the I mean we've built these billions of computers</subtitle>
<subtitle id="1:13:42"> and it strikes me we're doing all these stupid maybe we shouldn't</subtitle>
<subtitle id="1:13:45"> have we do on the other hand have severe</subtitle>
<subtitle id="1:13:48">nvironmental problems and things and we do need to plan the</subtitle>
<subtitle id="1:13:51">resources using these things so so in fact you know</subtitle>
<subtitle id="1:13:54"> there are I I I collect uh</subtitle>
<subtitle id="1:13:57"> sort of good news story because so many bad news</subtitle>
<subtitle id="1:14:0"> stories you know what people people with Parkinson's disease</subtitle>
<subtitle id="1:14:3"> somebody made a spoon that with your handshakes</subtitle>
<subtitle id="1:14:6">of little accelerometer and a little computer it so it shakes in the opposite</subtitle>
<subtitle id="1:14:9"> direction these are brilliant devices why aren't</subtitle>
<subtitle id="1:14:12"> we building these things instead you're like</subtitle>
<subtitle id="1:14:15"> these right this was</subtitle>
<subtitle id="1:14:18"> this was one of the first declarations that</subtitle>
<subtitle id="1:14:21"> uh biology is not Destiny</subtitle>
<subtitle id="1:14:24"> that's what human beings are about biology is</subtitle>
<subtitle id="1:14:27"> some of our destiny but it isn't all of our destiny and it's up to us to</subtitle>
<subtitle id="1:14:30"> figure out what to do with the part that we can't</subtitle>
<subtitle id="1:14:33"> change biologically and a lot of that is through education</subtitle>
<subtitle id="1:14:36">you know from the ideals of the people who are my heroes</subtitle>
<subtitle id="1:14:39"> and I didn't talk about engelbart I didn't talk about many of the people</subtitle>
<subtitle id="1:14:42"> I talk about in longer talks</subtitle>
<subtitle id="1:14:45"> well engelbart had been in World War II and</subtitle>
<subtitle id="1:14:48"> his his thought was man the world is in a complete</subtitle>
<subtitle id="1:14:51"> mess</subtitle>
<subtitle id="1:14:54"> uh and particularly after the German concentration camp you know people</subtitle>
<subtitle id="1:14:57"> were sick about this and engelbart</subtitle>
<subtitle id="1:15:0"> was I guess 19 or 20 and he de decided to dedicate</subtitle>
<subtitle id="1:15:3"> his life to helping humanity</subtitle>
<subtitle id="1:15:6"> and eventually this turned into real</subtitle>
<subtitle id="1:15:9"> realizing just as you say</subtitle>
<subtitle id="1:15:12"> that a lot of things that</subtitle>
<subtitle id="1:15:15">positive effects can be done by people working together</subtitle>
<subtitle id="1:15:18"> and the computer should allow people not to</subtitle>
<subtitle id="1:15:21"> work by themselves but to actually coordinate large Plant</subtitle>
<subtitle id="1:15:24">because we can simulate things we can deal with</subtitle>
<subtitle id="1:15:27"> threats and everything else these were the ideals of the 60s</subtitle>
<subtitle id="1:15:30"> that were the mother's milk for graduate students</subtitle>
<subtitle id="1:15:33"> like me well guess what</subtitle>
<subtitle id="1:15:36"> it happened it just didn't happen to the general</subtitle>
<subtitle id="1:15:39"> public virtually everything being done in science and engineering</subtitle>
<subtitle id="1:15:42"> today is just like what we thought</subtitle>
<subtitle id="1:15:45">was going to be for the whole world</subtitle>
<subtitle id="1:15:48"> but only the scientists and the engineers took it took</subtitle>
<subtitle id="1:15:51"> took it over almost no scientific thing</subtitle>
<subtitle id="1:15:54"> is done today without having things that are far</subtitle>
<subtitle id="1:15:57"> far beyond classical mathematics so nonlinear</subtitle>
<subtitle id="1:16:0"> uh models of very very complex</subtitle>
<subtitle id="1:16:3"> structures similarly in engineering you know</subtitle>
<subtitle id="1:16:6"> bridges used to collapse like the</subtitle>
<subtitle id="1:16:9"> Tacoma Narrows Bridge one of my favorites so so Franchesco</subtitle>
<subtitle id="1:16:12"> is kind of making signs which I I think</subtitle>
<subtitle id="1:16:15">s that the guys here might be want to have a beer</subtitle>
<subtitle id="1:16:18">learn I thought you'd learned how to ignore those</subtitle>
<subtitle id="1:16:21"> signs I'm I'm not even I'm not even looking</subtitle>
<subtitle id="1:16:24"> in that direction</subtitle>
<subtitle id="1:16:27"> so I I think perhaps we should draw it to an end yes I actually</subtitle>
<subtitle id="1:16:30">a dinner party but</subtitle>
<subtitle id="1:16:33"> I would uh you know we're here now</subtitle>
<subtitle id="1:16:36"> so I just like to thank you for coming you're welcome it's a pleasure</subtitle>
<subtitle id="1:16:39">thank you [Applause]</subtitle>
<subtitle id="1:16:42"> [Music]</subtitle>
<subtitle id="1:16:45"></subtitle>
<subtitle id="1:16:48"></subtitle>
<subtitle id="1:16:51"> [Applause]</subtitle>

Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay

2025-01-10T22:11:33Z

Ohshima:

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Alan Kay Panel Discussion at the Royal Society

2024-07-23T19:27:53Z

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Talks by Alan Kay

2024-07-23T19:27:14Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at ParcPlace]]||{{dts|1994-8-2}}||Palo Alto USA||Panel||VPRI-0563||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[The Center of "Why" (2004)]]||{{dts|2004-11-11}}||Kyoto, Japan||Talk|| ||
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[An interview with Alan Kay for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk||||
|-
|[[Alan Kay talk at UCLA CS Connection Lab]]||{{dts|2024-02-21}}||Los Angeles, CA (online)||Talk||||
|-
|[[Alan Kay Panel Discussion at the Royal Society]]||{{dts|2024-07-15}}||London, UK||Panel||||
|}

Alan Kay talk at UCLA CS Connection Lab

2024-02-27T01:37:01Z

Ohshima: Created page with " {{#evt: service=youtubeIA |id=dZQ7x0-MZcI |alignment=left |autoresize=true }} <subtitle id="0:0:4">okay everyone um</subtitle> <subtitle id="0:0:7"> I'm here today with isan..."

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<subtitle id="0:0:4">okay everyone um</subtitle>
<subtitle id="0:0:7"> I'm here today with isan K we're at the UCLA</subtitle>
<subtitle id="0:0:10"> connection lab uh with professor kleinrock and the rest</subtitle>
<subtitle id="0:0:13">of our students here uh we are very lucky to have Alan</subtitle>
<subtitle id="0:0:16"> who is presenting on a broad range of</subtitle>
<subtitle id="0:0:19"> topics ranging from technology society and future research</subtitle>
<subtitle id="0:0:22"> and I'll keep it short so</subtitle>
<subtitle id="0:0:25"> uh Isen needs no further introduction I will let him begin right</subtitle>
<subtitle id="0:0:28"> away thank you so</subtitle>
<subtitle id="0:0:31"> much okay onward we</subtitle>
<subtitle id="0:0:37">go so the way this started off is my</subtitle>
<subtitle id="0:0:40"> long long friend uh</subtitle>
<subtitle id="0:0:43"> Len kleinrock sent me an email</subtitle>
<subtitle id="0:0:46"> saying would I do a talk</subtitle>
<subtitle id="0:0:49">and I wasn't</subtitle>
<subtitle id="0:0:52">sure</subtitle>
<subtitle id="0:0:55"> says about the view of the current you know basically</subtitle>
<subtitle id="0:0:58"> about everything most rewarding</subtitle>
<subtitle id="0:1:1"> work in my life I'm 84</subtitle>
<subtitle id="0:1:4"> years old guys</subtitle>
<subtitle id="0:1:7"> and can I do it in just a few</subtitle>
<subtitle id="0:1:10"> minutes and of course I said okay</subtitle>
<subtitle id="0:1:13"> and uh the wonderful</subtitle>
<subtitle id="0:1:16"> Jason gathered</subtitle>
<subtitle id="0:1:19"> up a bunch of questions and</subtitle>
<subtitle id="0:1:22"> I endeavored to look at all all of them</subtitle>
<subtitle id="0:1:25"> and combine them in one way or another</subtitle>
<subtitle id="0:1:28">but uh</subtitle>
<subtitle id="0:1:31"> the short an answers here</subtitle>
<subtitle id="0:1:34"> are uh is it</subtitle>
<subtitle id="0:1:37"> still feasible today to do something like zorox Park and</subtitle>
<subtitle id="0:1:40"> the answer is yes I don't know of</subtitle>
<subtitle id="0:1:43"> anything like zorox Park in the</subtitle>
<subtitle id="0:1:46"> computer realm of things</subtitle>
<subtitle id="0:1:49"> uh they're all so goal</subtitle>
<subtitle id="0:1:52"> oriented uh but I've there's</subtitle>
<subtitle id="0:1:55"> a great Biology Institute funded by the</subtitle>
<subtitle id="0:1:58">foundation called janelia labs</subtitle>
<subtitle id="0:2:1"> in near Washington DC and there's the famous</subtitle>
<subtitle id="0:2:4"> Max plank Institute and</subtitle>
<subtitle id="0:2:7">see a little bit why I don't</subtitle>
<subtitle id="0:2:10"> consider there's a lot with</subtitle>
<subtitle id="0:2:13"> the same kind of spirit as ZX</subtitle>
<subtitle id="0:2:16">as I'll say in the moment it wasn't zerox</subtitle>
<subtitle id="0:2:19"> Park zerox Park was</subtitle>
<subtitle id="0:2:22"> part of the much larger</subtitle>
<subtitle id="0:2:25"> arpa uh research</subtitle>
<subtitle id="0:2:28">committee and considered it it was just funded by</subtitle>
<subtitle id="0:2:31"> Xerox because the department def had quit</subtitle>
<subtitle id="0:2:34"> funding arpa the right way and put the D on and changed</subtitle>
<subtitle id="0:2:37"> everything so we'll see about that</subtitle>
<subtitle id="0:2:40"> in a minute and</subtitle>
<subtitle id="0:2:43"> a short answer do I believe PE young people today</subtitle>
<subtitle id="0:2:46"> have to solve a harder problem in requiring</subtitle>
<subtitle id="0:2:49"> resources and my answer is yes</subtitle>
<subtitle id="0:2:52"> absolutely it is much much harder</subtitle>
<subtitle id="0:2:55"> as the businesses</subtitle>
<subtitle id="0:2:58"> have moved in</subtitle>
<subtitle id="0:3:1"> which started really strongly in the</subtitle>
<subtitle id="0:3:4">80s after the inventions of personal Computing</subtitle>
<subtitle id="0:3:7"> and uh P pervasive and local</subtitle>
<subtitle id="0:3:10"> networking there was something to</subtitle>
<subtitle id="0:3:13"> that could be and</subtitle>
<subtitle id="0:3:16"> the and the gooey which</subtitle>
<subtitle id="0:3:19"> open up the computer to the</subtitle>
<subtitle id="0:3:25">rest</subtitle>
<subtitle id="0:3:28"> sorry go ahead I I could hear people talking</subtitle>
<subtitle id="0:3:31"> yeah um yes so</subtitle>
<subtitle id="0:3:34"> it's much harder much much harder</subtitle>
<subtitle id="0:3:37"> and</subtitle>
<subtitle id="0:3:40"> there wasn't time to really answer</subtitle>
<subtitle id="0:3:43"> these uh completely separately</subtitle>
<subtitle id="0:3:46"> so I sort of wo them together</subtitle>
<subtitle id="0:3:49"> and I</subtitle>
<subtitle id="0:3:52"> like this one this is a recent one what are some</subtitle>
<subtitle id="0:3:55"> of the most tragic illusions that adults</subtitle>
<subtitle id="0:4:1">with that is the most flattering thing I've</subtitle>
<subtitle id="0:4:4"> heard in years because it assumes I'm not an adult</subtitle>
<subtitle id="0:4:7"> which I'm not</subtitle>
<subtitle id="0:4:10"> uh number two was what did you guys being there at Xerox</subtitle>
<subtitle id="0:4:13"> Park do for them</subtitle>
<subtitle id="0:4:16"> and then there's this dot dot dot one</subtitle>
<subtitle id="0:4:19"> which I did do a little prep on it but I</subtitle>
<subtitle id="0:4:22"> left it to the end in case we run out of</subtitle>
<subtitle id="0:4:25"> time because in 84 years</subtitle>
<subtitle id="0:4:28"> uh I've had a lot of aha moments but</subtitle>
<subtitle id="0:4:31"> um let's start off with number</subtitle>
<subtitle id="0:4:34"> one this is part</subtitle>
<subtitle id="0:4:37"> of the tragic Illusions</subtitle>
<subtitle id="0:4:40"> what we're doing right now and what we do in most</subtitle>
<subtitle id="0:4:43"> classrooms is to recapitulate</subtitle>
<subtitle id="0:4:46"> something that happened 150,000 years ago</subtitle>
<subtitle id="0:4:49"> which is a bunch of people gathering around a</subtitle>
<subtitle id="0:4:52"> campfire listening to somebody</subtitle>
<subtitle id="0:4:55">talk and just</subtitle>
<subtitle id="0:4:58"> think about it for a second how crazy</subtitle>
<subtitle id="0:5:1"> is it for me to be doing what I'm doing now</subtitle>
<subtitle id="0:5:4"> this is why I sent a couple of papers along to read</subtitle>
<subtitle id="0:5:7"> it's crazy to orally discuss</subtitle>
<subtitle id="0:5:10"> ideas inventions that required reading and writing</subtitle>
<subtitle id="0:5:13">and explain the</subtitle>
<subtitle id="0:5:16"> oral medium is not good for what it</subtitle>
<subtitle id="0:5:19"> the best of the stuff that we</subtitle>
<subtitle id="0:5:22">do but</subtitle>
<subtitle id="0:5:25"> we all have the same pink brains</subtitle>
<subtitle id="0:5:28"> they love stories and so</subtitle>
<subtitle id="0:5:31"> what this guy wants is a story</subtitle>
<subtitle id="0:5:34"> and what I'm trying to do is</subtitle>
<subtitle id="0:5:37"> to comply to tell stories about</subtitle>
<subtitle id="0:5:40"> things that really aren't very good as</subtitle>
<subtitle id="0:5:43"> stories and the problem was we're still basically</subtitle>
<subtitle id="0:5:46"> the same uh species</subtitle>
<subtitle id="0:5:49"> with the same pink brain that wants</subtitle>
<subtitle id="0:5:52">tories and systems</subtitle>
<subtitle id="0:5:55"> aren't stories I'm basically a systems</subtitle>
<subtitle id="0:5:58">guy</subtitle>
<subtitle id="0:6:1"> and if we take a look at what happened going back a few</subtitle>
<subtitle id="0:6:4"> hundred thousand years human genetics</subtitle>
<subtitle id="0:6:7"> yeah it's changed a little bit we</subtitle>
<subtitle id="0:6:10"> some of us got to be able to digest milk</subtitle>
<subtitle id="0:6:13"> and so forth</subtitle>
<subtitle id="0:6:16"> and human</subtitle>
<subtitle id="0:6:19"> ventions gradually took</subtitle>
<subtitle id="0:6:22"> off and with modern</subtitle>
<subtitle id="0:6:25"> theories about origins of languages</subtitle>
<subtitle id="0:6:28"> a lot more of language seems to be an invention</subtitle>
<subtitle id="0:6:31"> via culture than</subtitle>
<subtitle id="0:6:34"> uh we thought in the past and then we</subtitle>
<subtitle id="0:6:37"> have this problem which I hope you can see</subtitle>
<subtitle id="0:6:40"> there because my little thing is</subtitle>
<subtitle id="0:6:43"> blocking um</subtitle>
<subtitle id="0:6:46"> our Collective wisdom</subtitle>
<subtitle id="0:6:49"> started being informed by our inventions</subtitle>
<subtitle id="0:6:52"> but it grew at a much slower rate because the</subtitle>
<subtitle id="0:6:55"> inventions are uh various forms of</subtitle>
<subtitle id="0:6:58"> technology including symbolic Technologies</subtitle>
<subtitle id="0:7:4">they turned out to be really easy once we got the hang of</subtitle>
<subtitle id="0:7:7"> it and so we've got this</subtitle>
<subtitle id="0:7:10"> huge gap</subtitle>
<subtitle id="0:7:13"> so we can turn the guy's spear into a Tomahawk</subtitle>
<subtitle id="0:7:16"> missile we can increase his power of</subtitle>
<subtitle id="0:7:19"> Destruction by a factor of a million</subtitle>
<subtitle id="0:7:22"> and we could do something much much worse which is to</subtitle>
<subtitle id="0:7:25"> turn him into a bureaucrat</subtitle>
<subtitle id="0:7:28"> and create bureaucracy</subtitle>
<subtitle id="0:7:31"> and bureaucracy has killed millions</subtitle>
<subtitle id="0:7:34"> and millions more people than the worst Atomic</subtitle>
<subtitle id="0:7:37"> weapons so</subtitle>
<subtitle id="0:7:40"> this is a huge problem</subtitle>
<subtitle id="0:7:43"> and education</subtitle>
<subtitle id="0:7:46">something about it we'll talk about that a little bit</subtitle>
<subtitle id="0:7:49"> later but think about it we</subtitle>
<subtitle id="0:7:52"> just went through the inability of most</subtitle>
<subtitle id="0:7:55"> of the population of the planet to not</subtitle>
<subtitle id="0:7:58"> understand how viruses and diseases work</subtitle>
<subtitle id="0:8:1"> that was botched almost</subtitle>
<subtitle id="0:8:4"> everywhere and for</subtitle>
<subtitle id="0:8:7"> the last 60 plus years we've been</subtitle>
<subtitle id="0:8:10"> ignoring something smaller than a virus the CO2</subtitle>
<subtitle id="0:8:13">which is gradually</subtitle>
<subtitle id="0:8:16"> changing the entire planet that we live</subtitle>
<subtitle id="0:8:19"> on so if you're looking for</subtitle>
<subtitle id="0:8:22"> human wisdom it's not up to</subtitle>
<subtitle id="0:8:25"> the scaling of what we've been able to</subtitle>
<subtitle id="0:8:28">invent</subtitle>
<subtitle id="0:8:31"> okay so cliff notes for human beings</subtitle>
<subtitle id="0:8:34"> I'll do this quickly</subtitle>
<subtitle id="0:8:37">but so we're basically</subtitle>
<subtitle id="0:8:40"> Hamlet</subtitle>
<subtitle id="0:8:43"> our minds are like theaters</subtitle>
<subtitle id="0:8:46"> we're more theatrical than we think we treate</subtitle>
<subtitle id="0:8:49"> create our treat our beliefs as reality</subtitle>
<subtitle id="0:8:52"> that is the worst thing about human</subtitle>
<subtitle id="0:8:58">beings and these theaters are tiny we can</subtitle>
<subtitle id="0:9:1"> only think of a few things that once it's hard for us</subtitle>
<subtitle id="0:9:4"> to take in larger</subtitle>
<subtitle id="0:9:7"> things and if you look into biology</subtitle>
<subtitle id="0:9:10"> we find out that most of our mind is not</subtitle>
<subtitle id="0:9:13"> human and we're more non-human</subtitle>
<subtitle id="0:9:16"> than we assume and we tend to react</subtitle>
<subtitle id="0:9:19"> much more than actual thinking thinking actually had</subtitle>
<subtitle id="0:9:22"> to be invented we grow up in</subtitle>
<subtitle id="0:9:25">we were born into</subtitle>
<subtitle id="0:9:28"> and that shapes so much of who we are and also</subtitle>
<subtitle id="0:9:31"> how we look at the world our conclusions</subtitle>
<subtitle id="0:9:34"> tend to be societal that's a</subtitle>
<subtitle id="0:9:37"> disaster and we have</subtitle>
<subtitle id="0:9:40"> not just one mind and</subtitle>
<subtitle id="0:9:43"> really not just one brain we maybe have</subtitle>
<subtitle id="0:9:46"> about 80</subtitle>
<subtitle id="0:9:49"> different conglomerations of things that could be</subtitle>
<subtitle id="0:9:52"> called brainlets</subtitle>
<subtitle id="0:9:55"> uh we have a special set of ones</subtitle>
<subtitle id="0:9:58"> shared with most animals which is learning</subtitle>
<subtitle id="0:10:1"> by touching things we learn</subtitle>
<subtitle id="0:10:4">seeing things we have a completely different set of</subtitle>
<subtitle id="0:10:7"> knowledges from how things look</subtitle>
<subtitle id="0:10:10"> and uh we have this</subtitle>
<subtitle id="0:10:13"> symbolic mechanism</subtitle>
<subtitle id="0:10:16"> which is both our</subtitle>
<subtitle id="0:10:19"> uh down downfall and our</subtitle>
<subtitle id="0:10:22"> Salvation so we're much</subtitle>
<subtitle id="0:10:25"> more fragmented we only have one body</subtitle>
<subtitle id="0:10:28"> but uh what we want</subtitle>
<subtitle id="0:10:31"> actually conflicts</subtitle>
<subtitle id="0:10:34"> internally so this is</subtitle>
<subtitle id="0:10:37"> a a whole area that's really</subtitle>
<subtitle id="0:10:40"> worthwhile studying especially in</subtitle>
<subtitle id="0:10:43"> this age of computation and especially</subtitle>
<subtitle id="0:10:46"> this area I'll leave it at</subtitle>
<subtitle id="0:10:49"> that now let's go to the the</subtitle>
<subtitle id="0:10:52"> second question is what did we ever do</subtitle>
<subtitle id="0:10:55">Xerox anyway</subtitle>
<subtitle id="0:10:58"> well we'll talk a little bit later about where zor</subtitle>
<subtitle id="0:11:1"> Park came from but here are some of the things that</subtitle>
<subtitle id="0:11:7">did so the uh first</subtitle>
<subtitle id="0:11:10"> thing like a modern personal</subtitle>
<subtitle id="0:11:13"> computer uh the the</subtitle>
<subtitle id="0:11:16"> goey with icons and</subtitle>
<subtitle id="0:11:19">pointing</subtitle>
<subtitle id="0:11:22"> basically a way of</subtitle>
<subtitle id="0:11:25"> uh dealing with symmetrical</subtitle>
<subtitle id="0:11:28"> reading and writing that was also what you see</subtitle>
<subtitle id="0:11:34">get what we have to call real oop today</subtitle>
<subtitle id="0:11:37"> that we only called oop back then but it was</subtitle>
<subtitle id="0:11:40"> a different than what is called to</subtitle>
<subtitle id="0:11:43"> today and we did the laser</subtitle>
<subtitle id="0:11:46"> printer which just for the engineers in the</subtitle>
<subtitle id="0:11:49"> crowd the very first laser printer was a page</subtitle>
<subtitle id="0:11:52"> a second which most people have never</subtitle>
<subtitle id="0:11:55"> experien today at 500 pixels</subtitle>
<subtitle id="0:11:58"> to the inch so that is a great</subtitle>
<subtitle id="0:12:1"> story all by itself How Gary Starkweather</subtitle>
<subtitle id="0:12:4"> did that uh</subtitle>
<subtitle id="0:12:7"> the outline fonts and postcript the ethernet</subtitle>
<subtitle id="0:12:10"> peer peer and client server and</subtitle>
<subtitle id="0:12:13"> about half the internet</subtitle>
<subtitle id="0:12:16">actually had its own internet which is called the park</subtitle>
<subtitle id="0:12:19"> Universal packets uh</subtitle>
<subtitle id="0:12:22"> it was spread all over the country and</subtitle>
<subtitle id="0:12:25"> uh about I don't know</subtitle>
<subtitle id="0:12:28"> half the general meetings</subtitle>
<subtitle id="0:12:31"> that were held at UCLA especially</subtitle>
<subtitle id="0:12:34"> were done by Park people some of whom</subtitle>
<subtitle id="0:12:37">had already done some of the things that working at</subtitle>
<subtitle id="0:12:40"> yeah the thing is is that</subtitle>
<subtitle id="0:12:43"> all of these things came out of a particular</subtitle>
<subtitle id="0:12:46"> community so we locked the claim we</subtitle>
<subtitle id="0:12:49"> had eight and a half visible inventions and</subtitle>
<subtitle id="0:12:52"> of course what's interesting about all of this</subtitle>
<subtitle id="0:12:55"> is all the</subtitle>
<subtitle id="0:12:58">technology that had to be invented that was uh</subtitle>
<subtitle id="0:13:1"> invisible and according to Butler</subtitle>
<subtitle id="0:13:4"> Lamson this was done</subtitle>
<subtitle id="0:13:7"> uh with about 25 researchers over about five</subtitle>
<subtitle id="0:13:10"> years these particular ones I'm showing</subtitle>
<subtitle id="0:13:13"> here and the park</subtitle>
<subtitle id="0:13:16"> park itself existed in the form it was for</subtitle>
<subtitle id="0:13:19"> about 10 years so in</subtitle>
<subtitle id="0:13:22"> total uh today's dollars</subtitle>
<subtitle id="0:13:25"> here is like I don't know 15</subtitle>
<subtitle id="0:13:28"> years ago or so when I made the slot</subtitle>
<subtitle id="0:13:31"> so it was uh in</subtitle>
<subtitle id="0:13:34"> dollars of 15 years ago it was about 10</subtitle>
<subtitle id="0:13:37"> million dollars a year or about 100</subtitle>
<subtitle id="0:13:40"> million to 120 million for the</subtitle>
<subtitle id="0:13:43"> for the 10 years and park had four Labs</subtitle>
<subtitle id="0:13:46"> so there was system science computer science</subtitle>
<subtitle id="0:13:49"> Optical science and physical science</subtitle>
<subtitle id="0:13:52"> so this is the total budget of</subtitle>
<subtitle id="0:13:55"> Park and when I</subtitle>
<subtitle id="0:13:58"> first did this slide of 15</subtitle>
<subtitle id="0:14:1"> years years ago or so the return was about $35</subtitle>
<subtitle id="0:14:4"> trillion to the world now</subtitle>
<subtitle id="0:14:7"> I think it's up past 50 trillion</subtitle>
<subtitle id="0:14:10"> or so and to get back to the question</subtitle>
<subtitle id="0:14:13"> is uh</subtitle>
<subtitle id="0:14:16"> oh and this is an important idea that the thing that confused</subtitle>
<subtitle id="0:14:19"> people and Confused Xerox was if you can</subtitle>
<subtitle id="0:14:22">these eight and a half inventions you see in</subtitle>
<subtitle id="0:14:25"> in Industry it is the</subtitle>
<subtitle id="0:14:28"> basis of the one of the main</subtitle>
<subtitle id="0:14:31"> large Industries uh that we have</subtitle>
<subtitle id="0:14:34">today</subtitle>
<subtitle id="0:14:37"> now what about return to park well Park</subtitle>
<subtitle id="0:14:40"> missed I mean zerks missed most of these</subtitle>
<subtitle id="0:14:43"> but it doesn't matter because the return</subtitle>
<subtitle id="0:14:46"> on the laser printer all by itself</subtitle>
<subtitle id="0:14:49"> was about a factor of 200</subtitle>
<subtitle id="0:14:52"> on the entire investment for park over the</subtitle>
<subtitle id="0:14:55">ntire 10 years so</subtitle>
<subtitle id="0:14:58"> Zer made billions and billions just</subtitle>
<subtitle id="0:15:1"> from this one thing they missed the</subtitle>
<subtitle id="0:15:4"> trillions but</subtitle>
<subtitle id="0:15:7"> uh if you look at it from a positive direction</subtitle>
<subtitle id="0:15:10"> thank goodness they're willing to fund</subtitle>
<subtitle id="0:15:13"> people that no business person in their right mind would</subtitle>
<subtitle id="0:15:16"> fund so we got what we</subtitle>
<subtitle id="0:15:19">got now</subtitle>
<subtitle id="0:15:22"> the real story here is that back in the 40s</subtitle>
<subtitle id="0:15:25"> the Cold War started with the Russian AB</subtitle>
<subtitle id="0:15:28"> bomb after World War II and that</subtitle>
<subtitle id="0:15:31"> gave rise to a bunch</subtitle>
<subtitle id="0:15:34"> of DOD funding which included Whirlwind</subtitle>
<subtitle id="0:15:37"> which we'll talk about in a minute the</subtitle>
<subtitle id="0:15:40"> sage air defense system</subtitle>
<subtitle id="0:15:43"> we'll talk about in a minute and then in 57 Sputnik</subtitle>
<subtitle id="0:15:46"> came along and that created arpa</subtitle>
<subtitle id="0:15:49"> we'll talk about that in a minute and here are some</subtitle>
<subtitle id="0:15:52">the things that arpa did</subtitle>
<subtitle id="0:15:55"> up to the time when the Vietnam War and</subtitle>
<subtitle id="0:15:58"> Congress decided to kill arpa funding</subtitle>
<subtitle id="0:16:1"> for public domain</subtitle>
<subtitle id="0:16:4"> Computing so you can look at these yourself</subtitle>
<subtitle id="0:16:7"> so things like uh personal Computing</subtitle>
<subtitle id="0:16:10"> uh computer Graphics</subtitle>
<subtitle id="0:16:13"> packet switching that handsome guy in the patch packing</subtitle>
<subtitle id="0:16:16"> switch switching thing on the the right is</subtitle>
<subtitle id="0:16:19"> none other than Len</subtitle>
<subtitle id="0:16:22">kleinrock looking very confident as we all were</subtitle>
<subtitle id="0:16:25"> back then that led to the arpanet</subtitle>
<subtitle id="0:16:28"> and that led to the internet</subtitle>
<subtitle id="0:16:31"> and the first tablet was really</subtitle>
<subtitle id="0:16:34"> good one that was done back in 1964 and</subtitle>
<subtitle id="0:16:37"> then there was the engelbart system and so</subtitle>
<subtitle id="0:16:40"> forth so park was</subtitle>
<subtitle id="0:16:43"> actually set up</subtitle>
<subtitle id="0:16:46"> because uh one of the</subtitle>
<subtitle id="0:16:49"> uh Deputy directors of</subtitle>
<subtitle id="0:16:52"> arpa</subtitle>
<subtitle id="0:16:55"> ipto feared that this work was not</subtitle>
<subtitle id="0:16:58"> going to be continued to some kind of fruition</subtitle>
<subtitle id="0:17:1">so he started looking around and it happened that Xerox</subtitle>
<subtitle id="0:17:4"> was looking around for a long range research</subtitle>
<subtitle id="0:17:7"> lab and they got together and the</subtitle>
<subtitle id="0:17:10"> the lab was put as far away from corporate</subtitle>
<subtitle id="0:17:13"> headquarters as possible uh</subtitle>
<subtitle id="0:17:16"> next to a university so it's either going to be Berkeley</subtitle>
<subtitle id="0:17:19"> or Stanford they put it next to</subtitle>
<subtitle id="0:17:22"> Stanford and um</subtitle>
<subtitle id="0:17:25"> Park completely thought of itself as</subtitle>
<subtitle id="0:17:28"> being part of the Opera Community almost every computer</subtitle>
<subtitle id="0:17:31"> researcher there had been a graduate</subtitle>
<subtitle id="0:17:34"> student at and had their degrees</subtitle>
<subtitle id="0:17:37"> paid for by arpa and so forth so I never</subtitle>
<subtitle id="0:17:40"> talk about Park without bringing in</subtitle>
<subtitle id="0:17:43">larger context and in fact</subtitle>
<subtitle id="0:17:46"> it the larger context was the reason that Park</subtitle>
<subtitle id="0:17:49"> was able to do so many things</subtitle>
<subtitle id="0:17:52"> with so few researchers there was</subtitle>
<subtitle id="0:17:55"> all of this prior art available</subtitle>
<subtitle id="0:17:58"> in the research community and the resch search</subtitle>
<subtitle id="0:18:1"> Community also taught the grad students how to work</subtitle>
<subtitle id="0:18:4"> together I'll talk about that in a</subtitle>
<subtitle id="0:18:7">minute</subtitle>
<subtitle id="0:18:10"> okay here's uh feedback from</subtitle>
<subtitle id="0:18:13">world push back look at some</subtitle>
<subtitle id="0:18:16">disly low</subtitle>
<subtitle id="0:18:19"> like here are the</subtitle>
<subtitle id="0:18:22">Heartbreakers on the other hand 100%</subtitle>
<subtitle id="0:18:25"> of the internet 100% of the ethernet</subtitle>
<subtitle id="0:18:28"> 100% of the laser printer outline</subtitle>
<subtitle id="0:18:31"> font pierer and all that stuff were accepted</subtitle>
<subtitle id="0:18:34"> and this is in large part because there weren't</subtitle>
<subtitle id="0:18:37"> good Solutions already out</subtitle>
<subtitle id="0:18:40">here the</subtitle>
<subtitle id="0:18:43"> 50% on the PO modern personal computer</subtitle>
<subtitle id="0:18:46"> is because the people who adapted</subtitle>
<subtitle id="0:18:49"> this to the commercial World</subtitle>
<subtitle id="0:18:52"> basically adapted it</subtitle>
<subtitle id="0:18:55"> uh in its appearances they didn't</subtitle>
<subtitle id="0:18:58">look any deeper uh</subtitle>
<subtitle id="0:19:1"> most of the hackers in the 80s thought they knew</subtitle>
<subtitle id="0:19:4"> how to program so their interest in doing</subtitle>
<subtitle id="0:19:7"> really new ways of programming was very low so the least accepted</subtitle>
<subtitle id="0:19:10"> thing was the way we did successful</subtitle>
<subtitle id="0:19:13"> software at Park</subtitle>
<subtitle id="0:19:16"> and some of the deepest</subtitle>
<subtitle id="0:19:19"> ideas uh that our field has ever come up with</subtitle>
<subtitle id="0:19:22"> were done by uh engelbart and his group</subtitle>
<subtitle id="0:19:25"> and almost none of those have even</subtitle>
<subtitle id="0:19:28"> be understood and you know if I were there and person</subtitle>
<subtitle id="0:19:31"> what I always do is ask students</subtitle>
<subtitle id="0:19:34"> what angelart did and they usually can't tell me</subtitle>
<subtitle id="0:19:37"> and it's hard to find a student</subtitle>
<subtitle id="0:19:40"> in fact let's do it right now just for the hell</subtitle>
<subtitle id="0:19:43"> of it okay students</subtitle>
<subtitle id="0:19:46"> can you hear me raise your</subtitle>
<subtitle id="0:19:49">hand</subtitle>
<subtitle id="0:19:52">okay let's see</subtitle>
<subtitle id="0:19:55"> what do I want here</subtitle>
<subtitle id="0:19:58"> yes so students</subtitle>
<subtitle id="0:20:1"> please tell me anybody who's T</subtitle>
<subtitle id="0:20:4"> typed e n g l B- a</subtitle>
<subtitle id="0:20:7"> r t into Google</subtitle>
<subtitle id="0:20:10"> raise your</subtitle>
<subtitle id="0:20:13">hand</subtitle>
<subtitle id="0:20:16"> I think one hand is Professor Clan rock well</subtitle>
<subtitle id="0:20:19"> of course okay so</subtitle>
<subtitle id="0:20:22"> this is basically being in</subtitle>
<subtitle id="0:20:25"> being in physics being</subtitle>
<subtitle id="0:20:28"> a physics major and uh stop being</subtitle>
<subtitle id="0:20:34">Newton so this is not an</subtitle>
<subtitle id="0:20:40">exaggeration think about</subtitle>
<subtitle id="0:20:43">it and you know if you want some bitching from an old</subtitle>
<subtitle id="0:20:46"> fart a lot of us back in the</subtitle>
<subtitle id="0:20:49"> old days put out a lot of</subtitle>
<subtitle id="0:20:52"> uh effort including Len in the</subtitle>
<subtitle id="0:20:55"> room to get you guys personal</subtitle>
<subtitle id="0:20:58"> computers which you have with you</subtitle>
<subtitle id="0:21:1"> and to get you guys networks that can connect</subtitle>
<subtitle id="0:21:4"> to things and to get you so you can be</subtitle>
<subtitle id="0:21:7"> just a few characters and a mouse push</subtitle>
<subtitle id="0:21:10"> away from satisfying your curiosity</subtitle>
<subtitle id="0:21:13"> about the heroes of your own profession</subtitle>
<subtitle id="0:21:16"> think about that and none of you have done</subtitle>
<subtitle id="0:21:19"> that what do you think about</subtitle>
<subtitle id="0:21:25">hat okay</subtitle>
<subtitle id="0:21:28"> so let's now go quickly back again</subtitle>
<subtitle id="0:21:31"> Russian a bomb</subtitle>
<subtitle id="0:21:40">Whirlwind so</subtitle>
<subtitle id="0:21:43"> this is just a few racks of</subtitle>
<subtitle id="0:21:46"> Whirlwind at MIT was</subtitle>
<subtitle id="0:21:49"> actually just a 16bit</subtitle>
<subtitle id="0:21:52"> bit parallel real-time mini computer</subtitle>
<subtitle id="0:21:55"> but it took this amount of space had about 5,000 vacuum</subtitle>
<subtitle id="0:21:58"> tubes and the memory</subtitle>
<subtitle id="0:22:1"> devices back around 1950</subtitle>
<subtitle id="0:22:4"> were so bad for storage</subtitle>
<subtitle id="0:22:7"> for Ram that</subtitle>
<subtitle id="0:22:10"> uh it forced uh one of</subtitle>
<subtitle id="0:22:13"> the</subtitle>
<subtitle id="0:22:16"> uh the guy in the middle there</subtitle>
<subtitle id="0:22:19"> Jay Forester to invent core memory</subtitle>
<subtitle id="0:22:22"> which was the technology that let computers</subtitle>
<subtitle id="0:22:25"> uh go commercial for the first</subtitle>
<subtitle id="0:22:28"> time and the guy to his</subtitle>
<subtitle id="0:22:31"> uh let's see to his left the</subtitle>
<subtitle id="0:22:34"> guy who's uh</subtitle>
<subtitle id="0:22:37"> standing behind them in the middle of the picture</subtitle>
<subtitle id="0:22:40"> there Jay</subtitle>
<subtitle id="0:22:43"> Everett</subtitle>
<subtitle id="0:22:46">um</subtitle>
<subtitle id="0:22:58">whoops oh now it's not letting me</subtitle>
<subtitle id="0:23:1">I hate Zoom</subtitle>
<subtitle id="0:23:7">okay</subtitle>
<subtitle id="0:23:10"> sorry</subtitle>
<subtitle id="0:23:13"> okay also with this</subtitle>
<subtitle id="0:23:16"> was uh one of the earliest displays</subtitle>
<subtitle id="0:23:19"> and uh Everett had</subtitle>
<subtitle id="0:23:22"> had uh</subtitle>
<subtitle id="0:23:28">actually</subtitle>
<subtitle id="0:23:37">sorry ever had</subtitle>
<subtitle id="0:23:40"> actually invented a way to point at the</subtitle>
<subtitle id="0:23:43"> screen and this is the as far as</subtitle>
<subtitle id="0:23:46">the first time there was computer</subtitle>
<subtitle id="0:23:49"> graphics with a pointing</subtitle>
<subtitle id="0:23:52"> device and they did this because</subtitle>
<subtitle id="0:23:55"> the Cold War changed their original</subtitle>
<subtitle id="0:23:58"> theory about what they were doing which was</subtitle>
<subtitle id="0:24:1"> uh to make flight simulators</subtitle>
<subtitle id="0:24:4"> uh and they were starting to lose their funding for</subtitle>
<subtitle id="0:24:7"> that but uh the atomic bomb</subtitle>
<subtitle id="0:24:10"> of the Russians got the military</subtitle>
<subtitle id="0:24:13"> interested in whether you could hook a computer</subtitle>
<subtitle id="0:24:16"> up to radar and track it and they were</subtitle>
<subtitle id="0:24:19"> the first to do this and that</subtitle>
<subtitle id="0:24:22">hey built back then morphed its way into the</subtitle>
<subtitle id="0:24:25"> worldwide uh airplane</subtitle>
<subtitle id="0:24:28"> tracking system that we used to</subtitle>
<subtitle id="0:24:31"> day then the second phase of Whirlwind</subtitle>
<subtitle id="0:24:34"> was to go</subtitle>
<subtitle id="0:24:37"> all out and see if we could</subtitle>
<subtitle id="0:24:40"> track Russian bombers</subtitle>
<subtitle id="0:24:43"> before they could uh get to us</subtitle>
<subtitle id="0:24:46"> and so they built these monstrous</subtitle>
<subtitle id="0:24:49"> block houses out of concrete</subtitle>
<subtitle id="0:24:52"> this is about the size they</subtitle>
<subtitle id="0:24:55"> were bottom floor there is just the</subtitle>
<subtitle id="0:24:58">power supply the second second floor here</subtitle>
<subtitle id="0:25:1"> are two really big Q7</subtitle>
<subtitle id="0:25:4"> computers with maybe 55,000</subtitle>
<subtitle id="0:25:7"> vacuum tubes gang</subtitle>
<subtitle id="0:25:10"> together uh they're really something</subtitle>
<subtitle id="0:25:13">walk around in</subtitle>
<subtitle id="0:25:16"> here's a block house so</subtitle>
<subtitle id="0:25:19"> 24 of these were built in the</subtitle>
<subtitle id="0:25:22">US then up on the top</subtitle>
<subtitle id="0:25:25"> floor were 100 to about</subtitle>
<subtitle id="0:25:28"> 150 graphic terminals</subtitle>
<subtitle id="0:25:31"> with pointing devices for dealing with various</subtitle>
<subtitle id="0:25:34">of information and</subtitle>
<subtitle id="0:25:37"> here's what one row of them look</subtitle>
<subtitle id="0:25:40">like so there are zillions</subtitle>
<subtitle id="0:25:43"> of them and this is about maybe 1956</subtitle>
<subtitle id="0:25:46"> 57</subtitle>
<subtitle id="0:25:49">now</subtitle>
<subtitle id="0:25:52"> and they had a network wasn't</subtitle>
<subtitle id="0:25:55"> a great Network it wasn't a packet switching</subtitle>
<subtitle id="0:25:58"> network but they' gotten used to the idea</subtitle>
<subtitle id="0:26:1"> that if you're going to build computers and have people</subtitle>
<subtitle id="0:26:4">work together you better have a network and some</subtitle>
<subtitle id="0:26:7"> way of doing that so this</subtitle>
<subtitle id="0:26:10"> crowning Glory was just coming to fruition</subtitle>
<subtitle id="0:26:13"> when the Russians decided oh</subtitle>
<subtitle id="0:26:16"> well let's just shoot some</subtitle>
<subtitle id="0:26:19">Rockets to show The Americans that we don't need to</subtitle>
<subtitle id="0:26:22"> deliver bombs by a bomber we can</subtitle>
<subtitle id="0:26:25"> you make icbms</subtitle>
<subtitle id="0:26:28"> so this shocked the and</subtitle>
<subtitle id="0:26:31"> Congress and they set up arpa</subtitle>
<subtitle id="0:26:34"> Advanced research projects agency</subtitle>
<subtitle id="0:26:37"> the director uh</subtitle>
<subtitle id="0:26:40"> in the early 60s was Jack</subtitle>
<subtitle id="0:26:42"> ruen and</subtitle>
<subtitle id="0:26:45"> he decided to</subtitle>
<subtitle id="0:26:48"> uh give this guy uh</subtitle>
<subtitle id="0:26:51"> Jacob licklider known as lick</subtitle>
<subtitle id="0:26:54"> some leftover money they had which</subtitle>
<subtitle id="0:26:57">by DOD standards wasn't a lot but by computer computer</subtitle>
<subtitle id="0:27:0"> standards it was millions</subtitle>
<subtitle id="0:27:3"> and they they gave it to him because they liked him and you'll</subtitle>
<subtitle id="0:27:6"> you'll get an idea about this</subtitle>
<subtitle id="0:27:9"> soon and so here are the</subtitle>
<subtitle id="0:27:12"> 1960s directors of</subtitle>
<subtitle id="0:27:15"> arpa not a military person among them these were all</subtitle>
<subtitle id="0:27:18"> PhD</subtitle>
<subtitle id="0:27:21">scientists and the four arpa</subtitle>
<subtitle id="0:27:24"> computer research directors were all</subtitle>
<subtitle id="0:27:27"> scientists and this is because</subtitle>
<subtitle id="0:27:30"> the powers that set this up</subtitle>
<subtitle id="0:27:33"> realized that having something like the military</subtitle>
<subtitle id="0:27:36"> and something like congress</subtitle>
<subtitle id="0:27:39"> with a dire threat</subtitle>
<subtitle id="0:27:42">were trying to deal with would just botch things up</subtitle>
<subtitle id="0:27:45"> still true today</subtitle>
<subtitle id="0:27:48"> so but</subtitle>
<subtitle id="0:27:51"> of course Congress ultimately control</subtitle>
<subtitle id="0:27:54"> the budget but they didn't have</subtitle>
<subtitle id="0:27:57"> much power because the Americans were were</subtitle>
<subtitle id="0:28:0"> frightened of the Russians</subtitle>
<subtitle id="0:28:3"> and so they weren't</subtitle>
<subtitle id="0:28:6"> going to curtail military spending</subtitle>
<subtitle id="0:28:9"> but people in Congress would say</subtitle>
<subtitle id="0:28:12"> these words that everybody has heard Still today</subtitle>
<subtitle id="0:28:15"> how is this relevant tell me why this work that you're doing is</subtitle>
<subtitle id="0:28:18"> relevant to the Department of Defense and</subtitle>
<subtitle id="0:28:21"> they would get push back from these</subtitle>
<subtitle id="0:28:24"> scientist Jack would say that's not the right</subtitle>
<subtitle id="0:28:27"> question to ask Bob spra Senior would say the</subtitle>
<subtitle id="0:28:30"> right question to ask is how is this going to help the United</subtitle>
<subtitle id="0:28:33"> States or this technology or our society or our</subtitle>
<subtitle id="0:28:36"> culture generally holy</subtitle>
<subtitle id="0:28:39"> Bob Taylor's remark</subtitle>
<subtitle id="0:28:42"> was they would stand up to these guys</subtitle>
<subtitle id="0:28:45"> and in a polite civilized way attack their</subtitle>
<subtitle id="0:28:48"> myopia because these arpa directors were scientific</subtitle>
<subtitle id="0:28:51"> Statesmen</subtitle>
<subtitle id="0:28:54"> and Bob reflects we've had too few of those people</subtitle>
<subtitle id="0:28:57"> in the job since then</subtitle>
<subtitle id="0:29:0">and around 1966</subtitle>
<subtitle id="0:29:3"> Charlie hersfield asked bobw what</subtitle>
<subtitle id="0:29:6"> what do you want and Bob said uh this network</subtitle>
<subtitle id="0:29:9"> is what I want to do and here's why</subtitle>
<subtitle id="0:29:12"> and Charlie said</subtitle>
<subtitle id="0:29:15"> okay and Bob's recollection that was a</subtitle>
<subtitle id="0:29:18">15minute conversation</subtitle>
<subtitle id="0:29:21"> Charlie asked how much money do you need and Bob said well a million</subtitle>
<subtitle id="0:29:24"> dollars is so it's like seven or eight billion seven or eight</subtitle>
<subtitle id="0:29:27"> million dollars today just to get it organized</subtitle>
<subtitle id="0:29:30"> and uh herzfeld said</subtitle>
<subtitle id="0:29:33"> okay and Bob's recollection was that there was</subtitle>
<subtitle id="0:29:36"> no actual arpa paperwork order written or anything</subtitle>
<subtitle id="0:29:39"> for months maybe even a year</subtitle>
<subtitle id="0:29:42"> these people all trusted each other and</subtitle>
<subtitle id="0:29:45"> did a lot of things very quickly this</subtitle>
<subtitle id="0:29:48"> way now a key idea here if you can see</subtitle>
<subtitle id="0:29:51"> him is that Bob</subtitle>
<subtitle id="0:29:54"> Taylor uh after</subtitle>
<subtitle id="0:29:57"> arpa went on to be the</subtitle>
<subtitle id="0:30:0"> founder uh of the computer science</subtitle>
<subtitle id="0:30:3"> research at Xerox Park so he was the</subtitle>
<subtitle id="0:30:6"> connection as of course the computer science</subtitle>
<subtitle id="0:30:9"> research park at Park was set up like</subtitle>
<subtitle id="0:30:12"> the computer science research of</subtitle>
<subtitle id="0:30:15"> arpa and so when we look at</subtitle>
<subtitle id="0:30:18"> this we want to see</subtitle>
<subtitle id="0:30:21"> what what did these people weigh back then</subtitle>
<subtitle id="0:30:24"> think about this we have all</subtitle>
<subtitle id="0:30:27"> these questions that we can't answer all of them today</subtitle>
<subtitle id="0:30:30"> we can look at the first couple there and we can get a</subtitle>
<subtitle id="0:30:33"> couple of samples of what they were saying</subtitle>
<subtitle id="0:30:36"> so veva</subtitle>
<subtitle id="0:30:39"> Bush uh pronounced the way</subtitle>
<subtitle id="0:30:42"> Beaver is pronounced in New England beava</subtitle>
<subtitle id="0:30:45"> beniva Bush who is president</subtitle>
<subtitle id="0:30:48"> Rosevelt science advisor said</subtitle>
<subtitle id="0:30:51"> in the 40s holy new forms of encyclopedias</subtitle>
<subtitle id="0:30:54"> will appear readymade with a mesh</subtitle>
<subtitle id="0:30:57"> of associative Trails running through them ready to be</subtitle>
<subtitle id="0:31:0"> dropped into the mimics and they're Amplified so</subtitle>
<subtitle id="0:31:3"> that got a lot of people</subtitle>
<subtitle id="0:31:6">thinking Li glider said in a few years</subtitle>
<subtitle id="0:31:9">the combination of humans and computers will think as no</subtitle>
<subtitle id="0:31:12"> humans have ever thought</subtitle>
<subtitle id="0:31:15"> before John McCarthy looked at</subtitle>
<subtitle id="0:31:18"> the sage system and said every home will have one</subtitle>
<subtitle id="0:31:21">and with an intelligent interface because</subtitle>
<subtitle id="0:31:24"> he thought way McCarthy thought about it is well this</subtitle>
<subtitle id="0:31:27"> is just like uh getting gas and Water</subtitle>
<subtitle id="0:31:30"> and Electric power and so forth into a house</subtitle>
<subtitle id="0:31:33"> it's a utility so every house</subtitle>
<subtitle id="0:31:36"> will have a uh a terminal connected to a</subtitle>
<subtitle id="0:31:39"> worldwide utility that was</subtitle>
<subtitle id="0:31:42"> 1958 that affected the work at MIT</subtitle>
<subtitle id="0:31:45"> by uh Corby Fernando</subtitle>
<subtitle id="0:31:48"> corbo Ivan suin</subtitle>
<subtitle id="0:31:51"> the inventor of computer Graphics said a graphic input</subtitle>
<subtitle id="0:31:54"> coupled to some kind of computation which</subtitle>
<subtitle id="0:31:57"> is in turn coupled to a graphical output is a</subtitle>
<subtitle id="0:32:0"> truly powerful tool for Education design</subtitle>
<subtitle id="0:32:3">and angelart here said we can boost Mankind's capability</subtitle>
<subtitle id="0:32:6"> for coping with complex urgent Problems</subtitle>
<subtitle id="0:32:9"> by augmenting the collective IQ</subtitle>
<subtitle id="0:32:12"> of groups not just augmenting people</subtitle>
<subtitle id="0:32:15"> but augmenting</subtitle>
<subtitle id="0:32:18">roups</subtitle>
<subtitle id="0:32:21"> and I'm going to more concentrate more</subtitle>
<subtitle id="0:32:24"> on these two but we'll get a look at a bit</subtitle>
<subtitle id="0:32:27"> okay so what what with these guys</subtitle>
<subtitle id="0:32:30"> looking for as far as people look was just</subtitle>
<subtitle id="0:32:33"> looking for the best people Ivan was</subtitle>
<subtitle id="0:32:36"> looking for people uh who could choose their own problems and</subtitle>
<subtitle id="0:32:39"> methods Taylor's</subtitle>
<subtitle id="0:32:42"> thought his job was to</subtitle>
<subtitle id="0:32:45"> fix up the social environment so that when the</subtitle>
<subtitle id="0:32:48"> no Lone Wolf scientists needed to cooperate</subtitle>
<subtitle id="0:32:51"> they will and</subtitle>
<subtitle id="0:32:54"> Larry uh said</subtitle>
<subtitle id="0:32:57"> everybody understood the game</subtitle>
<subtitle id="0:33:0"> here which was arpa</subtitle>
<subtitle id="0:33:3"> ipto was allowed to help the country as long as it was helping</subtitle>
<subtitle id="0:33:6"> the military and so what</subtitle>
<subtitle id="0:33:9"> kind of people were they looking for this man right here is</subtitle>
<subtitle id="0:33:12">my great-grandfather he's the first cat herder in our</subtitle>
<subtitle id="0:33:18">family don't let anybody tell you it's</subtitle>
<subtitle id="0:33:21"> easy anybody can hurt cattle</subtitle>
<subtitle id="0:33:24"> holding together 10, half wild SS</subtitle>
<subtitle id="0:33:27"> that's another thing all together</subtitle>
<subtitle id="0:33:30">well you get you get the idea</subtitle>
<subtitle id="0:33:33"> and so the real question here is what if only cats can do this</subtitle>
<subtitle id="0:33:36"> stuff and adults don't</subtitle>
<subtitle id="0:33:39"> get it adults are into command and control</subtitle>
<subtitle id="0:33:42"> and command and control doesn't work with cats</subtitle>
<subtitle id="0:33:45"> have a jar fill all the names of the toys we have</subtitle>
<subtitle id="0:33:48"> sitting right next to us and we're going to take the jar one by</subtitle>
<subtitle id="0:33:51"> one open up these toys all right would you like to go first</subtitle>
<subtitle id="0:33:54"> piing something from the jar yes all right</subtitle>
<subtitle id="0:33:57"> now it's on a spring I like</subtitle>
<subtitle id="0:34:0">all</subtitle>
<subtitle id="0:34:3"> it's inside this box right here</subtitle>
<subtitle id="0:34:6">there's this little mouse on a spring is go up and</subtitle>
<subtitle id="0:34:9"> down and cats are going to try to catch it all righty our cats</subtitle>
<subtitle id="0:34:12">like having mouses but they keep on tearing them apart CU</subtitle>
<subtitle id="0:34:15"> they're kind of vicious so got another one</subtitle>
<subtitle id="0:34:18"> okay and this is the toy</subtitle>
<subtitle id="0:34:24">mouse what is this</subtitle>
<subtitle id="0:34:27"> what is this mysterious</subtitle>
<subtitle id="0:34:33">George I think you get</subtitle>
<subtitle id="0:34:36"> it gotta have some feel for what cats</subtitle>
<subtitle id="0:34:39"> want so</subtitle>
<subtitle id="0:34:42"> lick pointed out right at</subtitle>
<subtitle id="0:34:45"> the beginning that great Visions are not the same as</subtitle>
<subtitle id="0:34:48"> goals but they are the ultimate cat</subtitle>
<subtitle id="0:34:51">oy so</subtitle>
<subtitle id="0:34:54"> he stuck to this Vision which is not</subtitle>
<subtitle id="0:34:57"> phrased as a goal he said computers are destined</subtitle>
<subtitle id="0:35:0"> to become interactive intellectual</subtitle>
<subtitle id="0:35:3"> amplifiers for everyone universally networked</subtitle>
<subtitle id="0:35:6"> worldwide he did not know</subtitle>
<subtitle id="0:35:9"> what this meant and in fact he was a psychologist</subtitle>
<subtitle id="0:35:12"> not a what we call a card carrying</subtitle>
<subtitle id="0:35:15"> engineer but he</subtitle>
<subtitle id="0:35:18"> understood a lot</subtitle>
<subtitle id="0:35:21"> that if you hide if you take this</subtitle>
<subtitle id="0:35:24"> vision and stick it behind the mountain</subtitle>
<subtitle id="0:35:27"> range it sends out magnet field which is</subtitle>
<subtitle id="0:35:30"> Marvin Minsky like to point out if you don't</subtitle>
<subtitle id="0:35:33"> know what to do get lots of people to do lots of things</subtitle>
<subtitle id="0:35:36"> that's what lick was doing</subtitle>
<subtitle id="0:35:39"> and so the number one principle here of</subtitle>
<subtitle id="0:35:42"> doing anything like this where you are going to</subtitle>
<subtitle id="0:35:45"> get have the possibility of</subtitle>
<subtitle id="0:35:48"> really large new things is the goodness</subtitle>
<subtitle id="0:35:51"> of the results correlates most strongly with the goodness of</subtitle>
<subtitle id="0:35:54"> the funders that is my</subtitle>
<subtitle id="0:35:57"> reflection uh for from the past</subtitle>
<subtitle id="0:36:0"> because every era has really</subtitle>
<subtitle id="0:36:3"> smart people I've never</subtitle>
<subtitle id="0:36:6"> been in an era that didn't have people as smart as the people I</subtitle>
<subtitle id="0:36:9"> worked with back then but the funders</subtitle>
<subtitle id="0:36:12"> have were wonderful in the 60s</subtitle>
<subtitle id="0:36:15"> and uh 70s and they've been</subtitle>
<subtitle id="0:36:18"> uh ever more terrible ever</subtitle>
<subtitle id="0:36:21">since</subtitle>
<subtitle id="0:36:24"> and so two of the main things that came</subtitle>
<subtitle id="0:36:27"> out of this was human humans and</subtitle>
<subtitle id="0:36:30"> computers working together as an idea and</subtitle>
<subtitle id="0:36:33"> then this larger idea of augmenting human intellect</subtitle>
<subtitle id="0:36:36"> in general so I'll just go through these quickly</subtitle>
<subtitle id="0:36:39">million of them they're in one of the papers I handed</subtitle>
<subtitle id="0:36:42"> out but basically go against</subtitle>
<subtitle id="0:36:45"> conventional wisdom do Visions</subtitle>
<subtitle id="0:36:48"> not goals let</subtitle>
<subtitle id="0:36:51"> somebody else do the goals fun problem finding</subtitle>
<subtitle id="0:36:54"> not just problem solving this is a key</subtitle>
<subtitle id="0:36:57"> one because a problem</subtitle>
<subtitle id="0:37:0"> is often too rooted in the uh context</subtitle>
<subtitle id="0:37:3">he present</subtitle>
<subtitle id="0:37:6"> and so if you're just doing that which is kind of what's</subtitle>
<subtitle id="0:37:9"> going on this is what NSF likes to fund</subtitle>
<subtitle id="0:37:12"> problems that peer reviewers can understand in the present</subtitle>
<subtitle id="0:37:15"> and most most of them uh don't make</subtitle>
<subtitle id="0:37:18"> big contributions</subtitle>
<subtitle id="0:37:21"> problem finding on the other hand is difficult for</subtitle>
<subtitle id="0:37:24"> everybody but it gives you a</subtitle>
<subtitle id="0:37:27"> chance fun people not</subtitle>
<subtitle id="0:37:30"> projects so in other words don't</subtitle>
<subtitle id="0:37:33">worry you know if you've got some crazy guy who's really</subtitle>
<subtitle id="0:37:36"> good or girl who's really good</subtitle>
<subtitle id="0:37:39"> don't worry about what they want to do</subtitle>
<subtitle id="0:37:42"> give them some money and see what happens</subtitle>
<subtitle id="0:37:45"> uh corollary fund of very best people</subtitle>
<subtitle id="0:37:48"> I don't think that's being done</subtitle>
<subtitle id="0:37:51"> today and an important part of the research</subtitle>
<subtitle id="0:37:54"> results are new and better researchers</subtitle>
<subtitle id="0:37:57"> and in in a sense</subtitle>
<subtitle id="0:38:0"> NSF is paying for some of this</subtitle>
<subtitle id="0:38:3"> but I don't think a lot of research is being done I think</subtitle>
<subtitle id="0:38:6"> it's mostly engineering so what I think is what</subtitle>
<subtitle id="0:38:9"> NSF is paying for are new and better</subtitle>
<subtitle id="0:38:12"> uh uh practical</subtitle>
<subtitle id="0:38:15">engineers and what we need is new and better</subtitle>
<subtitle id="0:38:18"> researchers really Advance something very important</subtitle>
<subtitle id="0:38:21"> well that's controversial because it probably</subtitle>
<subtitle id="0:38:24"> uh is something</subtitle>
<subtitle id="0:38:27"> new and here's a key one design</subtitle>
<subtitle id="0:38:30">build in the future and bring back to the</subtitle>
<subtitle id="0:38:33"> present and one that costs a lot of</subtitle>
<subtitle id="0:38:36"> money was make enough of the inventions</subtitle>
<subtitle id="0:38:39"> and in a practical enough manner so that</subtitle>
<subtitle id="0:38:42"> many people can use them in other words live</subtitle>
<subtitle id="0:38:45"> in your own uh your own mess that</subtitle>
<subtitle id="0:38:48">you've made then Milestones</subtitle>
<subtitle id="0:38:51"> not deadlines</subtitle>
<subtitle id="0:38:54">one</subtitle>
<subtitle id="0:38:57"> okay so</subtitle>
<subtitle id="0:39:0"> here are five things that of</subtitle>
<subtitle id="0:39:3"> many things that people</subtitle>
<subtitle id="0:39:6"> are in the indidual individual stars there are</subtitle>
<subtitle id="0:39:9"> people get interested in Aesthetics</subtitle>
<subtitle id="0:39:12"> or they prefer to Tinker they prefer to do</subtitle>
<subtitle id="0:39:15"> engineering but the problem is The Sweet</subtitle>
<subtitle id="0:39:18"> Spot in the center</subtitle>
<subtitle id="0:39:21"> is something we have to get to because as Marvin says</subtitle>
<subtitle id="0:39:22"> you don't understand</subtitle>
<subtitle id="0:39:24"> something if you only understand it one way</subtitle>
<subtitle id="0:39:27"> this is a key phrase for the 20</subtitle>
<subtitle id="0:39:30"> 20th and 21st centuries</subtitle>
<subtitle id="0:39:33"> and so no matter what</subtitle>
<subtitle id="0:39:36"> your favorite one of these is you have to get fluent</subtitle>
<subtitle id="0:39:39"> in all of them and this is a not</subtitle>
<subtitle id="0:39:42">he way universities are set up not the way companies</subtitle>
<subtitle id="0:39:45"> are set up but you got to do it</subtitle>
<subtitle id="0:39:48"> the best people I know all are in the center</subtitle>
<subtitle id="0:39:51"> here and then there's a question about</subtitle>
<subtitle id="0:39:54"> regarding Computing is is could there actually</subtitle>
<subtitle id="0:39:57"> be a science of computing they</subtitle>
<subtitle id="0:40:0"> are artificial objects after all</subtitle>
<subtitle id="0:40:3"> we're not looking at molecules so</subtitle>
<subtitle id="0:40:6"> forth we're looking at constructed</subtitle>
<subtitle id="0:40:9"> things and what does that mean as a</subtitle>
<subtitle id="0:40:12">science</subtitle>
<subtitle id="0:40:15"> so go back into the 50s</subtitle>
<subtitle id="0:40:18"> again we've got</subtitle>
<subtitle id="0:40:21"> phenomena we can see these artifacts they've got</subtitle>
<subtitle id="0:40:24"> wires and vacuum tubes and we can program them</subtitle>
<subtitle id="0:40:27"> and we can make a high LEL language for them like Fortran</subtitle>
<subtitle id="0:40:30"> and so forth and that isn't really</subtitle>
<subtitle id="0:40:33"> science what is</subtitle>
<subtitle id="0:40:36">cience well I've</subtitle>
<subtitle id="0:40:39"> got this cryptic phrase here scientists try to find</subtitle>
<subtitle id="0:40:42"> fireflies and make</subtitle>
<subtitle id="0:40:45">t-shirts what does that mean</subtitle>
<subtitle id="0:40:48"> it means that behind the stuff</subtitle>
<subtitle id="0:40:51"> that distracts us</subtitle>
<subtitle id="0:40:54"> there are hidden</subtitle>
<subtitle id="0:40:57"> deeper properties the properties</subtitle>
<subtitle id="0:41:0"> might not even be in there explicitly but they're</subtitle>
<subtitle id="0:41:3"> there what scientists do</subtitle>
<subtitle id="0:41:6"> is good what I call good</subtitle>
<subtitle id="0:41:9"> woooo which is</subtitle>
<subtitle id="0:41:12"> they let their brain relax to</subtitle>
<subtitle id="0:41:15">point where they can start thinking beneath the surface of</subtitle>
<subtitle id="0:41:18"> things and here's one of the first computer</subtitle>
<subtitle id="0:41:21"> scientists John McCarthy and he</subtitle>
<subtitle id="0:41:24"> looked at this stuff in the 50s and decided to</subtitle>
<subtitle id="0:41:27">t-shirt of it and the</subtitle>
<subtitle id="0:41:30"> t-shirt looks like</subtitle>
<subtitle id="0:41:33"> this so it's kind of backwell</subtitle>
<subtitle id="0:41:36">equations of computing and what's interesting about</subtitle>
<subtitle id="0:41:39"> it is that it doesn't look like</subtitle>
<subtitle id="0:41:42"> uh the hardware and it doesn't look like the software it's</subtitle>
<subtitle id="0:41:45"> actually a mathematical</subtitle>
<subtitle id="0:41:48">formulation of what John thought the most important</subtitle>
<subtitle id="0:41:51"> relationships were so I would call this</subtitle>
<subtitle id="0:41:54">maxwellian then</subtitle>
<subtitle id="0:41:57">stronger stronger</subtitle>
<subtitle id="0:42:0"> along the lines of Newton which is to</subtitle>
<subtitle id="0:42:3"> explain important ideas</subtitle>
<subtitle id="0:42:6"> here about what was lying beneath</subtitle>
<subtitle id="0:42:9"> the surface and why it was really useful</subtitle>
<subtitle id="0:42:12"> to think of doing things in a particular</subtitle>
<subtitle id="0:42:15"> way and the thing</subtitle>
<subtitle id="0:42:18"> about math is it has to be consistent meaning</subtitle>
<subtitle id="0:42:21"> neat but it doesn't have to be</subtitle>
<subtitle id="0:42:24"> real and so this thing that John did was</subtitle>
<subtitle id="0:42:27"> not real but another hero</subtitle>
<subtitle id="0:42:30"> of mine Steve Russell the guy who invented space war</subtitle>
<subtitle id="0:42:33"> was at MIT and he looked at</subtitle>
<subtitle id="0:42:36"> John's math and he said that's</subtitle>
<subtitle id="0:42:39"> a program if I implement it we'll have a running system</subtitle>
<subtitle id="0:42:42"> and John McCarthy said well he did and we did</subtitle>
<subtitle id="0:42:45"> and that was the birth of</subtitle>
<subtitle id="0:42:48">lisp and here's the cool thing about Computing</subtitle>
<subtitle id="0:42:51"> the theory can also be the model and the artifact</subtitle>
<subtitle id="0:42:54"> and you can make it</subtitle>
<subtitle id="0:42:57"> real but there are a lot of complaints about</subtitle>
<subtitle id="0:43:0"> dealing with pure semantics is</subtitle>
<subtitle id="0:43:3"> too slow even after</subtitle>
<subtitle id="0:43:6"> factor of a million or a billion</subtitle>
<subtitle id="0:43:9"> of or more of more moris</subtitle>
<subtitle id="0:43:12"> law still seems to be too slow</subtitle>
<subtitle id="0:43:15"> on the other hand</subtitle>
<subtitle id="0:43:18"> you can build a special machine for</subtitle>
<subtitle id="0:43:21">these semantics that don't fit on regular</subtitle>
<subtitle id="0:43:24">machines because remember</subtitle>
<subtitle id="0:43:27"> our computer's only there to run programs so why not make</subtitle>
<subtitle id="0:43:30"> a computer that will run the programs you want to</subtitle>
<subtitle id="0:43:33"> run and if you try to optimize too early</subtitle>
<subtitle id="0:43:36"> like buying a computer before</subtitle>
<subtitle id="0:43:39"> that isn't a supercomputer before you've done your</subtitle>
<subtitle id="0:43:42"> research you're in trouble because now you're</subtitle>
<subtitle id="0:43:45"> forced to deal with its problems rather than your</subtitle>
<subtitle id="0:43:48"> own so this is the kind of process</subtitle>
<subtitle id="0:43:51"> that the arpa community went</subtitle>
<subtitle id="0:43:54">hrough</subtitle>
<subtitle id="0:43:57"> and this is a fun story but</subtitle>
<subtitle id="0:44:0"> I want to bring up the fireflies again</subtitle>
<subtitle id="0:44:3"> you can't replicate what John</subtitle>
<subtitle id="0:44:6">McCarthy did because the</subtitle>
<subtitle id="0:44:9"> times are different now but the fireflies</subtitle>
<subtitle id="0:44:12"> in what he did are still there and they can still</subtitle>
<subtitle id="0:44:15">what to do</subtitle>
<subtitle id="0:44:18"> okay here's uh Story</subtitle>
<subtitle id="0:44:21"> number two 62</subtitle>
<subtitle id="0:44:24"> years ago in 1962</subtitle>
<subtitle id="0:44:27"> this is in the</subtitle>
<subtitle id="0:44:30">uh Sage experimental</subtitle>
<subtitle id="0:44:33"> uh test computer called the</subtitle>
<subtitle id="0:44:36"> tx2 it was one of the LA one one of these</subtitle>
<subtitle id="0:44:39"> computers that was the building</subtitle>
<subtitle id="0:44:42"> and right down at the end of one corner was this guy sitting</subtitle>
<subtitle id="0:44:45">of a oscilloscope</subtitle>
<subtitle id="0:44:54">screen and what was he doing</subtitle>
<subtitle id="0:44:57"> well</subtitle>
<subtitle id="0:45:0">here's the light pen he was</subtitle>
<subtitle id="0:45:6">and now this display</subtitle>
<subtitle id="0:45:9"> doesn't isn't a line drawing display it just makes a</subtitle>
<subtitle id="0:45:12"> DOT so the there's a program</subtitle>
<subtitle id="0:45:15"> making these lines now he tells sketchpad</subtitle>
<subtitle id="0:45:18"> to make them all mutually perpendicular and you</subtitle>
<subtitle id="0:45:21"> just saw it automatically</subtitle>
<subtitle id="0:45:24"> uh clean up the drawing this is why it's called sketch pad because</subtitle>
<subtitle id="0:45:27"> you can just draw roughly he may wants</subtitle>
<subtitle id="0:45:30"> to make a hole in this</subtitle>
<subtitle id="0:45:33">flange so he says here make</subtitle>
<subtitle id="0:45:36"> these both uh uh</subtitle>
<subtitle id="0:45:39"> parallel and perpendicular and</subtitle>
<subtitle id="0:45:42"> now the constraint is</subtitle>
<subtitle id="0:45:45"> make these lines I'm drawing to be collinear with the</subtitle>
<subtitle id="0:45:48"> guidelines below so this allows</subtitle>
<subtitle id="0:45:51"> him to quickly draw a dotted</subtitle>
<subtitle id="0:45:54">line</subtitle>
<subtitle id="0:45:57"> now he's going going to make the guidelines</subtitle>
<subtitle id="0:46:0"> transparent we get a hole in the flange</subtitle>
<subtitle id="0:46:3">and notice this is the first system to have a clipping</subtitle>
<subtitle id="0:46:6"> window is actually drawing on a canvas</subtitle>
<subtitle id="0:46:9"> about a third of a mile on a side being windowed</subtitle>
<subtitle id="0:46:15">here he needs a</subtitle>
<subtitle id="0:46:18">rivet</subtitle>
<subtitle id="0:46:21"> so this is the rough shape of a rivet</subtitle>
<subtitle id="0:46:24"> draws this because he wants this as</subtitle>
<subtitle id="0:46:27"> a center for an AR AR for the top of the</subtitle>
<subtitle id="0:46:30"> rivet and now he says okay make</subtitle>
<subtitle id="0:46:33"> all these lines I'm pointing to here</subtitle>
<subtitle id="0:46:36"> make these mutually perpendicular</subtitle>
<subtitle id="0:46:39"> and that will force the drawing into</subtitle>
<subtitle id="0:46:42"> something like a rivet maybe he doesn't</subtitle>
<subtitle id="0:46:51">shape</subtitle>
<subtitle id="0:46:54"> because he didn't constrain the size of the thing so here's another</subtitle>
<subtitle id="0:46:57">solution with that those starting</subtitle>
<subtitle id="0:47:0"> conditions but he said decides he likes the one</subtitle>
<subtitle id="0:47:9">first now here's another cool idea Ivan</subtitle>
<subtitle id="0:47:12"> suland did</subtitle>
<subtitle id="0:47:15"> which was to have Masters and</subtitle>
<subtitle id="0:47:18"> instances so</subtitle>
<subtitle id="0:47:21"> this is not the rivet he drew</subtitle>
<subtitle id="0:47:24"> this is an instance of the rivet he drew</subtitle>
<subtitle id="0:47:27"> and the rotation and the scaling</subtitle>
<subtitle id="0:47:30"> are done by knobs that he has on</subtitle>
<subtitle id="0:47:36">console okay</subtitle>
<subtitle id="0:47:39"> and wants to show you</subtitle>
<subtitle id="0:47:42"> he can make more instances and that</subtitle>
<subtitle id="0:47:45"> these instances can be different sizes and</subtitle>
<subtitle id="0:47:48"> says whoops I forgot</subtitle>
<subtitle id="0:47:51"> I left the crossbow on there I should make these guys transparent</subtitle>
<subtitle id="0:47:54"> so he goes to the master drawing and makes them</subtitle>
<subtitle id="0:47:57"> transparent and lo and behold</subtitle>
<subtitle id="0:48:0"> all of the instances uh</subtitle>
<subtitle id="0:48:3"> obey so he gets rid of</subtitle>
<subtitle id="0:48:6">the thing and he says okay</subtitle>
<subtitle id="0:48:9"> make that construction I just did into a</subtitle>
<subtitle id="0:48:12"> master now I'm going to make instances</subtitle>
<subtitle id="0:48:24">master</subtitle>
<subtitle id="0:48:36">ight here's</subtitle>
<subtitle id="0:48:39"> instances of the master</subtitle>
<subtitle id="0:48:42"> that he made of the</subtitle>
<subtitle id="0:48:54">conglomerate</subtitle>
<subtitle id="0:49:3">yeah okay</subtitle>
<subtitle id="0:49:6"> so here's a high resolution picture of Ivan</subtitle>
<subtitle id="0:49:9"> at the console and he's doing a</subtitle>
<subtitle id="0:49:12"> something much more complicated which is to</subtitle>
<subtitle id="0:49:15"> draw in a bridge</subtitle>
<subtitle id="0:49:18"> and uh unfortunately the movie</subtitle>
<subtitle id="0:49:21">for this has been lost it's probably somewhere in Ivan's</subtitle>
<subtitle id="0:49:24"> garage but uh for fun a couple of years ago</subtitle>
<subtitle id="0:49:27"> we we uh did a an</subtitle>
<subtitle id="0:49:30"> emulation of</subtitle>
<subtitle id="0:49:33">it so here's a simple trust</subtitle>
<subtitle id="0:49:36"> bridge and</subtitle>
<subtitle id="0:49:39"> we can connect things up and if we turn gravity</subtitle>
<subtitle id="0:49:42"> on which is a constraint</subtitle>
<subtitle id="0:49:45"> you see it's Computing all the stresses and the</subtitle>
<subtitle id="0:49:48"> strains on the bridge</subtitle>
<subtitle id="0:49:51"> and it's continuously Computing so if we add in</subtitle>
<subtitle id="0:49:54"> another strut</subtitle>
<subtitle id="0:49:57"> here guess what it ripples over the</subtitle>
<subtitle id="0:50:0"> entire bridge if we H hang a weight on</subtitle>
<subtitle id="0:50:3">it we can stress</subtitle>
<subtitle id="0:50:9">bridge and so the big idea here</subtitle>
<subtitle id="0:50:12"> is it's not just about imitating</subtitle>
<subtitle id="0:50:15"> drafting it's that we can</subtitle>
<subtitle id="0:50:18"> simulate uh any kind</subtitle>
<subtitle id="0:50:21"> of computer AED design drawing that we do</subtitle>
<subtitle id="0:50:24"> or model and uh</subtitle>
<subtitle id="0:50:27"> we get not just CAD but CAD</subtitle>
<subtitle id="0:50:30"> Sim so this</subtitle>
<subtitle id="0:50:33"> is a huge huge idea</subtitle>
<subtitle id="0:50:36"> that's still done extremely poorly today</subtitle>
<subtitle id="0:50:39"> for most</subtitle>
<subtitle id="0:50:42">people so</subtitle>
<subtitle id="0:50:45"> interact this is Ivan's PhD</subtitle>
<subtitle id="0:50:48"> thesis in 1962</subtitle>
<subtitle id="0:50:51"> inventing interactive computer Graphics</subtitle>
<subtitle id="0:50:54"> clipping window pointing iconic IQ objects</subtitle>
<subtitle id="0:50:57"> Masters and instances we'd call that object</subtitle>
<subtitle id="0:51:0">first objectoriented</subtitle>
<subtitle id="0:51:3"> programming system that I know of</subtitle>
<subtitle id="0:51:6"> lots of nice technical things in it automatic</subtitle>
<subtitle id="0:51:9"> Dynamic simulations from</subtitle>
<subtitle id="0:51:12"> designs and you programmed it not in</subtitle>
<subtitle id="0:51:15"> the standard uh programming</subtitle>
<subtitle id="0:51:18"> languages but you programmed it in terms of</subtitle>
<subtitle id="0:51:21"> goals in terms of the constraints that you want</subtitle>
<subtitle id="0:51:24">and sketchpad had three problem solvers that would solve</subtitle>
<subtitle id="0:51:27"> problems say you could see so I once</subtitle>
<subtitle id="0:51:30"> asked Ian how could you do this in one year all by yourself</subtitle>
<subtitle id="0:51:33"> and he said well I didn't know it was</subtitle>
<subtitle id="0:51:39">hard check out the fireflies from this</subtitle>
<subtitle id="0:51:42"> one</subtitle>
<subtitle id="0:51:45"> today think about what the fireflies</subtitle>
<subtitle id="0:51:48"> from this one are okay and also in 1962 we</subtitle>
<subtitle id="0:51:51"> had this guy who was kind of like Moses opening</subtitle>
<subtitle id="0:51:54">Sea</subtitle>
<subtitle id="0:51:57"> he's really interested</subtitle>
<subtitle id="0:52:0"> in saving the world and trying to make people</subtitle>
<subtitle id="0:52:3"> better so they can save the world so</subtitle>
<subtitle id="0:52:6"> his idea in 62 was to</subtitle>
<subtitle id="0:52:9"> have a screen much he knew about sketch pad he wanted a screen</subtitle>
<subtitle id="0:52:12">larger than that he wanted to hang the light pen</subtitle>
<subtitle id="0:52:15"> from a a gimbal so you're</subtitle>
<subtitle id="0:52:18"> you could just pull it down to the table and use it like a pencil</subtitle>
<subtitle id="0:52:21"> and not have the blood run out of your hand</subtitle>
<subtitle id="0:52:24"> when you're using it and there's this</subtitle>
<subtitle id="0:52:27"> problem of that he thought about very</subtitle>
<subtitle id="0:52:30"> deeply which was humans</subtitle>
<subtitle id="0:52:33">good Learners</subtitle>
<subtitle id="0:52:36"> from using tools we</subtitle>
<subtitle id="0:52:39"> have this pink brain we use tools</subtitle>
<subtitle id="0:52:42">brain kind of way</subtitle>
<subtitle id="0:52:45"> so like a hammer we can use to hammer</subtitle>
<subtitle id="0:52:48"> a nail into something but we can break something with a</subtitle>
<subtitle id="0:52:51"> hammer we can do a lot of things with a hammer</subtitle>
<subtitle id="0:52:54"> and we kind of get a hammerness into</subtitle>
<subtitle id="0:52:57"> our brain but we get very little</subtitle>
<subtitle id="0:53:0"> wisdom about tools and</subtitle>
<subtitle id="0:53:3"> hammers in our brain and</subtitle>
<subtitle id="0:53:6"> we become a hammerer</subtitle>
<subtitle id="0:53:9"> 100 thousand years later we might decide to</subtitle>
<subtitle id="0:53:12"> use nuclear weapons on a city that's a way</subtitle>
<subtitle id="0:53:15"> of hammering them into</subtitle>
<subtitle id="0:53:18">submission so part of engelbert's</subtitle>
<subtitle id="0:53:21"> idea was if you're going to augment human</subtitle>
<subtitle id="0:53:24"> intellect for crying out loud</subtitle>
<subtitle id="0:53:27"> you must insert Education and</subtitle>
<subtitle id="0:53:30"> Training because what's happened is that the</subtitle>
<subtitle id="0:53:33"> powerful agencies have gone up in power by factors</subtitle>
<subtitle id="0:53:36"> of millions and our brains</subtitle>
<subtitle id="0:53:39"> haven't so you want the education</subtitle>
<subtitle id="0:53:42"> to turn parts of our brain this nice</subtitle>
<subtitle id="0:53:45"> bluish cast and perhaps give us</subtitle>
<subtitle id="0:53:48"> a little more wisdom on using our tools and then</subtitle>
<subtitle id="0:53:51">a little safer using powerful methods and Powerful languages</subtitle>
<subtitle id="0:53:54"> and so forth to do things</subtitle>
<subtitle id="0:53:57"> so this is this five unit thing</subtitle>
<subtitle id="0:54:0">engelbart's idea of what you really had to do if you're</subtitle>
<subtitle id="0:54:3"> going to do this thing and you had to do it not just</subtitle>
<subtitle id="0:54:6"> for a person but people in groups so the</subtitle>
<subtitle id="0:54:9">groups have to be</subtitle>
<subtitle id="0:54:12"> organized pretty much the same way</subtitle>
<subtitle id="0:54:15"> this allows to get enormous amounts of synergy</subtitle>
<subtitle id="0:54:18"> between the individuals they can be</subtitle>
<subtitle id="0:54:21"> the different stars on the diagram</subtitle>
<subtitle id="0:54:24"> I just showed you cooperating together</subtitle>
<subtitle id="0:54:30">and four years later they</subtitle>
<subtitle id="0:54:33"> did a first pass at this which was incredibly</subtitle>
<subtitle id="0:54:36">impressive it's called the mother of all demos</subtitle>
<subtitle id="0:54:39"> and uh if you type e n g l</subtitle>
<subtitle id="0:54:42"> b a r t into</subtitle>
<subtitle id="0:54:45"> uh Google uh in the first page of</subtitle>
<subtitle id="0:54:48">hits you'll find a reference to the movie of that demo</subtitle>
<subtitle id="0:54:51"> you should see what they were able to do back</subtitle>
<subtitle id="0:54:54">little machine</subtitle>
<subtitle id="0:54:57"> and you know when engelbart's name come up</subtitle>
<subtitle id="0:55:0"> comes up and even in his obituaries</subtitle>
<subtitle id="0:55:3"> the the only thing I could really talk about was the mouse</subtitle>
<subtitle id="0:55:6"> and this really bug</subtitle>
<subtitle id="0:55:9"> Doug said the mouse the mouse is just</subtitle>
<subtitle id="0:55:12"> a dial on a car radio we invented a whole</subtitle>
<subtitle id="0:55:15">car they won't look at it</subtitle>
<subtitle id="0:55:18"> you can get an idea of this there are about 70</subtitle>
<subtitle id="0:55:21"> papers on the website devoted to him</subtitle>
<subtitle id="0:55:24"> talking about these deep ideas as I</subtitle>
<subtitle id="0:55:27"> me mentioned previously only about 30%</subtitle>
<subtitle id="0:55:30"> of what engelbart was talking about</subtitle>
<subtitle id="0:55:33"> got taken up uh in</subtitle>
<subtitle id="0:55:36"> Computing today so this is a big huge area</subtitle>
<subtitle id="0:55:39"> that's got fir Plies everywhere and these are just</subtitle>
<subtitle id="0:55:42"> three of the 17 or</subtitle>
<subtitle id="0:55:45"> 18 uh principal invest</subtitle>
<subtitle id="0:55:48"> investigators that arpa put together</subtitle>
<subtitle id="0:55:51"> so these are the kind of people and</subtitle>
<subtitle id="0:55:54"> if we talk about cooperation and methods we've</subtitle>
<subtitle id="0:55:57"> got to talk about the blind</subtitle>
<subtitle id="0:56:0"> philosophers trying to figure out an elephant</subtitle>
<subtitle id="0:56:3"> this is a classic thing and</subtitle>
<subtitle id="0:56:6"> they all have this flaw that I</subtitle>
<subtitle id="0:56:9">in the beginning that they think what's between their</subtitle>
<subtitle id="0:56:12"> ears is uh not belief</subtitle>
<subtitle id="0:56:15"> but reality so of course this leads to</subtitle>
<subtitle id="0:56:18">war</subtitle>
<subtitle id="0:56:21"> and after thousands of years the idea of compromise</subtitle>
<subtitle id="0:56:24"> comes about but this does not</subtitle>
<subtitle id="0:56:27"> need to a pretty picture of an elephant or a</subtitle>
<subtitle id="0:56:30"> way to make an elephant and in</subtitle>
<subtitle id="0:56:33"> fact this is my picture of the way Computing is</subtitle>
<subtitle id="0:56:36"> today practical Computing is just a</subtitle>
<subtitle id="0:56:39"> horrendous compromise</subtitle>
<subtitle id="0:56:42"> almost none of it was</subtitle>
<subtitle id="0:56:45">necessary</subtitle>
<subtitle id="0:56:48"> now if you get scientific</subtitle>
<subtitle id="0:56:51"> philosophers they've learned how to</subtitle>
<subtitle id="0:56:54"> cooperate in science works by looking at</subtitle>
<subtitle id="0:56:57">parts of things and looking</subtitle>
<subtitle id="0:57:0"> at what other people have looked at other</subtitle>
<subtitle id="0:57:3"> people looked at other parts of things</subtitle>
<subtitle id="0:57:6"> and eventually coming to conclusions about the</subtitle>
<subtitle id="0:57:9"> whole so that's a really good</subtitle>
<subtitle id="0:57:12"> idea but in fact science</subtitle>
<subtitle id="0:57:15"> because our brains want to believe rather than think</subtitle>
<subtitle id="0:57:18"> these can turn into something like a</subtitle>
<subtitle id="0:57:21"> religion and the reason uh we don't</subtitle>
<subtitle id="0:57:24"> want to come up with blind belief</subtitle>
<subtitle id="0:57:36">there's always</subtitle>
<subtitle id="0:57:39">more there's always more and what</subtitle>
<subtitle id="0:57:42"> it is is something that we can't</subtitle>
<subtitle id="0:57:48">imagine so when we give a a name</subtitle>
<subtitle id="0:57:51"> to something we're hurting our</subtitle>
<subtitle id="0:57:54"> belief in because we</subtitle>
<subtitle id="0:57:57"> defined it it's a category now</subtitle>
<subtitle id="0:58:0"> we've hurt our ability</subtitle>
<subtitle id="0:58:3"> to think more about it because it already has a</subtitle>
<subtitle id="0:58:6"> set of properties it already is the thing that the</subtitle>
<subtitle id="0:58:12">denotes and here's</subtitle>
<subtitle id="0:58:15"> a an ad I suggested to Apple</subtitle>
<subtitle id="0:58:18"> many years ago uh for the</subtitle>
<subtitle id="0:58:21"> kind of people they wanted to have at Apple what kind should they be and</subtitle>
<subtitle id="0:58:24"> I suggest well do make a picture of something</subtitle>
<subtitle id="0:58:27"> like this uh the right</subtitle>
<subtitle id="0:58:30">do with</subtitle>
<subtitle id="0:58:33"> good P implies q and</subtitle>
<subtitle id="0:58:36"> the left hand the right brain has to be able to do good woow</subtitle>
<subtitle id="0:58:42">oo</subtitle>
<subtitle id="0:58:45"> and what is good wool because</subtitle>
<subtitle id="0:58:48"> uh the thing the thing to understand here let me just</subtitle>
<subtitle id="0:58:51">second here I think to</subtitle>
<subtitle id="0:58:54"> understand here is it was really hard to</subtitle>
<subtitle id="0:58:57"> invent good Plies Q</subtitle>
<subtitle id="0:59:0"> was only invented a few thousand years ago but once we did</subtitle>
<subtitle id="0:59:3"> it it turned out to be fairly easy for us to</subtitle>
<subtitle id="0:59:6"> do and humans</subtitle>
<subtitle id="0:59:9"> are more or less born babies are born with good</subtitle>
<subtitle id="0:59:12"> woooo uh and woooo</subtitle>
<subtitle id="0:59:15"> in general and the problem</subtitle>
<subtitle id="0:59:18"> is that most woooo is actually uh quite</subtitle>
<subtitle id="0:59:21"> dangerous for the human mind so</subtitle>
<subtitle id="0:59:24">to find good woowoo</subtitle>
<subtitle id="0:59:27"> so here's one</subtitle>
<subtitle id="0:59:30">definition art is</subtitle>
<subtitle id="0:59:33"> a lie that tells the</subtitle>
<subtitle id="0:59:36">truth</subtitle>
<subtitle id="0:59:39">and learn</subtitle>
<subtitle id="0:59:42"> the rules like a pro that's the stuff you can do on the right</subtitle>
<subtitle id="0:59:45"> hand side of the board so you can break them like artist</subtitle>
<subtitle id="0:59:48"> like an artist on the leftand side of the</subtitle>
<subtitle id="0:59:51"> board you got to do both or else</subtitle>
<subtitle id="0:59:54">just bullshitting around</subtitle>
<subtitle id="1:0:0">and this is hard to do in school because as Marvin</subtitle>
<subtitle id="1:0:3"> said school is the best thing ever invented to keep you from thinking</subtitle>
<subtitle id="1:0:6">about something important for more than a few</subtitle>
<subtitle id="1:0:9"> minutes you have to ask that about where you are</subtitle>
<subtitle id="1:0:12"> right now even though I'm a professor</subtitle>
<subtitle id="1:0:15"> there and Len is a</subtitle>
<subtitle id="1:0:18"> professor uh schools have their own way about</subtitle>
<subtitle id="1:0:21"> them like the fact</subtitle>
<subtitle id="1:0:24"> this talk actually has a</subtitle>
<subtitle id="1:0:27"> uh designed end back at</subtitle>
<subtitle id="1:0:30"> MIT they would just get Marvin talking and</subtitle>
<subtitle id="1:0:33">out of steam in about six hours or so and everybody</subtitle>
<subtitle id="1:0:36">happy</subtitle>
<subtitle id="1:0:39"> here's another genius huge</subtitle>
<subtitle id="1:0:42"> influence on me he said institutional</subtitle>
<subtitle id="1:0:45"> education seeks to make the strange familiar</subtitle>
<subtitle id="1:0:48"> well that that sounds kind of reasonable</subtitle>
<subtitle id="1:0:51"> yeah that's what we're you're paying them for</subtitle>
<subtitle id="1:0:54"> things you don't understand you want to Now understand it but</subtitle>
<subtitle id="1:0:57"> Jerry says the job of real education</subtitle>
<subtitle id="1:1:0"> is to make the familiar strange again</subtitle>
<subtitle id="1:1:3"> it's the stuff that we've that has</subtitle>
<subtitle id="1:1:6"> come embedded into our belief system about</subtitle>
<subtitle id="1:1:9"> normal that is keeping us</subtitle>
<subtitle id="1:1:12"> being pedestrian</subtitle>
<subtitle id="1:1:15">thinking would you do if normal could seem strange</subtitle>
<subtitle id="1:1:21">normal you would have been able to</subtitle>
<subtitle id="1:1:24"> escape your present if you escape your present</subtitle>
<subtitle id="1:1:27"> don't forget to use a</subtitle>
<subtitle id="1:1:30">Lifeline how do we measure</subtitle>
<subtitle id="1:1:33"> things well usually with graphs that</subtitle>
<subtitle id="1:1:36"> go from the left in the</subtitle>
<subtitle id="1:1:39"> past towards the future going towards</subtitle>
<subtitle id="1:1:42"> the right and if something goes up</subtitle>
<subtitle id="1:1:45"> we say a and if it goes down we say boo and so on and</subtitle>
<subtitle id="1:1:48"> so forth and if you think about this</subtitle>
<subtitle id="1:1:51"> graphs like this are complete</subtitle>
<subtitle id="1:1:54"> and the reason is in order</subtitle>
<subtitle id="1:1:57">understand whether we should say yay or not</subtitle>
<subtitle id="1:2:0"> we have to have a threshold and the threshold</subtitle>
<subtitle id="1:2:6">here like these could be uh reading</subtitle>
<subtitle id="1:2:9">scores for children and uh</subtitle>
<subtitle id="1:2:12"> the children are never learning to read here</subtitle>
<subtitle id="1:2:15"> they're getting better or worse</subtitle>
<subtitle id="1:2:18"> at what they're not being able to do</subtitle>
<subtitle id="1:2:21"> and so the key to make</subtitle>
<subtitle id="1:2:24">is to understand that both better and perfect are the</subtitle>
<subtitle id="1:2:27"> enemies of what is actually needed better is the tough one</subtitle>
<subtitle id="1:2:30">in engineering school because you get rewards for doing something</subtitle>
<subtitle id="1:2:33"> better but what we're looking for here is</subtitle>
<subtitle id="1:2:36"> something new and to get something new we</subtitle>
<subtitle id="1:2:39"> have to come up with the low the minimal</subtitle>
<subtitle id="1:2:42"> idea that is just above the</subtitle>
<subtitle id="1:2:45"> threshold it's just into the</subtitle>
<subtitle id="1:2:48">blue</subtitle>
<subtitle id="1:2:51"> and we've once we've stepped into the blue we're actually in</subtitle>
<subtitle id="1:2:54"> a different way of thinking about things</subtitle>
<subtitle id="1:2:57"> so this is you know like going from</subtitle>
<subtitle id="1:3:0"> uh not having mathematics to mathematics</subtitle>
<subtitle id="1:3:3"> or not going from not having writing to having</subtitle>
<subtitle id="1:3:6"> writing or going from not having science</subtitle>
<subtitle id="1:3:9"> to having science these are big</subtitle>
<subtitle id="1:3:12"> things so you want to look for that star</subtitle>
<subtitle id="1:3:15">and the learning curve you might have to start off</subtitle>
<subtitle id="1:3:18"> below where other people</subtitle>
<subtitle id="1:3:21"> think you should be but the main thing is to</subtitle>
<subtitle id="1:3:24">up there okay so</subtitle>
<subtitle id="1:3:27"> here's another example world's greatest</subtitle>
<subtitle id="1:3:30"> hockey player made many many more goals</subtitle>
<subtitle id="1:3:33"> than anybody and he was not a big</subtitle>
<subtitle id="1:3:36">uy</subtitle>
<subtitle id="1:3:39"> uh had a couple of nice sayings he missed</subtitle>
<subtitle id="1:3:42"> 100% of the shots you don't take people do</subtitle>
<subtitle id="1:3:45"> that all the time you don't try enough</subtitle>
<subtitle id="1:3:48"> and here's this big one a good hockey player goes to where the</subtitle>
<subtitle id="1:3:51"> puck is a great one goes to where</subtitle>
<subtitle id="1:3:54"> the puck will be and he didn't mean calculating</subtitle>
<subtitle id="1:3:57"> the trajectory of the puck he meant getting to a place</subtitle>
<subtitle id="1:4:0"> where one of his teammates could pass</subtitle>
<subtitle id="1:4:3">do a quick shot on goal</subtitle>
<subtitle id="1:4:6"> that was the Wayne gy game and we can play it in</subtitle>
<subtitle id="1:4:9"> technology so here's an example from my</subtitle>
<subtitle id="1:4:12"> own career I had a woowoo intuition</subtitle>
<subtitle id="1:4:15"> about children having their own</subtitle>
<subtitle id="1:4:18"> portable tablet computers in</subtitle>
<subtitle id="1:4:21"> 1968 which was impossible</subtitle>
<subtitle id="1:4:24"> back then but the second</subtitle>
<subtitle id="1:4:27"> stage is can you find a favorable exponential</subtitle>
<subtitle id="1:4:30">Mo's law</subtitle>
<subtitle id="1:4:33"> and this allows you to take this</subtitle>
<subtitle id="1:4:36"> intuition out 30 years</subtitle>
<subtitle id="1:4:39"> and out 30 years in the future</subtitle>
<subtitle id="1:4:42">could say you can ask</subtitle>
<subtitle id="1:4:45"> would it be ridiculous if we didn't have this and</subtitle>
<subtitle id="1:4:48"> 30 years that's 1995 the answer is</subtitle>
<subtitle id="1:4:51"> yeah it' be ridiculous if we didn't have tablet computers</subtitle>
<subtitle id="1:4:54"> by 1995</subtitle>
<subtitle id="1:4:57">okay so you bring it bring the idea back to</subtitle>
<subtitle id="1:5:0"> the mid 80s can we do</subtitle>
<subtitle id="1:5:3"> something by the mid 80s</subtitle>
<subtitle id="1:5:6"> yes but</subtitle>
<subtitle id="1:5:9"> software takes a long long time</subtitle>
<subtitle id="1:5:12"> and we're in 1972 now so</subtitle>
<subtitle id="1:5:15"> what we need to do is to make a bunch of</subtitle>
<subtitle id="1:5:18"> flexible supercomputer time machines</subtitle>
<subtitle id="1:5:21"> personal make a lot of them</subtitle>
<subtitle id="1:5:24"> so the researchers can live and work in the future</subtitle>
<subtitle id="1:5:27"> that is what we did at Park that dollar</subtitle>
<subtitle id="1:5:30"> sign says More's law</subtitle>
<subtitle id="1:5:33"> means that for most</subtitle>
<subtitle id="1:5:36"> points in the future you can have</subtitle>
<subtitle id="1:5:39"> them now if you're willing to spend a lot more</subtitle>
<subtitle id="1:5:42"> money the commodity thing in the</subtitle>
<subtitle id="1:5:45"> future is the supercomputer of the present</subtitle>
<subtitle id="1:5:48">build the right kind of supercomputer in the present</subtitle>
<subtitle id="1:5:51"> and you now have years to work on these really hard</subtitle>
<subtitle id="1:5:54"> software ideas and that is where the star</subtitle>
<subtitle id="1:5:57"> was at Park</subtitle>
<subtitle id="1:6:0"> uh the dotted line there says you better</subtitle>
<subtitle id="1:6:3">do this really quickly or else you're going to get</subtitle>
<subtitle id="1:6:6"> submerged into tool building</subtitle>
<subtitle id="1:6:9"> you're going to be doing uh just computers and operating</subtitle>
<subtitle id="1:6:12"> systems and you're not going to be doing what you're originally</subtitle>
<subtitle id="1:6:15"> trying to do so you have to be have to be</subtitle>
<subtitle id="1:6:18"> have a lot of chops to</subtitle>
<subtitle id="1:6:21"> do this and in fact the alto was done in a period of</subtitle>
<subtitle id="1:6:24"> about three and a half months by an AB absolute genius</subtitle>
<subtitle id="1:6:27"> uh Chuck</subtitle>
<subtitle id="1:6:30">ther and once You' got this</subtitle>
<subtitle id="1:6:33"> you can start inventing the software of the future and</subtitle>
<subtitle id="1:6:36"> the supercomputer nature of it means</subtitle>
<subtitle id="1:6:39"> something like user interface</subtitle>
<subtitle id="1:6:42"> you can you don't</subtitle>
<subtitle id="1:6:45"> have to optimize you can just</subtitle>
<subtitle id="1:6:48"> uh do 10 experiments a</subtitle>
<subtitle id="1:6:51"> day for a week throw away your code</subtitle>
<subtitle id="1:6:54"> don't even bother stay because uh you could put a higher level</subtitle>
<subtitle id="1:6:57"> language on it you can do experiments you don't have to</subtitle>
<subtitle id="1:7:0"> optimize you need to find out what the</subtitle>
<subtitle id="1:7:3"> how the users respond to things and then</subtitle>
<subtitle id="1:7:6">right hand side uh if you're</subtitle>
<subtitle id="1:7:9"> willing to optimize you can do software like is going to</subtitle>
<subtitle id="1:7:12"> exis in quantity in the 80s</subtitle>
<subtitle id="1:7:15"> that happens to be uh</subtitle>
<subtitle id="1:7:18"> the first version of Microsoft Word which was done at</subtitle>
<subtitle id="1:7:21"> ZX park it made uh Microsoft</subtitle>
<subtitle id="1:7:24"> many many billions of dollars when it was</subtitle>
<subtitle id="1:7:27"> released uh 15 years</subtitle>
<subtitle id="1:7:30"> later right</subtitle>
<subtitle id="1:7:33"> okay okay we're coming down to the end here</subtitle>
<subtitle id="1:7:36"> so 1963 lick wrote a</subtitle>
<subtitle id="1:7:39"> memo members and Affiliates</subtitle>
<subtitle id="1:7:42"> of The Intergalactic computer</subtitle>
<subtitle id="1:7:45">network they asked them why Intergalactic</subtitle>
<subtitle id="1:7:48"> he said well Engineers always give you less than you're asking</subtitle>
<subtitle id="1:7:51"> for so I want a worldwide Network so I'm going to ask</subtitle>
<subtitle id="1:7:54"> for an Intergalactic one and</subtitle>
<subtitle id="1:7:57"> when they when they quit bitching and moaning and scale it down it's still going</subtitle>
<subtitle id="1:8:0"> to be worldwide had</subtitle>
<subtitle id="1:8:3"> this great line here if we succeed</subtitle>
<subtitle id="1:8:6">an Intergalactic Network then our main problem</subtitle>
<subtitle id="1:8:9"> will be learning to communicate with</subtitle>
<subtitle id="1:8:12"> aliens we'll look at that for in a</subtitle>
<subtitle id="1:8:15">minute and</subtitle>
<subtitle id="1:8:18"> to this psychologist he said at this extreme</subtitle>
<subtitle id="1:8:21"> the problem is essentially the one discussed by science</subtitle>
<subtitle id="1:8:24">fiction writers how do you get</subtitle>
<subtitle id="1:8:27"> communication started among totally</subtitle>
<subtitle id="1:8:30"> uncorrelated Sapient beings and he thought</subtitle>
<subtitle id="1:8:33"> here of that scaling</subtitle>
<subtitle id="1:8:36"> more or less destroys communication</subtitle>
<subtitle id="1:8:39"> even amongst humans and scaling</subtitle>
<subtitle id="1:8:42"> and technology is going to destroy Communications</subtitle>
<subtitle id="1:8:45"> and so forth so</subtitle>
<subtitle id="1:8:48"> this is the this is what we need to think</subtitle>
<subtitle id="1:8:51"> about and he and Bob Taylor wrote a</subtitle>
<subtitle id="1:8:54"> paper of which I've expanded on a little</subtitle>
<subtitle id="1:8:57"> bit so the idea is</subtitle>
<subtitle id="1:9:0"> uh here's a human</subtitle>
<subtitle id="1:9:3"> who's trying to say I'm come in</subtitle>
<subtitle id="1:9:6"> peace and the alien is saying uh</subtitle>
<subtitle id="1:9:9"> maybe I should kill this</subtitle>
<subtitle id="1:9:12">guy between two humans</subtitle>
<subtitle id="1:9:15"> uh a description of something with a man and ho</subtitle>
<subtitle id="1:9:18"> Hooves and a tail could be a horse for one</subtitle>
<subtitle id="1:9:21"> guy and a zebra for</subtitle>
<subtitle id="1:9:24">another here's our multiple</subtitle>
<subtitle id="1:9:27"> BL brains I talked about one part of my</subtitle>
<subtitle id="1:9:30"> brain wants chocolate the other one realizes I should have an</subtitle>
<subtitle id="1:9:33"> apple then we've got this new thing</subtitle>
<subtitle id="1:9:36"> the computer</subtitle>
<subtitle id="1:9:39"> what is what's on its mind not much</subtitle>
<subtitle id="1:9:42"> and uh it doesn't understand what a horse is that's</subtitle>
<subtitle id="1:9:48">ure so when we're talking</subtitle>
<subtitle id="1:9:51">else we might not be able to get together on what a</subtitle>
<subtitle id="1:9:54"> horse or a zebra is but we have a better</subtitle>
<subtitle id="1:9:57">hamburger worldwide so</subtitle>
<subtitle id="1:10:0"> shared context is what we're looking</subtitle>
<subtitle id="1:10:3"> for and if we find a way and</subtitle>
<subtitle id="1:10:6"> what we do with language is to try and point</subtitle>
<subtitle id="1:10:9">what we think is the shared context between us</subtitle>
<subtitle id="1:10:15">person so if we look back at the theater here</subtitle>
<subtitle id="1:10:18"> what is it what is</subtitle>
<subtitle id="1:10:21"> shared what the theater is for is to reflect</subtitle>
<subtitle id="1:10:24"> the intelligence of the audience back to them you're not</subtitle>
<subtitle id="1:10:27"> trying to teach them I'm not trying to teach</subtitle>
<subtitle id="1:10:30"> you right now I'm trying to give you something</subtitle>
<subtitle id="1:10:33"> that you can reflect your intelligence back</subtitle>
<subtitle id="1:10:36"> on so the theater has to do</subtitle>
<subtitle id="1:10:39"> most of the negotiations for the audience that's too</subtitle>
<subtitle id="1:10:42"> bad but writing and reading are the same</subtitle>
<subtitle id="1:10:45"> thing same idea</subtitle>
<subtitle id="1:10:48"> and there's a huge difference between a good writer</subtitle>
<subtitle id="1:10:51"> and a bad writer for these</subtitle>
<subtitle id="1:10:54">reasons so let's think of communication</subtitle>
<subtitle id="1:10:57"> as an extension of the gesture</subtitle>
<subtitle id="1:11:0"> so what could two different computers have in common</subtitle>
<subtitle id="1:11:3"> well could be something like the dynamic messaging</subtitle>
<subtitle id="1:11:6"> of real objectoriented</subtitle>
<subtitle id="1:11:9"> programming could be something like what Linda</subtitle>
<subtitle id="1:11:12"> did but with David gar her we</subtitle>
<subtitle id="1:11:15">still have the problem of real aliens but let's look</subtitle>
<subtitle id="1:11:18"> at the problem with the</subtitle>
<subtitle id="1:11:21"> person people and computer what</subtitle>
<subtitle id="1:11:24"> could they have in common</subtitle>
<subtitle id="1:11:27">and</subtitle>
<subtitle id="1:11:30"> so</subtitle>
<subtitle id="1:11:33"> what can we make that is going to beam the</subtitle>
<subtitle id="1:11:36">audience's intelligence and knowledge back out</subtitle>
<subtitle id="1:11:39"> them what should we put on the</subtitle>
<subtitle id="1:11:42">stage</subtitle>
<subtitle id="1:11:45"> and so the guoy is a representation of</subtitle>
<subtitle id="1:11:48"> what the computer is thinking about</subtitle>
<subtitle id="1:11:51"> in a form that humans can uh</subtitle>
<subtitle id="1:11:54"> understand the human can</subtitle>
<subtitle id="1:11:57"> actually gesture at the</subtitle>
<subtitle id="1:12:0">topic that he wants to talk</subtitle>
<subtitle id="1:12:3"> about each window holds a</subtitle>
<subtitle id="1:12:6"> context and is a topic for conversation all the possible</subtitle>
<subtitle id="1:12:9"> conversation are active no modes</subtitle>
<subtitle id="1:12:12"> undoing is critical everywhere gesturing and</subtitle>
<subtitle id="1:12:15"> dragging and J Eng gauges the body</subtitle>
<subtitle id="1:12:18"> brain pictures are more memorable than</subtitle>
<subtitle id="1:12:21"> words so use those doing with images make</subtitle>
<subtitle id="1:12:24"> symbols and this is kind of Jerome Bruner</subtitle>
<subtitle id="1:12:27"> 101 this one is particularly</subtitle>
<subtitle id="1:12:30">important okay so</subtitle>
<subtitle id="1:12:33"> this is kind of</subtitle>
<subtitle id="1:12:36">a summary</subtitle>
<subtitle id="1:12:39"> of the way</subtitle>
<subtitle id="1:12:42"> people were thinking back then</subtitle>
<subtitle id="1:12:45"> and if you think about the park</subtitle>
<subtitle id="1:12:48"> guey of all the things that</subtitle>
<subtitle id="1:12:51"> this research community did back then</subtitle>
<subtitle id="1:12:54"> the thing that made the trillion ion dollar</subtitle>
<subtitle id="1:12:57"> Industries was not just Mo's</subtitle>
<subtitle id="1:13:0"> law because</subtitle>
<subtitle id="1:13:3"> there was nobody to sell Mo's law or</subtitle>
<subtitle id="1:13:6"> even any reason to do Mo's law</subtitle>
<subtitle id="1:13:9"> at the scale it which was done unless</subtitle>
<subtitle id="1:13:12"> millions and billions of people could actually use this stuff and</subtitle>
<subtitle id="1:13:15">reason millions and billions of people can use the stuff</subtitle>
<subtitle id="1:13:18"> is because of the invention of the</subtitle>
<subtitle id="1:13:21">guy</subtitle>
<subtitle id="1:13:24"> okay so</subtitle>
<subtitle id="1:13:27"> I don't even know what time it is</subtitle>
<subtitle id="1:13:30"> but um I'm up to the</subtitle>
<subtitle id="1:13:33"> dot dot dot question about what my greatest</subtitle>
<subtitle id="1:13:36"> aha Etc was and but I'm gonna pause</subtitle>
<subtitle id="1:13:39"> here and just check in with</subtitle>
<subtitle id="1:13:45">Lenny</subtitle>
<subtitle id="1:13:48">hello um</subtitle>
<subtitle id="1:13:51"> how long how long was that by the way uh we</subtitle>
<subtitle id="1:13:54"> are uh we uh we still have time so</subtitle>
<subtitle id="1:13:57"> if you have uh</subtitle>
<subtitle id="1:14:0"> okay so um</subtitle>
<subtitle id="1:14:3"> the so now now the choice</subtitle>
<subtitle id="1:14:6"> uh uh can get</subtitle>
<subtitle id="1:14:9"> a another question from the audience we can</subtitle>
<subtitle id="1:14:12"> do this dot dot dot thing whatever you'd</subtitle>
<subtitle id="1:14:15"> like um we have one</subtitle>
<subtitle id="1:14:21">question so Len</subtitle>
<subtitle id="1:14:24"> was this uh was this recognizable to you</subtitle>
<subtitle id="1:14:27"> oh my god totally I mean there anecdotes all</subtitle>
<subtitle id="1:14:30"> over the presentation that would add to it</subtitle>
<subtitle id="1:14:33"> but you nailed it beautifully you captured that</subtitle>
<subtitle id="1:14:36"> there and the characters</subtitle>
<subtitle id="1:14:39"> and the uh mix between</subtitle>
<subtitle id="1:14:42"> highly Cooperative groups and</subtitle>
<subtitle id="1:14:45"> individual working on their own</subtitle>
<subtitle id="1:14:48">things happen there's a lot of individual</subtitle>
<subtitle id="1:14:51"> yet the group action came in</subtitle>
<subtitle id="1:14:54">and out in and out it was an interest it wasn't</subtitle>
<subtitle id="1:14:57"> pure you know one versus many</subtitle>
<subtitle id="1:15:0"> it was so</subtitle>
<subtitle id="1:15:3"> I think I forgot to mention was uh that</subtitle>
<subtitle id="1:15:6"> I don't think uh lick intended it or maybe</subtitle>
<subtitle id="1:15:9"> he did but uh what turned out to be the</subtitle>
<subtitle id="1:15:12"> messenger uh mechanism</subtitle>
<subtitle id="1:15:15"> and there happened to be graduate students and interns</subtitle>
<subtitle id="1:15:18"> including you for example</subtitle>
<subtitle id="1:15:21"> I mean I flew 140,000 miles as a</subtitle>
<subtitle id="1:15:24"> grad student Dave Evans had a huge budget</subtitle>
<subtitle id="1:15:27"> for airplane travel for his grad</subtitle>
<subtitle id="1:15:30">students well Steve managed</subtitle>
<subtitle id="1:15:33"> to basically bankrupt mine</subtitle>
<subtitle id="1:15:36"> doing the same thing yeah because you gota</subtitle>
<subtitle id="1:15:39"> these and and ARP I should have mentioned</subtitle>
<subtitle id="1:15:42"> that arpa in uh</subtitle>
<subtitle id="1:15:45"> 1968 funded the first arpa</subtitle>
<subtitle id="1:15:48"> graduate student conference which was modeled</subtitle>
<subtitle id="1:15:51"> on the arpa contractors meetings</subtitle>
<subtitle id="1:15:54"> that's another story about how that happened but</subtitle>
<subtitle id="1:15:57"> uh that was really great because uh things went</subtitle>
<subtitle id="1:16:0"> in the amount of intercommunication</subtitle>
<subtitle id="1:16:3"> and Trust because a lot</subtitle>
<subtitle id="1:16:6">about trust and</subtitle>
<subtitle id="1:16:9"> yet it was not um what shall I</subtitle>
<subtitle id="1:16:12">say a</subtitle>
<subtitle id="1:16:15"> a bowl of soup it was contentious</subtitle>
<subtitle id="1:16:18"> in a positive way I'll give you one example</subtitle>
<subtitle id="1:16:21">we had this principal investigators meeting John McCarthy</subtitle>
<subtitle id="1:16:24"> arrived about 20 minutes late someone was presenting</subtitle>
<subtitle id="1:16:27">minutes later McCarthy raised his hand and says excuse</subtitle>
<subtitle id="1:16:30"> me I have no idea what you're talking about</subtitle>
<subtitle id="1:16:33"> he says but I was late</subtitle>
<subtitle id="1:16:36"> however if I came in in time I still think I with no idea</subtitle>
<subtitle id="1:16:39"> what you're talking about B can imagine your interaction</subtitle>
<subtitle id="1:16:42">was wonderful yeah I should have</subtitle>
<subtitle id="1:16:45">that the one of the main things I learned in grad school</subtitle>
<subtitle id="1:16:48"> and everybody at Park knew was</subtitle>
<subtitle id="1:16:51"> uh that the purpose of arguing is not to win</subtitle>
<subtitle id="1:16:54"> but to to illuminate</subtitle>
<subtitle id="1:16:57"> and uh in fact when people started getting</subtitle>
<subtitle id="1:17:0"> he in an argument Taylor would</subtitle>
<subtitle id="1:17:3"> say type two type two</subtitle>
<subtitle id="1:17:6"> and a type two argument was all</subtitle>
<subtitle id="1:17:9">sudden you had to explain the other person's position</subtitle>
<subtitle id="1:17:12"> back to them until they agreed with</subtitle>
<subtitle id="1:17:15"> it and then they had to explain your</subtitle>
<subtitle id="1:17:18">position back to you until you agreed with it and by</subtitle>
<subtitle id="1:17:21">happened you'd forgotten what you're arguing about and</subtitle>
<subtitle id="1:17:24"> you okay let's go to the question</subtitle>
<subtitle id="1:17:27"> all right we have a question here yeah hello</subtitle>
<subtitle id="1:17:30"> um and I I agree and I guess I kind of apologize</subtitle>
<subtitle id="1:17:33"> for the uh structure</subtitle>
<subtitle id="1:17:36"> that we have because it does impose any limitations on the</subtitle>
<subtitle id="1:17:39"> discussion um I'm on on the faculty</subtitle>
<subtitle id="1:17:42"> too so uh but</subtitle>
<subtitle id="1:17:45"> you know faculty meetings uh there's too</subtitle>
<subtitle id="1:17:48">much contention because the stakes are too</subtitle>
<subtitle id="1:17:51">low I</subtitle>
<subtitle id="1:17:54"> quit going um so I have two questions which are</subtitle>
<subtitle id="1:17:57"> a little related um so so number</subtitle>
<subtitle id="1:18:0"> one was</subtitle>
<subtitle id="1:18:3"> do you think and and maybe you'll agree that</subtitle>
<subtitle id="1:18:6"> there's kind of been a split between the</subtitle>
<subtitle id="1:18:9"> practicers of technology which are the software engineers</subtitle>
<subtitle id="1:18:12"> and the systems thinkers who are like the theoreticians</subtitle>
<subtitle id="1:18:15"> and the inventors um if so why</subtitle>
<subtitle id="1:18:18"> any suggestions to remediate this uh</subtitle>
<subtitle id="1:18:21">also asking to Professor kleinrock if he has any</subtitle>
<subtitle id="1:18:24"> input on that and my second question is probably a little</subtitle>
<subtitle id="1:18:27"> related um which is what are your</subtitle>
<subtitle id="1:18:30"> thoughts on I guess all of this</subtitle>
<subtitle id="1:18:33"> development most like a lot of it has been going into private</subtitle>
<subtitle id="1:18:36">research Labs like Google X and Microsoft</subtitle>
<subtitle id="1:18:39"> research um do do you think it's still kind of</subtitle>
<subtitle id="1:18:42"> analogous to Bell labs in back in the</subtitle>
<subtitle id="1:18:45"> day uh no</subtitle>
<subtitle id="1:18:48"> B for instance at Bell Labs</subtitle>
<subtitle id="1:18:51"> if you walked around back before</subtitle>
<subtitle id="1:18:54"> the divesture uh you</subtitle>
<subtitle id="1:18:57">that would say</subtitle>
<subtitle id="1:19:0"> either do something very useful or very</subtitle>
<subtitle id="1:19:3">beautiful</subtitle>
<subtitle id="1:19:6"> I've never seen a sign like that at</subtitle>
<subtitle id="1:19:12">research okay so</subtitle>
<subtitle id="1:19:15"> because that's a pro that's a huge</subtitle>
<subtitle id="1:19:18"> problem I</subtitle>
<subtitle id="1:19:21"> guess go ahead yeah go ahead oh no I guess I have a follow-up</subtitle>
<subtitle id="1:19:24">question to that which is uh you mentioned a bit earlier in the talk</subtitle>
<subtitle id="1:19:27"> one of the questions I sent over which is uh do you think</subtitle>
<subtitle id="1:19:30"> younger people have a harder problem these days in you know living</subtitle>
<subtitle id="1:19:33"> in this more materialistic world world so</subtitle>
<subtitle id="1:19:36"> to speak yeah you know</subtitle>
<subtitle id="1:19:39"> just just one example I I was</subtitle>
<subtitle id="1:19:42"> at Park in Palo Alto and</subtitle>
<subtitle id="1:19:45"> um</subtitle>
<subtitle id="1:19:48"> the general inflation has been about</subtitle>
<subtitle id="1:19:51"> a factor of seven since then</subtitle>
<subtitle id="1:19:54"> or so and when I</subtitle>
<subtitle id="1:19:57"> factor that into the salary I got at Park it's about what</subtitle>
<subtitle id="1:20:0">I would get just you</subtitle>
<subtitle id="1:20:3"> know I was just a year out of grad school when I went to park</subtitle>
<subtitle id="1:20:6"> so uh really uh not a</subtitle>
<subtitle id="1:20:9"> huge wasn't a lot of money but</subtitle>
<subtitle id="1:20:12">with today</subtitle>
<subtitle id="1:20:15"> however I was able to buy a house in</subtitle>
<subtitle id="1:20:18"> paloalto uh right near</subtitle>
<subtitle id="1:20:21"> Park and it only cost twice my yearly</subtitle>
<subtitle id="1:20:24"> salary</subtitle>
<subtitle id="1:20:27">okay that house has inflated</subtitle>
<subtitle id="1:20:30"> by a factor of 70 not seven</subtitle>
<subtitle id="1:20:33"> so then do you go go ahead</subtitle>
<subtitle id="1:20:36"> go ahead so the uh</subtitle>
<subtitle id="1:20:39"> so if Park existed today</subtitle>
<subtitle id="1:20:39"> so if Park existed today</subtitle>
<subtitle id="1:20:42"> uh none of us</subtitle>
<subtitle id="1:20:45"> and and Taylor wanted to hire he only hired older</subtitle>
<subtitle id="1:20:48"> people uh from the arpa community</subtitle>
<subtitle id="1:20:51"> as advisers</subtitle>
<subtitle id="1:20:54"> he didn't want I was the oldest person there and I</subtitle>
<subtitle id="1:20:57"> was 30 he didn't</subtitle>
<subtitle id="1:21:0"> he wanted a new know he wanted the researchers that ARA</subtitle>
<subtitle id="1:21:3"> had Jed out there and he used</subtitle>
<subtitle id="1:21:6"> the uh the generation before us as as advisers</subtitle>
<subtitle id="1:21:9"> and so if</subtitle>
<subtitle id="1:21:12"> if I if they had tried to set this</subtitle>
<subtitle id="1:21:15"> up uh somebody would have had to</subtitle>
<subtitle id="1:21:18"> buy a lot of housing in Palo Alo</subtitle>
<subtitle id="1:21:21"> and you know when when Google is being</subtitle>
<subtitle id="1:21:24"> set up and when HP was being set up I said hey look</subtitle>
<subtitle id="1:21:27"> at Stanford Stanford figured this out a long time ago</subtitle>
<subtitle id="1:21:30"> because if you get an associate professorship at</subtitle>
<subtitle id="1:21:33"> Stanford one of the perks is a 99-year</subtitle>
<subtitle id="1:21:36"> lease at a very low interest rate</subtitle>
<subtitle id="1:21:39"> on Stanford land for a house</subtitle>
<subtitle id="1:21:42"> and Stanford was owns a lot</subtitle>
<subtitle id="1:21:45">houses in Palo Alta they bought them up before the Big</subtitle>
<subtitle id="1:21:48"> Deck companies got there because they</subtitle>
<subtitle id="1:21:51"> understood that people have a life might</subtitle>
<subtitle id="1:21:54"> not be much of a life outside the lab but they still got</subtitle>
<subtitle id="1:21:57"> one by the way</subtitle>
<subtitle id="1:22:0"> Lan will love the the story that</subtitle>
<subtitle id="1:22:3"> metf and bogs had the record</subtitle>
<subtitle id="1:22:6">longest period uh</subtitle>
<subtitle id="1:22:9"> inside of Park without leaving it</subtitle>
<subtitle id="1:22:12"> which uh during the critical period of the</subtitle>
<subtitle id="1:22:15"> the ethernet which was two and a half</subtitle>
<subtitle id="1:22:18">months they had a</subtitle>
<subtitle id="1:22:21"> cafeteria you know it had plenty of places you could sleep</subtitle>
<subtitle id="1:22:24"> it had showers</subtitle>
<subtitle id="1:22:27">um wasn't wasn't that helpful on</subtitle>
<subtitle id="1:22:30"> if you had a marriage that didn't</subtitle>
<subtitle id="1:22:33"> get this idea uh</subtitle>
<subtitle id="1:22:36"> they would suffer but yeah so to so</subtitle>
<subtitle id="1:22:39"> the the a big problem today and and you know</subtitle>
<subtitle id="1:22:42"> I run run various</subtitle>
<subtitle id="1:22:45"> kinds of I've been able to fund until</subtitle>
<subtitle id="1:22:48"> about I don't know five six years ago I was able to fund</subtitle>
<subtitle id="1:22:51"> a nonprofit research thing that</subtitle>
<subtitle id="1:22:54"> was about to size of the group I had at Park</subtitle>
<subtitle id="1:22:57"> and uh and to get people who are</subtitle>
<subtitle id="1:23:0"> as good as the people I had at Park</subtitle>
<subtitle id="1:23:3"> but it wasn't the same as Park similarly</subtitle>
<subtitle id="1:23:6"> Butler Lamson and Chuck ther went with deck</subtitle>
<subtitle id="1:23:9"> initially and then with</subtitle>
<subtitle id="1:23:12"> Microsoft and it wasn't the same as park</subtitle>
<subtitle id="1:23:15"> because they</subtitle>
<subtitle id="1:23:18"> uh you know for example</subtitle>
<subtitle id="1:23:21"> my habit when when I would get confused</subtitle>
<subtitle id="1:23:24"> about something was to go down and have</subtitle>
<subtitle id="1:23:27"> Butler tear it to shreds</subtitle>
<subtitle id="1:23:30"> and I miss missmiss</subtitle>
<subtitle id="1:23:33"> being able to just walk down the hall into</subtitle>
<subtitle id="1:23:36"> that crystallin Palace of his</subtitle>
<subtitle id="1:23:39"> mind and you could</subtitle>
<subtitle id="1:23:42"> never top Butler on the same</subtitle>
<subtitle id="1:23:45">least I couldn't but Butler</subtitle>
<subtitle id="1:23:48"> was an was honest if you came back three days</subtitle>
<subtitle id="1:23:51"> later and said now here is the real point</subtitle>
<subtitle id="1:23:54"> you would say you're</subtitle>
<subtitle id="1:23:57"> right so that's a really great C it's a</subtitle>
<subtitle id="1:24:0"> genius there's no question he's one of the most brilliant</subtitle>
<subtitle id="1:24:3"> people I've ever met and an honest</subtitle>
<subtitle id="1:24:6"> genius and a guy who by the way</subtitle>
<subtitle id="1:24:9"> helped my group whenever he could</subtitle>
<subtitle id="1:24:12"> despite the fact that our theory of programming language</subtitle>
<subtitle id="1:24:15"> design was quite different from</subtitle>
<subtitle id="1:24:18"> his he didn't give a about</subtitle>
<subtitle id="1:24:21"> that so he was Butler was a big man</subtitle>
<subtitle id="1:24:24"> in my opinion just a big fantastic</subtitle>
<subtitle id="1:24:27"> so it's that Synergy</subtitle>
<subtitle id="1:24:30"> it's what happens in the</subtitle>
<subtitle id="1:24:33"> halls and it's</subtitle>
<subtitle id="1:24:36"> what happens when you're having like</subtitle>
<subtitle id="1:24:39"> EP uh</subtitle>
<subtitle id="1:24:42"> you know how how many beer beer Laden lunches</subtitle>
<subtitle id="1:24:45"> do you have how many bike rides up to the top</subtitle>
<subtitle id="1:24:48"> of the uh the hills around</subtitle>
<subtitle id="1:24:51"> Palo Alto with all these people no</subtitle>
<subtitle id="1:24:54"> there's a whole whole thing there that is going to</subtitle>
<subtitle id="1:24:57"> pay off by</subtitle>
<subtitle id="1:25:0"> what the group is willing to do and reason I kept on</subtitle>
<subtitle id="1:25:3"> showing theater is</subtitle>
<subtitle id="1:25:6"> arpa at its best park at its best was like</subtitle>
<subtitle id="1:25:9"> theater at its best you've got the most diverse</subtitle>
<subtitle id="1:25:12"> group of people you ever saw</subtitle>
<subtitle id="1:25:15"> some of which some of whom can't even</subtitle>
<subtitle id="1:25:18"> stand each other</subtitle>
<subtitle id="1:25:21"> but the whole point of the thing is</subtitle>
<subtitle id="1:25:24">audience that's going to be there</subtitle>
<subtitle id="1:25:27"> six weeks from now or six months</subtitle>
<subtitle id="1:25:30"> from now and</subtitle>
<subtitle id="1:25:33"> so you get this thing where people</subtitle>
<subtitle id="1:25:36"> work 24 hours a day and they just find</subtitle>
<subtitle id="1:25:39"> ways to solve everything they</subtitle>
<subtitle id="1:25:42"> do the woo woo on the leftand side that's</subtitle>
<subtitle id="1:25:45"> what theater is about and they</subtitle>
<subtitle id="1:25:48"> do all of the stuff you have to do in the physical</subtitle>
<subtitle id="1:25:51"> world to make it work and</subtitle>
<subtitle id="1:25:54"> know if you don't have those and</subtitle>
<subtitle id="1:25:57"> if they don't like Len did</subtitle>
<subtitle id="1:26:0"> this if those people don't have some of</subtitle>
<subtitle id="1:26:3"> the other in them to have this shared context</subtitle>
<subtitle id="1:26:6"> there has to be a place where you go and it's</subtitle>
<subtitle id="1:26:9"> the love of what you're gonna</subtitle>
<subtitle id="1:26:12"> get the audience to try to think about</subtitle>
<subtitle id="1:26:15"> because you can't tell the audience</subtitle>
<subtitle id="1:26:18"> anything can't people only remember</subtitle>
<subtitle id="1:26:21">you make them feel</subtitle>
<subtitle id="1:26:24"> so so you have to lay it this is why I</subtitle>
<subtitle id="1:26:27">all these pictures and stuff because I want the pictures</subtitle>
<subtitle id="1:26:30"> to do things you can't do in regular</subtitle>
<subtitle id="1:26:33"> words and</subtitle>
<subtitle id="1:26:36"> yeah so the question is</subtitle>
<subtitle id="1:26:39"> uh the way I look</subtitle>
<subtitle id="1:26:42"> at playing the blame game</subtitle>
<subtitle id="1:26:45"> here is businesses</subtitle>
<subtitle id="1:26:48"> are in a terrible position</subtitle>
<subtitle id="1:26:51"> fidu in a fiduciary responsibility way</subtitle>
<subtitle id="1:26:54"> for doing the kind of stuff that arpa</subtitle>
<subtitle id="1:26:57"> and park did they have every</subtitle>
<subtitle id="1:27:0"> and especially the Milton Freedman American businesses</subtitle>
<subtitle id="1:27:3"> which are a terrible way to do business in</subtitle>
<subtitle id="1:27:6"> general there you know Peter Dreer used to say</subtitle>
<subtitle id="1:27:9"> that that business's main obligation</subtitle>
<subtitle id="1:27:12"> is to their uh customers</subtitle>
<subtitle id="1:27:15"> and Milton fredman said no business's</subtitle>
<subtitle id="1:27:18"> main obligation is to their stockholders</subtitle>
<subtitle id="1:27:21"> and that has turned really ugly that</subtitle>
<subtitle id="1:27:24"> is really ugly so but in any case</subtitle>
<subtitle id="1:27:27"> good or bad they're in a bad place for it</subtitle>
<subtitle id="1:27:30"> uh research can only be</subtitle>
<subtitle id="1:27:33">xpensed eeks</subtitle>
<subtitle id="1:27:36"> you could be sitting on a ton of cash tough</subtitle>
<subtitle id="1:27:39"> comes out of the bottom</subtitle>
<subtitle id="1:27:42"> line so so when I when</subtitle>
<subtitle id="1:27:45"> I look there I Look to society and</subtitle>
<subtitle id="1:27:48"> government part of the idea</subtitle>
<subtitle id="1:27:51"> of getting people to pay</subtitle>
<subtitle id="1:27:54"> taxes is to deal with things</subtitle>
<subtitle id="1:27:57"> in a way that is hard for</subtitle>
<subtitle id="1:28:0"> scattered groups to deal with with or without</subtitle>
<subtitle id="1:28:3"> engelbart stuff and I think the</subtitle>
<subtitle id="1:28:6"> the woo woo research stuff done</subtitle>
<subtitle id="1:28:9"> right is one of those things and I just happened</subtitle>
<subtitle id="1:28:12"> to stumble into it I didn't go to</subtitle>
<subtitle id="1:28:15"> Utah knowing anything about arpa I'd never heard of arpa</subtitle>
<subtitle id="1:28:18"> I just stumbled in there by by and</subtitle>
<subtitle id="1:28:21"> chance and I found out I was in Paradise</subtitle>
<subtitle id="1:28:24">because</subtitle>
<subtitle id="1:28:27"> and the dod was doing fine because</subtitle>
<subtitle id="1:28:30"> uh arpa ipto cost almost nothing compared to</subtitle>
<subtitle id="1:28:33"> the the whole DOD</subtitle>
<subtitle id="1:28:36"> budget it was just fingernail clipping so it's the perfect</subtitle>
<subtitle id="1:28:39"> place for doing this</subtitle>
<subtitle id="1:28:42"> uh enlightened public</subtitle>
<subtitle id="1:28:45"> domain uh research and you had the ultimate</subtitle>
<subtitle id="1:28:48"> enlightened public domain mind in lick</subtitle>
<subtitle id="1:28:51"> to do that the key thing</subtitle>
<subtitle id="1:28:54">Park was that Taylor loved</subtitle>
<subtitle id="1:28:57"> lick he he was a psychologist</subtitle>
<subtitle id="1:29:0"> also he truly loved</subtitle>
<subtitle id="1:29:3"> lick and I'll I'll</subtitle>
<subtitle id="1:29:6"> finish in one second Jason and he</subtitle>
<subtitle id="1:29:9">uh</subtitle>
<subtitle id="1:29:12"> he studied lick so lick</subtitle>
<subtitle id="1:29:15"> was intu</subtitle>
<subtitle id="1:29:18"> intuition he had great inter but Taylor</subtitle>
<subtitle id="1:29:21"> codified lick those rules</subtitle>
<subtitle id="1:29:24">put up there were not Lick's rules but Taylor's</subtitle>
<subtitle id="1:29:27"> rules and anytime you wanted to park you could</subtitle>
<subtitle id="1:29:30"> go and lie on the floor in Taylor's office we we were floor culture</subtitle>
<subtitle id="1:29:33"> we had thick carpets that were</subtitle>
<subtitle id="1:29:36">padding underneath so you could just roll around on the floor we had bean</subtitle>
<subtitle id="1:29:39"> bags and inste of chairs so you go</subtitle>
<subtitle id="1:29:42">there and lie in there for an hour and let Taylor tell</subtitle>
<subtitle id="1:29:45"> you what he was why he was doing what he was doing at</subtitle>
<subtitle id="1:29:48"> Park and it was mostly these rules</subtitle>
<subtitle id="1:29:51">I wrote down you got to do this you got to do that</subtitle>
<subtitle id="1:29:54"> uh etc etc like</subtitle>
<subtitle id="1:29:57"> okay so um</subtitle>
<subtitle id="1:30:0"> yeah so I point I point my finger</subtitle>
<subtitle id="1:30:3"> at the government and if you point your finger at the government you</subtitle>
<subtitle id="1:30:6">have to point your finger at the</subtitle>
<subtitle id="1:30:9"> uh uh the American</subtitle>
<subtitle id="1:30:12"> Body politic and if you point your finger at them you have</subtitle>
<subtitle id="1:30:15"> to point your finger at education</subtitle>
<subtitle id="1:30:18"> public education if you point your finger at publication</subtitle>
<subtitle id="1:30:21"> public education you point your finger at the government</subtitle>
<subtitle id="1:30:24"> again so the government has not</subtitle>
<subtitle id="1:30:27"> done its job and by the way over here in London in</subtitle>
<subtitle id="1:30:30">the UK it's it's worse</subtitle>
<subtitle id="1:30:33"> uh the politicians are a little nicer over here</subtitle>
<subtitle id="1:30:36"> but they're equally uh incompetent</subtitle>
<subtitle id="1:30:39"> they just don't do not understand and</subtitle>
<subtitle id="1:30:42"> their financial base is much smaller over here</subtitle>
<subtitle id="1:30:45"> so they're in more desperate need</subtitle>
<subtitle id="1:30:48"> of the kind of Industries they can afford</subtitle>
<subtitle id="1:30:51"> that actually work in the 21st century</subtitle>
<subtitle id="1:30:54">need this um</subtitle>
<subtitle id="1:30:57"> yeah so uh but when</subtitle>
<subtitle id="1:31:0">after the government</subtitle>
<subtitle id="1:31:3"> should be doing this that and the other thing</subtitle>
<subtitle id="1:31:6"> I I can't get far from the educ</subtitle>
<subtitle id="1:31:9">from the University because the university used to be the co</subtitle>
<subtitle id="1:31:12">the flame the whole</subtitle>
<subtitle id="1:31:15"> point there was</subtitle>
<subtitle id="1:31:18"> the universities were not beholden to</subtitle>
<subtitle id="1:31:21"> business their job was not to do job</subtitle>
<subtitle id="1:31:24"> training in obsolete software</subtitle>
<subtitle id="1:31:27"> systems to deal with business's</subtitle>
<subtitle id="1:31:30"> problems with Legacy systems that is not the job</subtitle>
<subtitle id="1:31:33">university that's a trade school and there's nothing</subtitle>
<subtitle id="1:31:36"> I love trade schools the high school I</subtitle>
<subtitle id="1:31:39"> went to was a was a one you had to take</subtitle>
<subtitle id="1:31:42"> a test to get into but it was a glorified trade school Lenny</subtitle>
<subtitle id="1:31:45"> will tell you and uh I learned a lot</subtitle>
<subtitle id="1:31:48"> there but Jesus the</subtitle>
<subtitle id="1:31:51"> universities have got to uphold</subtitle>
<subtitle id="1:31:54"> something like the way the 21st century</subtitle>
<subtitle id="1:31:57"> should be for the students or the students</subtitle>
<subtitle id="1:32:0"> are just going to go there and buy degrees in order</subtitle>
<subtitle id="1:32:3"> to get jobs that is my general</subtitle>
<subtitle id="1:32:6"> picture so the university</subtitle>
<subtitle id="1:32:9"> could put us you know I when I was active</subtitle>
<subtitle id="1:32:12"> around UCLA at some faculty</subtitle>
<subtitle id="1:32:15"> meeting uh</subtitle>
<subtitle id="1:32:18"> maybe more than one</subtitle>
<subtitle id="1:32:21"> I brought up the idea hey wait a minute UCLA is one of the</subtitle>
<subtitle id="1:32:24"> top 10 schools and uh</subtitle>
<subtitle id="1:32:27"> there are other top 10 schools in the nation</subtitle>
<subtitle id="1:32:30">in the University of California</subtitle>
<subtitle id="1:32:33"> you know basically you</subtitle>
<subtitle id="1:32:36"> know why are we letting the</subtitle>
<subtitle id="1:32:39"> Regents determine that tenure</subtitle>
<subtitle id="1:32:42"> uh re requires paper</subtitle>
<subtitle id="1:32:45">counting</subtitle>
<subtitle id="1:32:48"> UCLA should be able to say well you know Screw You</subtitle>
<subtitle id="1:32:51"> Regents screw you and</subtitle>
<subtitle id="1:32:54"> Davis and uh San Diego</subtitle>
<subtitle id="1:32:57"> and Santa Barbara screw you Regents</subtitle>
<subtitle id="1:33:0"> we're not going to do it that way</subtitle>
<subtitle id="1:33:3"> we're not gonna count papers for Christ's</subtitle>
<subtitle id="1:33:6"> sake you know</subtitle>
<subtitle id="1:33:9"> if you got to count a paper you at least have to put a weight on it</subtitle>
<subtitle id="1:33:12"> and it's hard to put a weight on a paper until 10 years</subtitle>
<subtitle id="1:33:15"> have passed you</subtitle>
<subtitle id="1:33:18"> just can't do it that way or you're going to turn it into</subtitle>
<subtitle id="1:33:21"> a Job Shop and</subtitle>
<subtitle id="1:33:24"> uh you know uh I pointed out</subtitle>
<subtitle id="1:33:27"> to the UCLA faculty that because of</subtitle>
<subtitle id="1:33:30"> you know the the discussion was wow</subtitle>
<subtitle id="1:33:33"> our department is really popular now we've got more</subtitle>
<subtitle id="1:33:36"> students than we can handle I said well godamn it</subtitle>
<subtitle id="1:33:39"> if you got that that's what the bean counters</subtitle>
<subtitle id="1:33:42"> in the University care</subtitle>
<subtitle id="1:33:45"> about is retention because it's money</subtitle>
<subtitle id="1:33:48"> you've got them just say</subtitle>
<subtitle id="1:33:51"> okay all right</subtitle>
<subtitle id="1:33:54"> we're going to do tenure differently we're going to hire</subtitle>
<subtitle id="1:33:57">differently we're going to have a different set of Standards</subtitle>
<subtitle id="1:34:0"> here</subtitle>
<subtitle id="1:34:3"> or we're just goingon to uh you know etc</subtitle>
<subtitle id="1:34:6"> etc but the 60s were</subtitle>
<subtitle id="1:34:9"> long over by the time I made that</subtitle>
<subtitle id="1:34:12">stand</subtitle>
<subtitle id="1:34:18">okay next question</subtitle>
<subtitle id="1:34:21"> I have a question yes</subtitle>
<subtitle id="1:34:24">this</subtitle>
<subtitle id="1:34:27"> was sorry</subtitle>
<subtitle id="1:34:30"> this was a and I've heard you many</subtitle>
<subtitle id="1:34:33"> times and always I I recognize</subtitle>
<subtitle id="1:34:36"> this accent always</subtitle>
<subtitle id="1:34:39"> yes I'm ready I'm ready</subtitle>
<subtitle id="1:34:42"> I'm ready always very entertaining</subtitle>
<subtitle id="1:34:45"> and uh thoughtful</subtitle>
<subtitle id="1:34:48"> but I I feel there is now</subtitle>
<subtitle id="1:34:51">a huge crra a</subtitle>
<subtitle id="1:34:54"> Gap uh which we didn't you didn't</subtitle>
<subtitle id="1:34:57">would be nice if you could have a thought or address</subtitle>
<subtitle id="1:35:0"> which is everything in the past</subtitle>
<subtitle id="1:35:3"> seems to me have to do let's</subtitle>
<subtitle id="1:35:6"> call it with mathematics has</subtitle>
<subtitle id="1:35:9"> Precision prob language is not</subtitle>
<subtitle id="1:35:12">we talk it has precision</subtitle>
<subtitle id="1:35:15"> and suddenly I think the new</subtitle>
<subtitle id="1:35:18"> Queen the new the new thing in the helm</subtitle>
<subtitle id="1:35:21">the new Revolution is is</subtitle>
<subtitle id="1:35:24"> without Precision it's without</subtitle>
<subtitle id="1:35:27"> and we built machine that we do not</subtitle>
<subtitle id="1:35:30"> understand how they work but</subtitle>
<subtitle id="1:35:33"> they work they perform they</subtitle>
<subtitle id="1:35:36"> perform not in Precision</subtitle>
<subtitle id="1:35:39"> you know if there will be a a self-driving</subtitle>
<subtitle id="1:35:42"> car it will kill somebody there is no question you</subtitle>
<subtitle id="1:35:45"> cannot guarantee that this will not happen</subtitle>
<subtitle id="1:35:48">it's a new thing and</subtitle>
<subtitle id="1:35:51"> I feel most of us here on this list</subtitle>
<subtitle id="1:35:54"> on the nine people that are left</subtitle>
<subtitle id="1:35:57"> we are dinosaurs of the past</subtitle>
<subtitle id="1:36:0"> and what do you have any thoughts about</subtitle>
<subtitle id="1:36:3"> this well uh</subtitle>
<subtitle id="1:36:6"> just by chance in the late 60s</subtitle>
<subtitle id="1:36:9"> I was visiting MIT and there was a meeting</subtitle>
<subtitle id="1:36:12"> of DOD people with</subtitle>
<subtitle id="1:36:15"> uh the AI people at MIT</subtitle>
<subtitle id="1:36:18"> and I think mensky was saying</subtitle>
<subtitle id="1:36:21"> you know in a few years we might be able to do what a dog can</subtitle>
<subtitle id="1:36:24"> do and uh the fourstar</subtitle>
<subtitle id="1:36:27"> general said a dog</subtitle>
<subtitle id="1:36:30"> he said look we don't even want what ordinary humans can</subtitle>
<subtitle id="1:36:33"> do we can draft them we've got two million</subtitle>
<subtitle id="1:36:36"> robots in the in the Department of Defense already</subtitle>
<subtitle id="1:36:39"> we train them and they learn well and</subtitle>
<subtitle id="1:36:42">they carry guns and they do all the stuff that we want</subtitle>
<subtitle id="1:36:45"> we already got intelligent robots we need</subtitle>
<subtitle id="1:36:48"> superhuman intelligence that's what</subtitle>
<subtitle id="1:36:51"> we need and</subtitle>
<subtitle id="1:36:54">so I</subtitle>
<subtitle id="1:36:57"> I don't want to start a long discussion about</subtitle>
<subtitle id="1:37:0"> you know but it happens that the</subtitle>
<subtitle id="1:37:3"> what J Judea Pearl calls curve</subtitle>
<subtitle id="1:37:6">fitting machine learning</subtitle>
<subtitle id="1:37:9"> uh as you know</subtitle>
<subtitle id="1:37:12"> also very well goes all the way back</subtitle>
<subtitle id="1:37:15"> 20 30 40 years</subtitle>
<subtitle id="1:37:18"> or 50 years or more Minsky's</subtitle>
<subtitle id="1:37:21">thesis was actually one of the first perceptrons</subtitle>
<subtitle id="1:37:24"> so the idea of</subtitle>
<subtitle id="1:37:27"> of finding complex</subtitle>
<subtitle id="1:37:30"> transfer functions between lots of inputs and</subtitle>
<subtitle id="1:37:33"> fewer outputs is has been around for a while</subtitle>
<subtitle id="1:37:36"> and uh it's definitely a a</subtitle>
<subtitle id="1:37:39"> big component of what's going on inside of our</subtitle>
<subtitle id="1:37:42"> brains but</subtitle>
<subtitle id="1:37:45"> the I I think</subtitle>
<subtitle id="1:37:48"> the we should ask</subtitle>
<subtitle id="1:37:51"> more for example uh</subtitle>
<subtitle id="1:37:54"> I wouldn't want to use an</subtitle>
<subtitle id="1:37:57"> AI that</subtitle>
<subtitle id="1:38:0"> couldn't be vetted in</subtitle>
<subtitle id="1:38:3"> some way and of</subtitle>
<subtitle id="1:38:6"> course uh the chat Bots</subtitle>
<subtitle id="1:38:9"> uh can lie whenever it suits them</subtitle>
<subtitle id="1:38:12"> and by the way I just saw that uh</subtitle>
<subtitle id="1:38:15"> uh open AI chatbot</subtitle>
<subtitle id="1:38:18"> has recently gone nuts</subtitle>
<subtitle id="1:38:21"> which is really fun track this down</subtitle>
<subtitle id="1:38:24">it started something went wrong and it's now it's mostly</subtitle>
<subtitle id="1:38:27"> hallucinating so these are</subtitle>
<subtitle id="1:38:30"> like human beings these are creators</subtitle>
<subtitle id="1:38:33"> that's what we are that's what we</subtitle>
<subtitle id="1:38:36"> got inside there and I believe that</subtitle>
<subtitle id="1:38:39"> we're we're better than we</subtitle>
<subtitle id="1:38:42"> were 100,000 years ago mainly</subtitle>
<subtitle id="1:38:45"> because we invented</subtitle>
<subtitle id="1:38:48"> methods for thinking</subtitle>
<subtitle id="1:38:51"> the big one being science</subtitle>
<subtitle id="1:38:54"> math allows you to in a consistent</subtitle>
<subtitle id="1:38:57"> way but it</subtitle>
<subtitle id="1:39:0"> it doesn't have any necessary connection to</subtitle>
<subtitle id="1:39:3"> reality where science wants to be able</subtitle>
<subtitle id="1:39:6"> to do uh</subtitle>
<subtitle id="1:39:9"> crisp thinking in a way that is anchored to</subtitle>
<subtitle id="1:39:12"> reality such that the uh the</subtitle>
<subtitle id="1:39:15">cues might have something to do with reality also</subtitle>
<subtitle id="1:39:18"> I think that is a very very good thing I think it would help</subtitle>
<subtitle id="1:39:21"> our politics on both sides of the lanic</subtitle>
<subtitle id="1:39:24"> tremendously if uh schools started</subtitle>
<subtitle id="1:39:27"> teaching CH basically doing what engelbart</subtitle>
<subtitle id="1:39:30"> said we have to insert better methods</subtitle>
<subtitle id="1:39:33"> than the ones we were born with or</subtitle>
<subtitle id="1:39:36"> simple uh large language models</subtitle>
<subtitle id="1:39:39"> have uh in order to</subtitle>
<subtitle id="1:39:42"> uh be able to use them in</subtitle>
<subtitle id="1:39:45"> any reasonable way that's my my</subtitle>
<subtitle id="1:39:48">answer</subtitle>
<subtitle id="1:39:51"> got it got it and then we also have one more</subtitle>
<subtitle id="1:39:54"> question from the audience um I wanted to get a chance to</subtitle>
<subtitle id="1:39:57"> yeah have him ask hi professor Kate thank you</subtitle>
<subtitle id="1:40:0"> for your talk today um I'm born in the 21st century</subtitle>
<subtitle id="1:40:3"> so my uh I guess</subtitle>
<subtitle id="1:40:6"> thoughts about zorx Park is the only one I know of</subtitle>
<subtitle id="1:40:9">Steve Jobs's visit where he commercializes</subtitle>
<subtitle id="1:40:12"> the guey that you guys invented into the apple one</subtitle>
<subtitle id="1:40:15"> so I was</subtitle>
<subtitle id="1:40:18"> yeah so what he saw was what</subtitle>
<subtitle id="1:40:21"> what he saw was what we did</subtitle>
<subtitle id="1:40:24"> he visited it was a visit to my</subtitle>
<subtitle id="1:40:27"> group uh and I was in the</subtitle>
<subtitle id="1:40:30"> room uh during that visit</subtitle>
<subtitle id="1:40:33"> and the demo we gave him and</subtitle>
<subtitle id="1:40:36"> uh we became friends uh partly</subtitle>
<subtitle id="1:40:39"> as the result of that visit so</subtitle>
<subtitle id="1:40:42"> ask me any question you want to ask about that</subtitle>
<subtitle id="1:40:45"> visit uh yeah I mean my first question was going</subtitle>
<subtitle id="1:40:48">if you happen to be in the room at all but now I know</subtitle>
<subtitle id="1:40:51"> uh second of all would be Steve had or</subtitle>
<subtitle id="1:40:54"> Mr jobs uh had a way of combining design</subtitle>
<subtitle id="1:40:57"> and pushing the boundaries of engineering through that I</subtitle>
<subtitle id="1:41:0"> was wondering how Zero's or</subtitle>
<subtitle id="1:41:3"> the Park's attitude towards pushing research</subtitle>
<subtitle id="1:41:6"> um the boundaries of research were or what</subtitle>
<subtitle id="1:41:9"> influence so</subtitle>
<subtitle id="1:41:12"> the so let me answer it's a two-part</subtitle>
<subtitle id="1:41:15"> question so one part uh is</subtitle>
<subtitle id="1:41:18"> early in the 80s I said to both Steve</subtitle>
<subtitle id="1:41:21"> and Bill Gates uh</subtitle>
<subtitle id="1:41:24"> this is during the controversy of whether apple and</subtitle>
<subtitle id="1:41:27"> Microsoft had stolen the ideas from</subtitle>
<subtitle id="1:41:30"> Xerox and</subtitle>
<subtitle id="1:41:33"> you know I told I said to both of them I said</subtitle>
<subtitle id="1:41:36"> look we want this we want you to steal the</subtitle>
<subtitle id="1:41:39"> ideas but for Christ's sake steal</subtitle>
<subtitle id="1:41:42">whole idea don't steal a protest</subtitle>
<subtitle id="1:41:45"> caricature yeah the whole</subtitle>
<subtitle id="1:41:48"> yeah that's why I say the the disappointing figures</subtitle>
<subtitle id="1:41:51">that I put there was the amount of actual</subtitle>
<subtitle id="1:41:54"> takeup uh so the second thing is that</subtitle>
<subtitle id="1:41:57">what Steve was</subtitle>
<subtitle id="1:42:0"> uh he was NE say the two words you said again designer</subtitle>
<subtitle id="1:42:3"> and a pusher of</subtitle>
<subtitle id="1:42:6"> engineering yeah right okay so</subtitle>
<subtitle id="1:42:9"> Steve was not a designer</subtitle>
<subtitle id="1:42:12"> and he was a pusher of</subtitle>
<subtitle id="1:42:15"> people so the key thing about Steve</subtitle>
<subtitle id="1:42:18"> was that he had a lot of good</subtitle>
<subtitle id="1:42:21"> woowoo</subtitle>
<subtitle id="1:42:24"> so where he picked up</subtitle>
<subtitle id="1:42:27"> he could feel the fireflies if he'd been a scientist</subtitle>
<subtitle id="1:42:30"> it would have been much better for</subtitle>
<subtitle id="1:42:33"> everybody because as he said and there's a famous</subtitle>
<subtitle id="1:42:36"> interview you can find on YouTube where</subtitle>
<subtitle id="1:42:39"> Steve says he says when I first went to Xerox</subtitle>
<subtitle id="1:42:42"> I was so blinded by the user interface I couldn't see anything</subtitle>
<subtitle id="1:42:45"> else I couldn't see object-oriented programming I</subtitle>
<subtitle id="1:42:48">see the networks he had to</subtitle>
<subtitle id="1:42:51"> wait until he did next years later when he ran into</subtitle>
<subtitle id="1:42:54">another contingent from the old Arbor Community</subtitle>
<subtitle id="1:42:57"> to explain to them why you why you need</subtitle>
<subtitle id="1:43:0"> those but we he didn't</subtitle>
<subtitle id="1:43:3"> understand how the stuff and we couldn't tell</subtitle>
<subtitle id="1:43:6"> him uh we were</subtitle>
<subtitle id="1:43:9"> able to show him uh like one of the famous</subtitle>
<subtitle id="1:43:12"> things that happened in the demo</subtitle>
<subtitle id="1:43:15"> my my one of my favorite demo things and if I had had time</subtitle>
<subtitle id="1:43:18">because we recreated that system just for the shits</subtitle>
<subtitle id="1:43:21"> of it so it actually runs the system that we showed</subtitle>
<subtitle id="1:43:24"> him and um I occasionally will'll do</subtitle>
<subtitle id="1:43:27"> it live in a talk um</subtitle>
<subtitle id="1:43:30"> but Steve had two complaints while he was and</subtitle>
<subtitle id="1:43:33"> he was really watching he</subtitle>
<subtitle id="1:43:36"> had his acolytes around him</subtitle>
<subtitle id="1:43:39"> uh but Steve Steve was really paying</subtitle>
<subtitle id="1:43:42"> attention to the thing and he</subtitle>
<subtitle id="1:43:45">said you know</subtitle>
<subtitle id="1:43:48"> I don't like You' never seen a scroll bar before but he</subtitle>
<subtitle id="1:43:51"> didn't like the fact that as you pulled it it</subtitle>
<subtitle id="1:43:54">went line by line he</subtitle>
<subtitle id="1:43:57"> says can't that go be done</subtitle>
<subtitle id="1:44:0"> continuously and Dan Engles who was giving the demo</subtitle>
<subtitle id="1:44:3"> because small talk is live</subtitle>
<subtitle id="1:44:6"> I mean live down to the operating systems so</subtitle>
<subtitle id="1:44:9"> Dan was able to do a couple of Clips</subtitle>
<subtitle id="1:44:12"> here's where the slow scroll bar thing is</subtitle>
<subtitle id="1:44:15"> uh change a line of code</subtitle>
<subtitle id="1:44:18"> quar a second later things are scrolling</subtitle>
<subtitle id="1:44:21"> smoothly and later on</subtitle>
<subtitle id="1:44:24"> uh when we were showing text</subtitle>
<subtitle id="1:44:27"> selection um we liked</subtitle>
<subtitle id="1:44:30"> we tried a lot of different ways of doing it but we' like the</subtitle>
<subtitle id="1:44:33"> complimenting the characters</subtitle>
<subtitle id="1:44:36"> which is what basically is done</subtitle>
<subtitle id="1:44:39"> today uh and Steve didn't like that he said</subtitle>
<subtitle id="1:44:42"> can't you do an outline</subtitle>
<subtitle id="1:44:45"> around the you know he's right because it's comp</subtitle>
<subtitle id="1:44:48">and white complimenting</subtitle>
<subtitle id="1:44:51"> is a little bit too in your face</subtitle>
<subtitle id="1:44:54"> face so he's right there</subtitle>
<subtitle id="1:44:57"> and so my jaw was on the</subtitle>
<subtitle id="1:45:0"> floor because Dan Engles went in there</subtitle>
<subtitle id="1:45:3"> that was not a trivial thing you know because if</subtitle>
<subtitle id="1:45:6"> you think of the selection</subtitle>
<subtitle id="1:45:9"> you have to find the actual boundary of the selection and</subtitle>
<subtitle id="1:45:12"> you have to uh</subtitle>
<subtitle id="1:45:15"> treat it the right way and Dan went right to the</subtitle>
<subtitle id="1:45:18"> thing and basically what he did was to</subtitle>
<subtitle id="1:45:21"> just take the code that comp mented</subtitle>
<subtitle id="1:45:24"> copy it and shift the</subtitle>
<subtitle id="1:45:27"> coordinates of the comp of the second</subtitle>
<subtitle id="1:45:30"> complementation uh diagonally</subtitle>
<subtitle id="1:45:33"> by two</subtitle>
<subtitle id="1:45:36"> so you get to so what it would do in it before you could see it would do</subtitle>
<subtitle id="1:45:39">compliment then it would shift diagonally do another compliment</subtitle>
<subtitle id="1:45:42"> and that would leave a a black line around the selection</subtitle>
<subtitle id="1:45:45"> just what Steve asked for it's like one of</subtitle>
<subtitle id="1:45:48"> the greatest things I've ever seen done unprepared</subtitle>
<subtitle id="1:45:51"> in a demo in a program progamming system in my</subtitle>
<subtitle id="1:45:54"> life that was uh</subtitle>
<subtitle id="1:45:57"> 1979 yeah so that was uh</subtitle>
<subtitle id="1:46:0">good and</subtitle>
<subtitle id="1:46:3"> uh uh Apple didn't steal</subtitle>
<subtitle id="1:46:6"> you know Apple did do a great thing</subtitle>
<subtitle id="1:46:9"> as the ba from the basis of that</subtitle>
<subtitle id="1:46:12"> stuff uh which was the Lisa</subtitle>
<subtitle id="1:46:15">done before the mac</subtitle>
<subtitle id="1:46:18"> and the Lisa was done</subtitle>
<subtitle id="1:46:21"> uh with Park people who are</subtitle>
<subtitle id="1:46:24"> hired</subtitle>
<subtitle id="1:46:27"> uh uh and with</subtitle>
<subtitle id="1:46:30"> some very smart people who are at Apple like Bill</subtitle>
<subtitle id="1:46:33"> ainson and the Lisa was</subtitle>
<subtitle id="1:46:36"> really nice it was the best thing you</subtitle>
<subtitle id="1:46:39"> could possibly do for that day was</subtitle>
<subtitle id="1:46:42"> done on a 68,000</subtitle>
<subtitle id="1:46:45"> microprocessor which meant an enormous amount</subtitle>
<subtitle id="1:46:48"> of programming for to do the graphics that were so easy</subtitle>
<subtitle id="1:46:51"> on the alto but they did it and it was really</subtitle>
<subtitle id="1:46:54"> great and uh a system</subtitle>
<subtitle id="1:46:57"> you would die for you could get</subtitle>
<subtitle id="1:47:0"> for 10,000</subtitle>
<subtitle id="1:47:3"> bucks and $10,000 happen to</subtitle>
<subtitle id="1:47:6"> be the average price of a car new car in the United</subtitle>
<subtitle id="1:47:9"> States at that time um sorry to interrupt</subtitle>
<subtitle id="1:47:12"> we're almost at the top of the second hour uh</subtitle>
<subtitle id="1:47:15"> of the of the talk so almost at the end of the second hour of</subtitle>
<subtitle id="1:47:18">the talk um so I just want to get a quick chance for people who have</subtitle>
<subtitle id="1:47:21"> class um but first please Round of Applause for our</subtitle>
<subtitle id="1:47:24"> speaker for the people who are</subtitle>
<subtitle id="1:47:27">left yeah</subtitle>
<subtitle id="1:47:30"> so I</subtitle>
<subtitle id="1:47:33"> love I I just expected</subtitle>
<subtitle id="1:47:36"> uh that you would have you would give me</subtitle>
<subtitle id="1:47:39"> one of your uh Barbed</subtitle>
<subtitle id="1:47:45">comments I love</subtitle>
<subtitle id="1:47:48">those</subtitle>
<subtitle id="1:47:51"> okay thank you thank you than you one and all</subtitle>
<subtitle id="1:47:54"> thank you for thank you thank</subtitle>
<subtitle id="1:47:57"> you Alan thank you so much yeah but don't</subtitle>
<subtitle id="1:48:0"> don't use your car while you're driving Glen</subtitle>
<subtitle id="1:48:3"> well I had to meet Stella she's waiting for me</subtitle>
<subtitle id="1:48:6"> and for an hour and now so sorry I had to step</subtitle>
<subtitle id="1:48:9"> out that's good you listen to</subtitle>
<subtitle id="1:48:12">Marvin</subtitle>
<subtitle id="1:48:15"> of course happy wife happy</subtitle>
<subtitle id="1:48:18"> life uh the number one</subtitle>
<subtitle id="1:48:21"> that's rule zero</subtitle>
<subtitle id="1:48:24"> not that's not even rule one that's rule</subtitle>
<subtitle id="1:48:27"> zero you got it you got it</subtitle>
<subtitle id="1:48:30"> thank you very much again Alan thank you thanks</subtitle>
<subtitle id="1:48:33"> so much Allan</subtitle>
<subtitle id="1:48:36"> thank you bye bye</subtitle>

Talks by Alan Kay

2024-02-27T01:35:52Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at ParcPlace]]||{{dts|1994-8-2}}||Palo Alto USA||Panel||VPRI-0563||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[The Center of "Why" (2004)]]||{{dts|2004-11-11}}||Kyoto, Japan||Talk|| ||
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[An interview with Alan Kay for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk||||
|-
|[[Alan Kay talk at UCLA CS Connection Lab]]||{{dts|2024-02-21}}||Los Angeles, CA (online)||Talk||||
|}

Papers from Viewpoints Research Institute

2024-02-25T16:01:08Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Other Related Writings||{{dts|2019-10-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How: When “What Will It Take?” Seems Beyond Possible, We Need To Study How *Immense Challenges* Have Been Successfully Dealt With In The Past ]||Written for 50 Years of Internet event
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[https://tinlizzie.org/~ohshima/shadama2/live2017/index.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[https://tinlizzie.org/VPRIPapers/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[https://tinlizzie.org/VPRIPapers/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[https://tinlizzie.org/VPRIPapers/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[https://tinlizzie.org/VPRIPapers/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[https://tinlizzie.org/VPRIPapers/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[https://tinlizzie.org/VPRIPapers/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[https://tinlizzie.org/VPRIPapers/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[https://tinlizzie.org/VPRIPapers/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[https://tinlizzie.org/VPRIPapers/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[https://tinlizzie.org/VPRIPapers/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[https://tinlizzie.org/VPRIPapers/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[https://tinlizzie.org/VPRIPapers/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[https://tinlizzie.org/VPRIPapers/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[https://tinlizzie.org/VPRIPapers/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[https://tinlizzie.org/VPRIPapers/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[https://tinlizzie.org/VPRIPapers/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[https://www.piumarta.com/pov/points-of-view.pdf Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://link.springer.com/book/10.1007/978-3-540-89275-5 Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

An interview with Alan Kay for at XT 20 Conference

2023-11-03T22:52:31Z

Ohshima:

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<subtitle id="0:0:6">something you mentioned there was that the</subtitle>
<subtitle id="0:0:9"> park of the methodologies behind</subtitle>
<subtitle id="0:0:12"> Park came out of or was a descendant of the</subtitle>
<subtitle id="0:0:15"> methodologies around radar yeah the</subtitle>
<subtitle id="0:0:18"> in a radar happened because of</subtitle>
<subtitle id="0:0:21"> a developing very very critical situation where</subtitle>
<subtitle id="0:0:24"> the the</subtitle>
<subtitle id="0:0:27"> chips are down the evening that this is in</subtitle>
<subtitle id="0:0:30"> in the 1939 when no better</subtitle>
<subtitle id="0:0:33"> than how it worked at all okay now what</subtitle>
<subtitle id="0:0:36"> actually happened was that in 1933</subtitle>
<subtitle id="0:0:39"> when the UK</subtitle>
<subtitle id="0:0:42"> was very</subtitle>
<subtitle id="0:0:45"> isolationist and worse and</subtitle>
<subtitle id="0:0:48"> that was the baldwin</subtitle>
<subtitle id="0:0:51">government but followed by the chamberlain government</subtitle>
<subtitle id="0:0:54"> so they were not interested</subtitle>
<subtitle id="0:0:57"> in doing anything it was actually a scientist Henry Tizard</subtitle>
<subtitle id="0:1:0"> who was alarmed by Hitler coming</subtitle>
<subtitle id="0:1:3"> to power in 1933 and on his</subtitle>
<subtitle id="0:1:6"> own hook started he</subtitle>
<subtitle id="0:1:9">a physicist and he started talking to other physicists</subtitle>
<subtitle id="0:1:12"> and people in electronics first asking</subtitle>
<subtitle id="0:1:15"> for a death ray like in War</subtitle>
<subtitle id="0:1:18"> of the Worlds and they calculated</subtitle>
<subtitle id="0:1:21"> that would take too much power death ray</subtitle>
<subtitle id="0:1:24"> meaning could you boil some something organic</subtitle>
<subtitle id="0:1:27"> in a plane at a distance and</subtitle>
<subtitle id="0:1:30"> the answer is no there's too much power but on the other hand there</subtitle>
<subtitle id="0:1:33"> have been things in the 20s and we</subtitle>
<subtitle id="0:1:36"> are certain even</subtitle>
<subtitle id="0:1:39"> though the return is so faint that we should be able to bounce</subtitle>
<subtitle id="0:1:42"> microwaves off objects</subtitle>
<subtitle id="0:1:45"> and be able to detect how far away</subtitle>
<subtitle id="0:1:48"> they are and so forth and that's how it started it was</subtitle>
<subtitle id="0:1:51"> done completely on the hook had</subtitle>
<subtitle id="0:1:54"> nothing to do with politicians or anything</subtitle>
<subtitle id="0:1:57">because they had a party line and everything but the</subtitle>
<subtitle id="0:2:0">ahead because that's the job of science is</subtitle>
<subtitle id="0:2:3"> to look ahead and to take a deal with the Invisibles</subtitle>
<subtitle id="0:2:6"> and so</subtitle>
<subtitle id="0:2:9"> a remarkable series of events happen besides the</subtitle>
<subtitle id="0:2:12"> inventions that they did they</subtitle>
<subtitle id="0:2:15"> were able to convince below</subtitle>
<subtitle id="0:2:18"> the top levels of the government to start funding this thing</subtitle>
<subtitle id="0:2:21"> that became known as the chain home system which</subtitle>
<subtitle id="0:2:24"> is a ring of radar stations going</subtitle>
<subtitle id="0:2:27"> all the way from the north of Scotland all</subtitle>
<subtitle id="0:2:30"> the way down through the South of England I</subtitle>
<subtitle id="0:2:33"> think there may be as many as 180</subtitle>
<subtitle id="0:2:36"> or 190 of these and</subtitle>
<subtitle id="0:2:39"> so by the time the</subtitle>
<subtitle id="0:2:42"> Germans decided to try and fly over the channel</subtitle>
<subtitle id="0:2:45"> this system that had been done long</subtitle>
<subtitle id="0:2:48"> before anybody in power wanted it</subtitle>
<subtitle id="0:2:51"> was operational and detected</subtitle>
<subtitle id="0:2:54"> the planes and the RAF</subtitle>
<subtitle id="0:2:57"> Spitfires and hurricanes were scrambled and</subtitle>
<subtitle id="0:3:0"> a few days</subtitle>
<subtitle id="0:3:3"> later the Battle of Britain have been won</subtitle>
<subtitle id="0:3:6"> by the UK not by the Germans and of</subtitle>
<subtitle id="0:3:9"> course the big deal about radar was not even</subtitle>
<subtitle id="0:3:12">you know the Germans shifted tonight flying and</subtitle>
<subtitle id="0:3:15"> the famous taffy Bo and</subtitle>
<subtitle id="0:3:18"> invented airborne radar</subtitle>
<subtitle id="0:3:21"> and so night fighters were</subtitle>
<subtitle id="0:3:24"> invented to deal with the night bombers and so forth but the</subtitle>
<subtitle id="0:3:27"> big deal about radar was that it was the</subtitle>
<subtitle id="0:3:30">dominant technology that won World War two for the Allies</subtitle>
<subtitle id="0:3:33"> not just for planes but primarily</subtitle>
<subtitle id="0:3:36"> for submarines and the</subtitle>
<subtitle id="0:3:39"> goal of radar the radar research</subtitle>
<subtitle id="0:3:42">all of this was going on was to be able to detect even</subtitle>
<subtitle id="0:3:45"> periscopes sticking up</subtitle>
<subtitle id="0:3:48"> and so it's a great story and</subtitle>
<subtitle id="0:3:51"> the one</subtitle>
<subtitle id="0:3:54"> of the key issues on it was</subtitle>
<subtitle id="0:3:57"> the British government once they had it wanted to negotiate</subtitle>
<subtitle id="0:4:0"> with the Americans who had the</subtitle>
<subtitle id="0:4:3"> manufacturing capacity where this stuff</subtitle>
<subtitle id="0:4:6">and hairy-chested said no no let us not do that let us just give everything</subtitle>
<subtitle id="0:4:9"> we know including the atomic secrets we</subtitle>
<subtitle id="0:4:12">have let's just give everything to the Americans and let's rely on their</subtitle>
<subtitle id="0:4:15"> goodwill and so that is what has</subtitle>
<subtitle id="0:4:18">happened there was a famous plane flight with a famous briefcase</subtitle>
<subtitle id="0:4:21"> that had the most important technological</subtitle>
<subtitle id="0:4:24"> invention of World War two the cavity magnetron</subtitle>
<subtitle id="0:4:27"> which allowed practical high-power</subtitle>
<subtitle id="0:4:30"> small wavelength</subtitle>
<subtitle id="0:4:33"> radar to be done that was carried in</subtitle>
<subtitle id="0:4:36"> this briefcase it was just given to the Americans</subtitle>
<subtitle id="0:4:39"> and within a week Bell Labs had made</subtitle>
<subtitle id="0:4:42"> fifteen of them and</subtitle>
<subtitle id="0:4:45"> some of the Brits like taffy Bowen stayed</subtitle>
<subtitle id="0:4:48"> in the United States to set up to the grad lab at</subtitle>
<subtitle id="0:4:51"> MIT and the</subtitle>
<subtitle id="0:4:54"> rad lab at MIT did designed more</subtitle>
<subtitle id="0:4:57"> than 180 different radar</subtitle>
<subtitle id="0:5:0"> systems this is in three and a half years of of</subtitle>
<subtitle id="0:5:3"> the war and these were all manufactured</subtitle>
<subtitle id="0:5:6"> by the companies around Boston through</subtitle>
<subtitle id="0:5:9"> 128 companies and distributed by the hundreds</subtitle>
<subtitle id="0:5:12"> of thousands all over the world</subtitle>
<subtitle id="0:5:15"> as small as fighter planes as large as coastal</subtitle>
<subtitle id="0:5:18"> installations and everything in between all done</subtitle>
<subtitle id="0:5:21"> by a group of about three or four thousand people</subtitle>
<subtitle id="0:5:24"> in building 20 at MIT in</subtitle>
<subtitle id="0:5:27"> three and a half years so this is one of the great stories</subtitle>
<subtitle id="0:5:30"> of all times and of</subtitle>
<subtitle id="0:5:33"> the people who worked in the rad lab nine of them became</subtitle>
<subtitle id="0:5:36"> Nobel Prize winners later and</subtitle>
<subtitle id="0:5:39"> none of them enduring the work at the rad</subtitle>
<subtitle id="0:5:42"> lab we're working on the stuff that earned them the Nobel Prize they</subtitle>
<subtitle id="0:5:45"> were they put aside their physics hats to</subtitle>
<subtitle id="0:5:48"> do physical engineering on</subtitle>
<subtitle id="0:5:51"> behalf of this much larger cause this</subtitle>
<subtitle id="0:5:54"> is a great story and it's something</subtitle>
<subtitle id="0:5:57"> that everybody in government should</subtitle>
<subtitle id="0:6:0"> not only know</subtitle>
<subtitle id="0:6:3"> about it but have their nose rubbed in it and the</subtitle>
<subtitle id="0:6:6"> other part of it is to take a look at</subtitle>
<subtitle id="0:6:9"> the the</subtitle>
<subtitle id="0:6:12"> aftermath which</subtitle>
<subtitle id="0:6:15"> of a terrible war but</subtitle>
<subtitle id="0:6:18"> the aftermath of that war was that industrial</subtitle>
<subtitle id="0:6:21"> capacity and industrial wave</subtitle>
<subtitle id="0:6:24"> methodology the</subtitle>
<subtitle id="0:6:27"> level of inventions and every other kind of thing</subtitle>
<subtitle id="0:6:30"> had been boosted in a way that was</subtitle>
<subtitle id="0:6:33"> not happening incrementally and so</subtitle>
<subtitle id="0:6:36"> after World War two there was an</subtitle>
<subtitle id="0:6:39"> essentially a whole new engineering and a holding an industrial</subtitle>
<subtitle id="0:6:42"> revolution based on everything</subtitle>
<subtitle id="0:6:45"> was learned there and by the</subtitle>
<subtitle id="0:6:48"> way it was happening over here except</subtitle>
<subtitle id="0:6:51">he combination of the government the bankers and</subtitle>
<subtitle id="0:6:54"> the academics could not cooperate</subtitle>
<subtitle id="0:6:57"> so this</subtitle>
<subtitle id="0:7:0"> country was leading in computing all the way</subtitle>
<subtitle id="0:7:3"> up to the early 60s both</subtitle>
<subtitle id="0:7:6"> in hardware and software was ahead</subtitle>
<subtitle id="0:7:9"> of the Americans by perhaps five years or</subtitle>
<subtitle id="0:7:12"> so and all of that got blown by</subtitle>
<subtitle id="0:7:15"> the different</subtitle>
<subtitle id="0:7:18"> priorities and different levels of understanding that existed</subtitle>
<subtitle id="0:7:21">here and we were the benefit of it because I went to half</subtitle>
<subtitle id="0:7:24"> literally half the graduate students I went to</subtitle>
<subtitle id="0:7:27"> grad school within the 60s were from the UK</subtitle>
<subtitle id="0:7:30">and from France which had had its own way of self-destruction</subtitle>
<subtitle id="0:7:33"> and so we got this</subtitle>
<subtitle id="0:7:36"> fabulous group of talented</subtitle>
<subtitle id="0:7:39"> PhD students who came over to the US because</subtitle>
<subtitle id="0:7:42"> ARPA was funding a</subtitle>
<subtitle id="0:7:45"> lot of important stuff and in</subtitle>
<subtitle id="0:7:48"> a way it never came back over here except as</subtitle>
<subtitle id="0:7:51"> goods to be sold</subtitle>
<subtitle id="0:7:54"> so I'd like to just ask</subtitle>
<subtitle id="0:7:57"> a question on the subject of cooperation</subtitle>
<subtitle id="0:8:0"> between let's call it politicians</subtitle>
<subtitle id="0:8:3">community I mean if somebody's I've lived</subtitle>
<subtitle id="0:8:6"> in the UK most of my life and my</subtitle>
<subtitle id="0:8:9"> impression is that there has been quite a lot of</subtitle>
<subtitle id="0:8:12">distrust between politicians and scientists here even</subtitle>
<subtitle id="0:8:15"> a kind of that politicians would hold</subtitle>
<subtitle id="0:8:18"> even the language that's used to describe</subtitle>
<subtitle id="0:8:21"> scientists as boffins and techie</subtitle>
<subtitle id="0:8:24"> artists exactly the problem is that</subtitle>
<subtitle id="0:8:27"> the you</subtitle>
<subtitle id="0:8:30"> know it's in a way it's worse here</subtitle>
<subtitle id="0:8:33"> we have our own problem with basically in</subtitle>
<subtitle id="0:8:36"> the US and here pretty much the</subtitle>
<subtitle id="0:8:39"> only elites that are allowed and admired</subtitle>
<subtitle id="0:8:42"> by a wide part of society are</subtitle>
<subtitle id="0:8:45"> sports heroes right</subtitle>
<subtitle id="0:8:48">place where people can be better than ordinary and</subtitle>
<subtitle id="0:8:51"> people are happy about it but</subtitle>
<subtitle id="0:8:54"> over here we have the</subtitle>
<subtitle id="0:8:57"> two cultures and he was not talking about</subtitle>
<subtitle id="0:9:0"> working class culture at all he was talking about the</subtitle>
<subtitle id="0:9:3"> latter's culture and the science culture</subtitle>
<subtitle id="0:9:6"> in the high level universities here ya know and</subtitle>
<subtitle id="0:9:9"> that is a huge problem because</subtitle>
<subtitle id="0:9:12"> of sinking stone pointed out it</subtitle>
<subtitle id="0:9:15"> is far more likely for a scientist</subtitle>
<subtitle id="0:9:18"> to know quite a bit about Shakespeare he and it</subtitle>
<subtitle id="0:9:21"> is for Shakespeare specialists know anything of all about</subtitle>
<subtitle id="0:9:24"> silence yes and then it said certainly in</subtitle>
<subtitle id="0:9:27"> Europe politicians or certainly in the</subtitle>
<subtitle id="0:9:30"> UK politicians have generally been drawn from the</subtitle>
<subtitle id="0:9:33"> Arts side rather the science side so</subtitle>
<subtitle id="0:9:36"> the huge exception of course</subtitle>
<subtitle id="0:9:39"> recently was Andrea</subtitle>
<subtitle id="0:9:42"> Merkel who</subtitle>
<subtitle id="0:9:45"> has a PhD in physics and is</subtitle>
<subtitle id="0:9:48">few heads of state who can actually understand the</subtitle>
<subtitle id="0:9:51"> dynamics of a contagion</subtitle>
<subtitle id="0:9:54"> like kovat 19</subtitle>
<subtitle id="0:9:57"> and she laid it into Germany</subtitle>
<subtitle id="0:10:0"> a couple of days ago of pointing out that</subtitle>
<subtitle id="0:10:3"> it could very well be 50 to 70 percent</subtitle>
<subtitle id="0:10:6"> infected which is actually</subtitle>
<subtitle id="0:10:9"> what the epidemiologists in the United States</subtitle>
<subtitle id="0:10:12"> think and this is incredibly</subtitle>
<subtitle id="0:10:15"> inconvenient for people</subtitle>
<subtitle id="0:10:18"> trying to make money and people trying to do that and</subtitle>
<subtitle id="0:10:21"> like Al Gore said</subtitle>
<subtitle id="0:10:24"> in his book an inconvenient truth about the climate problem</subtitle>
<subtitle id="0:10:27"> people who don't have the imagination understand</subtitle>
<subtitle id="0:10:30"> the consequences try to sweep it under the</subtitle>
<subtitle id="0:10:33"> rug like president Trempealeau poses</subtitle>
<subtitle id="0:10:36"> will go away he claims it will</subtitle>
<subtitle id="0:10:39"> go away but it's not going to go away so what's what's</subtitle>
<subtitle id="0:10:42"> in this paper I wrote for the Ellen</subtitle>
<subtitle id="0:10:45"> MacArthur Foundation one of the main</subtitle>
<subtitle id="0:10:48"> points was the only time when</subtitle>
<subtitle id="0:10:51"> regular people are willing to call on the</subtitle>
<subtitle id="0:10:54">boffins and is when they're deathly afraid of</subtitle>
<subtitle id="0:10:57"> something and</subtitle>
<subtitle id="0:11:0"> often the boffins have been working away anyway</subtitle>
<subtitle id="0:11:3"> because part of the deal of being</subtitle>
<subtitle id="0:11:6"> of Zionists of looking ahead so they</subtitle>
<subtitle id="0:11:9"> are often already working on it but yeah so</subtitle>
<subtitle id="0:11:12">you had in the 30s the</subtitle>
<subtitle id="0:11:15"> enough people got worried</subtitle>
<subtitle id="0:11:18">about what was happening in Germany to get</subtitle>
<subtitle id="0:11:21"> the radar stuff going and to get</subtitle>
<subtitle id="0:11:24"> a Bletchley Park</subtitle>
<subtitle id="0:11:27"> going in the u.s. it's not</subtitle>
<subtitle id="0:11:30"> wasn't any better except Roosevelt president Roosevelt</subtitle>
<subtitle id="0:11:33"> was for</subtitle>
<subtitle id="0:11:36"> helping the the</subtitle>
<subtitle id="0:11:39"> UK but Congress wasn't Congress</subtitle>
<subtitle id="0:11:42"> was not interested in doing</subtitle>
<subtitle id="0:11:45"> anything that wasn't an investment</subtitle>
<subtitle id="0:11:48"> in a possibility of a war so</subtitle>
<subtitle id="0:11:51"> it happened in the u.s. maybe in typical US</subtitle>
<subtitle id="0:11:54"> fashion that a very smart guy who</subtitle>
<subtitle id="0:11:57"> had made the equivalent of billions today</subtitle>
<subtitle id="0:12:0"> by</subtitle>
<subtitle id="0:12:3"> understanding how the Depression was going to go</subtitle>
<subtitle id="0:12:6"> he converted everything into gold right</subtitle>
<subtitle id="0:12:9"> before the depression happened and then bought</subtitle>
<subtitle id="0:12:12"> at the bottom and</subtitle>
<subtitle id="0:12:15"> so but as a recovery happened he got richer</subtitle>
<subtitle id="0:12:18"> and richer he happened to be an excellent amateur</subtitle>
<subtitle id="0:12:21"> scientist to the point that he was eventually elected to</subtitle>
<subtitle id="0:12:24"> the National Academy of Sciences and on with</subtitle>
<subtitle id="0:12:27">is own money he set up a huge insulation called Tuxedo</subtitle>
<subtitle id="0:12:30"> Park so this is the American</subtitle>
<subtitle id="0:12:33"> side also going on in the 30s he invented many</subtitle>
<subtitle id="0:12:36"> of the navigational aids that</subtitle>
<subtitle id="0:12:39"> are still in use today make more money</subtitle>
<subtitle id="0:12:42"> on those but he was especially interested in radar</subtitle>
<subtitle id="0:12:45"> and so when this thing started</subtitle>
<subtitle id="0:12:48"> happening the government was still allow yeah</subtitle>
<subtitle id="0:12:51">eventually get around to funding something at MIT</subtitle>
<subtitle id="0:12:54"> and this guy Alfred Loomis said well the heck with</subtitle>
<subtitle id="0:12:57"> that I'll just fund it but he just stepped in</subtitle>
<subtitle id="0:13:0"> and funded the whole start of everything and</subtitle>
<subtitle id="0:13:3"> was great for any it was anyway</subtitle>
<subtitle id="0:13:6">another part of this really interesting radar</subtitle>
<subtitle id="0:13:9"> story pretty much nobody whose</subtitle>
<subtitle id="0:13:12"> job it was to to do</subtitle>
<subtitle id="0:13:15"> something reasonable did their job</subtitle>
<subtitle id="0:13:18"> reasonably was done by</subtitle>
<subtitle id="0:13:21"> people who weren't in a better</subtitle>
<subtitle id="0:13:24">imagine what was going to have and</subtitle>
<subtitle id="0:13:27"> some of them had means to start making things</subtitle>
<subtitle id="0:13:30"> happen so so the ARPA Park thing</subtitle>
<subtitle id="0:13:33"> Xerox was</subtitle>
<subtitle id="0:13:36"> one of the ARPA projects it</subtitle>
<subtitle id="0:13:39"> was just that by the time Matt was set up</subtitle>
<subtitle id="0:13:42"> for another set of reasons the</subtitle>
<subtitle id="0:13:45"> DoD had been shut down from doing</subtitle>
<subtitle id="0:13:48">kind of research funding that they were doing and ARPA</subtitle>
<subtitle id="0:13:51"> got changed to DARPA the Charter</subtitle>
<subtitle id="0:13:54"> got changed the kind of projects they could fund got changed</subtitle>
<subtitle id="0:13:57"> and so finding Xerox</subtitle>
<subtitle id="0:14:0"> as a funder was the goal of one</subtitle>
<subtitle id="0:14:3"> of the original orbit Arbor funders who was afraid that the work</subtitle>
<subtitle id="0:14:6"> wasn't going to get done and it needed about half</subtitle>
<subtitle id="0:14:9"> of it had been done at eight years of it have been done and he</subtitle>
<subtitle id="0:14:12"> thought another five to six years</subtitle>
<subtitle id="0:14:15"> could finish off the whole deal that</subtitle>
<subtitle id="0:14:18"> turned out to be the case and a lot of that remaining</subtitle>
<subtitle id="0:14:21"> five years was funded by Xerox you</subtitle>
<subtitle id="0:14:24"> were about</subtitle>
<subtitle id="0:14:27"> in your in your preprint</subtitle>
<subtitle id="0:14:30">about the imagination required that</subtitle>
<subtitle id="0:14:33"> imagination of catastrophe and one of the problems with</subtitle>
<subtitle id="0:14:36"> climate changes the human blindness to actually seeing and</subtitle>
<subtitle id="0:14:39"> imagining was that know it</subtitle>
<subtitle id="0:14:42"> so again the climate thing</subtitle>
<subtitle id="0:14:45"> no we again there's a sallied</subtitle>
<subtitle id="0:14:48"> ISM thing but what most most people</subtitle>
<subtitle id="0:14:51"> don't get about science it is actually qualitatively different than</subtitle>
<subtitle id="0:14:54"> normal human reasoning and normal</subtitle>
<subtitle id="0:14:57">human ways of looking at the world is qualitatively different</subtitle>
<subtitle id="0:15:0"> it's not like a better version of what</subtitle>
<subtitle id="0:15:3"> Kay people used to do yeah it's a whole new</subtitle>
<subtitle id="0:15:6"> deal but it almost anybody can learn how to do</subtitle>
<subtitle id="0:15:9"> it the problem is most people don't learn how to do</subtitle>
<subtitle id="0:15:12"> it and the educational institutions</subtitle>
<subtitle id="0:15:15"> have not taken it seriously as</subtitle>
<subtitle id="0:15:18"> something that young children should learn how to do it's</subtitle>
<subtitle id="0:15:21"> an epistemological thing it's a world view kind of</subtitle>
<subtitle id="0:15:24"> thing so it is most easily learned</subtitle>
<subtitle id="0:15:27"> by most people when they're children if you</subtitle>
<subtitle id="0:15:30"> don't learn them when you're a child you are faced with something</subtitle>
<subtitle id="0:15:33"> much more difficult than learning a foreign language when</subtitle>
<subtitle id="0:15:36"> you're older but what the way the</subtitle>
<subtitle id="0:15:39"> true about climate is this that</subtitle>
<subtitle id="0:15:42"> Caltech scientists</subtitle>
<subtitle id="0:15:45"> in the early late 50s invented</subtitle>
<subtitle id="0:15:48"> the apparatus needed to really</subtitle>
<subtitle id="0:15:51"> accurately measure the co2 in the atmosphere</subtitle>
<subtitle id="0:15:54"> that was started in 57</subtitle>
<subtitle id="0:15:57"> by 1962</subtitle>
<subtitle id="0:16:0"> enough careful measurements</subtitle>
<subtitle id="0:16:3"> have been taken to show that not only was it increasing</subtitle>
<subtitle id="0:16:6"> but it was increasing exponentially the National Science</subtitle>
<subtitle id="0:16:9"> Foundation of the u.s. issued a</subtitle>
<subtitle id="0:16:12"> warning saying we are</subtitle>
<subtitle id="0:16:15"> going to be in complete trouble in about 50</subtitle>
<subtitle id="0:16:18"> years if this isn't taken</subtitle>
<subtitle id="0:16:21"> care of immediately so</subtitle>
<subtitle id="0:16:24"> the way I counted that was like 57</subtitle>
<subtitle id="0:16:27"> or 58 years ago and</subtitle>
<subtitle id="0:16:30"> no sciences job</subtitle>
<subtitle id="0:16:33"> is to make the Invisibles more visible</subtitle>
<subtitle id="0:16:36"> people we are all going scientists</subtitle>
<subtitle id="0:16:39"> are blind but we can make instruments and we</subtitle>
<subtitle id="0:16:42"> can make measurement ways of</subtitle>
<subtitle id="0:16:45"> modeling things that extend what</subtitle>
<subtitle id="0:16:48"> we can't do without them that's the</subtitle>
<subtitle id="0:16:51"> whole point here so the things they're starting to talk</subtitle>
<subtitle id="0:16:54">now like carbon tax well it's way too late what</subtitle>
<subtitle id="0:16:57"> people don't realize is respect to the climate we are right</subtitle>
<subtitle id="0:17:0"> in the middle of a war we have been</subtitle>
<subtitle id="0:17:3"> invaded it's not a question of the enemy</subtitle>
<subtitle id="0:17:6"> being over here or being small it's</subtitle>
<subtitle id="0:17:9">invisible to most people they can't see it and</subtitle>
<subtitle id="0:17:12"> nobody is taking it seriously yet</subtitle>
<subtitle id="0:17:15"> same thing and you probably</subtitle>
<subtitle id="0:17:18"> are aware that among various degrees I</subtitle>
<subtitle id="0:17:21"> picked up in my misspent youth besides one</subtitle>
<subtitle id="0:17:24"> in in math and the computing ones there's one</subtitle>
<subtitle id="0:17:27"> in molecular biology so if we switch over</subtitle>
<subtitle id="0:17:30"> to biology</subtitle>
<subtitle id="0:17:33"> every and I think every every</subtitle>
<subtitle id="0:17:36"> scientist in the physical sciences and certainly</subtitle>
<subtitle id="0:17:39"> the biologists have been warning for</subtitle>
<subtitle id="0:17:42"> decades about</subtitle>
<subtitle id="0:17:45"> the</subtitle>
<subtitle id="0:17:48"> certainties of Panda</subtitle>
<subtitle id="0:17:51"> make deadly pandemics</subtitle>
<subtitle id="0:17:54"> there is nothing new here there's nothing surprising</subtitle>
<subtitle id="0:17:57"> about coronavirus in any way to</subtitle>
<subtitle id="0:18:0"> any scientist nothing it's</subtitle>
<subtitle id="0:18:3"> just the details but</subtitle>
<subtitle id="0:18:6"> that it's even a respiratory disease</subtitle>
<subtitle id="0:18:9"> is not surprising because we've had SARS and</subtitle>
<subtitle id="0:18:12"> MERS already we were lucky</subtitle>
<subtitle id="0:18:15"> with SARS because even though it was really deadly</subtitle>
<subtitle id="0:18:18"> and MERS also they're</subtitle>
<subtitle id="0:18:21"> not very contagious so</subtitle>
<subtitle id="0:18:24"> but the whole point of</subtitle>
<subtitle id="0:18:27"> doing this stuff ahead of time is to get is</subtitle>
<subtitle id="0:18:30"> to take the imagination that science</subtitle>
<subtitle id="0:18:33"> is able to do pretty darn accurately for instance with</subtitle>
<subtitle id="0:18:36"> regard to the climate there was just a recent</subtitle>
<subtitle id="0:18:39"> study that looked at the 30 main supercomputer</subtitle>
<subtitle id="0:18:42"> simulations starting back</subtitle>
<subtitle id="0:18:45"> right before the 70s so</subtitle>
<subtitle id="0:18:48"> a supercomputer back then was about</subtitle>
<subtitle id="0:18:51"></subtitle>
<subtitle id="0:18:54"> 200,000 times less capable</subtitle>
<subtitle id="0:18:57"> in an iPhone 6 but</subtitle>
<subtitle id="0:19:0">supercomputers compared to the other computers but every</subtitle>
<subtitle id="0:19:3"> single one of the climate simulations starting</subtitle>
<subtitle id="0:19:6"> back then run and</subtitle>
<subtitle id="0:19:9"> looking at what they predicted back then to what has happened</subtitle>
<subtitle id="0:19:12"> today the worst one was only off by a couple of couple</subtitle>
<subtitle id="0:19:15"> of percent the</subtitle>
<subtitle id="0:19:18"> ones we can do today are much more</subtitle>
<subtitle id="0:19:21"> accurate and much more detailed but</subtitle>
<subtitle id="0:19:24"> there's never been a time</subtitle>
<subtitle id="0:19:27"> once the detection</subtitle>
<subtitle id="0:19:30"> of the greenhouse gas increases that</subtitle>
<subtitle id="0:19:33"> scientists haven't been able to imagine this</subtitle>
<subtitle id="0:19:36"> disaster never so</subtitle>
<subtitle id="0:19:39"> you could imagine you know I'm sounding frustrated</subtitle>
<subtitle id="0:19:42"> right but yeah the inmates are running the</subtitle>
<subtitle id="0:19:45"> asylum here and they're going</subtitle>
<subtitle id="0:19:48"> to suffer that that faith I think there's a good</subtitle>
<subtitle id="0:19:51"> chance that major parts of</subtitle>
<subtitle id="0:19:54"> the ecosystems on the planet are going to be toppled</subtitle>
<subtitle id="0:19:57"> and one of the one</subtitle>
<subtitle id="0:20:0"> of the things I do in Cox often is I bring in a coke</subtitle>
<subtitle id="0:20:3"> bottle and set</subtitle>
<subtitle id="0:20:6"> up the normal way I pointed well you can poke at it a little bit</subtitle>
<subtitle id="0:20:9"> and it'll come back but if you turn the coke bottle</subtitle>
<subtitle id="0:20:12"> and stand it up on its neck just a little</subtitle>
<subtitle id="0:20:15"> poke will topple it over and now imagine the difference</subtitle>
<subtitle id="0:20:18"> in the amount of work that has to be done between what</subtitle>
<subtitle id="0:20:21">it took the top lit and to put it right-side up and</subtitle>
<subtitle id="0:20:24"> what if the toppling rolls it off the table now think</subtitle>
<subtitle id="0:20:27"> of how much work has to be done so these are the</subtitle>
<subtitle id="0:20:30"> kinds of things and the same thing is true with covin</subtitle>
<subtitle id="0:20:33"> the big problem with these viruses</subtitle>
<subtitle id="0:20:36"> is what most people can't see</subtitle>
<subtitle id="0:20:39"> so they are reacting to the tip of an iceberg</subtitle>
<subtitle id="0:20:42"> the scientists were reacting to the fact that</subtitle>
<subtitle id="0:20:45"> there were going to be icebergs so these</subtitle>
<subtitle id="0:20:48"> are these warnings 20 years ago people are reacting</subtitle>
<subtitle id="0:20:51"> to the tip of the iceberg but science knows</subtitle>
<subtitle id="0:20:54">estimate the mass of the part of the iceberg you can't see</subtitle>
<subtitle id="0:20:57"> and similarly there are models that can take what</subtitle>
<subtitle id="0:21:0"> you can see and find</subtitle>
<subtitle id="0:21:3"> good estimates of what's actually going on which</subtitle>
<subtitle id="0:21:6"> is usually about a factor of 15 or 20 more</subtitle>
<subtitle id="0:21:9"> infections than have actually been shown up</subtitle>
<subtitle id="0:21:12"> both the US and the UK have</subtitle>
<subtitle id="0:21:15"> essentially been I would</subtitle>
<subtitle id="0:21:18"> call it scandalous at not testing</subtitle>
<subtitle id="0:21:21"> like in the whole US there have only</subtitle>
<subtitle id="0:21:24"> been five thousand tests administered so far and</subtitle>
<subtitle id="0:21:27"> maybe proportionately only that in the UK</subtitle>
<subtitle id="0:21:30"> I don't know I haven't been tracking it every day but this</subtitle>
<subtitle id="0:21:33"> is like crazy because how else are they going to be able to</subtitle>
<subtitle id="0:21:36"> estimate what kinds of emergency</subtitle>
<subtitle id="0:21:39"> measures have to happen the other thing in the UK</subtitle>
<subtitle id="0:21:42"> is that UK for instance</subtitle>
<subtitle id="0:21:45"> compared to the US the UK has 1/7</subtitle>
<subtitle id="0:21:48"> the available hospital beds per capita</subtitle>
<subtitle id="0:21:51"> 1/7 and I</subtitle>
<subtitle id="0:21:54"> believe the UK is almost the worst country</subtitle>
<subtitle id="0:21:57"> in Europe as far as hospital beds</subtitle>
<subtitle id="0:22:0"> available per capita</subtitle>
<subtitle id="0:22:3"> don't we go to Washington the state of Washington</subtitle>
<subtitle id="0:22:6">they're taking care of people out in the hallways</subtitle>
<subtitle id="0:22:9"> because they got swamped anyway</subtitle>
<subtitle id="0:22:12"> so the Chinese got started a</subtitle>
<subtitle id="0:22:15"> little bit slow but then they they have man to</subtitle>
<subtitle id="0:22:18"> shut the thing down now it</subtitle>
<subtitle id="0:22:21"> may not happen here reason there's a thing</subtitle>
<subtitle id="0:22:24"> called the pandemic is because</subtitle>
<subtitle id="0:22:27"> other countries didn't act as</subtitle>
<subtitle id="0:22:30"> soon as the chosen up in China anybody</subtitle>
<subtitle id="0:22:33"> with half a brain would shut</subtitle>
<subtitle id="0:22:36"> everything down because of course</subtitle>
<subtitle id="0:22:39"> it's going to spread and especially if it's viable</subtitle>
<subtitle id="0:22:42"> for days on surfaces like the</subtitle>
<subtitle id="0:22:45"> corona virus is that means</subtitle>
<subtitle id="0:22:48"> you don't have to be sneezed on to get</subtitle>
<subtitle id="0:22:51"> it means people can carry it around for days and their hands and transfer</subtitle>
<subtitle id="0:22:54"> it and so that's that's</subtitle>
<subtitle id="0:22:57"> the recipe and there are plenty of models that will tell you exactly</subtitle>
<subtitle id="0:23:0"> what's going to happen and those models are being</subtitle>
<subtitle id="0:23:3">right but you know it's a Pyrrhic victory isn't it</subtitle>
<subtitle id="0:23:6"> yeah of course the models are right so</subtitle>
<subtitle id="0:23:9"> so these things are very frustrating</subtitle>
<subtitle id="0:23:12"> to scientists and they awry</subtitle>
<subtitle id="0:23:15"> they are one of the causes</subtitle>
<subtitle id="0:23:18">of the friction between scientists and politicians</subtitle>
<subtitle id="0:23:21"> because they in general</subtitle>
<subtitle id="0:23:24"> you know except for somebody like Al Gore</subtitle>
<subtitle id="0:23:27"> who was a perfect guy</subtitle>
<subtitle id="0:23:30"> he was really interested in the stuff he did his homework</subtitle>
<subtitle id="0:23:33"> he liked scientists he</subtitle>
<subtitle id="0:23:36">interested in what science was saying about the climate he was concerned</subtitle>
<subtitle id="0:23:39"> so he was a big exception</subtitle>
<subtitle id="0:23:42"> to that but you know most politicians find</subtitle>
<subtitle id="0:23:45"> you know treat scientists</subtitle>
<subtitle id="0:23:48"> as Cassandra was treated and</subtitle>
<subtitle id="0:23:51"> you would think that the letters people over</subtitle>
<subtitle id="0:23:54"> here would actually know that story wouldn't you</subtitle>
<subtitle id="0:23:57"> I</subtitle>
<subtitle id="0:24:0"> mean it's the it's in</subtitle>
<subtitle id="0:24:3"> the Iliad right there Cassandra was telling</subtitle>
<subtitle id="0:24:6">them what was going to happen and they didn't like what she was saying</subtitle>
<subtitle id="0:24:9"> so they just ignored her even warned them</subtitle>
<subtitle id="0:24:12"> about the Trojan horse so so</subtitle>
<subtitle id="0:24:15"> that is one of those stories from antiquity that shows where</subtitle>
<subtitle id="0:24:18"> roughly the same species we always work which</subtitle>
<subtitle id="0:24:21"> is that we project our own beliefs onto the world rather</subtitle>
<subtitle id="0:24:24">trying to find out what the world actually is so</subtitle>
<subtitle id="0:24:27"> this is a huge problem and of course business is</subtitle>
<subtitle id="0:24:30">its</subtitle>
<subtitle id="0:24:33"> main problem is its goals are too small</subtitle>
<subtitle id="0:24:36"> like living in the twentieth century and if</subtitle>
<subtitle id="0:24:39"> your goal is just to make money you're</subtitle>
<subtitle id="0:24:42"> in real trouble and you're likely to mess</subtitle>
<subtitle id="0:24:45"> things up for other people as well that's</subtitle>
<subtitle id="0:24:48"> way off being</subtitle>
<subtitle id="0:24:51">century like in American businesses</subtitle>
<subtitle id="0:24:54">basically like hunters and gatherers a hundred thousand</subtitle>
<subtitle id="0:24:57"> years ago there's a lush Valley</subtitle>
<subtitle id="0:25:0"> we have instincts to go exploit</subtitle>
<subtitle id="0:25:3"> the things in the lush Valley and when we deplete the value</subtitle>
<subtitle id="0:25:6"> there's another Valley the valleys right now we're</subtitle>
<subtitle id="0:25:9"> created by all of these scientists that nobody wants to fund anymore</subtitle>
<subtitle id="0:25:12"> and the</subtitle>
<subtitle id="0:25:15"> businesses don't even think about where this stuff comes</subtitle>
<subtitle id="0:25:18"> from they're just trying to make money off it and</subtitle>
<subtitle id="0:25:21"> none of the billionaire's I know</subtitle>
<subtitle id="0:25:24"> happen putting</subtitle>
<subtitle id="0:25:27">out big funding even in their own companies</subtitle>
<subtitle id="0:25:30"> for the kinds of research that</subtitle>
<subtitle id="0:25:33"> gave them the technologies in</subtitle>
<subtitle id="0:25:36">place so I find that the</subtitle>
<subtitle id="0:25:39"> level of blindness and blindness</subtitle>
<subtitle id="0:25:42"> has a kind of arrogance that goes along with it</subtitle>
<subtitle id="0:25:45"> because it's a kind of a blundering</subtitle>
<subtitle id="0:25:48"> arrogance oh yeah</subtitle>
<subtitle id="0:25:51"> so you</subtitle>
<subtitle id="0:25:54"> know if you turn it around look at the plus side</subtitle>
<subtitle id="0:25:57"> of the thing the people</subtitle>
<subtitle id="0:26:0">who did these eight and a half inventions just at</subtitle>
<subtitle id="0:26:3">counting the one the other ones that are padded</subtitle>
<subtitle id="0:26:6"> the most</subtitle>
<subtitle id="0:26:9"> of those eight and a half inventions were done by</subtitle>
<subtitle id="0:26:12"> a grand total of 25 PhDs or PhD</subtitle>
<subtitle id="0:26:15"> equivalents was cheap cost</subtitle>
<subtitle id="0:26:18"> hardly anything well</subtitle>
<subtitle id="0:26:21"> I did a calculation</subtitle>
<subtitle id="0:26:24"> recently of</subtitle>
<subtitle id="0:26:27"> let's see what it wasn't it was</subtitle>
<subtitle id="0:26:30"> companies</subtitle>
<subtitle id="0:26:33"> tend</subtitle>
<subtitle id="0:26:36"> to you know tend to allocate maybe 5</subtitle>
<subtitle id="0:26:39"> to 10% for Rd 10% of their</subtitle>
<subtitle id="0:26:42"> revenue and so</subtitle>
<subtitle id="0:26:45"> if you take that and</subtitle>
<subtitle id="0:26:48"> investments theory says you should invest a small amount</subtitle>
<subtitle id="0:26:51"> of what you're investing in high-risk</subtitle>
<subtitle id="0:26:54"> high-return things so that's kind</subtitle>
<subtitle id="0:26:57"> of the kind of research that we did so</subtitle>
<subtitle id="0:27:0"> let's say one to five percent of the</subtitle>
<subtitle id="0:27:3"> five to ten percent and</subtitle>
<subtitle id="0:27:6"> so I took those figures</subtitle>
<subtitle id="0:27:9"> for what would it take to do a Xerox PARC and</subtitle>
<subtitle id="0:27:12"> I took the low ones I took five percent for</subtitle>
<subtitle id="0:27:15"> Rd and 1% of that for Mad Money and</subtitle>
<subtitle id="0:27:18"> that level and</subtitle>
<subtitle id="0:27:21"> multiplied back out gave the</subtitle>
<subtitle id="0:27:24"> top 63 fortune 500 companies</subtitle>
<subtitle id="0:27:27"> so they could afford it in a shot and if</subtitle>
<subtitle id="0:27:30"> you took the larger percentages of investment</subtitle>
<subtitle id="0:27:33"> it went to the top 600</subtitle>
<subtitle id="0:27:36"> fortune 500 companies so we're</subtitle>
<subtitle id="0:27:39"> talking about Stanford as far as government's go we're talking about nothing</subtitle>
<subtitle id="0:27:42"> here you're talking about fingernail clippings</subtitle>
<subtitle id="0:27:45"> money that is wasted so</subtitle>
<subtitle id="0:27:48"> the coming up with the money is really</subtitle>
<subtitle id="0:27:51"> easy why don't people want to spend it and the answer</subtitle>
<subtitle id="0:27:54"> is because they're more</subtitle>
<subtitle id="0:27:57"> than always more than one reason one good one is</subtitle>
<subtitle id="0:28:0"> the</subtitle>
<subtitle id="0:28:3"> people who are responsible for this money feel</subtitle>
<subtitle id="0:28:6"> like they should have some control of the process</subtitle>
<subtitle id="0:28:9"> right because we're used to top-down processes</subtitle>
<subtitle id="0:28:12">about it people who spent their lives making money</subtitle>
<subtitle id="0:28:15"> or winding up controlling money have not spent their</subtitle>
<subtitle id="0:28:18"> lives doing science so they are</subtitle>
<subtitle id="0:28:21"> the last people who should ever be put in charge of deciding</subtitle>
<subtitle id="0:28:24"> goals and there</subtitle>
<subtitle id="0:28:27"> is a famous effort</subtitle>
<subtitle id="0:28:30"> over here to match up to our club before and to</subtitle>
<subtitle id="0:28:33"> the Japanese fifth generation in the 80s called Alvey</subtitle>
<subtitle id="0:28:36"> you guys are all too young to remember that but</subtitle>
<subtitle id="0:28:39"> you can read the documents of what happened</subtitle>
<subtitle id="0:28:42"> in the end they could not bring themselves to</subtitle>
<subtitle id="0:28:45"> fund fund the way ARPA funded</subtitle>
<subtitle id="0:28:48"> instead they democratized it</subtitle>
<subtitle id="0:28:51"> and spread it around and that is not</subtitle>
<subtitle id="0:28:54"> the way you get David Beckham</subtitle>
<subtitle id="0:28:57"> on was it Manchester United</subtitle>
<subtitle id="0:29:0"> now if you want to put together a championship</subtitle>
<subtitle id="0:29:3"> team don't spread the money around</subtitle>
<subtitle id="0:29:6"> at the same time Europe</subtitle>
<subtitle id="0:29:9"> did a</subtitle>
<subtitle id="0:29:12"> similar effort called Alvie</subtitle>
<subtitle id="0:29:15"> that was called a spree Alvie</subtitle>
<subtitle id="0:29:18"> over here is pretty over-the-air both of these were</subtitle>
<subtitle id="0:29:21"> complete busts and the current EU</subtitle>
<subtitle id="0:29:24"> version which is</subtitle>
<subtitle id="0:29:27"> money monetarily wise is</subtitle>
<subtitle id="0:29:30"> it was a really good idea which is they have have had matching</subtitle>
<subtitle id="0:29:33"> funds for R&D for companies</subtitle>
<subtitle id="0:29:36"> in Europe for years almost nothing has</subtitle>
<subtitle id="0:29:39"> come of these things because the EU</subtitle>
<subtitle id="0:29:42"> has retained the prerogative</subtitle>
<subtitle id="0:29:45"> of deciding what the projects are and the</subtitle>
<subtitle id="0:29:48">important thing there is in this far out research</subtitle>
<subtitle id="0:29:51"> is problem finding and part</subtitle>
<subtitle id="0:29:54"> of the funding Arco spent probably 40% of its entire</subtitle>
<subtitle id="0:29:57"> budget funding problem finding</subtitle>
<subtitle id="0:30:0"> for which there is no result at all</subtitle>
<subtitle id="0:30:3"> except people would occasionally say</subtitle>
<subtitle id="0:30:6"> oh now I know what I want to work on right</subtitle>
<subtitle id="0:30:9"> and that doesn't trickle out except in</subtitle>
<subtitle id="0:30:12"> wartime or a cold war time to something that</subtitle>
<subtitle id="0:30:15">especially the public they don't understand any</subtitle>
<subtitle id="0:30:18"> of this stuff right what they understand</subtitle>
<subtitle id="0:30:21"> is somebody being given a task and their job is to do that this</subtitle>
<subtitle id="0:30:24"> the way it works so we're talking about this crazy thing</subtitle>
<subtitle id="0:30:27"> where there's almost infinities of money available</subtitle>
<subtitle id="0:30:30"> ironically a lot</subtitle>
<subtitle id="0:30:33"> of it from these inventions that we did in the 60s and 70s but</subtitle>
<subtitle id="0:30:36"> nobody will put it back out</subtitle>
<subtitle id="0:30:39">because they don't want to move from hunting and gathering to even</subtitle>
<subtitle id="0:30:42"> in bending agriculture in agriculture</subtitle>
<subtitle id="0:30:45"> has this idea that you have to renew the land</subtitle>
<subtitle id="0:30:48"> because you're more or less permanently settled</subtitle>
<subtitle id="0:30:51"> right and even the Bible</subtitle>
<subtitle id="0:30:54">loud has a famous</subtitle>
<subtitle id="0:30:57"> thing in there where you should leave your fields fallow one</subtitle>
<subtitle id="0:31:0"> year and seven so they can recover so</subtitle>
<subtitle id="0:31:3">14 percent and that's a very good R&D budget</subtitle>
<subtitle id="0:31:6"> it's that 14% you're not</subtitle>
<subtitle id="0:31:9"> using for day-to-day stuff</subtitle>
<subtitle id="0:31:12"> that is going to allow you to be around and prosper</subtitle>
<subtitle id="0:31:15"> a hundred years from now yes today</subtitle>
<subtitle id="0:31:18"> about are you positive about the future Allen</subtitle>
<subtitle id="0:31:21"> I mean one thing I looked up with the current</subtitle>
<subtitle id="0:31:24"> situation it was there that there</subtitle>
<subtitle id="0:31:27"> was one little thing that was heard on the news that the politicians</subtitle>
<subtitle id="0:31:30">were saying we're doing everything the scientists are</subtitle>
<subtitle id="0:31:33"> telling us to do which was remarkable</subtitle>
<subtitle id="0:31:36"> you've never heard yeah yes that's</subtitle>
<subtitle id="0:31:39"> a just at least on the US that's completely wrong</subtitle>
<subtitle id="0:31:42"> yeah yeah well they're not doing</subtitle>
<subtitle id="0:31:45"> they may be saying that but yeah</subtitle>
<subtitle id="0:31:48"> yeah you again but there was an it was</subtitle>
<subtitle id="0:31:51"> an interesting thing to hear nonetheless</subtitle>
<subtitle id="0:31:54"> and I was wondering whether because there's not an election</subtitle>
<subtitle id="0:31:57">coming up in the UK and this thing is developing so quick</subtitle>
<subtitle id="0:32:0"> so that there isn't that that kind of concern for politicians</subtitle>
<subtitle id="0:32:3"> about losing their seats or doing something that is</subtitle>
<subtitle id="0:32:6"> politically unpalatable whether that was or all maybe</subtitle>
<subtitle id="0:32:9"> weather coded itself would would be a</subtitle>
<subtitle id="0:32:12"> demonstration of a meeting if it's</subtitle>
<subtitle id="0:32:15"> successfully contained which is probably not gonna</subtitle>
<subtitle id="0:32:18"> happen now but the showcase of what happens when you do listen</subtitle>
<subtitle id="0:32:21">scientists I mean I'm trying to search for very few</subtitle>
<subtitle id="0:32:24"> positives in a sea of negatives yeah</subtitle>
<subtitle id="0:32:27"> but nobody who</subtitle>
<subtitle id="0:32:30"> you know nobody who's a research</subtitle>
<subtitle id="0:32:33"> scientist is other than</subtitle>
<subtitle id="0:32:36"> an optimist you know</subtitle>
<subtitle id="0:32:39"> we like to work on hard problems and</subtitle>
<subtitle id="0:32:42"> we don't expect to</subtitle>
<subtitle id="0:32:45"> you</subtitle>
<subtitle id="0:32:48">working on the fringe I forget what</subtitle>
<subtitle id="0:32:51"> what's a good batting average in cricket</subtitle>
<subtitle id="0:32:54"> it's like</subtitle>
<subtitle id="0:32:57"> 50 similar</subtitle>
<subtitle id="0:33:0"> to baseball I think so</subtitle>
<subtitle id="0:33:3"> what that means is 65% of the the</subtitle>
<subtitle id="0:33:6"> time something not</subtitle>
<subtitle id="0:33:9"> desired happens so it looks</subtitle>
<subtitle id="0:33:12"> like terrible failure but in baseball certainly</subtitle>
<subtitle id="0:33:15"> and I'm sure in cricket that</subtitle>
<subtitle id="0:33:18"> is considered to be overhead for trying</subtitle>
<subtitle id="0:33:21"> to do something really difficult though</subtitle>
<subtitle id="0:33:24"> an error in baseball is not catching a fly ball that's</subtitle>
<subtitle id="0:33:27"> technique you should be able to you</subtitle>
<subtitle id="0:33:30"> know in baseball you're supposed to catch 98 or 99 percent of</subtitle>
<subtitle id="0:33:33"> the time successfully because it's mirror</subtitle>
<subtitle id="0:33:36">technique it's something you can get good at but</subtitle>
<subtitle id="0:33:39"> nobody can get good at being</subtitle>
<subtitle id="0:33:42"> so SEC's successful create creatively</subtitle>
<subtitle id="0:33:45"> because</subtitle>
<subtitle id="0:33:48"> the good thing is much less probable</subtitle>
<subtitle id="0:33:51"> than the millions of bad things right</subtitle>
<subtitle id="0:33:54"> it's a special or it's like life compared to</subtitle>
<subtitle id="0:33:57"> all of the organizations of exactly the same chemicals</subtitle>
<subtitle id="0:34:0"> that are not alive there are trillions and trillions of</subtitle>
<subtitle id="0:34:3"> ways of not having in a live thing from exactly</subtitle>
<subtitle id="0:34:6"> the same chemicals in exactly the same proportions</subtitle>
<subtitle id="0:34:9"> so so the way this thing</subtitle>
<subtitle id="0:34:12"> works is yeah people are very optimistic about</subtitle>
<subtitle id="0:34:15"> their process</subtitle>
<subtitle id="0:34:18"> what they usually measure themselves on is</subtitle>
<subtitle id="0:34:21"> not percentage of results</subtitle>
<subtitle id="0:34:24"> so if you get 0 you</subtitle>
<subtitle id="0:34:27"> need to think about a different field but</subtitle>
<subtitle id="0:34:30"> what they measure themselves is on the quality of the effort and</subtitle>
<subtitle id="0:34:33"> the way the thing works out with the amount</subtitle>
<subtitle id="0:34:36"> of method that's available now a</subtitle>
<subtitle id="0:34:39"> very high quality of effort by high quality people</subtitle>
<subtitle id="0:34:42"> is going to generate trillions</subtitle>
<subtitle id="0:34:45"> of dollars or pounds of</subtitle>
<subtitle id="0:34:48"> additional wealth and can</subtitle>
<subtitle id="0:34:51"> also deal with some of the problems created</subtitle>
<subtitle id="0:34:54"> by people who lack imagination and have</subtitle>
<subtitle id="0:34:57"> been polluting the planet for</subtitle>
<subtitle id="0:35:0"> the last 150 years or so yeah</subtitle>
<subtitle id="0:35:3"> so you know if you ask me whether I'm optimistic</subtitle>
<subtitle id="0:35:6"> about the human race</subtitle>
<subtitle id="0:35:9">I never have been but</subtitle>
<subtitle id="0:35:12"> I've spent most of my life trying to move</subtitle>
<subtitle id="0:35:15"> education into a place where it can do much more with</subtitle>
<subtitle id="0:35:18"> children than the imaginations of most parents</subtitle>
<subtitle id="0:35:21"> and governments children can do</subtitle>
<subtitle id="0:35:24"> a lot more along these lines than</subtitle>
<subtitle id="0:35:27">parents and governments and/or their teachers really</subtitle>
<subtitle id="0:35:30"> want them to because all of these things are different</subtitle>
<subtitle id="0:35:33"> from what the parents teachers and governments</subtitle>
<subtitle id="0:35:36"> are comfortable with so they're</subtitle>
<subtitle id="0:35:39"> these comfort zone issues and these issues of convenience</subtitle>
<subtitle id="0:35:42"> and inconvenience are the ones that</subtitle>
<subtitle id="0:35:45"> wind up taking small problems</subtitle>
<subtitle id="0:35:48"> into enormous problems maybe intractable problems</subtitle>
<subtitle id="0:35:51"> and that is a that is one of the</subtitle>
<subtitle id="0:35:54"> many tragedies that is inherent to our species</subtitle>
<subtitle id="0:35:57"> it's like irony you know Americans</subtitle>
<subtitle id="0:36:0"> don't really get irony but</subtitle>
<subtitle id="0:36:3"> my father was an Australian and he loved British</subtitle>
<subtitle id="0:36:6"> culture so I was schooled in irony early on but</subtitle>
<subtitle id="0:36:9"> the thing he pointed out to me about irony</subtitle>
<subtitle id="0:36:12"> he is a little bit of it as humorous</subtitle>
<subtitle id="0:36:15"> but deep ironies are usually tragic</subtitle>
<subtitle id="0:36:18"> right and so</subtitle>
<subtitle id="0:36:21"> one of the ones were just seeing</subtitle>
<subtitle id="0:36:24"> now is for instance Biogen</subtitle>
<subtitle id="0:36:27"> which is a company in Cambridge Mass of</subtitle>
<subtitle id="0:36:30"> full of biologists</subtitle>
<subtitle id="0:36:33"> physicians they do neuro physiological</subtitle>
<subtitle id="0:36:36"> stuff but still they know all of this</subtitle>
<subtitle id="0:36:39"> stuff nevertheless they decided to have their</subtitle>
<subtitle id="0:36:42"> yearly conference they</subtitle>
<subtitle id="0:36:45"> are in-game 'bridge massed and they were</subtitle>
<subtitle id="0:36:48"> the center of the outbreak in Boston right now</subtitle>
<subtitle id="0:36:51"> you know and another one</subtitle>
<subtitle id="0:36:54"> of these tragic ironies is you may not be aware of</subtitle>
<subtitle id="0:36:57"> it but somewhere between 200,000</subtitle>
<subtitle id="0:37:0"> and 300,000 people each year in the</subtitle>
<subtitle id="0:37:3"> u.s. die is the result of diseases</subtitle>
<subtitle id="0:37:6"> transmitted by physicians</subtitle>
<subtitle id="0:37:9"> not being careful about sepsis</subtitle>
<subtitle id="0:37:12"> probably over here too</subtitle>
<subtitle id="0:37:15"> but they have the gloves on</subtitle>
<subtitle id="0:37:18"> they say oh I we don't I don't worry</subtitle>
<subtitle id="0:37:21">getting infected but what they're doing is carrying</subtitle>
<subtitle id="0:37:24"> stuff on their gloves all over the place and</subtitle>
<subtitle id="0:37:27"> like I say as many people now in the US</subtitle>
<subtitle id="0:37:30"> has died from smoking died because the physicians</subtitle>
<subtitle id="0:37:33"> in the hospitals have infected them so</subtitle>
<subtitle id="0:37:36"> this is irony but it's it's the tragedy</subtitle>
<subtitle id="0:37:39"> of the human race that</subtitle>
<subtitle id="0:37:42"> we can't educate</subtitle>
<subtitle id="0:37:45"> the children to</subtitle>
<subtitle id="0:37:48">more aware of these things that are invisible</subtitle>
<subtitle id="0:37:51"> and to be able to think</subtitle>
<subtitle id="0:37:54"> about them without being fearful so</subtitle>
<subtitle id="0:37:57"> it's just like teaching a child about a big dog</subtitle>
<subtitle id="0:38:0"> teaching a child about automobiles in the</subtitle>
<subtitle id="0:38:3"> street you want to be afraid of an automobile</subtitle>
<subtitle id="0:38:6"> but you don't want to think you're</subtitle>
<subtitle id="0:38:9"> impervious right so that this kind of elementary</subtitle>
<subtitle id="0:38:12"> training of what you might call epistemological perspectives</subtitle>
<subtitle id="0:38:15"> that are demanded in the 21st century is</subtitle>
<subtitle id="0:38:18"> not being done</subtitle>
<subtitle id="0:38:21"> so all of the worries are about vocational</subtitle>
<subtitle id="0:38:24"> things in the US and</subtitle>
<subtitle id="0:38:27">maybe over here also and that's completely missing the point because</subtitle>
<subtitle id="0:38:30"> the learning to program a computer</subtitle>
<subtitle id="0:38:33"> is not going to invent you the Internet</subtitle>
<subtitle id="0:38:36"> not even close the internet</subtitle>
<subtitle id="0:38:39"> was invented as part of a large project to</subtitle>
<subtitle id="0:38:42"> help people learn to think better</subtitle>
<subtitle id="0:38:45"> and to cooperate better</subtitle>
<subtitle id="0:38:48"> as part of his lofty goal it was humanistic</subtitle>
<subtitle id="0:38:51"> that was such a grand vision</subtitle>
<subtitle id="0:38:54"> that people who are scientists and technologists</subtitle>
<subtitle id="0:38:57"> just loved the idea of working on this</subtitle>
<subtitle id="0:39:0"> thing and we were able to pull it off after about 14 years of</subtitle>
<subtitle id="0:39:9">you</subtitle>

An interview with Alan Kay for at XT 20 Conference

2023-11-03T21:17:54Z

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Talks by Alan Kay

2023-11-03T21:17:09Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at ParcPlace]]||{{dts|1994-8-2}}||Palo Alto USA||Panel||VPRI-0563||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[The Center of "Why" (2004)]]||{{dts|2004-11-11}}||Kyoto, Japan||Talk|| ||
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[An interview with Alan Kay for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk|||||}

Papers from Viewpoints Research Institute

2023-09-27T02:09:17Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[https://tinlizzie.org/~ohshima/shadama2/live2017/index.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[https://tinlizzie.org/VPRIPapers/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[https://tinlizzie.org/VPRIPapers/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[https://tinlizzie.org/VPRIPapers/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[https://tinlizzie.org/VPRIPapers/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[https://tinlizzie.org/VPRIPapers/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[https://tinlizzie.org/VPRIPapers/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[https://tinlizzie.org/VPRIPapers/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[https://tinlizzie.org/VPRIPapers/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[https://tinlizzie.org/VPRIPapers/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[https://tinlizzie.org/VPRIPapers/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[https://tinlizzie.org/VPRIPapers/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[https://tinlizzie.org/VPRIPapers/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[https://tinlizzie.org/VPRIPapers/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[https://tinlizzie.org/VPRIPapers/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[https://tinlizzie.org/VPRIPapers/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[https://tinlizzie.org/VPRIPapers/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[https://www.piumarta.com/pov/points-of-view.pdf Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://link.springer.com/book/10.1007/978-3-540-89275-5 Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Other Papers from Former Members of Viewpoints Research

2023-09-27T02:09:05Z

Ohshima: Created page with "{| class="wikitable sortable" !Category||Date||Authors||Title||Note |- |Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and D..."

Intelligent Archive

2023-09-27T02:07:01Z

Ohshima:

Welcome to Viewpoints Intelligent Archive!

We would like to collect and disseminate the interesting thoughts and ideas of Dr. Alan Kay. The [[Talks by Alan Kay]] page lists accessible movies, documents, and (soon) running simulations and demos linked with the talks and documents.

As of now, the Talks page has most of the known recordings. Many of the movies have auto-generated transcripts. Some movies have transcripts that have been cleaned up and annotated by knowledgeable collaborators. The goal is to have clean transcripts for all the movies and to add annotations. We would like to have the simulations and demos Alan used in his talks so that readers can access them.

To prevent spammers however, the creation of the user is limited. Please contact the administrator Yoshiki Ohshima at Yoshiki.Ohshima at acm dot org if you want to create an account and contribute to the site.

'''In the process of cleaning up spam contents, an account creation or page edit around January 15th may have been reverted accidentally. If your account or content disappear please let me know.'''

[[Talks by Alan Kay]]

[[Papers from Viewpoints Research Institute]]

[[Other Papers from Former Members of Viewpoints Research]]

[[Tasks]]

[[List of Videos]]

[[Call for Contributors]]

Papers from Viewpoints Research Institute

2023-07-19T21:52:56Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[https://tinlizzie.org/~ohshima/shadama2/live2017/index.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[https://tinlizzie.org/VPRIPapers/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[https://tinlizzie.org/VPRIPapers/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[https://tinlizzie.org/VPRIPapers/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[https://tinlizzie.org/VPRIPapers/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[https://tinlizzie.org/VPRIPapers/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[https://tinlizzie.org/VPRIPapers/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[https://tinlizzie.org/VPRIPapers/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[https://tinlizzie.org/VPRIPapers/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[https://tinlizzie.org/VPRIPapers/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[https://tinlizzie.org/VPRIPapers/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[https://tinlizzie.org/VPRIPapers/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[https://tinlizzie.org/VPRIPapers/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[https://tinlizzie.org/VPRIPapers/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[https://tinlizzie.org/VPRIPapers/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[https://tinlizzie.org/VPRIPapers/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[https://tinlizzie.org/VPRIPapers/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[https://www.piumarta.com/pov/points-of-view.pdf Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://link.springer.com/book/10.1007/978-3-540-89275-5 Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T22:08:10Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[https://tinlizzie.org/~ohshima/shadama2/live2017/index.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[https://tinlizzie.org/VPRIPapers/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[https://tinlizzie.org/VPRIPapers/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[https://tinlizzie.org/VPRIPapers/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[https://tinlizzie.org/VPRIPapers/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[https://tinlizzie.org/VPRIPapers/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[https://tinlizzie.org/VPRIPapers/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[https://tinlizzie.org/VPRIPapers/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[https://tinlizzie.org/VPRIPapers/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[https://tinlizzie.org/VPRIPapers/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[https://tinlizzie.org/VPRIPapers/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[https://tinlizzie.org/VPRIPapers/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[https://tinlizzie.org/VPRIPapers/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[https://tinlizzie.org/VPRIPapers/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[https://tinlizzie.org/VPRIPapers/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[https://tinlizzie.org/VPRIPapers/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[https://tinlizzie.org/VPRIPapers/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[https://tinlizzie.org/VPRIPapers/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://link.springer.com/book/10.1007/978-3-540-89275-5 Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:56:46Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[https://tinlizzie.org/~ohshima/shadama2/live2017/index.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[https://tinlizzie.org/VPRIPapers/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[https://tinlizzie.org/VPRIPapers/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[https://tinlizzie.org/VPRIPapers/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[https://tinlizzie.org/VPRIPapers/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[https://tinlizzie.org/VPRIPapers/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[https://tinlizzie.org/VPRIPapers/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[https://tinlizzie.org/VPRIPapers/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[https://tinlizzie.org/VPRIPapers/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[https://tinlizzie.org/VPRIPapers/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[https://tinlizzie.org/VPRIPapers/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[https://tinlizzie.org/VPRIPapers/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[https://tinlizzie.org/VPRIPapers/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[https://tinlizzie.org/VPRIPapers/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[https://tinlizzie.org/VPRIPapers/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[https://tinlizzie.org/VPRIPapers/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[https://tinlizzie.org/VPRIPapers/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[https://tinlizzie.org/VPRIPapers/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[https://tinlizzie.org/VPRIPapers/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[https://tinlizzie.org/VPRIPapers/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[https://tinlizzie.org/VPRIPapers/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://tinlizzie.org/VPRIPapers/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:50:43Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[https://tinlizzie.org/tinkertoy/index.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[https://tinlizzie.org/VPRIPapers/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[https://tinlizzie.org/VPRIPapers/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[https://tinlizzie.org/VPRIPapers/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://tinlizzie.org/VPRIPapers/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:48:23Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[https://tinlizzie.org/VPRIPapers/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[https://tinlizzie.org/VPRIPapers/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://tinlizzie.org/VPRIPapers/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:45:20Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[http://www.vpri.org/pdf/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[https://tinlizzie.org/VPRIPapers/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[https://tinlizzie.org/VPRIPapers/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[https://tinlizzie.org/VPRIPapers/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[https://tinlizzie.org/VPRIPapers/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[https://tinlizzie.org/VPRIPapers/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[https://tinlizzie.org/VPRIPapers/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[https://tinlizzie.org/VPRIPapers/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPapers/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:42:06Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[http://www.vpri.org/pdf/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[http://www.vpri.org/pdf/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[http://www.vpri.org/pdf/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[http://www.vpri.org/pdf/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[http://www.vpri.org/pdf/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[http://www.vpri.org/pdf/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[http://www.vpri.org/pdf/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[http://www.vpri.org/pdf/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[https://tinlizzie.org/VPRIPapers/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[https://tinlizzie.org/VPRIPapers/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[https://tinlizzie.org/VPRIPapers/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[https://tinlizzie.org/VPRIPapers/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[https://tinlizzie.org/VPRIPapers/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[https://tinlizzie.org/VPRIPapers/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[https://tinlizzie.org/VPRIPapers/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[https://tinlizzie.org/VPRIPapers/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[https://tinlizzie.org/VPRIPapers/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPaperstr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:38:28Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[http://www.vpri.org/pdf/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[http://www.vpri.org/pdf/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[http://www.vpri.org/pdf/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[http://www.vpri.org/pdf/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[http://www.vpri.org/pdf/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[http://www.vpri.org/pdf/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[http://www.vpri.org/pdf/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[http://www.vpri.org/pdf/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[http://www.vpri.org/pdf/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[http://www.vpri.org/pdf/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[http://www.vpri.org/pdf/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[http://www.vpri.org/pdf/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[http://www.vpri.org/pdf/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[http://www.vpri.org/pdf/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[http://www.vpri.org/pdf/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[http://www.vpri.org/pdf/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[http://www.vpri.org/pdf/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[http://www.vpri.org/pdf/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Rüger, Yoshiki Ohshima||[https://tinlizzie.org/VPRIPapers/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[https://tinlizzie.org/VPRIPaperstr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[https://tinlizzie.org/VPRIPapers/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[https://tinlizzie.org/VPRIPapers/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[https://tinlizzie.org/VPRIPapers/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[https://tinlizzie.org/VPRIPapers/pdf/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[https://tinlizzie.org/VPRIPapers/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[https://tinlizzie.org/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-16T21:36:07Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[http://www.vpri.org/pdf/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[http://www.vpri.org/pdf/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[http://www.vpri.org/pdf/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[http://www.vpri.org/pdf/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[http://www.vpri.org/pdf/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[http://www.vpri.org/pdf/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[http://www.vpri.org/pdf/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[http://www.vpri.org/pdf/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[http://www.vpri.org/pdf/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[http://www.vpri.org/pdf/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[http://www.vpri.org/pdf/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[http://www.vpri.org/pdf/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[http://www.vpri.org/pdf/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[http://www.vpri.org/pdf/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[http://www.vpri.org/pdf/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[http://www.vpri.org/pdf/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[http://www.vpri.org/pdf/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[http://www.vpri.org/pdf/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Ruger, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[http://www.vpri.org/pdf/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[http://www.vpri.org/pdf/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[http://www.vpri.org/pdf/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[http://www.vpri.org/pdf/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[http://www.vpri.org/pdf/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[http://www.vpri.org/pdf/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[http://www.vpri.org/pdf/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[http://www.vpri.org/pdf/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[http://www.vpri.org/pdf/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[http://www.vpri.org/pdf/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[http://www.vpri.org/pdf/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[/VPRIPapers/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Papers from Viewpoints Research Institute

2023-02-08T01:57:10Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-12-06}}||Yoshiki Ohshima, Aran Lunzer, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live2022-croquet.pdf Live Programming and Text Editor Integration in the Croquet Microverse 3D Collaborative Construction System]||Presented at LIVE 2022
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[http://www.vpri.org/pdf/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[http://www.vpri.org/pdf/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[http://www.vpri.org/pdf/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[http://www.vpri.org/pdf/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[http://www.vpri.org/pdf/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[http://www.vpri.org/pdf/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[http://www.vpri.org/pdf/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[http://www.vpri.org/pdf/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[http://www.vpri.org/pdf/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[http://www.vpri.org/pdf/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[http://www.vpri.org/pdf/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[http://www.vpri.org/pdf/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[http://www.vpri.org/pdf/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[http://www.vpri.org/pdf/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[http://www.vpri.org/pdf/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[http://www.vpri.org/pdf/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[http://www.vpri.org/pdf/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[http://www.vpri.org/pdf/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Ruger, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[http://www.vpri.org/pdf/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[http://www.vpri.org/pdf/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[http://www.vpri.org/pdf/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[http://www.vpri.org/pdf/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[http://www.vpri.org/pdf/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[http://www.vpri.org/pdf/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[http://www.vpri.org/pdf/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[http://www.vpri.org/pdf/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[http://www.vpri.org/pdf/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[http://www.vpri.org/pdf/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[http://www.vpri.org/pdf/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

The Center of "Why" (2004)

2023-02-08T01:36:29Z

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Talks by Alan Kay

2023-02-08T01:35:50Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at ParcPlace]]||{{dts|1994-8-2}}||Palo Alto USA||Panel||VPRI-0563||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[The Center of "Why" (2004)]]||{{dts|2004-11-11}}||Kyoto, Japan||Talk|| ||
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk|||||}

Dynabook - The Complete Story

2022-08-22T19:44:45Z

Ohshima:

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<subtitle id="0:0:46">again</subtitle>
<subtitle id="0:0:49"> welcome to this program this is one of our occasional</subtitle>
<subtitle id="0:0:52"> series of Bay Area Computer History perspectives</subtitle>
<subtitle id="0:0:55"> I'm Peter Newark say from Sun and also</subtitle>
<subtitle id="0:0:58"> organizing the program is Jeanne treichel also from some apps</subtitle>
<subtitle id="0:1:1"> Jeanne could send up a moment yep away we have done</subtitle>
<subtitle id="0:1:4"> so Jeanne and I appreciate any</subtitle>
<subtitle id="0:1:7"> no suggestions for future programs the next program in the</subtitle>
<subtitle id="0:1:10"> series will be October October 24th</subtitle>
<subtitle id="0:1:13"> Neil's Neil from that s RI talking about shaky</subtitle>
<subtitle id="0:1:16"> major contribution from the Bay Area</subtitle>
<subtitle id="0:1:19"> to robotic history so our past</subtitle>
<subtitle id="0:1:22"> programs have often been in the form of panel presentations</subtitle>
<subtitle id="0:1:25"> is your Ethernet for example but</subtitle>
<subtitle id="0:1:28"> on the subject tonight Dynabook it's pretty clear</subtitle>
<subtitle id="0:1:31">eally one person to talk about it and that's Alan</subtitle>
<subtitle id="0:1:34"> Kay and Alan is going to talk to aside</subtitle>
<subtitle id="0:1:37"> thank you very much Alex</subtitle>
<subtitle id="0:1:43">well</subtitle>
<subtitle id="0:1:46">one</subtitle>
<subtitle id="0:1:49"> of the things they're enough people with gray here</subtitle>
<subtitle id="0:1:52"> in the audience so that I can't lie</subtitle>
<subtitle id="0:1:55"> as much as I usually do when I tell this story</subtitle>
<subtitle id="0:1:58"></subtitle>
<subtitle id="0:2:1"> the other thing is a couple years ago</subtitle>
<subtitle id="0:2:4"> I wrote a fairly extensive history</subtitle>
<subtitle id="0:2:7"> of small talk which is published as</subtitle>
<subtitle id="0:2:10"> a preprint in the</subtitle>
<subtitle id="0:2:13"> sig plan as</subtitle>
<subtitle id="0:2:16"> part of the hopeful to proceedings going to be</subtitle>
<subtitle id="0:2:19"> in a book sometimes we have some in our office</subtitle>
<subtitle id="0:2:22"> I'm going to leave one with Peter and Jeannie and</subtitle>
<subtitle id="0:2:25"> it's more detailed well</subtitle>
<subtitle id="0:2:28"> it's more much more about small talk than</subtitle>
<subtitle id="0:2:31"> the Dinah books it has that story in</subtitle>
<subtitle id="0:2:34"> there it's more detailed and I can cover tonight</subtitle>
<subtitle id="0:2:37"> one of the things I discovered when I wrote this</subtitle>
<subtitle id="0:2:40"> is it is simply not possible to tell the truth when you're doing</subtitle>
<subtitle id="0:2:43"> a history</subtitle>
<subtitle id="0:2:46"> even though there are about 50,000 words in</subtitle>
<subtitle id="0:2:49"> it I had to leave out I apologize in</subtitle>
<subtitle id="0:2:52"> the beginning for how many things I left out I also</subtitle>
<subtitle id="0:2:55"> found myself leaving out enormous</subtitle>
<subtitle id="0:2:58"> number really juicy and very</subtitle>
<subtitle id="0:3:1"> funny stories just because the page</subtitle>
<subtitle id="0:3:4"> limit was getting longer and longer and</subtitle>
<subtitle id="0:3:7"> longer and it was impossible to</subtitle>
<subtitle id="0:3:10"> express even in this longer thing</subtitle>
<subtitle id="0:3:13"> all the different intellectual debts and so forth</subtitle>
<subtitle id="0:3:16"> and again tonight the</subtitle>
<subtitle id="0:3:19"> stories that I tell you can't possibly be the</subtitle>
<subtitle id="0:3:22"> truth and a lot</subtitle>
<subtitle id="0:3:25"> is going to be emitted and however</subtitle>
<subtitle id="0:3:28"> some people in the audience might help my</subtitle>
<subtitle id="0:3:31"> recollection on a couple of cases</subtitle>
<subtitle id="0:3:34"> that case I'm showing early signs</subtitle>
<subtitle id="0:3:37">Alzheimer's on just that although turns out that Alzheimer's</subtitle>
<subtitle id="0:3:40"> is okay for one of these things because</subtitle>
<subtitle id="0:3:43">remember the stuff that happened earlier quite in detail</subtitle>
<subtitle id="0:3:46"> so I think I</subtitle>
<subtitle id="0:3:49"> think I do remember that now</subtitle>
<subtitle id="0:3:52"> what I'm going to do is I was</subtitle>
<subtitle id="0:3:55"> originally asked to recapitulate the</subtitle>
<subtitle id="0:3:58">talk I</subtitle>
<subtitle id="0:4:1"> gave at hopeful but that</subtitle>
<subtitle id="0:4:4">really intended to be supplemented by the by</subtitle>
<subtitle id="0:4:7"> the paper which many of you have not</subtitle>
<subtitle id="0:4:10"> read so I've done a different talk and</subtitle>
<subtitle id="0:4:13"> I'm going to move through it as quickly as</subtitle>
<subtitle id="0:4:16"> I possibly can if I don't degress too much we</subtitle>
<subtitle id="0:4:19"> might get done more or less on time if I do degress</subtitle>
<subtitle id="0:4:22"> then we'll probably</subtitle>
<subtitle id="0:4:25"> time will run out before I ever get</subtitle>
<subtitle id="0:4:28"> to the invention of the Dynabook we'll see</subtitle>
<subtitle id="0:4:31"> so</subtitle>
<subtitle id="0:4:34"> let's see I'm going to have</subtitle>
<subtitle id="0:4:37"> a flat screen display here which is for controlling</subtitle>
<subtitle id="0:4:40"> the video but I don't see how to control the slides okay</subtitle>
<subtitle id="0:4:43">alright</subtitle>
<subtitle id="0:4:46"> I have to go to another pillow okay</subtitle>
<subtitle id="0:4:49"> this</subtitle>
<subtitle id="0:4:52"> is a mode full user interface</subtitle>
<subtitle id="0:4:58">okay slide projector</subtitle>
<subtitle id="0:5:1"> on</subtitle>
<subtitle id="0:5:4"> first one to go forward</subtitle>
<subtitle id="0:5:7"> get okay goes fast forward I</subtitle>
<subtitle id="0:5:10"> don't want to go okay so</subtitle>
<subtitle id="0:5:13"> the context for this the other thing I found out</subtitle>
<subtitle id="0:5:16"> in preparing this</subtitle>
<subtitle id="0:5:19"> talk is a lot of my best explanations came</subtitle>
<subtitle id="0:5:22"> post facto this is partly because</subtitle>
<subtitle id="0:5:25"> we found it extremely difficult to explain these</subtitle>
<subtitle id="0:5:28"> ideas to Xerox and over</subtitle>
<subtitle id="0:5:31"> the years I found better examples</subtitle>
<subtitle id="0:5:34"> however in order to keep this historical I want</subtitle>
<subtitle id="0:5:37"> to try and stick pretty much with what</subtitle>
<subtitle id="0:5:40"> we're thinking at the time and so I've</subtitle>
<subtitle id="0:5:43"> left out some of some of the better ways of explaining</subtitle>
<subtitle id="0:5:46">this stuff but I think there's enough context now this is after</subtitle>
<subtitle id="0:5:49"> all let's see 27 or</subtitle>
<subtitle id="0:5:52"> 28 years later there's</subtitle>
<subtitle id="0:5:55">context so it shouldn't matter but I want to have set</subtitle>
<subtitle id="0:5:58"> up one piece of context which in fact we did think about</subtitle>
<subtitle id="0:6:1"> back then although we didn't completely</subtitle>
<subtitle id="0:6:4"> realize that we were doing it ourselves was</subtitle>
<subtitle id="0:6:7"> much more when we're thinking about how to help kids be creative</subtitle>
<subtitle id="0:6:10"> and that is an idea from Arthur kessler's</subtitle>
<subtitle id="0:6:13">creation which is written written in the mid-60s and</subtitle>
<subtitle id="0:6:16"> one of his models of the creative act</subtitle>
<subtitle id="0:6:19"> is that we tend to think in context</subtitle>
<subtitle id="0:6:22"> the context here is pink and here's</subtitle>
<subtitle id="0:6:25"> a train of thoughts working in</subtitle>
<subtitle id="0:6:28">through the pink you can think of the pink as a paradigm to</subtitle>
<subtitle id="0:6:31"> give us a goldfish bowl you can think of as a box whatever</subtitle>
<subtitle id="0:6:34"> you like but the idea is that</subtitle>
<subtitle id="0:6:37"> there seem to be constraints in</subtitle>
<subtitle id="0:6:40">human mind to keep you thinking about one reality</subtitle>
<subtitle id="0:6:43"> at a time and so when you have</subtitle>
<subtitle id="0:6:46"> little deviant thoughts</subtitle>
<subtitle id="0:6:49"> little blue thoughts they get</subtitle>
<subtitle id="0:6:52">immediately you go back to</subtitle>
<subtitle id="0:6:55"> pink thinking but every once in a while maybe</subtitle>
<subtitle id="0:6:58"> when you're in a hot tub taking a shower out jogging</subtitle>
<subtitle id="0:7:1">something one of these blue thoughts breaks through and all</subtitle>
<subtitle id="0:7:4"> of a sudden you see that this pink thing that you</subtitle>
<subtitle id="0:7:7">thinking about is really a blue thing</subtitle>
<subtitle id="0:7:10"> and moreover it's much more interesting</subtitle>
<subtitle id="0:7:13"> as a blue thing than it was as a pink thing so this</subtitle>
<subtitle id="0:7:16"> is what Kessler calls by association the</subtitle>
<subtitle id="0:7:19"> colliding of two contexts usually</subtitle>
<subtitle id="0:7:22"> by analogy or metaphor and</subtitle>
<subtitle id="0:7:25"> of course 90% of them are really</subtitle>
<subtitle id="0:7:28"> bad ideas most ideas are</subtitle>
<subtitle id="0:7:31"> bad but if you</subtitle>
<subtitle id="0:7:34"> can filter these this is the way a lot</subtitle>
<subtitle id="0:7:37"> of creative acts get done and Kessler pointed out that</subtitle>
<subtitle id="0:7:40">hree basic emotional reactions to doing this if</subtitle>
<subtitle id="0:7:43"> you're telling a joke it's hahaha</subtitle>
<subtitle id="0:7:46"> you're doing science it's a ha and</subtitle>
<subtitle id="0:7:49"> if it's art it's off</subtitle>
<subtitle id="0:7:52"> because as he points out a joke</subtitle>
<subtitle id="0:7:55"> is leading somebody down a garden path</subtitle>
<subtitle id="0:7:58"> and then realizing it was about something else all along</subtitle>
<subtitle id="0:8:1"> and science has the same</subtitle>
<subtitle id="0:8:4"> thing we often feel that the ideas are all</subtitle>
<subtitle id="0:8:7">can't see them because they're transparent</subtitle>
<subtitle id="0:8:10"> to the context that we're in and of course art is</subtitle>
<subtitle id="0:8:13"> again being able to see one thing as something</subtitle>
<subtitle id="0:8:16"> else in a more powerful way so</subtitle>
<subtitle id="0:8:19"> the context for this is that I think</subtitle>
<subtitle id="0:8:22"> in most of these talks</subtitle>
<subtitle id="0:8:25"> you'll hear people talking about things that they've done it</subtitle>
<subtitle id="0:8:28"> will they'll fall into these patterns you know we are</subtitle>
<subtitle id="0:8:31">looking at it this way and all of a sudden you see it something else and that</subtitle>
<subtitle id="0:8:34"> gives us a new insight and new energy</subtitle>
<subtitle id="0:8:37"> and of course one of the things</subtitle>
<subtitle id="0:8:40"> not that this group needs this but it's</subtitle>
<subtitle id="0:8:43"> amazing how much being</subtitle>
<subtitle id="0:8:46"> generally well educated helps</subtitle>
<subtitle id="0:8:49"> because if you're only thinking about pink if</subtitle>
<subtitle id="0:8:52">pink things in your brain is really hard to get blue</subtitle>
<subtitle id="0:8:55"> ideas one of the problems with Silicon</subtitle>
<subtitle id="0:8:58"> Valley engineers is they're too good at what they do and</subtitle>
<subtitle id="0:9:1"> so they spend all of their time optimizing in the</subtitle>
<subtitle id="0:9:4"> only context that they've learned so</subtitle>
<subtitle id="0:9:7"> you see super optimization is</subtitle>
<subtitle id="0:9:10"> not particularly a creative act by Tesla's model</subtitle>
<subtitle id="0:9:13"> so thinking about other things we</subtitle>
<subtitle id="0:9:16"> reverse some of the most unusual things</subtitle>
<subtitle id="0:9:19">Dave Smith who's sitting in front found himself</subtitle>
<subtitle id="0:9:22"> I think to his great surprise reading</subtitle>
<subtitle id="0:9:25"> books by Ernst Gombrich one</subtitle>
<subtitle id="0:9:28"> called art and illusion which is about</subtitle>
<subtitle id="0:9:31"> theories of artistic perception doing</subtitle>
<subtitle id="0:9:34"> a computer science thesis at Stanford</subtitle>
<subtitle id="0:9:37"> and that wasn't the most unusual book that I read</subtitle>
<subtitle id="0:9:40"> so</subtitle>
<subtitle id="0:9:43"> the the</subtitle>
<subtitle id="0:9:46"> genesis of all this stuff is Memex</subtitle>
<subtitle id="0:9:49"> this is a picture from this the</subtitle>
<subtitle id="0:9:52"> Life magazine version</subtitle>
<subtitle id="0:9:55"> of this article written by Bush fan</subtitle>
<subtitle id="0:9:58"> of our Bush 50 years ago</subtitle>
<subtitle id="0:10:1">there's by the way for those of you were interested on October</subtitle>
<subtitle id="0:10:4"> 12th and 13th at MIT</subtitle>
<subtitle id="0:10:7"> there's a 50-year celebration for</subtitle>
<subtitle id="0:10:10"> Bush and a lot of people who are interested</subtitle>
<subtitle id="0:10:13"> in mimicks</subtitle>
<subtitle id="0:10:16"> and linking of information angle Bart will be there and so forth are</subtitle>
<subtitle id="0:10:19"> showing up to commemorate Bush's vision and</subtitle>
<subtitle id="0:10:22"> as you see in this in this drawing</subtitle>
<subtitle id="0:10:25"> the idea was he said</subtitle>
<subtitle id="0:10:28"> not too far in the future people will have in their</subtitle>
<subtitle id="0:10:31"> homes a desk that has inside of it about</subtitle>
<subtitle id="0:10:34"> five to ten thousand volumes worth of books held</subtitle>
<subtitle id="0:10:37"> on an optical storage</subtitle>
<subtitle id="0:10:40"> that there will be screens</subtitle>
<subtitle id="0:10:43"> for viewing it there'll be ways for putting in information and</subtitle>
<subtitle id="0:10:46"> drawing in information ways for searching it and most</subtitle>
<subtitle id="0:10:49"> importantly there'll be ways for linking the information using</subtitle>
<subtitle id="0:10:52">calls called halves he said</subtitle>
<subtitle id="0:10:55"> there'll be profession called pathfinders and</subtitle>
<subtitle id="0:10:58"> pathfinders will make interesting connections</subtitle>
<subtitle id="0:11:1"> between knowledge and cell lows you can add</subtitle>
<subtitle id="0:11:4"> them to your mimics as you go along now</subtitle>
<subtitle id="0:11:7"> I was five years old in 1945 so</subtitle>
<subtitle id="0:11:10"> I missed this particular article</subtitle>
<subtitle id="0:11:13"> although I did read Life magazine back then but</subtitle>
<subtitle id="0:11:16"> ankle Bart was in the Navy in the Pacific</subtitle>
<subtitle id="0:11:19"> and did see</subtitle>
<subtitle id="0:11:22"> this he was in Guam or something and</subtitle>
<subtitle id="0:11:25"> it started a train of thought that for him gradually</subtitle>
<subtitle id="0:11:28"> culminated in setting up a project to actually</subtitle>
<subtitle id="0:11:31">I'll return to that in a minute I</subtitle>
<subtitle id="0:11:34"> found out about it when I was about 14 or 15 because</subtitle>
<subtitle id="0:11:37"> Robert Heinlein like to use generic</subtitle>
<subtitle id="0:11:40"> names so</subtitle>
<subtitle id="0:11:43">would take something that's capitalized like Memex and</subtitle>
<subtitle id="0:11:46"> he would uncapitalized it and use it as</subtitle>
<subtitle id="0:11:49"> a generic term used in the future as</subtitle>
<subtitle id="0:11:52">a descriptive term so he would you say something like so-and-so</subtitle>
<subtitle id="0:11:55"> used his Memex to do blah blah and</subtitle>
<subtitle id="0:11:58"> Heinlein was very reliable about this</subtitle>
<subtitle id="0:12:1"> and so I discovered early on if I actually looked up</subtitle>
<subtitle id="0:12:4"> these uses of these things there would be something</subtitle>
<subtitle id="0:12:7"> in somebody had done something that</subtitle>
<subtitle id="0:12:10"> gave him this idea so</subtitle>
<subtitle id="0:12:13"> he would give brand names to things and if you look up the brand names</subtitle>
<subtitle id="0:12:16"> at Heinlein use you would discover somebody had had</subtitle>
<subtitle id="0:12:19"> invented a precursor technology that Heinlein hit</subtitle>
<subtitle id="0:12:22">so that's how I found that science fiction is very useful especially</subtitle>
<subtitle id="0:12:25"> back back in the old days when they actually wrote about science</subtitle>
<subtitle id="0:12:28"> so</subtitle>
<subtitle id="0:12:31"> fast forward to around</subtitle>
<subtitle id="0:12:34"> 1962 here's Ivan someone</subtitle>
<subtitle id="0:12:37"> sitting at the console of a computer tx2</subtitle>
<subtitle id="0:12:40"> the size of this room and I think this is</subtitle>
<subtitle id="0:12:43">believe isn't a genie that Ivan gave his talks are</subtitle>
<subtitle id="0:12:46"> not going to say too much about sketchpad I</subtitle>
<subtitle id="0:12:49"> didn't know about sketchpad at the time although I'd</subtitle>
<subtitle id="0:12:52">started programming for the air force the year</subtitle>
<subtitle id="0:12:55"> earlier and I'm going to show</subtitle>
<subtitle id="0:12:58"> you what you see on</subtitle>
<subtitle id="0:13:1"> the screen there is Ivan has drawn a bridge in and</subtitle>
<subtitle id="0:13:4"> sketchpad was peculiar even</subtitle>
<subtitle id="0:13:7"> by today's standards in that you</subtitle>
<subtitle id="0:13:10"> could attach meaning to every element of a drawing and sketchpad</subtitle>
<subtitle id="0:13:13"> would attempt to synthesize all of the meanings of</subtitle>
<subtitle id="0:13:16"> the parts into one grand</subtitle>
<subtitle id="0:13:19"> simulation and the simulation was</subtitle>
<subtitle id="0:13:22"> dynamic if it was under constraint so if</subtitle>
<subtitle id="0:13:25">you drew if you drew a linkage in with sketchpad and</subtitle>
<subtitle id="0:13:28"> the linkage was not completely constrained</subtitle>
<subtitle id="0:13:31"> to be still the constraint solver</subtitle>
<subtitle id="0:13:34"> and sketchpad would actually iterate its way around through the degrees</subtitle>
<subtitle id="0:13:37"> of freedom not unlike the way a Prolog program</subtitle>
<subtitle id="0:13:40"> will give you all the all of the answers for</subtitle>
<subtitle id="0:13:43"> a particular retrieval but</subtitle>
<subtitle id="0:13:46"> the one of the really interesting elements</subtitle>
<subtitle id="0:13:49"> of sketchpad and we may not talk about</subtitle>
<subtitle id="0:13:52">it too much further depending if I run out of time or</subtitle>
<subtitle id="0:13:55"> not is that sketchpad</subtitle>
<subtitle id="0:13:58"> had</subtitle>
<subtitle id="0:14:1"> a peculiar another peculiar notion which</subtitle>
<subtitle id="0:14:4">is that you didn't have to be exactly right in</subtitle>
<subtitle id="0:14:7"> order to be interesting so the</subtitle>
<subtitle id="0:14:10">constraint solvers in this were not symbolic constraints</subtitle>
<subtitle id="0:14:13"> Altis they weren't performing logical</subtitle>
<subtitle id="0:14:16"> operations but they're actually performing various kinds</subtitle>
<subtitle id="0:14:19"> of arithmetic operations and</subtitle>
<subtitle id="0:14:22"> fit operation so here's</subtitle>
<subtitle id="0:14:25"> a here's an example of the</subtitle>
<subtitle id="0:14:28"> view go ahead</subtitle>
<subtitle id="0:14:31"> go over here hit</subtitle>
<subtitle id="0:14:34"> play and see what happens</subtitle>
<subtitle id="0:14:40">okay I'm worried now</subtitle>
<subtitle id="0:14:43"> so somebody well</subtitle>
<subtitle id="0:14:46"> I hope it should be warm</subtitle>
<subtitle id="0:15:1">of course this thing is playing away and it</subtitle>
<subtitle id="0:15:4"> doesn't showing maybe</subtitle>
<subtitle id="0:15:7"></subtitle>
<subtitle id="0:15:10"> yeah okay so let me run just back</subtitle>
<subtitle id="0:15:25">in technology wonderful now it's</subtitle>
<subtitle id="0:15:28"> blanking on me and</subtitle>
<subtitle id="0:15:31"> try to rewind a little bit</subtitle>
<subtitle id="0:15:34">yeah Oh</subtitle>
<subtitle id="0:15:37"> another mode</subtitle>
<subtitle id="0:15:40"> okay</subtitle>
<subtitle id="0:15:43"> so</subtitle>
<subtitle id="0:15:46">as</subtitle>
<subtitle id="0:15:49"> the Marvel it's moving to watch I'm just going to show you one small</subtitle>
<subtitle id="0:16:1">I don't</subtitle>
<subtitle id="0:16:4"> know what it's doing really</subtitle>
<subtitle id="0:16:7">okay he's drawing yeah</subtitle>
<subtitle id="0:16:10"> drawing a rivet here and</subtitle>
<subtitle id="0:16:13"> one of things you can do is</subtitle>
<subtitle id="0:16:16">point you just told the constraint solver to go on</subtitle>
<subtitle id="0:16:19"> and to line things up and the center of the circle</subtitle>
<subtitle id="0:16:22"> oh boy</subtitle>
<subtitle id="0:16:25"> now he's going to distort the thing and</subtitle>
<subtitle id="0:16:28"> we turns on the solver</subtitle>
<subtitle id="0:16:31"> again the solver will line it up so it's symmetric</subtitle>
<subtitle id="0:16:34"> the center of the arch is the</subtitle>
<subtitle id="0:16:37"> center of the cross piece the</subtitle>
<subtitle id="0:16:40"> idea of a sketchpad is you put in generally what the thing is</subtitle>
<subtitle id="0:16:43"> give it some additional rules that characterize</subtitle>
<subtitle id="0:16:46"> the particular drawing you're trying to make those</subtitle>
<subtitle id="0:16:49">ither have to do with the form of the thing but also can</subtitle>
<subtitle id="0:16:52"> have to do with the meaning of the thing and here's</subtitle>
<subtitle id="0:16:55"> another interesting thing about sketch pad</subtitle>
<subtitle id="0:16:58"> this is by the way before</subtitle>
<subtitle id="0:17:1"> there were real computer display so every dot is being</subtitle>
<subtitle id="0:17:4"> put up here by brute force by the TX to</subtitle>
<subtitle id="0:17:7">the</subtitle>
<subtitle id="0:17:10"> nice thing about those old calligraphic displays is you got</subtitle>
<subtitle id="0:17:13"> even real time scale</subtitle>
<subtitle id="0:17:16"> changes which is still hard to come by on</subtitle>
<subtitle id="0:17:19"> on current day machine so it's too</subtitle>
<subtitle id="0:17:22"> bad and</subtitle>
<subtitle id="0:17:25"> now you can get a few more rivets</subtitle>
<subtitle id="0:17:37">and now it's fun is he goes to the master drawing</subtitle>
<subtitle id="0:17:40"> says I better get rid of those cross pieces so I'll make them transparent</subtitle>
<subtitle id="0:17:43"> and lo and behold when we go</subtitle>
<subtitle id="0:17:46"> to the drawing all rivets</subtitle>
<subtitle id="0:17:49">o this is actually the first object-oriented software</subtitle>
<subtitle id="0:17:52"> system and really</subtitle>
<subtitle id="0:17:55"> strong glory and anything that</subtitle>
<subtitle id="0:17:58">you make out of it is in turn a master drawing</subtitle>
<subtitle id="0:18:4">so here's he's made</subtitle>
<subtitle id="0:18:7"> the rivet in the flange a master</subtitle>
<subtitle id="0:18:10"> and now</subtitle>
<subtitle id="0:18:13"> he's making instances from those okay</subtitle>
<subtitle id="0:18:16"> so I have to go put it out of its misery here okay</subtitle>
<subtitle id="0:18:19"> we can change the change to the next tape</subtitle>
<subtitle id="0:18:22"> so sketchpad had</subtitle>
<subtitle id="0:18:25"> three really amazing</subtitle>
<subtitle id="0:18:28"> planners</subtitle>
<subtitle id="0:18:37">there's</subtitle>
<subtitle id="0:18:40"> Ivan three amazing is what</subtitle>
<subtitle id="0:18:43"> people look like back then</subtitle>
<subtitle id="0:18:46"></subtitle>
<subtitle id="0:18:49"> so once said to Ivan in</subtitle>
<subtitle id="0:18:52"> one year almost entirely</subtitle>
<subtitle id="0:18:55"> by yourself you created the first real interactive</subtitle>
<subtitle id="0:18:58"> graphics program first system with a window if you're noticing</subtitle>
<subtitle id="0:19:1">it has a clipping window and the drawings on our much larger</subtitle>
<subtitle id="0:19:4"> screen the first object-oriented software</subtitle>
<subtitle id="0:19:7"> system and the first real-time</subtitle>
<subtitle id="0:19:10"> problem-solving system you can even call it</subtitle>
<subtitle id="0:19:13"> an AI system I said how did you do</subtitle>
<subtitle id="0:19:16"> this and he said well you know it was hard he</subtitle>
<subtitle id="0:19:19"> actually in his faces here is</subtitle>
<subtitle id="0:19:22"> quite apologetic if anybody how many people here read</subtitle>
<subtitle id="0:19:25"> this what's amazing</subtitle>
<subtitle id="0:19:28"> about reading this thing besides how great it is still today is how</subtitle>
<subtitle id="0:19:31"> apologetic he is it doesn't do more</subtitle>
<subtitle id="0:19:34">this is why it's not good</subtitle>
<subtitle id="0:19:37">closely into the future you might get discouraged</subtitle>
<subtitle id="0:19:40"> okay another</subtitle>
<subtitle id="0:19:43"> thing that was happening right at the same time is the first live</subtitle>
<subtitle id="0:19:46"> vote for the first personal computer which is the link done</subtitle>
<subtitle id="0:19:49"> by Wes Clark and Charlie Molnar here</subtitle>
<subtitle id="0:19:52"> one of the design criteria is that it</subtitle>
<subtitle id="0:19:55"> shouldn't loom over you so it's designed to</subtitle>
<subtitle id="0:19:58">small and actually the first 20 people built their own they</subtitle>
<subtitle id="0:20:1"> came spent a summer at Lincoln labs</subtitle>
<subtitle id="0:20:4"> and the summer was actually learning about digital</subtitle>
<subtitle id="0:20:7">electronics and the project they did was to build their own</subtitle>
<subtitle id="0:20:10"> computer which they took back to them back with them to their lab</subtitle>
<subtitle id="0:20:13"> about a somewhere between a thousand</subtitle>
<subtitle id="0:20:16"> and two thousand of these machines were built in the in</subtitle>
<subtitle id="0:20:19"> the 60s mostly for biomedical technicians</subtitle>
<subtitle id="0:20:22"> these machines also</subtitle>
<subtitle id="0:20:25"> influenced Dec tremendously for instance</subtitle>
<subtitle id="0:20:28">drives at West invented for this machine if you look there looks</subtitle>
<subtitle id="0:20:31"> like a deck tape but in fact deck tape was</subtitle>
<subtitle id="0:20:34"> invented was originally called a link tape deck tapes</subtitle>
<subtitle id="0:20:37"> just held files they were boring but link</subtitle>
<subtitle id="0:20:40"> tapes actually held pages of the paging virtual</subtitle>
<subtitle id="0:20:43">personal computer only</subtitle>
<subtitle id="0:20:46"> had two K of 12 bit words on</subtitle>
<subtitle id="0:20:49">a paging virtual memory on this tape and it was amazing</subtitle>
<subtitle id="0:20:52"> what you could do with this machine is a beautiful machine designed</subtitle>
<subtitle id="0:20:55"> to be taken care of by</subtitle>
<subtitle id="0:20:58"> people in labs for themselves</subtitle>
<subtitle id="0:21:1">have a very nice programming system in a beautiful little editor the</subtitle>
<subtitle id="0:21:4"> debugger on it was quite remarkable in that you instead</subtitle>
<subtitle id="0:21:7"> of single stepping your program you single step</subtitle>
<subtitle id="0:21:10"> the machine so the software and the hardware were</subtitle>
<subtitle id="0:21:13"> such that you could actually slow the entire</subtitle>
<subtitle id="0:21:16"> machine down as you move</subtitle>
<subtitle id="0:21:19"> through to see what was actually going on beautiful</subtitle>
<subtitle id="0:21:22"> machine so</subtitle>
<subtitle id="0:21:25"> the other thing that happened around 1962</subtitle>
<subtitle id="0:21:28"> was Advanced Research Projects</subtitle>
<subtitle id="0:21:31"> Agency phased out of the space</subtitle>
<subtitle id="0:21:34">business and had some money left over and</subtitle>
<subtitle id="0:21:37"> for various reasons all of them justified</subtitle>
<subtitle id="0:21:40"> they like this guy Jack Lickliter</subtitle>
<subtitle id="0:21:43"> known as Lick and decided</subtitle>
<subtitle id="0:21:46"> to give him a bunch of money to do whatever he wanted</subtitle>
<subtitle id="0:21:49"> and he was a psychologist and had</subtitle>
<subtitle id="0:21:52"> been involved in some of the human factors design of the sage</subtitle>
<subtitle id="0:21:55"> system in the 50s he is both a b b and</subtitle>
<subtitle id="0:21:58"> an at MIT and he decided that the destiny of personal</subtitle>
<subtitle id="0:22:1"> computing was to be a complementary partner</subtitle>
<subtitle id="0:22:4"> for human beings complementary</subtitle>
<subtitle id="0:22:7">in the sense that not trying to do what a human does</subtitle>
<subtitle id="0:22:10"> but to do things that humans don't do well in</subtitle>
<subtitle id="0:22:13"> a very interactive way</subtitle>
<subtitle id="0:22:16"> so he was one of the people who could</subtitle>
<subtitle id="0:22:19"> extrapolate from pointing light guns</subtitle>
<subtitle id="0:22:22"> at digitally produced radar screens</subtitle>
<subtitle id="0:22:25"> to the idea that this thing might actually help</subtitle>
<subtitle id="0:22:28"> people think and his phrase</subtitle>
<subtitle id="0:22:31"> up there is in his one of his earliest papers</subtitle>
<subtitle id="0:22:34"> in 1960 which is called man computer symbiosis was</subtitle>
<subtitle id="0:22:37"> to think as no human has ever human</subtitle>
<subtitle id="0:22:40"> being has thought has ever thought I guess he</subtitle>
<subtitle id="0:22:43"> was a great guy and he</subtitle>
<subtitle id="0:22:46"> came up with and they just died</subtitle>
<subtitle id="0:22:49"> a few years ago and Nicholas Negroponte and</subtitle>
<subtitle id="0:22:52"> I are trying to raise money for a permanent</subtitle>
<subtitle id="0:22:55">Licklider lectures at MIT</subtitle>
<subtitle id="0:22:58"> so several ideas he had one</subtitle>
<subtitle id="0:23:1">you shouldn't spend any time more time in Washington than</subtitle>
<subtitle id="0:23:4"> you had to nobody</subtitle>
<subtitle id="0:23:7"> sensible likes that place so he</subtitle>
<subtitle id="0:23:10"> got the idea that you should only spend two</subtitle>
<subtitle id="0:23:13"> years there and then he got the idea that</subtitle>
<subtitle id="0:23:16"> the only people who should</subtitle>
<subtitle id="0:23:19">article community should be people who came out of the</subtitle>
<subtitle id="0:23:22"> Arco community and that that person</subtitle>
<subtitle id="0:23:25"> would spend one year as a as</subtitle>
<subtitle id="0:23:28"> a deputy learning the job and then</subtitle>
<subtitle id="0:23:31"> two years as a director so this is the stream</subtitle>
<subtitle id="0:23:34"> of people who created the</subtitle>
<subtitle id="0:23:37"> funding that funded most of the technology that we have today</subtitle>
<subtitle id="0:23:40"> how did I even get</subtitle>
<subtitle id="0:23:43"> there well he got drafted not long after he did sketch</subtitle>
<subtitle id="0:23:46"> pad and Lickliter did not want him to go to Vietnam</subtitle>
<subtitle id="0:23:49"> so they pulled some strings and as a second lieutenant</subtitle>
<subtitle id="0:23:52"> he was made head of ARPA at the age of 26</subtitle>
<subtitle id="0:23:55"> that</subtitle>
<subtitle id="0:23:58"> was one of the great moves of all time</subtitle>
<subtitle id="0:24:1"> because I even you could even though each of these</subtitle>
<subtitle id="0:24:4"> four guys are fantastic you could argue that Ivan was the greatest</subtitle>
<subtitle id="0:24:7"> of the four of them because he was the youngest he</subtitle>
<subtitle id="0:24:10"> was the most vitally interested in the input-output</subtitle>
<subtitle id="0:24:13"> human interface part</subtitle>
<subtitle id="0:24:16"> of the thing he was the person for instance who first funded Engelbart</subtitle>
<subtitle id="0:24:19"> number of other things Taylor</subtitle>
<subtitle id="0:24:22"> will meet him again a little bit later because he was one of the people who</subtitle>
<subtitle id="0:24:25"> set up Jaques Park and Larry Roberts is</subtitle>
<subtitle id="0:24:28"> best known for the for the ARPANET</subtitle>
<subtitle id="0:24:31"> Larry Roberts was Ivan Sutherlands</subtitle>
<subtitle id="0:24:34"> room late at Lincoln labs</subtitle>
<subtitle id="0:24:37"> so here's the angel Bart</subtitle>
<subtitle id="0:24:40"> a little bit</subtitle>
<subtitle id="0:24:43">show in a couple of minutes on their show in Engelbart</subtitle>
<subtitle id="0:24:46"> clip as I saw the system just</subtitle>
<subtitle id="0:24:49"> not yet this is happened</subtitle>
<subtitle id="0:24:52"> before I came on the scene then the</subtitle>
<subtitle id="0:25:1">n I was</subtitle>
<subtitle id="0:25:4"> programming at the just trying to see what</subtitle>
<subtitle id="0:25:7"> it looks like here I was programming at</subtitle>
<subtitle id="0:25:10"> Air Training Command in the Air Force in the</subtitle>
<subtitle id="0:25:13"> early 60s and some</subtitle>
<subtitle id="0:25:16"> unknown programmer came up with a great idea because</subtitle>
<subtitle id="0:25:19"> back then didn't really have operating systems or</subtitle>
<subtitle id="0:25:22"> the most places would build their own little</subtitle>
<subtitle id="0:25:25">operating system to help them process back batch jobs and</subtitle>
<subtitle id="0:25:28"> something and Air Training Command had many different</subtitle>
<subtitle id="0:25:31"> phases a lot of them had burrows</subtitle>
<subtitle id="0:25:34">and somebody came up with this great idea for</subtitle>
<subtitle id="0:25:37"> how to make data</subtitle>
<subtitle id="0:25:40"> sensible to people and that</subtitle>
<subtitle id="0:25:43"> is the following each record on one</subtitle>
<subtitle id="0:25:46"> of the two twenties tapes was a long thing</subtitle>
<subtitle id="0:25:49"> those tapes didn't move very fast back then could</subtitle>
<subtitle id="0:25:52"> write long records on them and they're in</subtitle>
<subtitle id="0:25:55">parts the first part were set of pointers back</subtitle>
<subtitle id="0:25:58"> into the second part which were set of procedures</subtitle>
<subtitle id="0:26:1"> that knew about the third part which</subtitle>
<subtitle id="0:26:4"> were the set of data records okay</subtitle>
<subtitle id="0:26:7"> and so the way you use these things so the operating system was minimal</subtitle>
<subtitle id="0:26:10"> right all</subtitle>
<subtitle id="0:26:13"> you have to do was to read this thing into the core</subtitle>
<subtitle id="0:26:16"> memory of the Burroughs 220 and start</subtitle>
<subtitle id="0:26:19"> jumping in direct vectoring</subtitle>
<subtitle id="0:26:22"> in direct procedure called indirectly through these guys</subtitle>
<subtitle id="0:26:25"> were into standard orders that had to do with</subtitle>
<subtitle id="0:26:28"> reading and writing and finding out how many fields the data had</subtitle>
<subtitle id="0:26:31"> these procedures knew how to give the answers that these</subtitle>
<subtitle id="0:26:34"> and the behaviors that these guys did and the</subtitle>
<subtitle id="0:26:37"> cold mess here knew what to</subtitle>
<subtitle id="0:26:40">down there which are never touched directly by</subtitle>
<subtitle id="0:26:43"> anybody that a great idea don't</subtitle>
<subtitle id="0:26:46"> you wish you had that on the internet I</subtitle>
<subtitle id="0:26:49"> thought it was a pretty</subtitle>
<subtitle id="0:26:52"> good idea never been able</subtitle>
<subtitle id="0:26:55"> to find out who had this idea was there when I arrived</subtitle>
<subtitle id="0:26:58"> in 1961 somebody had just done it and</subtitle>
<subtitle id="0:27:1"> it worked extremely well until</subtitle>
<subtitle id="0:27:4"> the government decided everybody has the program in</subtitle>
<subtitle id="0:27:7"> COBOL a few years later and then it</subtitle>
<subtitle id="0:27:10"> got thrown out so this</subtitle>
<subtitle id="0:27:13"> is my first I</subtitle>
<subtitle id="0:27:16"> believe this antedates all</subtitle>
<subtitle id="0:27:19"> other forms of abstract data types that</subtitle>
<subtitle id="0:27:22"> I know about there's an early paper by Doug</subtitle>
<subtitle id="0:27:25"> Ross that has some of these ideas from MIT I</subtitle>
<subtitle id="0:27:28"> think this is a digital invention by somebody and</subtitle>
<subtitle id="0:27:31"> it certainly it's stuck in</subtitle>
<subtitle id="0:27:34"> my mind the other thing</subtitle>
<subtitle id="0:27:37"> that I learned there which I'm not going to try</subtitle>
<subtitle id="0:27:40"> and explain is it just happened that the third machine I</subtitle>
<subtitle id="0:27:43"> ever learned was the Burroughs be 5000 which</subtitle>
<subtitle id="0:27:46"> is probably the greatest not probably it</subtitle>
<subtitle id="0:27:49"> was was the greatest machine architecture ever</subtitle>
<subtitle id="0:27:52"> designed I think</subtitle>
<subtitle id="0:27:55"> 7 out of the 10 best software</subtitle>
<subtitle id="0:27:58">thought up are in the hardware of this machine I</subtitle>
<subtitle id="0:28:1"> will not try and explain with all of them are but it</subtitle>
<subtitle id="0:28:4"> was basically a crash 'less machine is the first machine</subtitle>
<subtitle id="0:28:7">to do what is known as capability addressing built into</subtitle>
<subtitle id="0:28:10"> the hardware one of the first machines to have a stack the</subtitle>
<subtitle id="0:28:13"> first machine to have byte codes there's no there are no addresses</subtitle>
<subtitle id="0:28:16">allowed in the code all the code is relocatable</subtitle>
<subtitle id="0:28:19"> and in fact it was kind of an object-oriented</subtitle>
<subtitle id="0:28:22"> machine although this was before people knew how to handle it that</subtitle>
<subtitle id="0:28:25"> way it was actually done for Algol 57</subtitle>
<subtitle id="0:28:28"> Algol 58 which on</subtitle>
<subtitle id="0:28:31"> this machine was called Balga back then but</subtitle>
<subtitle id="0:28:34">hey got around to building the machine Barton guy</subtitle>
<subtitle id="0:28:37"> who designed to be 5,000 had</subtitle>
<subtitle id="0:28:40"> designed the first moderate what</subtitle>
<subtitle id="0:28:43">consider the first modern compiler which ran on the Bo's to 20</subtitle>
<subtitle id="0:28:46"> and Knuth was one of the programmers of it</subtitle>
<subtitle id="0:28:49"> why do I say modern I think everybody</subtitle>
<subtitle id="0:28:52"> in here knows what I mean when I say pass and a half</subtitle>
<subtitle id="0:28:55">compiler which is a compiler that streams once</subtitle>
<subtitle id="0:28:58"> through the source code puts</subtitle>
<subtitle id="0:29:1"> the in fix-up pointers as it goes and then as it finds out</subtitle>
<subtitle id="0:29:4"> information about for references fixes those I mop the first</subtitle>
<subtitle id="0:29:7"> one of those ran on the bar was 220 when Barton was designing</subtitle>
<subtitle id="0:29:10"> it he realized that the intermediate</subtitle>
<subtitle id="0:29:13"> output of the compiler was actually more</subtitle>
<subtitle id="0:29:16">interesting than borrows 220 machine code so he thought about why</subtitle>
<subtitle id="0:29:19"> not just design the machine to run the direct output</subtitle>
<subtitle id="0:29:22"> of the compiler and forget about all this down</subtitle>
<subtitle id="0:29:25"> below which had nothing to do with</subtitle>
<subtitle id="0:29:28"> higher-level languages and I</subtitle>
<subtitle id="0:29:31"> commend his paper to you I think</subtitle>
<subtitle id="0:29:34">papers ever written in computer science called</subtitle>
<subtitle id="0:29:37"> a new approach to the functional design of a digital computer</subtitle>
<subtitle id="0:29:40"> Western joint computer conference</subtitle>
<subtitle id="0:29:43"> 1961 it's only four</subtitle>
<subtitle id="0:29:46"> pages long that gives the complete architecture of this system I should</subtitle>
<subtitle id="0:29:49"> mention by the way you know hot Java is</subtitle>
<subtitle id="0:29:52"> a hot thing now the virtual machine</subtitle>
<subtitle id="0:29:55"> on the B 5000 is much better than Java</subtitle>
<subtitle id="0:29:58"> and fact</subtitle>
<subtitle id="0:30:1"> the all the virtual machines</subtitle>
<subtitle id="0:30:4">we get at Xerox PARC were based on this particular architecture</subtitle>
<subtitle id="0:30:7"> anybody who wants to do a good virtual machine shouldn't</subtitle>
<subtitle id="0:30:10"> bill themselves of that information rather than just trying</subtitle>
<subtitle id="0:30:13"> to roll their own</subtitle>
<subtitle id="0:30:16"> here's another</subtitle>
<subtitle id="0:30:19"> thing that I came across at 1965</subtitle>
<subtitle id="0:30:22"> which is Gordon Moore's original graph</subtitle>
<subtitle id="0:30:25"> saying what was going to happen to Silicon</subtitle>
<subtitle id="0:30:28"> published in data nation 1965</subtitle>
<subtitle id="0:30:31"> I read it while I was helping debug this</subtitle>
<subtitle id="0:30:34"> infamous system called the chippewa operating system</subtitle>
<subtitle id="0:30:37"> for the 6600 in seymour crazed lab</subtitle>
<subtitle id="0:30:40"> was back when you still work for control data</subtitle>
<subtitle id="0:30:43"> so this is I'm semi-log</subtitle>
<subtitle id="0:30:46"> paper and first</subtitle>
<subtitle id="0:30:49"> thing Moore did was just plot what</subtitle>
<subtitle id="0:30:52">happening with integrated circuits from 1959</subtitle>
<subtitle id="0:30:55"> up to 65 and notice that it was an</subtitle>
<subtitle id="0:30:58"> exponential power of two every year and</subtitle>
<subtitle id="0:31:1"> started asking questions about what</subtitle>
<subtitle id="0:31:4">would it be like if you could continue that and a few years later</subtitle>
<subtitle id="0:31:7"> he did a more careful analysis and said well it's not going to be worse</subtitle>
<subtitle id="0:31:10"> than a factor of two every two years that's this red line</subtitle>
<subtitle id="0:31:13"> and here's the line for</subtitle>
<subtitle id="0:31:16"> memory dynamic Ram memory</subtitle>
<subtitle id="0:31:19"> as it started in about 1971 so</subtitle>
<subtitle id="0:31:22">Gordon Moore on the basis of physical principles and</subtitle>
<subtitle id="0:31:25"> because he picked the right kind of silicon MOS silicon</subtitle>
<subtitle id="0:31:28"> to look at this</subtitle>
<subtitle id="0:31:31"> is what led many people astray because back in those days it</subtitle>
<subtitle id="0:31:34"> was so slow that nobody would ever think of building a</subtitle>
<subtitle id="0:31:37"> computer about it because it basically has it</subtitle>
<subtitle id="0:31:40"> works like blowing up a balloon with buckets</subtitle>
<subtitle id="0:31:43"> basically a capacitive based way</subtitle>
<subtitle id="0:31:46"> of doing switching and so you have to put a lot of charge into</subtitle>
<subtitle id="0:31:49"> an MOS transistor in order</subtitle>
<subtitle id="0:31:52"> to get it to switch it took a long time but</subtitle>
<subtitle id="0:31:55"> gordon moore looked at it in part by</subtitle>
<subtitle id="0:31:58"> talking with him about it once in part just</subtitle>
<subtitle id="0:32:1"> because it was so much simpler to make that than bipolar that he could actually</subtitle>
<subtitle id="0:32:4"> do some math on it bipolars has like 14</subtitle>
<subtitle id="0:32:7"> layers and it's very complicated but the mos</subtitle>
<subtitle id="0:32:10"> he realized that the smaller you make an</subtitle>
<subtitle id="0:32:13">transistor the faster is going to be able to switch and</subtitle>
<subtitle id="0:32:16"> so as a main question was how</subtitle>
<subtitle id="0:32:19"> small can we make these guys and still hasn't be a transistor and</subtitle>
<subtitle id="0:32:22">answer back then was about 5000 electrons we're now</subtitle>
<subtitle id="0:32:25"> getting close to so</subtitle>
<subtitle id="0:32:28"> 5,000 electrons took his</subtitle>
<subtitle id="0:32:31"> graph out to about 1995</subtitle>
<subtitle id="0:32:34"> so this is one of the great thirty-year predictions of all</subtitle>
<subtitle id="0:32:37"> time and of course everybody here knows that</subtitle>
<subtitle id="0:32:40">did the other thing you need to do the to predict</subtitle>
<subtitle id="0:32:43"> the future which is he helped invent it right</subtitle>
<subtitle id="0:32:46"> the left fairchild is one of the founders</subtitle>
<subtitle id="0:32:49"> of Intel and is worth a few billion that worth as much as Bill</subtitle>
<subtitle id="0:32:52"> Gates but he's a few billion is is nothing</subtitle>
<subtitle id="0:32:55"> to sneeze at okay</subtitle>
<subtitle id="0:32:58"> so I have to tell you that when I</subtitle>
<subtitle id="0:33:1"> first saw this it meant nothing to me because</subtitle>
<subtitle id="0:33:4"> I was be bucking a machine that ran at</subtitle>
<subtitle id="0:33:7"> 10 myths in 1965 and it required</subtitle>
<subtitle id="0:33:10"> liquid freon cooling</subtitle>
<subtitle id="0:33:13"> so there's no particular way</subtitle>
<subtitle id="0:33:16">extrapolating</subtitle>
<subtitle id="0:33:19"> at that time I found</subtitle>
<subtitle id="0:33:22"> myself at Utah and</subtitle>
<subtitle id="0:33:25"> that Utah the first thing</subtitle>
<subtitle id="0:33:28"> when you walk in a Dave Evans is office this is what he looked like is a</subtitle>
<subtitle id="0:33:31">real friendly guy look before you even got a desk he</subtitle>
<subtitle id="0:33:34"> had a pile of these things on it about this high</subtitle>
<subtitle id="0:33:37"> so the first thing he would do is give</subtitle>
<subtitle id="0:33:40">take this and we eat it so that</subtitle>
<subtitle id="0:33:43"> and then you were supposed to come back and if you could</subtitle>
<subtitle id="0:33:46">talk sensibly about it then he would give you a desk</subtitle>
<subtitle id="0:33:49"> and</subtitle>
<subtitle id="0:33:52"> it happened on my desk was a pile</subtitle>
<subtitle id="0:33:55"> of tapes and listings that was</subtitle>
<subtitle id="0:33:58"> supposed to be the algal compiler for the UNIVAC</subtitle>
<subtitle id="0:34:1"> 1108 at the university of utah had but</subtitle>
<subtitle id="0:34:4"> in fact it turned out to be the first Simula</subtitle>
<subtitle id="0:34:7"> system here's another guy I ran into now</subtitle>
<subtitle id="0:34:10"> I made this really murky this is fact is</subtitle>
<subtitle id="0:34:13"> not even a picture of Bob Barton because I</subtitle>
<subtitle id="0:34:16"> think we have determined that cameras</subtitle>
<subtitle id="0:34:19"> cannot take pictures of him</subtitle>
<subtitle id="0:34:22"> whose calls goes to walks because he was often</subtitle>
<subtitle id="0:34:25"> seen in Merrell engineering building but he's never seen entering</subtitle>
<subtitle id="0:34:28"> or leaving it</subtitle>
<subtitle id="0:34:31"> in fact he he kind of hated the</subtitle>
<subtitle id="0:34:34"> whole idea of school and he kind of hated graduate</subtitle>
<subtitle id="0:34:37"> students and really hated burrows and</subtitle>
<subtitle id="0:34:40"> but Dave Evans had convinced him</subtitle>
<subtitle id="0:34:43"> to to leave burrows for a year and be</subtitle>
<subtitle id="0:34:46"> a professor of sorts at the University</subtitle>
<subtitle id="0:34:49"> of Utah I'll just tell you one barton</subtitle>
<subtitle id="0:34:52"> story which is I took this course</subtitle>
<subtitle id="0:34:55"> called advanced systems design and</subtitle>
<subtitle id="0:34:58"> he handed out this sheet the first day and</subtitle>
<subtitle id="0:35:1"> he said well there's something known about this is in 1966</subtitle>
<subtitle id="0:35:4"> there's something known about advanced system</subtitle>
<subtitle id="0:35:7">design and it's all written down here and I expect you all to learn</subtitle>
<subtitle id="0:35:10"> this and understand it he</subtitle>
<subtitle id="0:35:13"> said but my job this year</subtitle>
<subtitle id="0:35:16"> is to firmly disabuse you of any fondly held notions</subtitle>
<subtitle id="0:35:19"> you might have brought into this classroom in</subtitle>
<subtitle id="0:35:22">entire classroom simply garbage collecting</subtitle>
<subtitle id="0:35:25"> our brains one of the greatest educational experiences</subtitle>
<subtitle id="0:35:28"> I've ever had he never referred to advanced</subtitle>
<subtitle id="0:35:31"> systems programming again so the effective</subtitle>
<subtitle id="0:35:34"> that we would read all of these things his</subtitle>
<subtitle id="0:35:37"> what he was concerned was was that</subtitle>
<subtitle id="0:35:40"> none of us could think and there</subtitle>
<subtitle id="0:35:43"> were many dimensions to his complaints about how</subtitle>
<subtitle id="0:35:46"> we weren't able to think and during</subtitle>
<subtitle id="0:35:49"> this year he explored each and every one of them</subtitle>
<subtitle id="0:35:52"> the result of this and of</subtitle>
<subtitle id="0:35:55"> course he he hated pretty much everything</subtitle>
<subtitle id="0:35:58"> that had been done all up</subtitle>
<subtitle id="0:36:1"> to then in the 60s particularly by IBM and</subtitle>
<subtitle id="0:36:4"> pretty</subtitle>
<subtitle id="0:36:7">anything that we thought might be a good idea he had fifty</subtitle>
<subtitle id="0:36:10"> five reasons why it was a terrible idea</subtitle>
<subtitle id="0:36:13"> now you think gee whiz this was</subtitle>
<subtitle id="0:36:16"> handy but down or taking a course</subtitle>
<subtitle id="0:36:19"> but you have to realize this guy had the eloquence of</subtitle>
<subtitle id="0:36:22">William F Buckley although he was to the left in his political</subtitle>
<subtitle id="0:36:25"> leanings he was one of the most fascinating people you</subtitle>
<subtitle id="0:36:28"> can ever imagine running into and he was</subtitle>
<subtitle id="0:36:31"> extremely well-read excuse his degree</subtitle>
<subtitle id="0:36:34"> was in mathematics and he was extremely well-read</subtitle>
<subtitle id="0:36:37"> in philosophy and it was a wonderful experience</subtitle>
<subtitle id="0:36:40"> now the result of that class was that the students</subtitle>
<subtitle id="0:36:43"> who were left at the end of it were free</subtitle>
<subtitle id="0:36:46"> and what I mean by free is he</subtitle>
<subtitle id="0:36:49"> had completely removed all traces of</subtitle>
<subtitle id="0:36:52"> religion about every</subtitle>
<subtitle id="0:36:55"> phase of computer science that</subtitle>
<subtitle id="0:36:58">meant there was nothing that we could not there was no thought that we could</subtitle>
<subtitle id="0:37:1"> not have so the best</subtitle>
<subtitle id="0:37:4">professor can ever do instead of putting knowledge into</subtitle>
<subtitle id="0:37:7"> our mind he removed it</subtitle>
<subtitle id="0:37:10"> it was the most valuable experience</subtitle>
<subtitle id="0:37:13"> I had in graduate school because any also</subtitle>
<subtitle id="0:37:16"> he wouldn't talk about the B 5000 I had to</subtitle>
<subtitle id="0:37:19"> resort to step on strategies</subtitle>
<subtitle id="0:37:22"> like talking asking</subtitle>
<subtitle id="0:37:25"> his wife what it was like when he invent it turned out he invented</subtitle>
<subtitle id="0:37:28"> the whole thing over one weekend had all</subtitle>
<subtitle id="0:37:31">of the ideas he woke up in the middle of the night with all of the ideas for</subtitle>
<subtitle id="0:37:34"> this machine that just came down it actually fighting</subtitle>
<subtitle id="0:37:37"> him we found</subtitle>
<subtitle id="0:37:40"> out he could drink beer problem was it was about six for</subtitle>
<subtitle id="0:37:43"> a huge guy and he could drink any of us he</subtitle>
<subtitle id="0:37:46">could drink australians under the table so</subtitle>
<subtitle id="0:37:49"> is that we actually approached him and realized one of us</subtitle>
<subtitle id="0:37:55">o take about four graduate students</subtitle>
<subtitle id="0:37:58"> in a row to get him to drink</subtitle>
<subtitle id="0:38:1">because you thought was a three to peer state</subtitle>
<subtitle id="0:38:4"> but eventually</subtitle>
<subtitle id="0:38:7">inside so this is a this is one of the great geniuses that</subtitle>
<subtitle id="0:38:10"> has lived in our in our field completely</subtitle>
<subtitle id="0:38:13"> unappreciated even today if</subtitle>
<subtitle id="0:38:16"> you look at what he did in 1961 and 1962</subtitle>
<subtitle id="0:38:19">Motorola sells today</subtitle>
<subtitle id="0:38:22"> I mean it just is pathetic it turns your stomach</subtitle>
<subtitle id="0:38:25"> turns mine anyway</subtitle>
<subtitle id="0:38:28"> well there's this pile of stuff on</subtitle>
<subtitle id="0:38:31"> my desk that turned</subtitle>
<subtitle id="0:38:34"> out not to be alcohol at all Simula he's an alcohol</subtitle>
<subtitle id="0:38:37"> that had been doctored to make a Simula and</subtitle>
<subtitle id="0:38:40"> in the process of finding</subtitle>
<subtitle id="0:38:43">we realized it was a programming language that did the</subtitle>
<subtitle id="0:38:46"> same kinds of things with sequential code as</subtitle>
<subtitle id="0:38:49"> sketchpad the data structures</subtitle>
<subtitle id="0:38:52"> were basically very similar and this</subtitle>
<subtitle id="0:38:55"> has a disadvantage it wasn't as beautiful as the constraint</subtitle>
<subtitle id="0:38:58">solving methods of sketchpad but on the other hand you</subtitle>
<subtitle id="0:39:1"> could do many more things with it because</subtitle>
<subtitle id="0:39:4"> you weren't limited to what a constraint solver</subtitle>
<subtitle id="0:39:7"> could do this is a huge</subtitle>
<subtitle id="0:39:10"> revelation now here's here's one of these opportunities</subtitle>
<subtitle id="0:39:13"> when you wind up with something new</subtitle>
<subtitle id="0:39:16"> so data structures and</subtitle>
<subtitle id="0:39:19"> procedures with a way to program and</subtitle>
<subtitle id="0:39:22"> if you held on to your pink thoughts</subtitle>
<subtitle id="0:39:25"> and looked at Simula</subtitle>
<subtitle id="0:39:28"> as most people did you would wind up inventing</subtitle>
<subtitle id="0:39:31"> an abstract data types which many people did happen</subtitle>
<subtitle id="0:39:34"> in the 70s now this is</subtitle>
<subtitle id="0:39:37"> a really weak thing because an abstract data type is kind of a</subtitle>
<subtitle id="0:39:40"> slow way of doing what data structures do why</subtitle>
<subtitle id="0:39:43"> do I say that because an abstract data type</subtitle>
<subtitle id="0:39:46"> still thinks that you're supposed to use a</subtitle>
<subtitle id="0:39:49"> generalized assignment statement on its</subtitle>
<subtitle id="0:39:52"> simulated fields okay and</subtitle>
<subtitle id="0:39:55"> sign assignment statements programming</subtitle>
<subtitle id="0:39:58"> is not a very strong way of doing things and so most of the</subtitle>
<subtitle id="0:40:1"> abstract data type languages have wound up</subtitle>
<subtitle id="0:40:4"> requiring about the same code to</subtitle>
<subtitle id="0:40:7"> program things as data structure languages before them</subtitle>
<subtitle id="0:40:10"> they didn't show this factor of 10 difference</subtitle>
<subtitle id="0:40:13"> that we found from OOP now there's a different</subtitle>
<subtitle id="0:40:16"> way of looking at this and it came about</subtitle>
<subtitle id="0:40:19">because one of my undergraduate degrees was in molecular biology</subtitle>
<subtitle id="0:40:22"> and I had read this book a few years before</subtitle>
<subtitle id="0:40:25"> published in 65 called</subtitle>
<subtitle id="0:40:28"> the molecular biology of the gene and in</subtitle>
<subtitle id="0:40:31"> it it had an assay for the first time ever</subtitle>
<subtitle id="0:40:34"> of a bacterium</subtitle>
<subtitle id="0:40:37"> ecoli bacterium such as we have</subtitle>
<subtitle id="0:40:40"> millions of in our stomach this assay is kind of interesting</subtitle>
<subtitle id="0:40:43"> it's about 70% water but it has</subtitle>
<subtitle id="0:40:46"> about 120 million organic components</subtitle>
<subtitle id="0:40:49"> that is things that interact</subtitle>
<subtitle id="0:40:52"> with each other informational E and if</subtitle>
<subtitle id="0:40:55">represent just those forgetting about the water it's about</subtitle>
<subtitle id="0:40:58"> 100 gigabytes as a parallel information</subtitle>
<subtitle id="0:41:1"> processing system and when I made this slide it</subtitle>
<subtitle id="0:41:4"> was 200,000</subtitle>
<subtitle id="0:41:7"> well how about 50,000</subtitle>
<subtitle id="0:41:10"> to megabyte desktops in</subtitle>
<subtitle id="0:41:13"> one of these eco lies and it was fast if</subtitle>
<subtitle id="0:41:16"> you take an atom as being the size</subtitle>
<subtitle id="0:41:19"> of a thing toys of a tennis ball then</subtitle>
<subtitle id="0:41:22"> one of these white proteins here has about 5,000</subtitle>
<subtitle id="0:41:25"> atoms so it's about the size of a Volkswagen and</subtitle>
<subtitle id="0:41:28"> these guys can move</subtitle>
<subtitle id="0:41:31"> their own length in about two nanoseconds</subtitle>
<subtitle id="0:41:34"> now if you scale that up that's</subtitle>
<subtitle id="0:41:37"> faster than the speed of light</subtitle>
<subtitle id="0:41:40"> right anybody ever wonder why chemistry</subtitle>
<subtitle id="0:41:43"> works this is it's really</subtitle>
<subtitle id="0:41:46"> amazing to me that they never tell</subtitle>
<subtitle id="0:41:49"> you in in high school so it's actually the</subtitle>
<subtitle id="0:41:52">smarter kids that wind up rejecting tan rejecting</subtitle>
<subtitle id="0:41:55"> chemistry because how can the molecules find each</subtitle>
<subtitle id="0:41:58"> other it just really doesn't make sense if you actually think about it</subtitle>
<subtitle id="0:42:1"> the only way it makes sense is</subtitle>
<subtitle id="0:42:4">to realize just how much thermal agitation there is as</subtitle>
<subtitle id="0:42:7"> you go down there for instance</subtitle>
<subtitle id="0:42:10"> the deceleration on a bacterium in</subtitle>
<subtitle id="0:42:13"> water is about a million GS</subtitle>
<subtitle id="0:42:16"> water is like asphalt to</subtitle>
<subtitle id="0:42:19"> these things they are incredibly strong when</subtitle>
<subtitle id="0:42:22"> they stop lashing their tail they stop there's</subtitle>
<subtitle id="0:42:25"> no inertia of any kind here</subtitle>
<subtitle id="0:42:28"> and the thermal agitation as I say is</subtitle>
<subtitle id="0:42:31">fit were scaled up it would be things moving the</subtitle>
<subtitle id="0:42:34"> side moving eight or ten feet in a couple of</subtitle>
<subtitle id="0:42:37"> nanoseconds so you can imagine what that is like you can</subtitle>
<subtitle id="0:42:40"> imagine why biochemistry actually works</subtitle>
<subtitle id="0:42:43"> that's a pretty complicated thing and furthermore</subtitle>
<subtitle id="0:42:46"> it's only one five hundredth</subtitle>
<subtitle id="0:42:49">e size of the cells in our body and we have between</subtitle>
<subtitle id="0:42:52"> 10 and 100 trillion of them so</subtitle>
<subtitle id="0:42:55"> you start thinking these cells have</subtitle>
<subtitle id="0:42:58"> 60 billion organic components as opposed</subtitle>
<subtitle id="0:43:1"> to 120 million and yet</subtitle>
<subtitle id="0:43:4"> 50 cell divisions will make an entire baby</subtitle>
<subtitle id="0:43:7"> now if you compare this against computing</subtitle>
<subtitle id="0:43:10"> even today even against the internet with</subtitle>
<subtitle id="0:43:13"> all the computers on it especially if you think about</subtitle>
<subtitle id="0:43:16"> it compared to what computing was like back in the 60s you'll</subtitle>
<subtitle id="0:43:19"> see that this constitutes a different class of organizing</subtitle>
<subtitle id="0:43:22"> complex dynamic structures they just</subtitle>
<subtitle id="0:43:25"> aren't like computing machinery at all and</subtitle>
<subtitle id="0:43:28"> this is what I got from Simula</subtitle>
<subtitle id="0:43:31"> so</subtitle>
<subtitle id="0:43:34">Simula is not a better old thing but almost a</subtitle>
<subtitle id="0:43:37"> new thing and got this</subtitle>
<subtitle id="0:43:40"> hit that the one of the great</subtitle>
<subtitle id="0:43:43"> ideas you could ever have in</subtitle>
<subtitle id="0:43:46"> doing programming was to organize</subtitle>
<subtitle id="0:43:49"> that the way biological cells are organized</subtitle>
<subtitle id="0:43:52"> that is progressed</subtitle>
<subtitle id="0:43:55"> along so you have this nice idea</subtitle>
<subtitle id="0:43:58"> of encapsulation which is the main strength</subtitle>
<subtitle id="0:44:1"> of it you</subtitle>
<subtitle id="0:44:4"> have an even more weird thing but it's partially from</subtitle>
<subtitle id="0:44:7"> Simula that you can simulate anything including</subtitle>
<subtitle id="0:44:10">structures if you want to go back to them but</subtitle>
<subtitle id="0:44:13"> in fact you get to deal with many</subtitle>
<subtitle id="0:44:16"> many more things on a much more natural way</subtitle>
<subtitle id="0:44:19"> using an architecture that we know from biology scales</subtitle>
<subtitle id="0:44:22"> incredibly and</subtitle>
<subtitle id="0:44:25"> you have something that biology doesn't do which is the DNA</subtitle>
<subtitle id="0:44:28"> is not in the cells here but it's extract</subtitle>
<subtitle id="0:44:31">get out and so there's only one copy of the DNA which if</subtitle>
<subtitle id="0:44:34"> you twitch it everybody is going to feel</subtitle>
<subtitle id="0:44:37"> that so that was a huge that was the last that</subtitle>
<subtitle id="0:44:40"> happened to be in November 66 it was the last time I ever thought</subtitle>
<subtitle id="0:44:43"> about doing procedural and data</subtitle>
<subtitle id="0:44:46"> structure programming I just realized that that was</subtitle>
<subtitle id="0:44:49"> a that was just an artifact of the past it meant nothing had</subtitle>
<subtitle id="0:44:52"> nothing to do with the Destiny's computers in any way</subtitle>
<subtitle id="0:44:55"> so</subtitle>
<subtitle id="0:44:58"> then I saw let's see if this works</subtitle>
<subtitle id="0:45:1"> now this</subtitle>
<subtitle id="0:45:4"> thing is gone then angle Bart came</subtitle>
<subtitle id="0:45:7"> to Utah I</subtitle>
<subtitle id="0:45:10"> mean those AZ</subtitle>
<subtitle id="0:45:13"> travel was a projector you could stop and start because people weren't used</subtitle>
<subtitle id="0:45:16"> to seeing cursors so stop</subtitle>
<subtitle id="0:45:19"> the Sony say I'd like to go to produce but</subtitle>
<subtitle id="0:45:22"> I'd like good</subtitle>
<subtitle id="0:45:25"> produce a good thing I'd like to say one branch only</subtitle>
<subtitle id="0:45:28"> and you know just that little</subtitle>
<subtitle id="0:45:31"> oh I can say</subtitle>
<subtitle id="0:45:34"> I'd like to see one line or I</subtitle>
<subtitle id="0:45:37"> could see but there's a little thing I can</subtitle>
<subtitle id="0:45:40"> move does remember place that I found here</subtitle>
<subtitle id="0:45:46">so here I'm afraid I'll need a different picture</subtitle>
<subtitle id="0:45:49"> than you so here's I do with</subtitle>
<subtitle id="0:45:52">picture drawing capability here so slight map if I start</subtitle>
<subtitle id="0:45:55"> from work here's the route I seem to have to go to to pick</subtitle>
<subtitle id="0:45:58"> up all the materials and that's my plan for getting home tonight</subtitle>
<subtitle id="0:46:1"> but if I want to I can say the library</subtitle>
<subtitle id="0:46:4"> what am I supposed to take up there I can just point to</subtitle>
<subtitle id="0:46:7"> that and all the overdue books</subtitle>
<subtitle id="0:46:10">in all while there was a statement there with that name go</subtitle>
<subtitle id="0:46:13"> back what if I want my supposed to pick up the drugstore</subtitle>
<subtitle id="0:46:16"> I see you understand all right</subtitle>
<subtitle id="0:46:19"> target can do</subtitle>
<subtitle id="0:46:22"> things if I wanted to say I'd like to interchange partisan</subtitle>
<subtitle id="0:46:25"> cans materials jingle</subtitle>
<subtitle id="0:46:28"> they're all numbered right if I care to know</subtitle>
<subtitle id="0:46:31"> they're changing them very quickly can subpoena</subtitle>
<subtitle id="0:46:34"> interchange the products</subtitle>
<subtitle id="0:46:37"> they do it in August we numbered</subtitle>
<subtitle id="0:46:40"> so it's pretty pretty</subtitle>
<subtitle id="0:46:43">sickening to realize that this was done on 192k</subtitle>
<subtitle id="0:46:46"> machine that was time shared you notice the response</subtitle>
<subtitle id="0:46:49"> ever wish your pc or macintosh</subtitle>
<subtitle id="0:46:52"> would have that response well</subtitle>
<subtitle id="0:46:55"> you can't they're too fast</subtitle>
<subtitle id="0:46:58"> because they're too fast nobody bothers</subtitle>
<subtitle id="0:47:1">program them in a way that humans could use them but the</subtitle>
<subtitle id="0:47:4"> Engelbart people really understood that this was</subtitle>
<subtitle id="0:47:7"> all about close interaction and so they really paid attention to</subtitle>
<subtitle id="0:47:10"> a lot of these things this is a beautiful system in so many</subtitle>
<subtitle id="0:47:13"> ways and I don't know their</subtitle>
<subtitle id="0:47:16"> angle Bart has been here to talk but he</subtitle>
<subtitle id="0:47:19"> really deserves to say more about all</subtitle>
<subtitle id="0:47:22"> they did compete they did conferencing they had programmers</subtitle>
<subtitle id="0:47:25"> up in Oregon that worked with the program was done in the Monroe Park</subtitle>
<subtitle id="0:47:28"> things that people are still trying to do today he</subtitle>
<subtitle id="0:47:31"> did very successfully in the late 60s</subtitle>
<subtitle id="0:47:37">well I made a huge impression on me and</subtitle>
<subtitle id="0:47:40"> around that time I got involved with a</subtitle>
<subtitle id="0:47:43"> engineer who</subtitle>
<subtitle id="0:47:46"> wanted to do a little machine and together we did this thing</subtitle>
<subtitle id="0:47:49">called the Flex machine this is a picture of it on its own display had</subtitle>
<subtitle id="0:47:52"> the first object-oriented</subtitle>
<subtitle id="0:47:55"> language I designed ran on this machine directly in the hardware</subtitle>
<subtitle id="0:47:58"> so he made many mistakes on this</subtitle>
<subtitle id="0:48:1"> machine one of them was just trying to scale the B 5,000</subtitle>
<subtitle id="0:48:4"> down in history we learned from that experience that</subtitle>
<subtitle id="0:48:7"> as Barton used to say good ideas don't often</subtitle>
<subtitle id="0:48:10"> scale he</subtitle>
<subtitle id="0:48:13"> had one of the earliest clipping dividing</subtitle>
<subtitle id="0:48:16"> window system and multiple</subtitle>
<subtitle id="0:48:19"> windows and a bunch of things so windows</subtitle>
<subtitle id="0:48:22">current idea back</subtitle>
<subtitle id="0:48:25"> then so</subtitle>
<subtitle id="0:48:28"> another thing I saw early</subtitle>
<subtitle id="0:48:31"> on was this system at RAND</subtitle>
<subtitle id="0:48:34"> Corporation the same time</subtitle>
<subtitle id="0:48:37"> Lee look they match</subtitle>
<subtitle id="0:48:40"> go back</subtitle>
<subtitle id="0:48:43"> Iran had invented the tablet</subtitle>
<subtitle id="0:48:46"> the same year the Mouse's invented 1964 they</subtitle>
<subtitle id="0:48:49"> built this system whoops</subtitle>
<subtitle id="0:48:52"> first we erase it go arrow then</subtitle>
<subtitle id="0:48:55">connector out of the way so that we may draw a box</subtitle>
<subtitle id="0:48:58"> in its place seesee wants a box and</subtitle>
<subtitle id="0:49:1"> makes one form now it's recognizing his printing</subtitle>
<subtitle id="0:49:4"> the printing in the box is being used as commentary</subtitle>
<subtitle id="0:49:7"> only in this case the box is</subtitle>
<subtitle id="0:49:10"> slightly too large so we may change its size that's</subtitle>
<subtitle id="0:49:13">where modern-day window control came from literally Android</subtitle>
<subtitle id="0:49:16"> flow from the collector to the Box</subtitle>
<subtitle id="0:49:19"> attached a</subtitle>
<subtitle id="0:49:22"> decision element to the box and draw a flow from</subtitle>
<subtitle id="0:49:25"> it to scan we then</subtitle>
<subtitle id="0:49:28"> erase the flow arrows attached to the process post new</subtitle>
<subtitle id="0:49:31"> area and move the box to a new position</subtitle>
<subtitle id="0:49:37">this allows us to</subtitle>
<subtitle id="0:49:40"> draw a new box</subtitle>
<subtitle id="0:49:43"> okay</subtitle>
<subtitle id="0:49:46">nice huh so</subtitle>
<subtitle id="0:49:49"> one of these days I have the whole movie and Dave remembers</subtitle>
<subtitle id="0:49:52"> well I used to show it to the group every few months of drugs</subtitle>
<subtitle id="0:49:55"> part because what we wanted was something that nice</subtitle>
<subtitle id="0:49:58"> I showed that movie</subtitle>
<subtitle id="0:50:1">at Apple when they were doing the newton and said you</subtitle>
<subtitle id="0:50:4"> know people have already done a really great hand</subtitle>
<subtitle id="0:50:7"> character recognizer why don't you use it no no</subtitle>
<subtitle id="0:50:10">we're going to recognize handwriting I said well you can't recognize</subtitle>
<subtitle id="0:50:13">handwriting because people can't even recognize their own handwriting</subtitle>
<subtitle id="0:50:16"> half the time they</subtitle>
<subtitle id="0:50:19"> said well go corporation is doing it I said they can't be doing it</subtitle>
<subtitle id="0:50:22"> it's not possible once you do this this</subtitle>
<subtitle id="0:50:25"> a great recognizer done by Gabe groaner</subtitle>
<subtitle id="0:50:28"> written up in 1966 and this system</subtitle>
<subtitle id="0:50:31"> was around 1968 or I was 68 when I saw</subtitle>
<subtitle id="0:50:34"> it today</subtitle>
<subtitle id="0:50:37"> I can't talk about it more it's a beautiful first modeless</subtitle>
<subtitle id="0:50:40"> system truly beautiful in every way</subtitle>
<subtitle id="0:50:43"> and right around the same that</subtitle>
<subtitle id="0:50:46"> summer I had seen a little square inch of glass</subtitle>
<subtitle id="0:50:49"> with a few blinking</subtitle>
<subtitle id="0:50:52"> lights on it little neon lights it was the first flat</subtitle>
<subtitle id="0:50:55">display at the University of Illinois then</subtitle>
<subtitle id="0:50:58"> in the fall I visited Seymour Papert</subtitle>
<subtitle id="0:51:1"> for the first time and got an enormous</subtitle>
<subtitle id="0:51:4"> enormous life-changing</subtitle>
<subtitle id="0:51:7"> insight and the insight</subtitle>
<subtitle id="0:51:10"> was that the computer is not a tool the</subtitle>
<subtitle id="0:51:13"> computer is not a vehicle that's the way we were thinking about it angle</subtitle>
<subtitle id="0:51:16"> Bart was sort of thinking about it as a Model T compared</subtitle>
<subtitle id="0:51:19"> to IBM's railroads it's not a bad metaphor personal</subtitle>
<subtitle id="0:51:22"> computing but what Seymour was doing</subtitle>
<subtitle id="0:51:25"> with children had no interesting analogy</subtitle>
<subtitle id="0:51:28"> through things like tools or it's</subtitle>
<subtitle id="0:51:31"> a vehicle the only analogy it has it could work</subtitle>
<subtitle id="0:51:34"> at all was an analogy to the printing press</subtitle>
<subtitle id="0:51:37"> because what it was was a vehicle for</subtitle>
<subtitle id="0:51:40"> representing powerful ideas the powerful</subtitle>
<subtitle id="0:51:43"> ideas of our civilization in a concrete form</subtitle>
<subtitle id="0:51:46"> the children could actually learn not</subtitle>
<subtitle id="0:51:49"> in an abstract form or the abstract form</subtitle>
<subtitle id="0:51:52"> was actually a concrete way of</subtitle>
<subtitle id="0:51:55"> dealing with these things and on the I'll</subtitle>
<subtitle id="0:51:58"> never forget that day and on the</subtitle>
<subtitle id="0:52:1"> plane coming back from MIT</subtitle>
<subtitle id="0:52:4"> I designed this machine and made</subtitle>
<subtitle id="0:52:7"> a cardboard model of it when I got got back</subtitle>
<subtitle id="0:52:10"> and the lady became called the Dynabook because the kids</subtitle>
<subtitle id="0:52:13"> computer can't work on a desk kids</subtitle>
<subtitle id="0:52:16"> are mobile kids have to go places</subtitle>
<subtitle id="0:52:19"> and I got there many things we did this</subtitle>
<subtitle id="0:52:22"> was hollow so you could fill it up with lead pellets and see how heavy it</subtitle>
<subtitle id="0:52:25"> was would get before anybody didn't</subtitle>
<subtitle id="0:52:28"> want to carry it anymore it turns out back in those days</subtitle>
<subtitle id="0:52:31"> before people had</subtitle>
<subtitle id="0:52:34">to buy these things because they work for companies</subtitle>
<subtitle id="0:52:37"> the limit was about two it was about two pounds</subtitle>
<subtitle id="0:52:40"> about one kilogram beyond</subtitle>
<subtitle id="0:52:43"> doubt is too heavy I think that's still a good figure today</subtitle>
<subtitle id="0:52:46"> two pounds and the</subtitle>
<subtitle id="0:52:49"> other thing we discovered of all the different ways of making one</subtitle>
<subtitle id="0:52:52"> of these things the main thing you wanted to do is</subtitle>
<subtitle id="0:52:55"> to have it be really slim and at least one dimension the reason</subtitle>
<subtitle id="0:52:58"> was you always have to carry other things too</subtitle>
<subtitle id="0:53:1"> the portability became defined</subtitle>
<subtitle id="0:53:4"> as meaning you could carry other things</subtitle>
<subtitle id="0:53:7"> too we realized that this</subtitle>
<subtitle id="0:53:10"> was a different kind of thing than the desktop computer</subtitle>
<subtitle id="0:53:13"> we thought about how good would you have to make it</subtitle>
<subtitle id="0:53:16"> to do mundane things on it like we do on</subtitle>
<subtitle id="0:53:19"> paper paper you can write the Declaration of Independence on it</subtitle>
<subtitle id="0:53:22"> but you also put grocery lists on so</subtitle>
<subtitle id="0:53:25">f the imagines things we actually did was to carry this</subtitle>
<subtitle id="0:53:28"> in to a supermarket and in Salt</subtitle>
<subtitle id="0:53:31"> Lake City and imagine what it would be like to</subtitle>
<subtitle id="0:53:34"> have your grocery list on this thing and you have to walk out</subtitle>
<subtitle id="0:53:37"> with two bags of groceries Plus this thing</subtitle>
<subtitle id="0:53:40"> so those are the kinds of thoughts in the</subtitle>
<subtitle id="0:53:43"> late 60s about this</subtitle>
<subtitle id="0:53:46"> machine which is called a kiddie computer back then</subtitle>
<subtitle id="0:53:52">and because I had a philosophical turn</subtitle>
<subtitle id="0:53:55"> in mind as well thinking</subtitle>
<subtitle id="0:53:58">stuff while I was trying to write my thesis I</subtitle>
<subtitle id="0:54:1"> realized that time</subtitle>
<subtitle id="0:54:4"> sharing systems desktop computers and whatever</subtitle>
<subtitle id="0:54:7"> this thing was actually constituted</subtitle>
<subtitle id="0:54:10">three different kinds of information systems and</subtitle>
<subtitle id="0:54:13"> it reminded me of something I've seen before</subtitle>
<subtitle id="0:54:16"> which is in the history of the book</subtitle>
<subtitle id="0:54:19"> so these manuscripts cost</subtitle>
<subtitle id="0:54:22"> about two million dollars typical</subtitle>
<subtitle id="0:54:25">ibrary would be about four times the size of this room and</subtitle>
<subtitle id="0:54:28"> each book would have its own desk the</subtitle>
<subtitle id="0:54:31"> books were chained to the desk they often have precious jewels</subtitle>
<subtitle id="0:54:34"> on them because the jewels were nothing compared</subtitle>
<subtitle id="0:54:37"> to the cost of one of these books often took as long as ten to fifteen</subtitle>
<subtitle id="0:54:40"> years to make one of these books</subtitle>
<subtitle id="0:54:43"> give you an example there were only 371</subtitle>
<subtitle id="0:54:46">books in the Vatican Library in the Year 1400 it's</subtitle>
<subtitle id="0:54:49"> one of the largest libraries in Europe the</subtitle>
<subtitle id="0:54:52"> richest man in France who is the brother of</subtitle>
<subtitle id="0:54:55"> the King John Newbery</subtitle>
<subtitle id="0:54:58"> had 154 books when he died</subtitle>
<subtitle id="0:55:1"> and he was a bibliophile he had these books made for him and</subtitle>
<subtitle id="0:55:4"> one of the best twenty-five dollars you can ever spend is to</subtitle>
<subtitle id="0:55:7"> get a facsimile of one of the books he had made</subtitle>
<subtitle id="0:55:10"> for himself which is called the Book of Hours of John</subtitle>
<subtitle id="0:55:13"> gusta berry it's marvelous and</subtitle>
<subtitle id="0:55:16"> it gives you a bit of a sense of what these books</subtitle>
<subtitle id="0:55:19"> were like and also what is lost by simply trying to photograph</subtitle>
<subtitle id="0:55:22"> them they're renderings</subtitle>
<subtitle id="0:55:25"> and capturing of the charisma</subtitle>
<subtitle id="0:55:28"> of an oral basically oral society</subtitle>
<subtitle id="0:55:31"> the Gutenberg Bibles</subtitle>
<subtitle id="0:55:34"> were intended to look like these guys</subtitle>
<subtitle id="0:55:37"> that was sort of the connection I made was oh yeah nobody</subtitle>
<subtitle id="0:55:40">computer should look like so the best</subtitle>
<subtitle id="0:55:43">computing back then is to make it look like a time-sharing</subtitle>
<subtitle id="0:55:46"> terminal without the central mainframe</subtitle>
<subtitle id="0:55:49"> but and it's</subtitle>
<subtitle id="0:55:52"> just what a Gutenberg Bible is is the same size Gutenberg</subtitle>
<subtitle id="0:55:55"> had 253 characters in his font</subtitle>
<subtitle id="0:55:58"> just so he could imitate every ligature</subtitle>
<subtitle id="0:56:1">and abbreviation the the medieval scribes use</subtitle>
<subtitle id="0:56:4"> they had people come in and illuminate these books</subtitle>
<subtitle id="0:56:7"> and the Nuremberg Book Fair in</subtitle>
<subtitle id="0:56:10"> 1454 20 of these books were</subtitle>
<subtitle id="0:56:13"> shown for the first time and they marveled</subtitle>
<subtitle id="0:56:16"> of course of how alike these books were</subtitle>
<subtitle id="0:56:19"> it was a new idea that the</subtitle>
<subtitle id="0:56:22"> errors in them were the same and</subtitle>
<subtitle id="0:56:25"> a place that was right was going to be right in all of</subtitle>
<subtitle id="0:56:28"> the books that was a displacing kind of idea</subtitle>
<subtitle id="0:56:31"> and they were cheap not cheap by our standards</subtitle>
<subtitle id="0:56:34"> but compared to these things there are only</subtitle>
<subtitle id="0:56:37"> three years of a clerks wages that's</subtitle>
<subtitle id="0:56:40">about sixty thousand dollars so this is a kind of a workstation</subtitle>
<subtitle id="0:56:43"> and if you think about that it</subtitle>
<subtitle id="0:56:46"> fit well into what these machines friends</subtitle>
<subtitle id="0:56:49"> was the link the handmade link was about a twenty thousand</subtitle>
<subtitle id="0:56:52"> dollar machine and then</subtitle>
<subtitle id="0:56:55"> about fifty years later came the great</subtitle>
<subtitle id="0:56:58">printing was a guy by the name of Elvis whose last</subtitle>
<subtitle id="0:57:1"> name was not pagemaker</subtitle>
<subtitle id="0:57:4"> that's</subtitle>
<subtitle id="0:57:7">where the company got their ideas that last name was Manutius or</subtitle>
<subtitle id="0:57:10"> if you like colloquialisms which most</subtitle>
<subtitle id="0:57:13"> people hate his real name was Aldo minutiae</subtitle>
<subtitle id="0:57:16"> oh because thought of his eldest</subtitle>
<subtitle id="0:57:19"> today and he made books through the</subtitle>
<subtitle id="0:57:22"> size books that we use today</subtitle>
<subtitle id="0:57:25"> books are like this size are a little bit</subtitle>
<subtitle id="0:57:28"> bigger and he made them that size because</subtitle>
<subtitle id="0:57:31">the streets of Venice and measured people's saddlebags</subtitle>
<subtitle id="0:57:34"> because the first offering from his</subtitle>
<subtitle id="0:57:37"> press was called the portable library and what</subtitle>
<subtitle id="0:57:40"> he printed was not Bibles but everything the Greeks and</subtitle>
<subtitle id="0:57:43"> the Romans ever wrote he and his sons went</subtitle>
<subtitle id="0:57:46">everything that had ever been written they</subtitle>
<subtitle id="0:57:49"> published forty thousand different titles in the thirty years</subtitle>
<subtitle id="0:57:52">press existed forty thousand</subtitle>
<subtitle id="0:57:55"> different titles each press run was about</subtitle>
<subtitle id="0:57:58"> five thousand books or so now</subtitle>
<subtitle id="0:58:1"> even though I'm running out of time it's</subtitle>
<subtitle id="0:58:4"> it's worthwhile just pausing on one thing to ask the</subtitle>
<subtitle id="0:58:7"> group here if anybody knows what the actual inventing</subtitle>
<subtitle id="0:58:10"> invention of printing was</subtitle>
<subtitle id="0:58:13"> anybody know</subtitle>
<subtitle id="0:58:16"> what was the f no movable-type was invented by the Chinese</subtitle>
<subtitle id="0:58:19"> in the 1st or 2nd century AD</subtitle>
<subtitle id="0:58:22"> yes pardon no</subtitle>
<subtitle id="0:58:25"> Chinese invented paper</subtitle>
<subtitle id="0:58:28"> - yes Paul yes</subtitle>
<subtitle id="0:58:31"> ok</subtitle>
<subtitle id="0:58:34"> here's the here's the way it worked the Chinese</subtitle>
<subtitle id="0:58:37"> invented all his stuff centuries centuries</subtitle>
<subtitle id="0:58:40"> before thousands of years before</subtitle>
<subtitle id="0:58:43"> they had the whole rigmarole they knew how to</subtitle>
<subtitle id="0:58:46"> - they had presses that would</subtitle>
<subtitle id="0:58:49"> press these things together they had movable typing</subtitle>
<subtitle id="0:58:52">everything the problem was it took forever to get</subtitle>
<subtitle id="0:58:55"> a font up and it wasn't just because of the Chinese</subtitle>
<subtitle id="0:58:58"> characters so you need to 4,000 of them</subtitle>
<subtitle id="0:59:1"> think about how many you need how many little things you</subtitle>
<subtitle id="0:59:4"> need to print a book so the secret</subtitle>
<subtitle id="0:59:7">here is that Gutenberg was a goldsmith and if you've</subtitle>
<subtitle id="0:59:10"> ever worked the gold it's a soft metal you can work it with</subtitle>
<subtitle id="0:59:13"> other metals and so</subtitle>
<subtitle id="0:59:16"> Gutenberg winks through the following thought process at some point</subtitle>
<subtitle id="0:59:19"> when he realized that he could make</subtitle>
<subtitle id="0:59:22"> a steel die that</subtitle>
<subtitle id="0:59:25"> was the character as he wanted that character</subtitle>
<subtitle id="0:59:28"> that steel die was tough enough</subtitle>
<subtitle id="0:59:31"> to just strike negative impressions</subtitle>
<subtitle id="0:59:34"> of itself in copper or brass</subtitle>
<subtitle id="0:59:37"> that copper or brass could</subtitle>
<subtitle id="0:59:40"> then be poured with metal softer</subtitle>
<subtitle id="0:59:43"> than it like lead and so a standard</subtitle>
<subtitle id="0:59:46"> type maker in those days could make between 2,000</subtitle>
<subtitle id="0:59:49"> and 4,000 pieces of type a day</subtitle>
<subtitle id="0:59:52"> this is why the printing press spread and you</subtitle>
<subtitle id="0:59:55"> should think about the connection of this to Moore's</subtitle>
<subtitle id="0:59:58"> law right the printing press never</subtitle>
<subtitle id="1:0:1"> would have happened the way it did if it hadn't been for</subtitle>
<subtitle id="1:0:4"> the proliferation of what served as the bit you</subtitle>
<subtitle id="1:0:7"> had to be able to have these bits spread out exponentially</subtitle>
<subtitle id="1:0:10"> so that anybody could make these things fairly easily</subtitle>
<subtitle id="1:0:13"> and in great quantity well</subtitle>
<subtitle id="1:0:16"> that led to a bunch</subtitle>
<subtitle id="1:0:19"> of different thoughts because the belief</subtitle>
<subtitle id="1:0:22"> system for each one of these areas are completely</subtitle>
<subtitle id="1:0:25"> different and in fact in history what</subtitle>
<subtitle id="1:0:28">happened between here and here didn't really count</subtitle>
<subtitle id="1:0:31"> that happens to</subtitle>
<subtitle id="1:0:34"> be where we are in computing today nothing</subtitle>
<subtitle id="1:0:37"> that is happening between personal computing in</subtitle>
<subtitle id="1:0:40"> this next phase really camps it's all about</subtitle>
<subtitle id="1:0:43"> this stuff almost everybody</subtitle>
<subtitle id="1:0:46"> - today 100 million</subtitle>
<subtitle id="1:0:49">personal computers in the world almost everybody today is not</subtitle>
<subtitle id="1:0:52"> using hyperlinks almost</subtitle>
<subtitle id="1:0:55"> everybody today is not simulating those are the two</subtitle>
<subtitle id="1:0:58"> things that computers are doubt but what almost everybody today</subtitle>
<subtitle id="1:1:1"> are doing is simulating the older culture</subtitle>
<subtitle id="1:1:4"> the paper culture and this is a recapitulation</subtitle>
<subtitle id="1:1:7"> of what happened back then</subtitle>
<subtitle id="1:1:10"> so there many interesting things so</subtitle>
<subtitle id="1:1:13"> one way of transforming this into a</subtitle>
<subtitle id="1:1:16"> thinking way of thinking is</subtitle>
<subtitle id="1:1:19"> to think of each one of these as a belief system I</subtitle>
<subtitle id="1:1:22">call them the institutional belief system the personal belief system</subtitle>
<subtitle id="1:1:25"> in the intimate belief system and you</subtitle>
<subtitle id="1:1:28"> can play games writing</subtitle>
<subtitle id="1:1:31"> different properties of these</subtitle>
<subtitle id="1:1:34"> just the main ones we were thinking about back</subtitle>
<subtitle id="1:1:37"> then where this one is going to be driven by the integrated circuit</subtitle>
<subtitle id="1:1:40"> and this one would be driven by Wireless many</subtitle>
<subtitle id="1:1:43"> people do not realize but I hope you get Larry Roberts</subtitle>
<subtitle id="1:1:46"> here some time to realize that his plan for</subtitle>
<subtitle id="1:1:49"> doing the ARPANET was not just to wind up with something like</subtitle>
<subtitle id="1:1:52"> the internet but to do most of it Wireless back</subtitle>
<subtitle id="1:1:55"> in the late 60s in fact when</subtitle>
<subtitle id="1:1:58">Bay Area one of the first things I did was to ride around in</subtitle>
<subtitle id="1:2:1"> a old Ford van that Stanford Research</subtitle>
<subtitle id="1:2:4"> Institute had SR I had they</subtitle>
<subtitle id="1:2:7"> had a model 33 teletype in the back of the thing</subtitle>
<subtitle id="1:2:10"> and this very very expensive</subtitle>
<subtitle id="1:2:13"> transponder that would</subtitle>
<subtitle id="1:2:16">baud but it would do it with Wireless you could drive anywhere</subtitle>
<subtitle id="1:2:19"> and be logged into angle Bart's STS</subtitle>
<subtitle id="1:2:22"> 940 and Larry Roberts</subtitle>
<subtitle id="1:2:25"> had a very elaborate plan that</subtitle>
<subtitle id="1:2:28">he tried to implement before art Bo got shut down too</subtitle>
<subtitle id="1:2:31"> give everybody a handheld terminal and do</subtitle>
<subtitle id="1:2:34"> everything via the power of the network and</subtitle>
<subtitle id="1:2:37"> if you think about that as a model for third world countries especially</subtitle>
<subtitle id="1:2:40"> who can't afford desktop machines it's a really good one</subtitle>
<subtitle id="1:2:43"> he wrote many papers about</subtitle>
<subtitle id="1:2:46"> this and it's a very interesting side story here</subtitle>
<subtitle id="1:2:49"> well I have</subtitle>
<subtitle id="1:2:52">to be careful with this one because this has been improved</subtitle>
<subtitle id="1:2:55"> over the years we've gone back to this many many</subtitle>
<subtitle id="1:2:58"> times Larry Tesler did a really great version</subtitle>
<subtitle id="1:3:1"> of this at Apple a few years ago everybody</subtitle>
<subtitle id="1:3:4"> has their own version most important ideas just</subtitle>
<subtitle id="1:3:7"> thinking of these as being really different and trying</subtitle>
<subtitle id="1:3:10"> to understand what is different about them</subtitle>
<subtitle id="1:3:13"> the</subtitle>
<subtitle id="1:3:16"> other thing that was going on around 1969 was</subtitle>
<subtitle id="1:3:19"> Ivan Sutherland had come to Utah where</subtitle>
<subtitle id="1:3:22"> I still was and he brought with</subtitle>
<subtitle id="1:3:25"> him the first virtual reality helmet</subtitle>
<subtitle id="1:3:28"> here's an example of somebody grabbing you</subtitle>
<subtitle id="1:3:31"> could grab things and move them around and</subtitle>
<subtitle id="1:3:34"> we realized that it wasn't going to be too long</subtitle>
<subtitle id="1:3:37"> before this would be an alternative way of thinking</subtitle>
<subtitle id="1:3:40"> about a Dynabook and in fact it</subtitle>
<subtitle id="1:3:43">lot of sense when you're riding on an airplane to</subtitle>
<subtitle id="1:3:46"> be able to have a virtual display</subtitle>
<subtitle id="1:3:49"> rather than or rather than a real physical one</subtitle>
<subtitle id="1:3:52"> another</subtitle>
<subtitle id="1:3:55"> person I met back</subtitle>
<subtitle id="1:3:58"> then I have two slides one that this is one of his favorite comments</subtitle>
<subtitle id="1:4:1"> life is complex</subtitle>
<subtitle id="1:4:4"> for this occasion the actual should</subtitle>
<subtitle id="1:4:7"> have been I have a plane to catch</subtitle>
<subtitle id="1:4:10"> he was out visiting Utah and there's</subtitle>
<subtitle id="1:4:13">long I think it was it had something to do with the I</subtitle>
<subtitle id="1:4:16"> was on several ARPANET committee so I think it was an architect</subtitle>
<subtitle id="1:4:19"> ARPANET committee saying he was that he had to give</subtitle>
<subtitle id="1:4:22"> a talk and a drag on dragged on and finally he</subtitle>
<subtitle id="1:4:25"> had prepared this our talk and he only had 15 minutes before</subtitle>
<subtitle id="1:4:28">he had to go to the plane so it gave the entire talk in</subtitle>
<subtitle id="1:4:31"> 15 minutes and it was just the best</subtitle>
<subtitle id="1:4:34"> talk I've ever heard in my life you know he's</subtitle>
<subtitle id="1:4:37"> done it for it now maybe 1.1</subtitle>
<subtitle id="1:4:40"> or 1.2 Lamson is a little faster than usually</subtitle>
<subtitle id="1:4:43"> talks and it could not have been clearer</subtitle>
<subtitle id="1:4:46"> and it's all about capability operating</subtitle>
<subtitle id="1:4:49"> systems and</subtitle>
<subtitle id="1:4:52"> one</subtitle>
<subtitle id="1:4:55">the things I gleaned from this and this is this is my diagram not</subtitle>
<subtitle id="1:4:58"> Butler's but</subtitle>
<subtitle id="1:5:1"> they did they weren't it wasn't</subtitle>
<subtitle id="1:5:4"> really an object-oriented a capability system is darn</subtitle>
<subtitle id="1:5:7"> close to an object system so if you're thinking about</subtitle>
<subtitle id="1:5:10"> different kinds of servers</subtitle>
<subtitle id="1:5:13"> that each object is a kind of a server then</subtitle>
<subtitle id="1:5:16"> one of the things you realize is a lot</subtitle>
<subtitle id="1:5:19"> of the services they're going to give have to be generic and</subtitle>
<subtitle id="1:5:22"> that was in this system and that</subtitle>
<subtitle id="1:5:25"> led to this realization</subtitle>
<subtitle id="1:5:28"> that you have a kind of</subtitle>
<subtitle id="1:5:31"> a matrix between generic behaviors</subtitle>
<subtitle id="1:5:34">are your basically your powerful ideas your concepts and</subtitle>
<subtitle id="1:5:37"> then you have lots of different variations of types or</subtitle>
<subtitle id="1:5:40"> object classes and</subtitle>
<subtitle id="1:5:43"> that made me realize that OOP could</subtitle>
<subtitle id="1:5:46"> actually serve four you could actually build an operating system</subtitle>
<subtitle id="1:5:49"> out of OOP impact back you probably should because</subtitle>
<subtitle id="1:5:52"> you wouldn't have to have a lot of artificial distinctions that</subtitle>
<subtitle id="1:5:55"> are in there and these capability mechanisms</subtitle>
<subtitle id="1:5:58">would actually give you protection and limit access and</subtitle>
<subtitle id="1:6:1"> and so forth the biggest problem with them was</subtitle>
<subtitle id="1:6:4"> that the typical operating system process back then</subtitle>
<subtitle id="1:6:7"> had an overhead of several K bytes to</subtitle>
<subtitle id="1:6:10"> make one and so you couldn't make things little things like numbers</subtitle>
<subtitle id="1:6:13"> out of this technique so one</subtitle>
<subtitle id="1:6:16"> of the things that stuck in my mind is we should find a way of making objects</subtitle>
<subtitle id="1:6:19"> any size without incurring an</subtitle>
<subtitle id="1:6:22"> overhead</subtitle>
<subtitle id="1:6:25"> ok another great book by Martin</subtitle>
<subtitle id="1:6:28"> Minsky my</subtitle>
<subtitle id="1:6:31"> other degree is in mathematics so I happen</subtitle>
<subtitle id="1:6:34"> to enjoy this and this is the way I found out about Lisp</subtitle>
<subtitle id="1:6:37"> because Marvin showed</subtitle>
<subtitle id="1:6:40"> how gurdial numbers work and in order to illustrate</subtitle>
<subtitle id="1:6:43"> it in here he actually built a lisp out of girdle</subtitle>
<subtitle id="1:6:46"> numbers which essentially what GERD L did if you know that</subtitle>
<subtitle id="1:6:49"> thing of and it was an interesting idea oh yeah</subtitle>
<subtitle id="1:6:52"> you can use it sir you can actually</subtitle>
<subtitle id="1:6:55">use integers to represent data structures because</subtitle>
<subtitle id="1:6:58"> you can factor them back out and since Marvin and McCarthy</subtitle>
<subtitle id="1:7:1"> had formed the AI project together and</subtitle>
<subtitle id="1:7:4">Marvin d-list they actually did a lisp like language in</subtitle>
<subtitle id="1:7:7"> there so that's really interesting maybe I should look at Lisp</subtitle>
<subtitle id="1:7:10">it was kind</subtitle>
<subtitle id="1:7:13"> of looked horrible and I discovered this wonderful book</subtitle>
<subtitle id="1:7:16"> which I have about 20 copies of discovered</subtitle>
<subtitle id="1:7:19"> over the years that when I need an idea I</subtitle>
<subtitle id="1:7:22"> usually want it to come out this nice</subtitle>
<subtitle id="1:7:25"> so I go out and buy a fresh copy of this book and</subtitle>
<subtitle id="1:7:28"> I when MIT press quit printing</subtitle>
<subtitle id="1:7:31"> it I'll have to retire they</subtitle>
<subtitle id="1:7:34"> seem to use up their power</subtitle>
<subtitle id="1:7:37"> so I have to buy new ones periodically</subtitle>
<subtitle id="1:7:40"></subtitle>
<subtitle id="1:7:43"> so however</subtitle>
<subtitle id="1:7:46"> this let me commend this to you because there's nothing</subtitle>
<subtitle id="1:7:49"> more beautiful on this earth than page the bottom</subtitle>
<subtitle id="1:7:52"> of page 13 okay</subtitle>
<subtitle id="1:7:55"> and there's nothing nicer than he only</subtitle>
<subtitle id="1:7:58"> takes 13 pages to get to one of</subtitle>
<subtitle id="1:8:1">ideas of all time which I think of as Maxwell this</subtitle>
<subtitle id="1:8:4"> is something like Maxwell's equation this is like everything</subtitle>
<subtitle id="1:8:7"> this is everything now</subtitle>
<subtitle id="1:8:10"> of course Turing machines are everything but what's great about this</subtitle>
<subtitle id="1:8:13"> is it's a Turing machine with slope you</subtitle>
<subtitle id="1:8:16">don't have to write tons and tons of code to get it to meant anything so</subtitle>
<subtitle id="1:8:19"> Universal machine that's small and</subtitle>
<subtitle id="1:8:22">grow up like this when I finally went everybody</subtitle>
<subtitle id="1:8:25"> here in this room remembers who</subtitle>
<subtitle id="1:8:28"> went through this thing remembers the day they trace this thing putting</subtitle>
<subtitle id="1:8:31"> their fingers down and at some point you realize</subtitle>
<subtitle id="1:8:34"> holy this is everything this</subtitle>
<subtitle id="1:8:37"> is it if</subtitle>
<subtitle id="1:8:40"> you know if you don't get that experience you've missed</subtitle>
<subtitle id="1:8:43"> one of the great things in computer science because in it to</subtitle>
<subtitle id="1:8:46"> me it divides the world up into two different classes of people</subtitle>
<subtitle id="1:8:49"> the people who think that you</subtitle>
<subtitle id="1:8:52"> have to write endless amounts of grubby code to do anything and</subtitle>
<subtitle id="1:8:55"> the people who realize that what you should be spending</subtitle>
<subtitle id="1:8:58"> most of your time on is the meta system and let the meta system</subtitle>
<subtitle id="1:9:1"> create the rest of the world for you</subtitle>
<subtitle id="1:9:4"> so that had a huge</subtitle>
<subtitle id="1:9:7"> effect on me I think what I'm</subtitle>
<subtitle id="1:9:10"> going to do is skip the next tape in the instant</subtitle>
<subtitle id="1:9:13"> of a very funny tape called LSD crocotta</subtitle>
<subtitle id="1:9:16"> chip and the magical</subtitle>
<subtitle id="1:9:19"> mystery time sharing machine which was made at</subtitle>
<subtitle id="1:9:22"> the AI project which is where I went next</subtitle>
<subtitle id="1:9:25"> and will will refer it to another time it's basically a</subtitle>
<subtitle id="1:9:28"> nice example of what people were doing that</subtitle>
<subtitle id="1:9:31">shows one of the first modeless text editors done on the PDP</subtitle>
<subtitle id="1:9:34"> one day I'll just pass</subtitle>
<subtitle id="1:9:37"> on that so I</subtitle>
<subtitle id="1:9:40"> started I wanted to make one of these machines and of course the</subtitle>
<subtitle id="1:9:43"> screen display was a way off so I thought</subtitle>
<subtitle id="1:9:46">I'll get myself a Sony tummy china chime and</subtitle>
<subtitle id="1:9:49"> I'll just wedge in there what a link has</subtitle>
<subtitle id="1:9:52"> and I'll get myself a</subtitle>
<subtitle id="1:9:55"> modern version of the link for for kids so this</subtitle>
<subtitle id="1:9:58"> is the thing called a kiddy comp that I</subtitle>
<subtitle id="1:10:1"> started designing then I wound up</subtitle>
<subtitle id="1:10:4">at Xerox PARC and the</subtitle>
<subtitle id="1:10:7"> chief scientist of</subtitle>
<subtitle id="1:10:10">a research center and they were smart enough to hire Bob</subtitle>
<subtitle id="1:10:13"> Taylor to set it up and Taylor knew</subtitle>
<subtitle id="1:10:16"> every good PhD in the country because he had paid</subtitle>
<subtitle id="1:10:19"> for their PhD and he started his</subtitle>
<subtitle id="1:10:22"> siren song of gathering</subtitle>
<subtitle id="1:10:25"> together a really fantastic group of people which</subtitle>
<subtitle id="1:10:28"> included Butler Lampson occluded</subtitle>
<subtitle id="1:10:31"> number of the people in this in this room and</subtitle>
<subtitle id="1:10:34"> that five years is the most</subtitle>
<subtitle id="1:10:37"> fun I've had in a five year</subtitle>
<subtitle id="1:10:40"> period so I went</subtitle>
<subtitle id="1:10:43">saying okay what we really need is something that looks</subtitle>
<subtitle id="1:10:46"> like this this was 1971 and this</subtitle>
<subtitle id="1:10:49"> was called Vinnie calm and</subtitle>
<subtitle id="1:10:52"> we need I said we</subtitle>
<subtitle id="1:10:55"> need to make about 25 or 30 of these things so we can start working</subtitle>
<subtitle id="1:10:58"> with with children we</subtitle>
<subtitle id="1:11:1">did Dick Schaap and I did some of the display hardware</subtitle>
<subtitle id="1:11:4"> for this machine and then they got turned</subtitle>
<subtitle id="1:11:7"> down by a guy who should</subtitle>
<subtitle id="1:11:10"> have known better he was known in</subtitle>
<subtitle id="1:11:13"> the in the papers executive X</subtitle>
<subtitle id="1:11:16"> meanwhile other things were going on we realized that</subtitle>
<subtitle id="1:11:19"> because these kinds of machines weren't going to be very</subtitle>
<subtitle id="1:11:22"> portable that we need laser printing and Gary Starkweather</subtitle>
<subtitle id="1:11:25"> was there to do it he is already</subtitle>
<subtitle id="1:11:28"> working on a laser printer when I went to Xerox in 1971</subtitle>
<subtitle id="1:11:31"> and got it working late that</subtitle>
<subtitle id="1:11:34"> year and Butler</subtitle>
<subtitle id="1:11:37"> Lampson had this meeting and</subtitle>
<subtitle id="1:11:40"> said you know we've done so many bubblegum things</subtitle>
<subtitle id="1:11:43"> in the 60s what</subtitle>
<subtitle id="1:11:46"> we should do at Xerox PARC is take an oath that will never do anything</subtitle>
<subtitle id="1:11:49"> that isn't engineered for 100 users so</subtitle>
<subtitle id="1:11:52"> this was a novel thought his</subtitle>
<subtitle id="1:11:55">Butler's idea it was probably the greatest reason</subtitle>
<subtitle id="1:11:58"> that Park was a success was not that</subtitle>
<subtitle id="1:12:1"> it was so far out but because it was actually incredibly conservative</subtitle>
<subtitle id="1:12:4"> because of that we actually wound up doing things</subtitle>
<subtitle id="1:12:7"> that we'd already done in a half-assed way in</subtitle>
<subtitle id="1:12:10"> such a way that we could build a hundred of them as there were personal</subtitle>
<subtitle id="1:12:13"> computers or run a hundred users if it was a time sharing</subtitle>
<subtitle id="1:12:16"> system there was a huge huge thing</subtitle>
<subtitle id="1:12:19">to this idea which today is called living labs</subtitle>
<subtitle id="1:12:22"> so the idea is you</subtitle>
<subtitle id="1:12:25"> live in your own creations don't just</subtitle>
<subtitle id="1:12:28">demo it make enough for everybody but the programming</subtitle>
<subtitle id="1:12:31"> language it has to be documented and solid enough</subtitle>
<subtitle id="1:12:34"> for 100 people to use it so this became a pretty</subtitle>
<subtitle id="1:12:37">general principle for most everything that was was</subtitle>
<subtitle id="1:12:40"> done in the first five years of Xerox PARC and the</subtitle>
<subtitle id="1:12:43"> most amazing thing about it astounding</subtitle>
<subtitle id="1:12:46"> thing about it was that with rare exceptions</subtitle>
<subtitle id="1:12:49"> it actually made things happen faster</subtitle>
<subtitle id="1:12:52"> now everybody knows why</subtitle>
<subtitle id="1:12:55"> right because that extra thought</subtitle>
<subtitle id="1:12:58"> that you did when you were thinking oh yeah I have to engineer</subtitle>
<subtitle id="1:13:1"> this 400 users prevented those bugs</subtitle>
<subtitle id="1:13:4"> that add years onto the quick and</subtitle>
<subtitle id="1:13:7"> dirty thing so in fact the stuffs</subtitle>
<subtitle id="1:13:10"> worked just it was unbelievable and I</subtitle>
<subtitle id="1:13:13"> won't go through the because it a</subtitle>
<subtitle id="1:13:16"> very interesting talk is about Xerox</subtitle>
<subtitle id="1:13:19"> PARC in those days I'm not going to do</subtitle>
<subtitle id="1:13:22"> that but it was a fascinating process so</subtitle>
<subtitle id="1:13:25"> around then there are the ideas we</subtitle>
<subtitle id="1:13:28"> have to do a Dinah book notebook kind of thing first</subtitle>
<subtitle id="1:13:31"> and then eventually we</subtitle>
<subtitle id="1:13:34"> realized that the flat panel displays it actually be easier to make if</subtitle>
<subtitle id="1:13:37"> they were small because of the contamination problems</subtitle>
<subtitle id="1:13:40"> and that there would be eventually something</subtitle>
<subtitle id="1:13:43"> like this that you'd wear on your your head one</subtitle>
<subtitle id="1:13:46">the reasons we didn't go much further with that is that the the</subtitle>
<subtitle id="1:13:49"> lightest head sensing device in those</subtitle>
<subtitle id="1:13:52"> days weighed about four and a half pounds and</subtitle>
<subtitle id="1:13:55">Nicholas Negroponte II had been talking about</subtitle>
<subtitle id="1:13:58"> simply wearing your computer so</subtitle>
<subtitle id="1:14:1">they have something like a wristwatch that knew where your hand was</subtitle>
<subtitle id="1:14:4">and when you walk from one room to another it would know that</subtitle>
<subtitle id="1:14:7">one room to another this today</subtitle>
<subtitle id="1:14:10"> is called ubiquitous computing and Nikolas has never gotten as far as I</subtitle>
<subtitle id="1:14:13"> can tell a shred of credit but in fact this was his</subtitle>
<subtitle id="1:14:16"> idea and it was an early idea of his</subtitle>
<subtitle id="1:14:19"></subtitle>
<subtitle id="1:14:22"> so oh yeah</subtitle>
<subtitle id="1:14:25"> so let me do we have</subtitle>
<subtitle id="1:14:28"> yeah tape tape</subtitle>
<subtitle id="1:14:31"> for what we want</subtitle>
<subtitle id="1:14:34"> now again</subtitle>
<subtitle id="1:14:37">this in the spirit of his being historical just</subtitle>
<subtitle id="1:14:40"> by coincidence I gave a talk in November</subtitle>
<subtitle id="1:14:43"> 72 I</subtitle>
<subtitle id="1:14:46"> think this is the right order</subtitle>
<subtitle id="1:14:49"> to do this I hope</subtitle>
<subtitle id="1:14:52"></subtitle>
<subtitle id="1:14:55"> November 72</subtitle>
<subtitle id="1:14:58"> to a conference which happen to be videotaped</subtitle>
<subtitle id="1:15:1"> Xerox PARC that</subtitle>
<subtitle id="1:15:4"> tape got lost was</subtitle>
<subtitle id="1:15:7"> not in any of the holdings that we had</subtitle>
<subtitle id="1:15:10"> I saw an excerpt from that tape at</subtitle>
<subtitle id="1:15:13"> a thing actually Paul Sappho and I</subtitle>
<subtitle id="1:15:16"> an angle Bart did in Japan and I</subtitle>
<subtitle id="1:15:19"> asked the Japanese how did you get that he said</subtitle>
<subtitle id="1:15:22">we've had this for years so I asked well can I have a copy</subtitle>
<subtitle id="1:15:25"> of it please and so the only known copy of</subtitle>
<subtitle id="1:15:28">how they got a hold of this damn thing I have no idea but here's</subtitle>
<subtitle id="1:15:31"> here's kind of the way I talked about this</subtitle>
<subtitle id="1:15:34"> I'm sorry there's</subtitle>
<subtitle id="1:15:37"> kind of way I</subtitle>
<subtitle id="1:15:40"> talked about this in</subtitle>
<subtitle id="1:15:43"> 1972</subtitle>
<subtitle id="1:15:46"> and perhaps lower so let's</subtitle>
<subtitle id="1:15:49"> sort of see what it is you've already got that on we have</subtitle>
<subtitle id="1:15:52"> the lights down and I'll be able to cook this I don't</subtitle>
<subtitle id="1:15:55"> drink so okay</subtitle>
<subtitle id="1:15:58"></subtitle>
<subtitle id="1:16:1"> well this is</subtitle>
<subtitle id="1:16:4"> an existing device something that you a queue</subtitle>
<subtitle id="1:16:7"> a Packard calls a pocket electronic slide rule</subtitle>
<subtitle id="1:16:10"> and it</subtitle>
<subtitle id="1:16:13">urns out that the way they decided to make it is so</subtitle>
<subtitle id="1:16:16"> that would fit into Bill Hewlett shirt pocket</subtitle>
<subtitle id="1:16:19"> that was the way it was was designed</subtitle>
<subtitle id="1:16:22"> it had to do everything the slide rule would do except to</subtitle>
<subtitle id="1:16:25"> ten places they actually spent</subtitle>
<subtitle id="1:16:28"> almost the next three year</subtitle>
<subtitle id="1:16:31"> on this thing to keep it to go to size specifications</subtitle>
<subtitle id="1:16:34"> it has batteries and it can indeed should</subtitle>
<subtitle id="1:16:37">just positive for a second I found out later that</subtitle>
<subtitle id="1:16:40"> they actually retailored</subtitle>
<subtitle id="1:16:43"> Hewlett shirt a number of times</subtitle>
<subtitle id="1:16:46"> this is</subtitle>
<subtitle id="1:16:49"> really and the guy who can tell that story is</subtitle>
<subtitle id="1:16:52"> Tom Osborne who did the HP 35 if you remember</subtitle>
<subtitle id="1:16:55"> that I knew it was it I got one of the very first one because</subtitle>
<subtitle id="1:16:58">knew Tom Osborne and I had it for two weeks and</subtitle>
<subtitle id="1:17:1"> has a wonderful</subtitle>
<subtitle id="1:17:4"> experience with it and then it got stolen and that</subtitle>
<subtitle id="1:17:7"> was when I realized that the new era had happened</subtitle>
<subtitle id="1:17:10"> you could actually steal a computer now</subtitle>
<subtitle id="1:17:13"></subtitle>
<subtitle id="1:17:16"> he used on the gun on the grass</subtitle>
<subtitle id="1:17:19"> the power that it has and the size</subtitle>
<subtitle id="1:17:22"> portability and everything else make</subtitle>
<subtitle id="1:17:25">completely different so different that Hewlett Packard expects</subtitle>
<subtitle id="1:17:28">million of these in the next five years people</subtitle>
<subtitle id="1:17:31"> who would never buy a calculating machine of any kind buy</subtitle>
<subtitle id="1:17:34"> these things for $400</subtitle>
<subtitle id="1:17:37"> okay so quantitative changes if you make the margin</subtitle>
<subtitle id="1:17:40"> of our qualitative changes</subtitle>
<subtitle id="1:17:43"> here's our conception of this gadget</subtitle>
<subtitle id="1:17:46">called Dynabook also designed to be used in the graph</subtitle>
<subtitle id="1:17:49"> we don't have to worry about what's</subtitle>
<subtitle id="1:17:52"> in it it suffice it to say that we designed</subtitle>
<subtitle id="1:17:55"> the outside package first we</subtitle>
<subtitle id="1:17:58"> want it to be no larger than a standard</subtitle>
<subtitle id="1:18:1"> notebook it's about nine by twelve and</subtitle>
<subtitle id="1:18:4"> we try to make</subtitle>
<subtitle id="1:18:7"> these specifications for it stylistic once once</subtitle>
<subtitle id="1:18:10"> it had to do with the kind of quality that we wanted with</subtitle>
<subtitle id="1:18:13"> the idea that we would try to beat the</subtitle>
<subtitle id="1:18:16"> technology needs to</subtitle>
<subtitle id="1:18:19"> be beaten totally in the submission in order to fulfill</subtitle>
<subtitle id="1:18:22"> the inside of the gadget and that in fact is what we</subtitle>
<subtitle id="1:18:25"> are doing so the idea here is</subtitle>
<subtitle id="1:18:28"> the only idea here is that</subtitle>
<subtitle id="1:18:31"> it's supposed to</subtitle>
<subtitle id="1:18:34"> be something like active paper okay</subtitle>
<subtitle id="1:18:37"> and it's not supposed to be worse than paper</subtitle>
<subtitle id="1:18:40"> in any reasonable way one of the problems</subtitle>
<subtitle id="1:18:43"> with modern technology they always come up with something worse</subtitle>
<subtitle id="1:18:46"> we wanted to be able to handle</subtitle>
<subtitle id="1:18:49"> things dynamically rather than statically</subtitle>
<subtitle id="1:18:52"> the way paper did but it had no at no</subtitle>
<subtitle id="1:18:55"> real loss and quality so basically</subtitle>
<subtitle id="1:18:58">display in which you can see things you can think of as being like</subtitle>
<subtitle id="1:19:1"> a television display means for</subtitle>
<subtitle id="1:19:4"> entering things that has a you can barely see it away</subtitle>
<subtitle id="1:19:7"> for entering drawings and it has a removable hunk</subtitle>
<subtitle id="1:19:10"> of storage that will store one 500</subtitle>
<subtitle id="1:19:13">page book okay or million characters runs</subtitle>
<subtitle id="1:19:16"> on batteries and you can carry it with its portable by my definition</subtitle>
<subtitle id="1:19:19"> of portability okay which is that</subtitle>
<subtitle id="1:19:22"> you can carry something else too</subtitle>
<subtitle id="1:19:25">well tell you</subtitle>
<subtitle id="1:19:28"> what you can do with it in order</subtitle>
<subtitle id="1:19:31"> to check out a few things we decided to simulate it using</subtitle>
<subtitle id="1:19:34"> current computer technology so everything</subtitle>
<subtitle id="1:19:37">oing to see from now on and everything all the pictures in the paper are</subtitle>
<subtitle id="1:19:40"> actual photographs taken</subtitle>
<subtitle id="1:19:43"> at our lab okay the simulation is in</subtitle>
<subtitle id="1:19:46"> some sense a real simulation</subtitle>
<subtitle id="1:19:49"> okay here's an example of the</subtitle>
<subtitle id="1:19:52"> kind of display for text now</subtitle>
<subtitle id="1:19:55"> because this is an active medium we can have any font</subtitle>
<subtitle id="1:19:58"> that we want in text files</subtitle>
<subtitle id="1:20:1"> for instance we have almost all of this book</subtitle>
<subtitle id="1:20:4"> typed in we can look at this</subtitle>
<subtitle id="1:20:7"> piece of text using</subtitle>
<subtitle id="1:20:10"> any font the we that we wish and Fox of</subtitle>
<subtitle id="1:20:13"> course have a great cloth coat so it goes goes on</subtitle>
<subtitle id="1:20:16"> and on about</subtitle>
<subtitle id="1:20:19"> why you should be able to read from the</subtitle>
<subtitle id="1:20:22"> from it so here's</subtitle>
<subtitle id="1:20:25"> the the old character generator</subtitle>
<subtitle id="1:20:28"> as it was known and</subtitle>
<subtitle id="1:20:31"> just for reference here is</subtitle>
<subtitle id="1:20:34"> making a capital to the 20</subtitle>
<subtitle id="1:20:37"> point Lydian cursive font and</subtitle>
<subtitle id="1:20:40"> the page of text and the Lydian cursive back then</subtitle>
<subtitle id="1:20:43"> look like this so it actually compares</subtitle>
<subtitle id="1:20:46"> quite favorably with anything today</subtitle>
<subtitle id="1:20:49"> we overdid practically everything i scary</subtitle>
<subtitle id="1:20:52"> Stark withers first laser printer ever ran</subtitle>
<subtitle id="1:20:55"> at a page a second at 500 pixels to</subtitle>
<subtitle id="1:20:58"> the inch as a wonderful</subtitle>
<subtitle id="1:21:1"> story as he tells it he</subtitle>
<subtitle id="1:21:4">needed to get some sort of laser printer from Xerox and</subtitle>
<subtitle id="1:21:7"> the only ones that they weren't selling back then happened</subtitle>
<subtitle id="1:21:10"> to be the page a second one and the racks</subtitle>
<subtitle id="1:21:13"> 3600 and he tried to slow it down but mechanically</subtitle>
<subtitle id="1:21:16"> and inertia wise it was just set up to run at one speed</subtitle>
<subtitle id="1:21:19"> so he had to speed up the laser so</subtitle>
<subtitle id="1:21:22"> he could actually so he actually the</subtitle>
<subtitle id="1:21:25"> first thing ever had a 24,000 rpm</subtitle>
<subtitle id="1:21:28"> rotating mirror and laser</subtitle>
<subtitle id="1:21:31"> is beautiful this this machine is</subtitle>
<subtitle id="1:21:34"> beautiful</subtitle>
<subtitle id="1:21:37"> okay another thing we're thinking about I'm</subtitle>
<subtitle id="1:21:40"> gonna have to go a little bit faster now the other thing we're thinking about</subtitle>
<subtitle id="1:21:43"> is psychological models again</subtitle>
<subtitle id="1:21:46">this deeply because I've talked about before Piaget</subtitle>
<subtitle id="1:21:49"> has a stage theory you go through a kinesthetic</subtitle>
<subtitle id="1:21:52"> stage you have an iconic stage where</subtitle>
<subtitle id="1:21:55">there's more water in the tall glass and later</subtitle>
<subtitle id="1:21:58"> on around the age of</subtitle>
<subtitle id="1:22:1"> 13 or 14 you enter a symbolic phase where</subtitle>
<subtitle id="1:22:4">ason or at least in swiss-french children of</subtitle>
<subtitle id="1:22:7"> that age no</subtitle>
<subtitle id="1:22:10"> evidence that American teenagers ever achieve</subtitle>
<subtitle id="1:22:13"> this stage</subtitle>
<subtitle id="1:22:16"> still perhaps the greatest single</subtitle>
<subtitle id="1:22:19"> book ever written on this stuff having</subtitle>
<subtitle id="1:22:22">everything to do with the way people learn is</subtitle>
<subtitle id="1:22:25"> Jerome Brunner's towards a theory of instruction</subtitle>
<subtitle id="1:22:28"> on October</subtitle>
<subtitle id="1:22:31"> 13th I'm</subtitle>
<subtitle id="1:22:34"> going to be attending drum burners 80th birthday party in</subtitle>
<subtitle id="1:22:37"> New York City</subtitle>
<subtitle id="1:22:40"> this is one of the this is just a</subtitle>
<subtitle id="1:22:43">book and he's a great writer as</subtitle>
<subtitle id="1:22:46"> many wonderful things most of the deep</subtitle>
<subtitle id="1:22:49"> insights we got about designing user interfaces</subtitle>
<subtitle id="1:22:52"> came one way or another from this book</subtitle>
<subtitle id="1:22:55"> so his experiment was to take the kid who said</subtitle>
<subtitle id="1:22:58"> there was more water in the tall glass and</subtitle>
<subtitle id="1:23:1"> to put a shield and</subtitle>
<subtitle id="1:23:4"> discovered to his surprise that the kid changed his mind</subtitle>
<subtitle id="1:23:7">said as soon as you prevented the kid from looking at</subtitle>
<subtitle id="1:23:10">say oh another there can't be more waters</subtitle>
<subtitle id="1:23:13"> and what he would do is then</subtitle>
<subtitle id="1:23:16"> take it away and the kid says no there's more</subtitle>
<subtitle id="1:23:19"> water put it in there the kid says no there</subtitle>
<subtitle id="1:23:22"> can't be more water so if you have any six-year-olds you want to torment</subtitle>
<subtitle id="1:23:25"> so</subtitle>
<subtitle id="1:23:28"> burners one of burners many conclusions</subtitle>
<subtitle id="1:23:31"> was that the Piaget way of thinking</subtitle>
<subtitle id="1:23:34"> about things did indeed have some stage dependence</subtitle>
<subtitle id="1:23:37"> to it but much more importantly that these mentalities</subtitle>
<subtitle id="1:23:40"> our separate ways of thinking it's not a</subtitle>
<subtitle id="1:23:43">metamorphosis like a caterpillar into a butterfly it's</subtitle>
<subtitle id="1:23:46"> multiple ways of knowing the world they're</subtitle>
<subtitle id="1:23:49"> operating at the same time and the development</subtitle>
<subtitle id="1:23:52"> of children tends to turn on the</subtitle>
<subtitle id="1:23:55"> dominance in this order but in fact by various</subtitle>
<subtitle id="1:23:58">can show that the other ones are there you can make use of them and</subtitle>
<subtitle id="1:24:1"> that if you think about it for user interface</subtitle>
<subtitle id="1:24:4">of the most powerful ideas to think about because the stage</subtitle>
<subtitle id="1:24:7"> theory doesn't help you much it kind of says you should wind</subtitle>
<subtitle id="1:24:10"> up with ms-dos if they're over 14 but</subtitle>
<subtitle id="1:24:13"> in fact if you</subtitle>
<subtitle id="1:24:16"> look at Brenner's idea it says wow you</subtitle>
<subtitle id="1:24:19"> should try and get synergy between these different ways of</subtitle>
<subtitle id="1:24:22">knowing the world people know the world simultaneously in more</subtitle>
<subtitle id="1:24:25"> than one way they can remember and so forth in</subtitle>
<subtitle id="1:24:28"> more than one way so for instance everybody here</subtitle>
<subtitle id="1:24:31">has had the experience of being able to remember a route better</subtitle>
<subtitle id="1:24:34"> if they were the one just driving the car rather than if they're a passenger</subtitle>
<subtitle id="1:24:37"> everybody here has has the experience of clicking</subtitle>
<subtitle id="1:24:40"> from one channel to another on cable</subtitle>
<subtitle id="1:24:43"> TV into a movie they haven't seen for 20 years and</subtitle>
<subtitle id="1:24:46">being able to recognize that movie in just a couple of seconds right</subtitle>
<subtitle id="1:24:49"> ok these are properties of</subtitle>
<subtitle id="1:24:52"> these different mentalities and they're quite</subtitle>
<subtitle id="1:24:55"> incredible and can be exploited so</subtitle>
<subtitle id="1:24:58"> we were thinking about this stuff back then</subtitle>
<subtitle id="1:25:4">iconic thinking burners</subtitle>
<subtitle id="1:25:7"> middle stage so here's</subtitle>
<subtitle id="1:25:10"> an easy one that the area of the triangle is 1/2</subtitle>
<subtitle id="1:25:13"> the base times the height but if</subtitle>
<subtitle id="1:25:16"> you combine it with a little bit of logic you</subtitle>
<subtitle id="1:25:19">it's general for any triangle because you can divide things</subtitle>
<subtitle id="1:25:22"> up this is the power of Greek thought</subtitle>
<subtitle id="1:25:25">he Greeks realized you could take things apart and</subtitle>
<subtitle id="1:25:28"> put them back together again and you could by simply</subtitle>
<subtitle id="1:25:31">the triangle in half you could get two cases and therefore</subtitle>
<subtitle id="1:25:34"> the rule had to be general</subtitle>
<subtitle id="1:25:37"> fact</subtitle>
<subtitle id="1:25:40"> many of these Dave Dave Smith's</subtitle>
<subtitle id="1:25:43"> remembers all of these things we used to</subtitle>
<subtitle id="1:25:46"> look at so the iconic ways</subtitle>
<subtitle id="1:25:49">thinking about addition and multiplication or</subtitle>
<subtitle id="1:25:52"> a plus B times a plus D</subtitle>
<subtitle id="1:25:55"> iconic Lee is quite beautiful as well</subtitle>
<subtitle id="1:26:1">here's</subtitle>
<subtitle id="1:26:4"> a different proof of</subtitle>
<subtitle id="1:26:7"> Pythagoras theorem which is even nicer than the one that we</subtitle>
<subtitle id="1:26:10"> used to think about back then because it</subtitle>
<subtitle id="1:26:13"> says here's the triangle here's the C squared</subtitle>
<subtitle id="1:26:16"> and look we can put four more three</subtitle>
<subtitle id="1:26:19"> more triangles in there to make this larger thing and</subtitle>
<subtitle id="1:26:22"> it looks like there's just enough room for the a squared</subtitle>
<subtitle id="1:26:25"> and the B squared plus the four triangles bingo</subtitle>
<subtitle id="1:26:28"> that's what iconic proofs are like and they're wonderful</subtitle>
<subtitle id="1:26:31">notice that one of the problems with the iconic proof</subtitle>
<subtitle id="1:26:34"> is it doesn't tell you why this whole just shows</subtitle>
<subtitle id="1:26:37"> you that it does that's actually an</subtitle>
<subtitle id="1:26:40"> incredible much more subtle thing to</subtitle>
<subtitle id="1:26:43"> try and understand why trying right triangles have to have</subtitle>
<subtitle id="1:26:46">property besides just understanding that they do</subtitle>
<subtitle id="1:26:49"> subtle difference between iconic and</subtitle>
<subtitle id="1:26:52"> symbolic ways of thinking so early</subtitle>
<subtitle id="1:26:55"> on we started thinking</subtitle>
<subtitle id="1:26:58"> about we have to retreat from</subtitle>
<subtitle id="1:27:1"> symbolic language down to the</subtitle>
<subtitle id="1:27:4"> iconic down to the kinesthetic because there's a lot of good</subtitle>
<subtitle id="1:27:7"> stuff down here it's our first</subtitle>
<subtitle id="1:27:10"> essays at user interface design we're</subtitle>
<subtitle id="1:27:13"> saying let's let's explore this down</subtitle>
<subtitle id="1:27:16"> here more the more right-brain or more Bruner</subtitle>
<subtitle id="1:27:19"> type mentality way of thinking</subtitle>
<subtitle id="1:27:22"> here's a great book jacques</subtitle>
<subtitle id="1:27:25"> hadamard psychology of invention in the mathematical field</subtitle>
<subtitle id="1:27:28">showed that most of the great mathematicians and</subtitle>
<subtitle id="1:27:31"> physicists of the world did most of their thinking in terms of</subtitle>
<subtitle id="1:27:34"> visualizations and</subtitle>
<subtitle id="1:27:37"> about 30% of them you actually use kinesthetic</subtitle>
<subtitle id="1:27:40"> sensations Fineman wasn't included in this</subtitle>
<subtitle id="1:27:43"> by an oversight but he</subtitle>
<subtitle id="1:27:46">were two of the most interesting ones that actually used</subtitle>
<subtitle id="1:27:49"> their body in very strong ways for thinking</subtitle>
<subtitle id="1:27:52"> about things</subtitle>
<subtitle id="1:27:55"></subtitle>
<subtitle id="1:27:58"> we looked</subtitle>
<subtitle id="1:28:1"> at a programming language called ambit G this</subtitle>
<subtitle id="1:28:4"> is a bubble sort done as</subtitle>
<subtitle id="1:28:7">kind of pattern matching diagrams against data</subtitle>
<subtitle id="1:28:10"> structures I didn't know Dave Smith was going to be here</subtitle>
<subtitle id="1:28:13"> but here's what he did if Dave remembers it</subtitle>
<subtitle id="1:28:16"> of an iconic bubble sort</subtitle>
<subtitle id="1:28:19"> so the idea</subtitle>
<subtitle id="1:28:22">if what he did here is to combine the four and the after</subtitle>
<subtitle id="1:28:25"> into one diagram where the</subtitle>
<subtitle id="1:28:28"> before links are</subtitle>
<subtitle id="1:28:31">ones and the after ones are the heavy ones and</subtitle>
<subtitle id="1:28:34"> there's a single comparison in here so the idea is that this holds remember</subtitle>
<subtitle id="1:28:37"> this so</subtitle>
<subtitle id="1:28:40"> the whole diet if this whole diagram is is true</subtitle>
<subtitle id="1:28:43"> then you do what the what's</subtitle>
<subtitle id="1:28:46"> the the fat</subtitle>
<subtitle id="1:28:49"> links tell you to tell you to do and that we did actually</subtitle>
<subtitle id="1:28:52"> quite a number of programs doing</subtitle>
<subtitle id="1:28:55"> this stuff I'm just</subtitle>
<subtitle id="1:28:58"> going to skip this the realization that there's more than</subtitle>
<subtitle id="1:29:1"> one kind of programming language and here's a another metaphor that</subtitle>
<subtitle id="1:29:4"> you can do beautiful things</subtitle>
<subtitle id="1:29:7"> in each architecture but the scale</subtitle>
<subtitle id="1:29:10"> that you can work in depends a lot on what the actual premises</subtitle>
<subtitle id="1:29:13"> of the architecture are so the Greeks built beautiful buildings because</subtitle>
<subtitle id="1:29:16">post and lintels but you could not make them very big Gothic</subtitle>
<subtitle id="1:29:19"> cathedrals have very similar amount</subtitle>
<subtitle id="1:29:22"> of material to the Parthenon they're basically</subtitle>
<subtitle id="1:29:25"> made out of air but you can</subtitle>
<subtitle id="1:29:28"> make them huge because you have this notion of the vaulted arch and the</subtitle>
<subtitle id="1:29:31"> flying buttress and of course a geodesic dome you</subtitle>
<subtitle id="1:29:34"> can cover all the cathedrals made on this earth with</subtitle>
<subtitle id="1:29:37"> the same amount of steel because steel is more</subtitle>
<subtitle id="1:29:40"> powerful under tension than it is under compression</subtitle>
<subtitle id="1:29:43">Chuck</subtitle>
<subtitle id="1:29:46"> Thacker</subtitle>
<subtitle id="1:29:49"> so this came about remember</subtitle>
<subtitle id="1:29:52"> I told you that the our little mini con thing got turned down by</subtitle>
<subtitle id="1:29:55"> executive X and turned out that</subtitle>
<subtitle id="1:29:58">and Thacker wanted to do it for me anyway so they snuck over</subtitle>
<subtitle id="1:30:1"> in September 72</subtitle>
<subtitle id="1:30:4"> and this is what Thacker</subtitle>
<subtitle id="1:30:7">said do you have any money and I said well yeah I have about</subtitle>
<subtitle id="1:30:10"> two hundred and thirty thousand dollars that</subtitle>
<subtitle id="1:30:13">o use to make it a couple of these things out of these</subtitle>
<subtitle id="1:30:16">and they said well how would you like us to make your little machine for</subtitle>
<subtitle id="1:30:19"> you and he said I'd like it and</subtitle>
<subtitle id="1:30:22"> I said what is it and he said</subtitle>
<subtitle id="1:30:25"> well you want a kiddie comp</subtitle>
<subtitle id="1:30:28"> that works like a Dynabook I want to build a ten</subtitle>
<subtitle id="1:30:31"> times faster data general Nova 800</subtitle>
<subtitle id="1:30:34"> want one that runs at 80 nanoseconds and Butler wants</subtitle>
<subtitle id="1:30:37"> a $500 pdp-10 so</subtitle>
<subtitle id="1:30:40"> let's let's do a first shot at that so</subtitle>
<subtitle id="1:30:43"> he gave them we gave them all the</subtitle>
<subtitle id="1:30:46"> examples that we had</subtitle>
<subtitle id="1:30:49"> done and another</subtitle>
<subtitle id="1:30:52"> thing that here's Dan Ingalls another</subtitle>
<subtitle id="1:30:55"> thing that happens is we had an argument</subtitle>
<subtitle id="1:30:58"> in the hall about how powerful you could make programming</subtitle>
<subtitle id="1:31:1"> languages and I said Oh half</subtitle>
<subtitle id="1:31:4"> a page half a page you can do the most powerful programming</subtitle>
<subtitle id="1:31:7"> language in the world because I knew about Lisp and they</subtitle>
<subtitle id="1:31:10"> said put up or shut up so of course I didn't show them</subtitle>
<subtitle id="1:31:13"> Lisp I sat down it's been a couple of weeks working out</subtitle>
<subtitle id="1:31:16"> the actual first evaluator in</subtitle>
<subtitle id="1:31:19"> itself for small talk and they came out to about a half a</subtitle>
<subtitle id="1:31:22"> half a page so the</subtitle>
<subtitle id="1:31:25"> small talk that we got was actually not anything like Dave will remember</subtitle>
<subtitle id="1:31:28"> was not anything like what we were planning on doing it was just</subtitle>
<subtitle id="1:31:31">accident it just happened as</subtitle>
<subtitle id="1:31:34"> the result of this debt and everything</subtitle>
<subtitle id="1:31:37"> would have been alright except dan implemented it</subtitle>
<subtitle id="1:31:40"> in fact when I got back</subtitle>
<subtitle id="1:31:43"> from that trip where I showed the the video he</subtitle>
<subtitle id="1:31:46">already had a version of the thing work to the course he only had</subtitle>
<subtitle id="1:31:49"> to take a half page description and</subtitle>
<subtitle id="1:31:52"> he wrote about 700 lines of code on</subtitle>
<subtitle id="1:31:55"> one of the many computers there and all of a sudden we</subtitle>
<subtitle id="1:31:58">had a working small talk and once you have a working language you</subtitle>
<subtitle id="1:32:1"> just really want to write code in it and it</subtitle>
<subtitle id="1:32:4">derailed things although it was the language that they wrote</subtitle>
<subtitle id="1:32:7"> his thesis in eventually but it actually kind of derailed</subtitle>
<subtitle id="1:32:10"> what the research was to just have this thing around</subtitle>
<subtitle id="1:32:13"> on the other hand is probably because we don't</subtitle>
<subtitle id="1:32:16">whether the research would have been successful if Dan haven't done this</subtitle>
<subtitle id="1:32:19"> so maybe I wouldn't be here talking to</subtitle>
<subtitle id="1:32:22"> you if Dan hadn't decided to implement this</subtitle>
<subtitle id="1:32:25">thing because small talk might have been the most interesting thing that we wound</subtitle>
<subtitle id="1:32:28"> up doing we will never know meanwhile</subtitle>
<subtitle id="1:32:31"> Thacker had a bet he</subtitle>
<subtitle id="1:32:34"> bet a case of champagne with bill vidiq it</subtitle>
<subtitle id="1:32:37"> was a Xerox executive that you could do a real system</subtitle>
<subtitle id="1:32:40"> in just three months so he started the alto</subtitle>
<subtitle id="1:32:43"> on November 22nd 1972 and</subtitle>
<subtitle id="1:32:46"> around April Fool's Day and</subtitle>
<subtitle id="1:32:49"> 1973 the alto started working</subtitle>
<subtitle id="1:32:52"> one person two</subtitle>
<subtitle id="1:32:55"> technicians and Ed macwrite did the disc</subtitle>
<subtitle id="1:32:58"> drivers on the thing so that</subtitle>
<subtitle id="1:33:1">genius he could just throw stuff at the wall and it would</subtitle>
<subtitle id="1:33:4"> fall down machine</subtitle>
<subtitle id="1:33:7"> so the first picture ever shown on the alto</subtitle>
<subtitle id="1:33:10"> was this clicking monster which</subtitle>
<subtitle id="1:33:13"> we done as part of our drawing</subtitle>
<subtitle id="1:33:16"> experiments and now I</subtitle>
<subtitle id="1:33:19"> should show what the only just play the next</subtitle>
<subtitle id="1:33:22"> tape here</subtitle>
<subtitle id="1:33:25">ight</subtitle>
<subtitle id="1:33:28"> of a fabless didn't get Tron</subtitle>
<subtitle id="1:33:31"> kept changing that change the next one please</subtitle>
<subtitle id="1:33:34"> just try and show</subtitle>
<subtitle id="1:33:37"> you some of the things we were doing back</subtitle>
<subtitle id="1:33:40"> then so while he's changing the thing</subtitle>
<subtitle id="1:33:43"> one of the summary things I could say here</subtitle>
<subtitle id="1:33:46"> about this project is the thing</subtitle>
<subtitle id="1:33:49"> that was really great about this project was that we</subtitle>
<subtitle id="1:33:52"> didn't have a huge plan but</subtitle>
<subtitle id="1:33:55"> we did have a huge vision what</subtitle>
<subtitle id="1:33:58"> I mean by vision is like the how</subtitle>
<subtitle id="1:34:1"> do you do a plan the best way you write down all the things that</subtitle>
<subtitle id="1:34:4">should be and then you erase them and try and smell the perfume</subtitle>
<subtitle id="1:34:7"> that's left because if you write down all</subtitle>
<subtitle id="1:34:10">that should be and then try to do those things you</subtitle>
<subtitle id="1:34:13"> lose why because you don't haven't learned anything yet</subtitle>
<subtitle id="1:34:16"> this is why people who do things the plans</subtitle>
<subtitle id="1:34:19"> usually don't do very interesting things much</subtitle>
<subtitle id="1:34:22"> better way to do it is to set do</subtitle>
<subtitle id="1:34:25"> all the writing but set</subtitle>
<subtitle id="1:34:28"> the direction and you something</subtitle>
<subtitle id="1:34:31"> much better will happen and I think during</subtitle>
<subtitle id="1:34:34"> these five years just one thing</subtitle>
<subtitle id="1:34:37"> after another that got done just turned out beautifully because</subtitle>
<subtitle id="1:34:40"> there wasn't any we never had to justify the</subtitle>
<subtitle id="1:34:43"> stuff we weren't spending an enormous amount of</subtitle>
<subtitle id="1:34:46"> money but on the other hand we didn't have to explain stuff</subtitle>
<subtitle id="1:34:49"> we couldn't have explained we</subtitle>
<subtitle id="1:34:52"> couldn't exactly because it was all aesthetic there's some</subtitle>
<subtitle id="1:34:55"> I mean to the part of the reason for</subtitle>
<subtitle id="1:34:58"> doing a small talk was just how beautiful it was to</subtitle>
<subtitle id="1:35:1"> do something that was completely this way let's see what this</subtitle>
<subtitle id="1:35:4"> yeah so here's the alto</subtitle>
<subtitle id="1:35:7"> playroom this is the</subtitle>
<subtitle id="1:35:10"> alcove synthesizing music</subtitle>
<subtitle id="1:35:13"> the alto could do 12 voices in real time</subtitle>
<subtitle id="1:35:16"> like a podium all by itself</subtitle>
<subtitle id="1:35:19"> bottle 33 dispatch</subtitle>
<subtitle id="1:35:22"> here's the alto animation</subtitle>
<subtitle id="1:35:25"> I think about that in reference</subtitle>
<subtitle id="1:35:28"> to what you've seen on machines today</subtitle>
<subtitle id="1:35:34">this</subtitle>
<subtitle id="1:35:37"> is a system done by a child here fifteen</subtitle>
<subtitle id="1:35:40"> year old the CAD</subtitle>
<subtitle id="1:35:43"> system I mean because did</subtitle>
<subtitle id="1:35:46">you</subtitle>
<subtitle id="1:35:49">[Music]</subtitle>
<subtitle id="1:35:52"></subtitle>
<subtitle id="1:35:55"></subtitle>
<subtitle id="1:35:58"></subtitle>
<subtitle id="1:36:1">okay stop</subtitle>
<subtitle id="1:36:4"> okay change the tape please</subtitle>
<subtitle id="1:36:7"> so</subtitle>
<subtitle id="1:36:10"> we built a zillion Altos</subtitle>
<subtitle id="1:36:13"> we connected them with Ethernet</subtitle>
<subtitle id="1:36:16"> we built five or six pages</subtitle>
<subtitle id="1:36:19">econd laser printers and put them on as servers we use the</subtitle>
<subtitle id="1:36:22"> Altos to construct a file system</subtitle>
<subtitle id="1:36:25"> that's now today called client-server although</subtitle>
<subtitle id="1:36:28"> I think we should realize the client-server is actually</subtitle>
<subtitle id="1:36:31"> a bad model Pierre Pierre is what you really want you</subtitle>
<subtitle id="1:36:34"> want to have equally powered machines the altar was so</subtitle>
<subtitle id="1:36:37">powerful it's the inter inter engine back then was about</subtitle>
<subtitle id="1:36:40"> a six smith machine you have to realize in</subtitle>
<subtitle id="1:36:43"> 1972 so it was about a factor of 50 more</subtitle>
<subtitle id="1:36:46"> than you got as somebody logging into a time</subtitle>
<subtitle id="1:36:49"> sharing system that was me in such an enormous</subtitle>
<subtitle id="1:36:52"> difference i week today</subtitle>
<subtitle id="1:36:55"> when I see people trying to develop code that's supposed</subtitle>
<subtitle id="1:36:58"> to run in the future on today's machines you have to do</subtitle>
<subtitle id="1:37:1"> so much optimization but we made it because</subtitle>
<subtitle id="1:37:4">Alto we didn't have to optimize it all for the first few</subtitle>
<subtitle id="1:37:7"> years we just wrote the simplest code to try out the</subtitle>
<subtitle id="1:37:10">and we're able to iterate and iterate and iterate</subtitle>
<subtitle id="1:37:13"> and iterate how many people here know of</subtitle>
<subtitle id="1:37:16"> Paul MacCready and the gossamer Condor</subtitle>
<subtitle id="1:37:19"> okay here's an interesting story</subtitle>
<subtitle id="1:37:22"> MacCready never intended to win the Kramer</subtitle>
<subtitle id="1:37:25"> prize but it happened his brother-in-law had</subtitle>
<subtitle id="1:37:28"> gotten into $100,000 in debt which McCready</subtitle>
<subtitle id="1:37:31"> decided to assume and</subtitle>
<subtitle id="1:37:34"> so all of a sudden McCready was a hundred thousand in the hole he's</subtitle>
<subtitle id="1:37:37">driving through Arizona watching a hawk circling</subtitle>
<subtitle id="1:37:40"> in the sky he suddenly realized that the current rate of exchange</subtitle>
<subtitle id="1:37:43"> the Kramer the forty</subtitle>
<subtitle id="1:37:46"> thousand pound Kramer prize for man-powered flight was</subtitle>
<subtitle id="1:37:49"> exactly 100 thousand dollars</subtitle>
<subtitle id="1:37:52"> and so as he was driving</subtitle>
<subtitle id="1:37:55"> along he started thinking about gee I could pay off</subtitle>
<subtitle id="1:37:58"> his debt if I could win this right now it happened that there's probably</subtitle>
<subtitle id="1:38:1">nobody had won this prize for 45 years many</subtitle>
<subtitle id="1:38:4"> groups large industrial groups had tried over</subtitle>
<subtitle id="1:38:7"> the years McCready won it within six months of</subtitle>
<subtitle id="1:38:10"> when he from that realization in the desert</subtitle>
<subtitle id="1:38:13"> how because he realized</subtitle>
<subtitle id="1:38:16"> that the biggest problem that the way everybody</subtitle>
<subtitle id="1:38:19"> else had done it is that they would build an aircraft have</subtitle>
<subtitle id="1:38:22"> a crash and then spend another six or eight</subtitle>
<subtitle id="1:38:25"> months rebuilding the aircraft these aircraft are incredibly</subtitle>
<subtitle id="1:38:28"> elaborate he said what we need is an aircraft that</subtitle>
<subtitle id="1:38:31"> we can have ten crashes a day now</subtitle>
<subtitle id="1:38:34">built one that you could actually fix with scotch tape</subtitle>
<subtitle id="1:38:37"> it was just made out of mylar in a couple of aluminum</subtitle>
<subtitle id="1:38:40"> spars and the things started working within</subtitle>
<subtitle id="1:38:43">first couple of weeks and within six months he'd won the prize and</subtitle>
<subtitle id="1:38:46"> we should something we should all think about that beyond</subtitle>
<subtitle id="1:38:49"> a pertinent beyond a certain level we simply</subtitle>
<subtitle id="1:38:52"> cannot plan our systems they are smarter</subtitle>
<subtitle id="1:38:55"> than we are but we have to negotiate with them so</subtitle>
<subtitle id="1:38:58">build a system we can't negotiate with and it</subtitle>
<subtitle id="1:39:1"> gets beyond a certain size we debt here's</subtitle>
<subtitle id="1:39:4"> a couple more things</subtitle>
<subtitle id="1:39:7"> from back then so here's the way</subtitle>
<subtitle id="1:39:10">kids programming we got them to make a couple of</subtitle>
<subtitle id="1:39:13"> boxes each of them</subtitle>
<subtitle id="1:39:16">instance of class box one is called Joe and one is called Jill</subtitle>
<subtitle id="1:39:19"> and they're both animating separately and</subtitle>
<subtitle id="1:39:22"> it gives the kids the idea that you can</subtitle>
<subtitle id="1:39:25"> have multiple enemy and entities of the same type</subtitle>
<subtitle id="1:39:28"> here's</subtitle>
<subtitle id="1:39:31"> what the first small talk class is Marian</subtitle>
<subtitle id="1:39:34"> Goldeen now one of things that that</subtitle>
<subtitle id="1:39:37"> is kind of of interest that people here's the</subtitle>
<subtitle id="1:39:40"> first application she did which was actually</subtitle>
<subtitle id="1:39:43"> a painting program you'll see she built this</subtitle>
<subtitle id="1:39:46"> after about I'd</subtitle>
<subtitle id="1:39:49"> say about a month she had seen some of our</subtitle>
<subtitle id="1:39:52"> painting program so she decided she would do one of her own so she'd see</subtitle>
<subtitle id="1:39:55"> she picked up a square brush from the brush</subtitle>
<subtitle id="1:39:58"> menu up there that she made this</subtitle>
<subtitle id="1:40:1"> whole thing she has a</subtitle>
<subtitle id="1:40:4"> different shape there so this is the first known that</subtitle>
<subtitle id="1:40:7"> we know a person own example of a tool being</subtitle>
<subtitle id="1:40:10"> done by a child what we call an application today</subtitle>
<subtitle id="1:40:13"> was done by this 12 year old girl I</subtitle>
<subtitle id="1:40:16"> should mention for those of you are interested in that in</subtitle>
<subtitle id="1:40:19"> the 70s because there wasn't anything</subtitle>
<subtitle id="1:40:22">about computing the girls were just as interested any of</subtitle>
<subtitle id="1:40:25"> this boy</subtitle>
<subtitle id="1:40:28"></subtitle>
<subtitle id="1:40:31"></subtitle>
<subtitle id="1:40:34"> this</subtitle>
<subtitle id="1:40:37"> is next year of completing the class</subtitle>
<subtitle id="1:40:40"> now 13</subtitle>
<subtitle id="1:40:43"> and here's</subtitle>
<subtitle id="1:40:46"> what one of her students did which is something</subtitle>
<subtitle id="1:40:49"> more like Mack draw now instead of a painting system it's actually</subtitle>
<subtitle id="1:40:52"> an object-oriented illustration system</subtitle>
<subtitle id="1:40:55"> so there's a menu down</subtitle>
<subtitle id="1:41:1">the menus saying Grosso</subtitle>
<subtitle id="1:41:4"> is that she's going to make it grow smaller going</subtitle>
<subtitle id="1:41:7">move the thing so each one of these things has</subtitle>
<subtitle id="1:41:10"> its own object identity and each one of them is</subtitle>
<subtitle id="1:41:13">made for doing polygons so there's a selection handle</subtitle>
<subtitle id="1:41:16">twelve-year-old girl it was a girl by name of Susan Hammett</subtitle>
<subtitle id="1:41:19"> did this and now</subtitle>
<subtitle id="1:41:22">she's going to make it real small and give it a lot of sides so</subtitle>
<subtitle id="1:41:25"> she'll get a circle</subtitle>
<subtitle id="1:41:28"> change</subtitle>
<subtitle id="1:41:31"> the color now she's going to</subtitle>
<subtitle id="1:41:34"> make a bunch of these to make a truck</subtitle>
<subtitle id="1:41:37"> so this is a very imposing Aalto that</subtitle>
<subtitle id="1:41:40"> dick shout did around 1975</subtitle>
<subtitle id="1:41:43"> so here's more of but</subtitle>
<subtitle id="1:41:46"> the alto animation stuff was done by</subtitle>
<subtitle id="1:41:49"> Steve Purcell and it could animate about</subtitle>
<subtitle id="1:41:52"> a hundred and twenty square inches of graphics at ten frames a</subtitle>
<subtitle id="1:41:55"> second which is very respectable even today was done</subtitle>
<subtitle id="1:41:58"> much nicer this machine had double buffering</subtitle>
<subtitle id="1:42:1"> built into it which is what you know anything about animation</subtitle>
<subtitle id="1:42:4"> trying to do it on today's machines without animation is</subtitle>
<subtitle id="1:42:7"> kind of silly here's a here's a system</subtitle>
<subtitle id="1:42:10"> that some professional animators plus ron becker</subtitle>
<subtitle id="1:42:13">did this is about five pages</subtitle>
<subtitle id="1:42:16"> of small talk so</subtitle>
<subtitle id="1:42:19"> the cell window is over there the animation window is</subtitle>
<subtitle id="1:42:22"> here and what he's going to do is now give this</subtitle>
<subtitle id="1:42:25"> ball that he just drew a path to follow</subtitle>
<subtitle id="1:42:31">so it's</subtitle>
<subtitle id="1:42:34"> following the path now he gets goes</subtitle>
<subtitle id="1:42:37"> into the iconic menu here and picks up the</subtitle>
<subtitle id="1:42:40"> step now he's single steps it what</subtitle>
<subtitle id="1:42:43"> he wants to do is to get to the bottom because</subtitle>
<subtitle id="1:42:46"> the way if you know anything about animation</subtitle>
<subtitle id="1:42:49"> the the basic technique is called stretch and squash</subtitle>
<subtitle id="1:42:52"> so we want to do is to make a squashed</subtitle>
<subtitle id="1:42:55"> form of the ball down here and</subtitle>
<subtitle id="1:42:58">furthermore he wants to do it while the animation is running</subtitle>
<subtitle id="1:43:1">something that's quite disappointing about the animation</subtitle>
<subtitle id="1:43:4"> system today is you have to do this stuff and then run</subtitle>
<subtitle id="1:43:7">but notice what he's doing he has another transparent cell</subtitle>
<subtitle id="1:43:10"> overlapped on that one so he's not</subtitle>
<subtitle id="1:43:13">picture he's drawing a separate picture but he's using it as a reference</subtitle>
<subtitle id="1:43:16"> and notice it's being inserted</subtitle>
<subtitle id="1:43:19"> in there and now he has to put in the</subtitle>
<subtitle id="1:43:22"> specular reflection in order to get the</subtitle>
<subtitle id="1:43:25"> animation effect to work</subtitle>
<subtitle id="1:43:28"> so</subtitle>
<subtitle id="1:43:31"> this system was done over a single summer is about a five-page</subtitle>
<subtitle id="1:43:34"> here's</subtitle>
<subtitle id="1:43:37"> a movie name called gallic here's</subtitle>
<subtitle id="1:43:40"> a twelve-year-old girl yet another one it's a horse</subtitle>
<subtitle id="1:43:43"> galloping so she did a galloping horse in</subtitle>
<subtitle id="1:43:46"> this animation write a program that has the</subtitle>
<subtitle id="1:43:49"> horse scalp and the cross escape the</subtitle>
<subtitle id="1:43:52">n</subtitle>
<subtitle id="1:43:55"> she added a feature to this adult program</subtitle>
<subtitle id="1:43:58"> which is to be able to take any</subtitle>
<subtitle id="1:44:1"> two things and combine them in</subtitle>
<subtitle id="1:44:4"> your single camera jockey I</subtitle>
<subtitle id="1:44:7"></subtitle>
<subtitle id="1:44:10"> can simply pose the jockey</subtitle>
<subtitle id="1:44:13"> on horse</subtitle>
<subtitle id="1:44:16">to make a racial</subtitle>
<subtitle id="1:44:19"> then</subtitle>
<subtitle id="1:44:22"> it becomes a single object to be animated</subtitle>
<subtitle id="1:44:25"> now I can have the</subtitle>
<subtitle id="1:44:28"> jockey and the horse run across</subtitle>
<subtitle id="1:44:31"> the screen screaming by making another program</subtitle>
<subtitle id="1:44:34"></subtitle>
<subtitle id="1:44:37"></subtitle>
<subtitle id="1:44:40"></subtitle>
<subtitle id="1:44:43"> okay so we're getting the</subtitle>
<subtitle id="1:44:46"> making progress here so just a couple of other quick</subtitle>
<subtitle id="1:44:49"> things here's a wysiwyg</subtitle>
<subtitle id="1:44:52"> retrieval system you</subtitle>
<subtitle id="1:44:55"> fill in the blanks and it</subtitle>
<subtitle id="1:44:58"> produces what the early window system looks like</subtitle>
<subtitle id="1:45:1"> here's a an</subtitle>
<subtitle id="1:45:4"> early slightly</subtitle>
<subtitle id="1:45:7"> later version of the window system I think around 1975</subtitle>
<subtitle id="1:45:10">multiple</subtitle>
<subtitle id="1:45:13"> fonts here's an early version of the</subtitle>
<subtitle id="1:45:16"> browser</subtitle>
<subtitle id="1:45:19"> browser for debugging this is probably</subtitle>
<subtitle id="1:45:22"> around 1977 or 78 this is a small</subtitle>
<subtitle id="1:45:25"> talk 76 thing this was designed by Larry Tesler</subtitle>
<subtitle id="1:45:28"> here's an</subtitle>
<subtitle id="1:45:31"> early desktop publishing system called the galley editor</subtitle>
<subtitle id="1:45:34"> and one of the things you might notice this</subtitle>
<subtitle id="1:45:37">doing today this is these are embedded objects</subtitle>
<subtitle id="1:45:40"> when you put the mouse into one of them it</subtitle>
<subtitle id="1:45:43"> pops up a halo of its iconic menu</subtitle>
<subtitle id="1:45:46"> so each one of these things is a different</subtitle>
<subtitle id="1:45:49"> this is a component based system you can put</subtitle>
<subtitle id="1:45:52"> any kind of thing in there and it simply it's</subtitle>
<subtitle id="1:45:55"> like open dock it's like open dock</subtitle>
<subtitle id="1:45:58"> so that was a nice really nice system</subtitle>
<subtitle id="1:46:7">oh no</subtitle>
<subtitle id="1:46:10"> what happened I need</subtitle>
<subtitle id="1:46:13"> the other slide tray I'm almost done I</subtitle>
<subtitle id="1:46:16"> appreciate your patience because when I laid</subtitle>
<subtitle id="1:46:19">thing out I found it extremely difficult to</subtitle>
<subtitle id="1:46:22"> tell a story that was somewhat</subtitle>
<subtitle id="1:46:25"> like what happened to give you a flavor what</subtitle>
<subtitle id="1:46:28"> it was like to do this stuff and realizing</subtitle>
<subtitle id="1:46:31"> that there's a limit to people's patience of</subtitle>
<subtitle id="1:46:34"> listening to this stuff and looking</subtitle>
<subtitle id="1:46:37"> at it maybe it's while he's changing</subtitle>
<subtitle id="1:46:40"> well maybe he's already done it</subtitle>
<subtitle id="1:46:43"></subtitle>
<subtitle id="1:46:46"> let's try</subtitle>
<subtitle id="1:46:49">oh I know what he's having problems with</subtitle>
<subtitle id="1:46:58">now how these slide things work you have to push down the</subtitle>
<subtitle id="1:47:1"> thing to get to zero or</subtitle>
<subtitle id="1:47:7">they once did</subtitle>
<subtitle id="1:47:10"> yeah so</subtitle>
<subtitle id="1:47:13"> here's a here's a multiple view system</subtitle>
<subtitle id="1:47:16"> done by trig V rain Scout this is a planner</subtitle>
<subtitle id="1:47:19"> I think it's the first one ever done really that</subtitle>
<subtitle id="1:47:22"> could show you so this is a pert chart</subtitle>
<subtitle id="1:47:25"> at the top I think a Gantt chart</subtitle>
<subtitle id="1:47:28"> here a</subtitle>
<subtitle id="1:47:31"> sequence list here and a</subtitle>
<subtitle id="1:47:34">interested this is done by a guy who was one</subtitle>
<subtitle id="1:47:37"> of the designers of the Norwegian ship building</subtitle>
<subtitle id="1:47:40"> system and so this is I think the</subtitle>
<subtitle id="1:47:43"> first sophisticated multiple and you see that's the problem</subtitle>
<subtitle id="1:47:46"> with Windows the way they're used today is they almost</subtitle>
<subtitle id="1:47:49"> never use to give alternate views of things simultaneously but</subtitle>
<subtitle id="1:47:52"> that's the whole goddamn idea is to be able</subtitle>
<subtitle id="1:47:55"> to look at the same thing in different ways so you can understand it</subtitle>
<subtitle id="1:47:58"> there's one of the really disappointing things in the</subtitle>
<subtitle id="1:48:1"> commercialization of this stuff that people were so paper</subtitle>
<subtitle id="1:48:4"> centric when they went at it</subtitle>
<subtitle id="1:48:7"> so the slogan for doing the user interface</subtitle>
<subtitle id="1:48:10"> is this is Bruner's progression kinesthetic</subtitle>
<subtitle id="1:48:13"> iconic symbolic doing with images make</subtitle>
<subtitle id="1:48:16"> symbols that everything is rooted in</subtitle>
<subtitle id="1:48:19"> doing and</subtitle>
<subtitle id="1:48:22"> this general theory</subtitle>
<subtitle id="1:48:25"> of user interface which is kind of wide</subtitle>
<subtitle id="1:48:28"> widely spreads as well you want to do things</subtitle>
<subtitle id="1:48:31"> with your body in various ways and having</subtitle>
<subtitle id="1:48:34"> a kinesthetic feedback on the mouse of even better</subtitle>
<subtitle id="1:48:37"> icons for the reason we're talking about</subtitle>
<subtitle id="1:48:40"> and you need to have some sort of scripting language underneath</subtitle>
<subtitle id="1:48:43"> for symbolic underpinning and we</subtitle>
<subtitle id="1:48:46"> realized that the retreat</subtitle>
<subtitle id="1:48:49"> back to the iconic and the kinesthetic was</subtitle>
<subtitle id="1:48:52"> only half the story because the other half is</subtitle>
<subtitle id="1:48:55">you want to go this direction as well you want</subtitle>
<subtitle id="1:48:58"> to recapitulate childhood you want to learn by touching things</subtitle>
<subtitle id="1:49:1">eeing but in you can't escape</subtitle>
<subtitle id="1:49:4"> the need for abstract renderings</subtitle>
<subtitle id="1:49:7"> of your ideas is very very hard for</subtitle>
<subtitle id="1:49:10"> instance to make</subtitle>
<subtitle id="1:49:13"> the argument in Tom Paine common sense</subtitle>
<subtitle id="1:49:16"> using stained glass windows think</subtitle>
<subtitle id="1:49:19"> about it it just doesn't work television</subtitle>
<subtitle id="1:49:22"> is no good for this either so</subtitle>
<subtitle id="1:49:25"> some very very important arguments need symbolic</subtitle>
<subtitle id="1:49:28"> renderings in order to in order to actually</subtitle>
<subtitle id="1:49:31"> work and so here's the whole user</subtitle>
<subtitle id="1:49:34"> interface idea and so in the dust</subtitle>
<subtitle id="1:49:37"> settled around 1974</subtitle>
<subtitle id="1:49:40"> 7576 we have this</subtitle>
<subtitle id="1:49:43"> complete system which of course Xerox turned down</subtitle>
<subtitle id="1:49:46"> as a as a product idea</subtitle>
<subtitle id="1:49:49"> but that's a different story it's not the story of</subtitle>
<subtitle id="1:49:52"> and of course we had</subtitle>
<subtitle id="1:49:55"> to take the Altos out to schools and it turned out</subtitle>
<subtitle id="1:49:58"> we had to steal the first three Altos out of Xerox PARC</subtitle>
<subtitle id="1:50:1"> because in by the time it came time to take</subtitle>
<subtitle id="1:50:4"> the Altos out into the schools Xerox didn't want us to take the</subtitle>
<subtitle id="1:50:7"> Altos out of the building anymore so Steve</subtitle>
<subtitle id="1:50:10"> wire and I loaded several of them a</subtitle>
<subtitle id="1:50:13"> guard had never seen anybody steal a computer</subtitle>
<subtitle id="1:50:16"> before so instead</subtitle>
<subtitle id="1:50:19">underhanded about we simply put the things on trucks and</subtitle>
<subtitle id="1:50:22">the old station where I can put them on there it's very easy</subtitle>
<subtitle id="1:50:25"></subtitle>
<subtitle id="1:50:28"> then we built this</subtitle>
<subtitle id="1:50:31"> machine this is 1978 now this</subtitle>
<subtitle id="1:50:34">a note-taker this machine has three</subtitle>
<subtitle id="1:50:37"> 8086 ins in it and a small talk</subtitle>
<subtitle id="1:50:40"> that now runs in under</subtitle>
<subtitle id="1:50:43"> basically had 512 K memory and</subtitle>
<subtitle id="1:50:46"> several people dug Fairbairn</subtitle>
<subtitle id="1:50:49"> here who did it Larry Tesler and</subtitle>
<subtitle id="1:50:52"> I and I think a couple about it we build about</subtitle>
<subtitle id="1:50:55"> ten of these machines had the experience of using them at</subtitle>
<subtitle id="1:50:58"> least once in an airport</subtitle>
<subtitle id="1:51:1"> they weighed a fair amount and</subtitle>
<subtitle id="1:51:4"> so these were the machines</subtitle>
<subtitle id="1:51:7"> that we actually hoped that Xerox would put</subtitle>
<subtitle id="1:51:10"> out machine</subtitle>
<subtitle id="1:51:13"> kind of look kind of like an Osborn don't they except they're about five</subtitle>
<subtitle id="1:51:16"> years earlier a very nice</subtitle>
<subtitle id="1:51:19"> machine actually so</subtitle>
<subtitle id="1:51:22"> I think it's a good</subtitle>
<subtitle id="1:51:25"> place to end with question about the Dynabook is</subtitle>
<subtitle id="1:51:28"> there still a use a reason</subtitle>
<subtitle id="1:51:31"> for the Dynabook now that we've had commercialization</subtitle>
<subtitle id="1:51:34"> personal computing has been a howling success</subtitle>
<subtitle id="1:51:37"> many people have made lots of money on it</subtitle>
<subtitle id="1:51:40"> hundreds of billions of people are using it and</subtitle>
<subtitle id="1:51:43"> I would say yeah the the worst</subtitle>
<subtitle id="1:51:46"> thing we could possibly do</subtitle>
<subtitle id="1:51:49"> here is to</subtitle>
<subtitle id="1:51:52"> continue the trend of just trying to stuff</subtitle>
<subtitle id="1:51:55"> desktop computers into these things we know</subtitle>
<subtitle id="1:51:58"> these are going to get down to a couple of pounds very</subtitle>
<subtitle id="1:52:1"> very shortly but the problem is they're never going to be a Dynabook</subtitle>
<subtitle id="1:52:4"> unless their major reason</subtitle>
<subtitle id="1:52:7"> for being is to help people to think</subtitle>
<subtitle id="1:52:10"> they're right so having a printing press is not</subtitle>
<subtitle id="1:52:13"> fulfilled if all you print is comic books all</subtitle>
<subtitle id="1:52:16"> your print is pornography if all your print is money</subtitle>
<subtitle id="1:52:19"> we're in a printing press was fulfilled by</subtitle>
<subtitle id="1:52:22"> printing things like</subtitle>
<subtitle id="1:52:25"> this and things like this</subtitle>
<subtitle id="1:52:28"> is my favorite meta program the Constitution</subtitle>
<subtitle id="1:52:31"> of the United States think about it</subtitle>
<subtitle id="1:52:34"> you can put it on a single sheet of paper here</subtitle>
<subtitle id="1:52:37"> it's just a few tiny little papers</subtitle>
<subtitle id="1:52:40"> and it has been the controlling force for</subtitle>
<subtitle id="1:52:43"> a an organism made up of millions</subtitle>
<subtitle id="1:52:46"> and millions of mutually conflicting parts</subtitle>
<subtitle id="1:52:49"> and is not broken</subtitle>
<subtitle id="1:52:52"> for more than 200 years nobody</subtitle>
<subtitle id="1:52:55"> has ever built an organization that</subtitle>
<subtitle id="1:52:58"> complex and this and the only reason it</subtitle>
<subtitle id="1:53:1"> works is because this is not a set of laws but</subtitle>
<subtitle id="1:53:4"> a set of principles the only way</subtitle>
<subtitle id="1:53:7"> we can get people to understand this</subtitle>
<subtitle id="1:53:10"> is I believe is to have people</subtitle>
<subtitle id="1:53:13"> understand the difference between laws which</subtitle>
<subtitle id="1:53:16">makers obviously don't because they keep on making them</subtitle>
<subtitle id="1:53:19"> this is case based reasoning of</subtitle>
<subtitle id="1:53:22"> the worst traditional society way of</subtitle>
<subtitle id="1:53:25"> doing things see the read why do I say that because you</subtitle>
<subtitle id="1:53:28"> know King Solomon was the wisest man in</subtitle>
<subtitle id="1:53:31"> the Bible and it even says why he knew more</subtitle>
<subtitle id="1:53:34"> than 3,000 proverbs the</subtitle>
<subtitle id="1:53:37">way proverbs work if you come home from a trip and your</subtitle>
<subtitle id="1:53:40"> spouse is glad to see you then</subtitle>
<subtitle id="1:53:43"> the reason is absence made the heart grow fonder</subtitle>
<subtitle id="1:53:46"> but if you come home from a trip and your spouse</subtitle>
<subtitle id="1:53:49">particularly glad to see you then what is the reason out</subtitle>
<subtitle id="1:53:52"> of sight out of mind so</subtitle>
<subtitle id="1:53:55"> oral societies obviously do not list their</subtitle>
<subtitle id="1:53:58"> Proverbs because they're almost societies</subtitle>
<subtitle id="1:54:1"> and proverbs are basically stories that</subtitle>
<subtitle id="1:54:4"> are evaluated the way stories are you never worry about that the movie</subtitle>
<subtitle id="1:54:7"> you see today contradicts the movie you saw last week that's</subtitle>
<subtitle id="1:54:10">they're about they're about how good they are now</subtitle>
<subtitle id="1:54:13"> so this is not</subtitle>
<subtitle id="1:54:16"> a story and this</subtitle>
<subtitle id="1:54:19"> is not a story</subtitle>
<subtitle id="1:54:22"> now the problem is unless we learn these</subtitle>
<subtitle id="1:54:25"> other ways of thinking the ways of logic</subtitle>
<subtitle id="1:54:28"> and the ways of systems thinking our natural</subtitle>
<subtitle id="1:54:31"> biological tendencies are to grow up and tuck</subtitle>
<subtitle id="1:54:34"> in entirely in terms of a narrative television</subtitle>
<subtitle id="1:54:37"> reinforces growing up in terms of</subtitle>
<subtitle id="1:54:40"> a narrative and this isn't probably the most</subtitle>
<subtitle id="1:54:43"> disastrous thing that's happened because we are not only getting</subtitle>
<subtitle id="1:54:46"> lead meta evil eyes we are actually the</subtitle>
<subtitle id="1:54:49"> world is now descending back</subtitle>
<subtitle id="1:54:52"> to traditional societies and ways of thinking about</subtitle>
<subtitle id="1:54:55"> things which is if a story is good</subtitle>
<subtitle id="1:54:58"> that's all I need to be convinced now</subtitle>
<subtitle id="1:55:1"> of course we don't want to get rid of this because</subtitle>
<subtitle id="1:55:4"> that would be going to a theater and never being able to see the</subtitle>
<subtitle id="1:55:7"> play right you just see people you'd never give</subtitle>
<subtitle id="1:55:10"> yourself over to this thing but think of the people who go</subtitle>
<subtitle id="1:55:13"> to the exact same format as</subtitle>
<subtitle id="1:55:16"> the theater called a political</subtitle>
<subtitle id="1:55:19"> rally music pageantry</subtitle>
<subtitle id="1:55:22"> fine words and give themselves over</subtitle>
<subtitle id="1:55:25"> to it that can't be right so</subtitle>
<subtitle id="1:55:28"> these ways of thinking about the world are incredibly</subtitle>
<subtitle id="1:55:31"> important to learn and to learn when we're</subtitle>
<subtitle id="1:55:34"> going to use one form of thinking or another and</subtitle>
<subtitle id="1:55:37"> I believe that the Seymour</subtitle>
<subtitle id="1:55:40"> Papert was right in the beginning that</subtitle>
<subtitle id="1:55:43"> the strongest ways of learning these new ways to think</subtitle>
<subtitle id="1:55:46"> these inventions of the Greeks and of</subtitle>
<subtitle id="1:55:49"> the 17th century people in the 19th</subtitle>
<subtitle id="1:55:52"> century people of 20th century people are to actually be</subtitle>
<subtitle id="1:55:55"> able to build things using each of these ways</subtitle>
<subtitle id="1:55:58">knowing the world so from that standpoint I</subtitle>
<subtitle id="1:56:1"> think the world is more desperately in need of a dining</subtitle>
<subtitle id="1:56:4">than ever and one</subtitle>
<subtitle id="1:56:7"> of things that be fun to see in the next few years is</subtitle>
<subtitle id="1:56:10">hardware of the Dynabook because that was a lead-pipe</subtitle>
<subtitle id="1:56:13"> cinch from Moore's law 30 years ago</subtitle>
<subtitle id="1:56:16"> but to actually see the software the</subtitle>
<subtitle id="1:56:19"> Dynabook actually needs thank</subtitle>
<subtitle id="1:56:28">[Applause]</subtitle>

Papers from Viewpoints Research Institute

2022-04-29T17:21:19Z

Ohshima:

{| class="wikitable sortable"
!Category||Date||Authors||Title||Note
|-
|Collaboration||{{dts|2022-03-25}}||Yoshiki Ohshima, Aran Lunzer, Jenn Evans, Vanessa Freudenberg, Brian Upton and David Smith ||[https://tinlizzie.org/IADocs/live-programming-greenlight.pdf An Experiment in Live Collaborative Programming on the Croquet Shared Experience Platform]||Presented at Programming Experience 22
|-
|Other Related Writings||{{dts|2019-11-21}}||Alan Kay||[http://www.vpri.org/pdf/tinkertoy.html Marvin Minsky And The Ultimate TinkerToy]||Web adaptation by Yoshiki Ohshima and John Maloney
|-
|Other Related Writings||{{dts|2019-06-19}}||Alan Kay||[http://www.vpri.org/pdf/Kay_How.pdf How?]||When "What Will It Take?" Seems Beyond Possible, We Need To Study How immense Challenges Have Been Successfully Dealt With In The Past
|-
|Other Related Writings||{{dts|2017-11-17}}||Yoshiki Ohshima, Dan Amelang, Bert Freudenberg||[http://www.vpri.org/pdf/shadama.html Shadama: A Particle Simulation Programming Environment for Everyone]||Presented at LIVE 2017
|-
|-Other Related Writings||{{dts|2017-10-22}}||Yoshiki Ohshima, Bert Freudenberg, Dan Amelang||[http://www.vpri.org/pdf/kanto-framework.pdf Kanto: A Multi-participant Screen-Sharing System for Etoys, Snap!, and GP
|-
|Fundamental New Computer Technologies||{{dts|2017-07-01}}||Aran Lunzer and Amelia McNamara|||[http://www.vpri.org/pdf/rn2017003_histogram-intro.pdf Introduction to the "Exploring Histograms" Online Essay]
|-
|Fundamental New Computer Technologies||{{dts|2017-06-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017002_memoization.pdf The Surprising Connection Between Memoization, Test Cases, Runs with Example Data, and the Method Finder]
|-
|Fundamental New Computer Technologies||{{dts|2017-04-01}}||Ted Kaehler||[http://www.vpri.org/pdf/rn2017001_CauchyTimestep.pdf Cauchy Timestep Adjustment in End-User Simulations]
|-
|Teaching and Learning Powerful Ideas||{{dts|2016-07-18}}||Yoshiki Ohshima, Alessandro Warth, Bert Freudenberg, Aran Lunzer, Alan Kay||[http://www.vpri.org/pdf/tr2016002_tutor.pdf Towards Making a Computer Tutor for Children of All Ages]||Presented at the PX/16 workshop, co-located with ECOOP 2016 in Rome, Italy July 18 2016
|-
|Fundamental New Computer Technologies||{{dts|2016-05-01}}||Amelia McNamara and Aran Lunzer||[http://www.vpri.org/pdf/rn2016001_spatial-aggregation.pdf Exploring the Effects of Spatial Aggregation]
|-
|Papers for Historical Context||{{dts|2016-04-25}}||Alan Kay||[http://www.vpri.org/pdf/Alan-Kay-World-Book-Encyc-1979.pdf Programming Your Own Computer]||Article by Alan Kay for the 1979 World Book Science Annual
|-
|Fundamental New Computer Technologies||{{dts|2016-02-23}}||Alan Borning||[http://www.vpri.org/pdf/tr2016001_wallingford.pdf Wallingford: Toward a Constraint Reactive Programming Language]
|-
|Fundamental New Computer Technologies||{{dts|2015-11-02}}||Mahdi Eslamimehr, Mohsen Lesani||[http://www.vpri.org/pdf/tr2015006_atomchase.pdf AtomChase: Directed Search Towards Atomcity Violations]||This paper was presented at and awarded one of the two Best Research Paper awards at the 26th IEEE Internatinoal Symposium on Software Reliability Engineering, November 2014, Gaithersburg, MD
|-
|Fundamental New Computer Technologies||{{dts|2015-10-29}}||Long Tien Nguyen, Alan Kay||[http://www.vpri.org/pdf/tr2015004_cuneiform.pdf The Cuneiform Tablets of 2015]||This paper was presented at the Onward! Essays track at SPLASH 2015 in Pittsburgh, PA, October 29, 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-10-22}}||Yoshiki Ohshima, Jens Monig, John Maloney||[http://www.vpri.org/pdf/tr2015003_modsys.pdf A Module System for a General-Purpose Blocks Language]||This paper was presented at the IEEE Blocks and Beyond: Lessons and Directions for First Programming Environments Workshop, Atlanta, GA, 2015
|-
|Papers for Historical Context||{{dts|2015-08-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_user_interface.pdf User Interface: A Personal View]
|-
|Papers for Historical Context||{{dts|2015-08-11}}||Alan Kay||[http://www.vpri.org/pdf/hc_smalltalk_history.pdf An Early History of Smalltalk]
|-
|Fundamental New Computer Technologies||{{dts|2015-08-02}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015002_oopsla15_babelsberg.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages]||Presented at OOPSLA 2015, Pittsburgh, Pennsylvania, 25-30 October 2015
|-
|Fundamental New Computer Technologies||{{dts|2015-08-01}}||Tim Felgentreff, Todd Millstein, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2015001_babelsberg_companion.pdf Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages: Full Formal Development]||Provides additional technical material to accompany the OOPSLA 2015 paper: Checks and Balances - Constraint Solving without Surprises in Object-Constraint Programming Languages
|-
|Fundamental New Computer Technologies||{{dts|2015-07-07}}||Mahdi Eslamimehr, Hesam Samimi||[http://www.vpri.org/pdf/tr2015005_wcet_2015.pdf Timing Analysis of Event-Driven Programs with Directed Testing]||This paper was presented at the 15th International Workshop on Worst-Case Execution Time Analysis - WCET 2015. Lund, Sweden. 7th July
|-
|Fundamental New Computer Technologies||{{dts|2015-06-01}}||Saketh Kasibatla||[http://www.vpri.org/pdf/m2015001_easyD3.pdf A Block Based Language for Easy D3 Visualizations]
|-
|Fundamental New Computer Technologies||{{dts|2014-11-10}}||Aran Lunzer||[http://www.vpri.org/pdf/m2014003_provenance.pdf Lightweight Provenance-Driven Exploration]||Position statement for workshop. Provenance for Sensemaking at IEEE VIS 2014, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-11-09}}||Aran Lunzer, Amelia McNamara||[http://www.vpri.org/pdf/m2014002_robust.pdf It Aint Necessarily So - Checking Charts for Robustness]||Presented at IEEE on Information Visualization, Nov 2014, Paris, France
|-
|Fundamental New Computer Technologies||{{dts|2014-08-16}}||Hesam Samimi, Chris Deaton, Yoshiki Ohshima, Allesandro Warth, Todd Millstein||[http://www.vpri.org/pdf/tr2014003_callbymeaning.pdf Call by Meaning]||Presented at ACM International Symposium on New ideas, New Paradigms, and Reflections on Programming & Software, Onward! 2014
|-
|Fundamental New Computer Technologies||{{dts|2014-08-01}}||Yoshiki Ohshima, Ted Kaehler||[http://www.vpri.org/pdf/m2014001_jometa.pdf A Model of J in OMeta2/Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2014-07-14}}||Tim Felgentreff, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/tr2014002_babelsberg.pdf Developing a Formal Semantics for Babelsberg: A Step-by-Step Approach]
|-
|Fundamental New Computer Technologies||{{dts|2014-06-02}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld, Jens Lincke, Yoshiki Ohshima, Bert Freudenberg, Robert Krahn||[http://www.vpri.org/pdf/tr2014001_babelsbergJS.pdf Babelsberg: A Browser-based Implementation of an Object Constraint Language]
|-
|Fundamental New Computer Technologies||{{dts|2013-11-25}}||Amelia McNamara, Ted Kaehler||[http://www.vpri.org/pdf/rn2013002_locatr.pdf locatr,a method finder for R]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-27}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/M2013004_agere.pdf Toward the Future of Personal Computing System Construction]||Abstract for an invited talk presented to "AGERE!" in Indianapolis, IN, October 27, 2013
|-
|Fundamental New Computer Technologies||{{dts|2013-10-11}}||Hesam Samimi, Yoshiki Ohshima, Todd Millstein, Alan Borning||[http://www.vpri.org/pdf/rn2013001_benchmarks.pdf Glendale Project: Benchmarks]
|-
|Fundamental New Computer Technologies||{{dts|2013-10-01}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler||[http://www.vpri.org/pdf/tr2013002_KSonward.pdf KScript and KSworld:A Time-Aware and Mostly Declarative Language and Interactive GUI Framework]||Presented at and included in the ACM Proceedings of the "Onward! 2013" Conference held in Indianapolis, IN, October, 2013
|-
|Papers for Historical Context||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf A Personal Computer for Children of All Ages]
|-
|Teaching and Learning Powerful Ideas||{{dts|2013-09-30}}||Alan Kay||[http://www.vpri.org/pdf/hc_what_Is_a_dynabook.pdf Afterword: What is a Dynabook?]||Afterword to a book published in Japan. Get the book at: http://amzn.to/1fUvmA1
|-
|Fundamental New Computer Technologies||{{dts|2013-08-21}}||Tim Felgentreff, Alan Borning, Robert Hirschfeld||[http://www.vpri.org/pdf/tr2013001_babelsberg.pdf Babelsberg: Specifying and Solving Constraints on Object Behavior]
|-
|Papers for Historical Context||{{dts|2013-05-13}}||Alan Kay, Adele Goldberg||[http://www.vpri.org/pdf/m1977001_dynamedia.pdf Personal Dynamic Media]
|-
|Fundamental New Computer Technologies||{{dts|2013-04-24}}||Yoshiki Ohshima, Aran Lunzer, Bert Freudenberg, Ted Kaehler ||[http://www.vpri.org/pdf/m2013003_ksapps.pdf Making Applications in KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2013-03-01}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013002_experiments.pdf Experiments with Worlds]
|-
|Other Related Writings||{{dts|2013-03-01}}||Alan Kay||[http://www.vpri.org/pdf/future_of_reading.pdf The Future of Reading Depends on the Future of Learning Difficult to Learn Things]||This essay appears as a chapter in "The Digital Turn, Design in the Era of Interactive Technologies"; Barbara Junge, Zane Berzina, Walter Scheiffele, Wim Westerveld and Carola Zwick, eds.
|-
|Fundamental New Computer Technologies||{{dts|2013-02-15}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2013001_serializing.pdf On Serializing and Deserializing FRP-style Interactive Programs]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-31}}||Yoshiki Ohshima, Dan Amelang, Ted Kaehler, Bert Freudenberg, Aran Lunzer, Alan Kay, Ian Piumarta, Takashi Yamamiya, Alan Borning, Hesam Samimi, Bret Victor, Kim Rose||[http://www.vpri.org/pdf/tr2012001_steps.pdf STEPS Toward the Reinvention of Programming, 2012 Final Report Submitted to the National Science Foundation (NSF) October 2012]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-14}}||Aran Lunzer, Yoshiki Ohshima||[http://www.vpri.org/pdf/m2012008_whatelse.pdf What Else and Where Else: Two Worthwhile Questions for an Information Interface]
|-
|Fundamental New Computer Technologies||{{dts|2012-10-13}}||Yoshiki Ohshima, Bert Freudenberg, Aran Lunzer, Ted Kaehler||[http://www.vpri.org/pdf/rn2012001_kscript.pdf A Report on KScript and KSWorld]
|-
|Fundamental New Computer Technologies||{{dts|2012-09-13}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012007_coopxmpl.pdf Cooperating Languages - Spreadsheet Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Alan Borning||[http://www.vpri.org/pdf/m2012005_solvslang.pdf Cooperating Solvers vs. Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012006_coopfrst.pdf Cooperating Languages - First Example]
|-
|Fundamental New Computer Technologies||{{dts|2012-08-23}}||Hesam Samimi (advised by Alan Borning)||[http://www.vpri.org/pdf/m2012004_coopcore.pdf Cooperating Languages - Core Language]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-12}}||Alan Borning||[http://www.vpri.org/pdf/m2012003_coopsolv.pdf Architectures for Cooperating Constraint Solvers]
|-
|Fundamental New Computer Technologies||{{dts|2012-05-11}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012002_cooplang.pdf Cooperating Languages - Phase One Report]
|-
|Fundamental New Computer Technologies||{{dts|2012-03-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2012001_archlang.pdf Architectures for Cooperating Languages]
|-
|Fundamental New Computer Technologies||{{dts|2011-10-31}}||Dan Amelang, Bert Freudenberg, Ted Kaehler, Alan Kay, Stephen Murrell, Yoshiki Ohshima, Ian Piumarta, Kim Rose, Scott Wallace, Alessandro Warth, Takashi Yamamiya||[http://www.vpri.org/pdf/tr2011004_steps11.pdf Steps Toward Expressive Programming Systems]||Annual report to the NSF
|-
|Fundamental New Computer Technologies||{{dts|2011-08-21}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011003_abmdb.pdf An association-based model of dynamic behaviour]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-08-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2011002_oecm.pdf Open, extensible composition models]||Presented at the workshop on Free Composition at ECOOP, 2011 in Lancaster, England. The proceedings have been published by the ACM Digital Library.
|-
|Fundamental New Computer Technologies||{{dts|2011-07-11}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2011002_lesserphic.pdf Lesserphic Tutorial]||Describes how to build widgets in the LBox display object GUI framework. An LBox is a 'membrane' containing independent aspects that work together to be the box's look and behavior. Aspects communicate by publishing and subscribing to announcements of events.
|-
|Fundamental New Computer Technologies||{{dts|2011-06-03}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2011001_final_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Supersedes TR-2010-001
|-
|Fundamental New Computer Technologies||{{dts|2011-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2011001_dbjr_spec.pdf DynaBook Junior Specification]||DBJr is a desktop publishing framework and application builder that is modeled after Apple's HyperCard(™).
|-
|Fundamental New Computer Technologies||{{dts|2010-10-31}}||Alan Kay, et al.||[http://www.vpri.org/pdf/tr2010004_steps10.pdf STEPS Toward Expressive Programming Systems, 2010 Progress Report Submitted to the National Science Foundation (NSF) October 2010]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-20}}||Ian Piumarta||[http://www.vpri.org/pdf/tr2010003_PEG.pdf PEG-based transformer provides front-, middle and back-end stages in a simple compiler]
|-
|Fundamental New Computer Technologies||{{dts|2010-10-19}}||Takashi Yamamiya, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2010002_tamacola.pdf Tamacola - A Meta Language Kit for the Web A flash-based live workspace for programming with S-expressions, written in itself.]
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-10-15}}||Alan Kay||[http://www.vpri.org/pdf/rn2010001_programm.pdf Programming and Programming Languages]
|-
|Fundamental New Computer Technologies||{{dts|2010-09-01}}||Alessandro Warth, Yoshiki Ohshima, Ted Kaehler, Alan Kay||[http://www.vpri.org/pdf/tr2010001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Teaching and Learning Powerful Ideas||{{dts|2010-08-02}}||Cathleen Galas, Rita Freudenberg||[http://www.vpri.org/pdf/rn2010002_const2010.pdf Learning with Squeak Etoys]
|-
|Other Related Writings||{{dts|2010-05-05}}||Ian Piumarta, Kim Rose||[http://www.vpri.org/pdf/pov.php Points of View - A Tribute to Alan Kay]||Book published on the occasion of Alan Kay's 70th birthday
|-
|Fundamental New Computer Technologies||{{dts|2010-03-10}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010002_lobjects.pdf A Text Field Specification]||An Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2010-03-08}}||Ted Kaehler||[http://www.vpri.org/pdf/m2010001_pobjects.pdf A Text Field Specification for PObjects]||Older version of an Active Essay that defines a compact text editor using rules.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-09}}||Ted Kaehler, Alex Warth and Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009015_DBjr.pdf Implementing DBJr with Worlds]||A HyperCard-like Dynabook Junior application builder with each page being a separate world.
|-
|Fundamental New Computer Technologies||{{dts|2009-11-06}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009014_membrane.pdf A Membrane with Parts: A new object model]
|-
|Fundamental New Computer Technologies||{{dts|2009-11-05}}||Michael FIG||[http://www.vpri.org/pdf/m2009013_cola_actors.pdf Supporting Actors in COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2009016_steps09.pdf STEPS Toward The Reinvention of Programming, 2009 Progress Report Submitted to the National Science Foundation (NSF) October 2009]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-31}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009012a_esoop.pdf Using ESOOP in Squeak]||Executable Specifications in Object Oriented Programs and using a SAT-based Constraint Solver to satisfy the specification.
|-
|Fundamental New Computer Technologies||{{dts|2009-10-30}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009012_fnd_sine.pdf How do you find the Sine function, if you don't know its name?]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-21}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009011_chns_mng.pdf Chains of meaning in the STEPS system]
|-
|Fundamental New Computer Technologies||{{dts|2009-10-04}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009010_for_avm2.pdf An Assembler for AVM2 using S-Expression]
|-
|Fundamental New Computer Technologies||{{dts|2009-09-28}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009009_hi_lvl.pdf High-level Expressions in Language L]||Implementing some expressions from the relational logic language Alloy.
|-
|Fundamental New Computer Technologies||{{dts|2009-09-22}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009008_rsrch_sum.pdf Research Summary: A Programming Methodology and A Reliability Mechanism]||A Programming Methodology and A Reliability Mechanism Executable Specifications using planning, goals, and heuristics.
|-
|Fundamental New Computer Technologies||{{dts|2009-08-22}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009007_COLA_kern.pdf COLA Kernel Abstraction]
|-
|Fundamental New Computer Technologies||{{dts|2009-06-09}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009006_lazylist.pdf A Lazy List Implementation in Squeak]
|-
|Fundamental New Computer Technologies||{{dts|2009-05-01}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2009001_ra_vpuzzplan.pdf Register Allocation via Puzzle Solving via Planning]
|-
|Fundamental New Computer Technologies||{{dts|2009-04-16}}||Takashi Yamamiya||[http://www.vpri.org/pdf/m2009005_rccola.pdf RCCola: Remote Controlled Cola]
|-
|Fundamental New Computer Technologies||{{dts|2009-02-05}}||Ted Kaehler||[http://www.vpri.org/pdf/m2009004_CAICO.pdf Recognizing the CAICO, A Collection of Almost-Identical Complex Objects]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2009-02-03}}||Takashi Yamamiya, Alessandro Warth, Ted Kaehler||[http://www.vpri.org/pdf/tr2009002_active_essays.pdf Active Essays on the Web]
|-
|Teaching and Learning Powerful Ideas||{{dts|2009-02-02}}||Bert Freudenberg, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2009001_etoys4olpc.pdf Etoys for One Laptop Per Child]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-04}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2009003_babysteps.pdf BabySteps: An approach to bootstrap an interactive system on COLA]
|-
|Fundamental New Computer Technologies||{{dts|2009-01-02}}||Ian Piumarta||[http://www.vpri.org/pdf/m2009002_qod.pdf Quantum Object Dynamics]||N-way associative lookup as the primitive basis of a programming system.
|-
|Fundamental New Computer Technologies||{{dts|2009-01-01}}||Hesam Samimi||[http://www.vpri.org/pdf/m2009001_prog_as.pdf Programming as Planning]
|-
|Fundamental New Computer Technologies||{{dts|2008-12-31}}||Alessandro Warth||[http://www.vpri.org/pdf/tr2008003_experimenting.pdf Experimenting With Programming Languages]||OMeta: an extended PEG. Alex Warth's Ph.D Thesis.
|-
|Fundamental New Computer Technologies||{{dts|2008-02-03}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/m2008002_massParallel.pdf An execution model for the next end-user-oriented massively parallel system]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-02}}||Daniel Amelang||[http://www.vpri.org/pdf/tr2008002_jitblt.pdf Jitblt: Efficient Run-time Code Generation for Digital Compositing]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Scott Wallace||[http://www.vpri.org/pdf/rn2008002_sourceIDe.pdf SourceIDe: a Semi-live Cross-development IDe for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2008-02-01}}||Robert Hirschfeld, Kim Rose (Eds.)||[http://www.vpri.org/pdf/potsdam.html Self Sustaining Systems, First Workshop, S3 2008 Potsdam, Germany, May 15-16, 2008 Proceedings]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-04}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, H. Samimi, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2008004_steps08.pdf STEPS Toward The Reinvention of Programming, 2008 Progress Report Submitted to the National Science Foundation (NSF), October 2008]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-03}}||Hesam Samimi||[http://www.vpri.org/pdf/rn2008003_john.pdf JOHN - A Knowledge Representation Language]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2008-01-03}}||Alessandro Warth, Takashi Yamamiya, Yoshiki Ohshima, Scott Wallace||[http://www.vpri.org/pdf/tr2008001_scaleLang.pdf Toward a More Scalable End-User Scripting Language]
|-
|Fundamental New Computer Technologies||{{dts|2008-01-02}}||Alessandro Warth and Alan Kay||[http://www.vpri.org/pdf/rn2008001_worlds.pdf Worlds: Controlling the Scope of Side Effects]||Superseded by TR-2011-001
|-
|Fundamental New Computer Technologies||{{dts|2008-01-01}}||Ted Kaehler, Alessandro Warth||[http://www.vpri.org/pdf/m2008001_parseback.pdf Running OMeta Parsers Backwards for Source to Source Translation]
|-
|Fundamental New Computer Technologies||{{dts|2007-08-01}}||A. Kay, I. Piumarta, K. Rose, D. Ingalls, D. Amelang, T. Kaehler, Y. Ohshima, C. Thacker, S. Wallace, A. Warth, T. Yamamiya||[http://www.vpri.org/pdf/tr2007008_steps.pdf STEPS Toward The Reinvention of Programming]||First Year Progress Report, December 2007.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-07-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007007a_revolution.pdf The Real Computer Revolution Hasn't Happened Yet]||Remarks on being awarded an honorary degree from the University of Pisa in Italy.
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-06-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2007006a_olpc.pdf Children Learning by Doing: Squeak Etoys on the OLPC XO]
|-
|Fundamental New Computer Technologies||{{dts|2007-05-01}}||Ted Kaehler||[http://www.vpri.org/pdf/m2007005a_barebloc.pdf Bare Blocks with a Thin Object Table: An Object Memory for Cola]
|-
|Fundamental New Computer Technologies||{{dts|2007-03-02}}||Alessandro Warth, Ian Piumarta||[http://www.vpri.org/pdf/tr2007003_ometa.pdf OMeta: an Object-Oriented Language for Pattern Matching]
|-
|Teaching and Learning Powerful Ideas||{{dts|2007-03-01}}||Alan Kay||[http://www.vpri.org/pdf/m2007003a_thoughts.pdf Thoughts About Teaching Science and Mathematics To Young Children]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-02}}||Alessandro Warth, James R. Douglass, Todd Millstein||[http://www.vpri.org/pdf/tr2007002_packrat.pdf Packrat Parsers Can Support Left Recursion]
|-
|Fundamental New Computer Technologies||{{dts|2007-02-01}}||Ian Piumarta||[http://www.vpri.org/pdf/m2007002a_lieb_proto.pdf Efficient sideways composition in COLAs via "Lieberman" prototypes]
|-
|Powerful Ideas Content and How to Represent It||{{dts|2007-01-01}}||Yoshiki Ohshima, Takashi Yamamiya, Scott Wallace, Andreas Raab||[http://www.vpri.org/pdf/tr2007001_tinlizz.pdf TinLizzie WysiWiki and WikiPhone: Alternative approaches to asynchronous and synchronous collaboration on the Web]
|-
|Fundamental New Computer Technologies||{{dts|2006-03-01}}||Ian Piumarta, Alessandro Warth||[http://www.vpri.org/pdf/tr2006003a_objmod.pdf Open Reusable Object Models]
|-
|Fundamental New Computer Technologies||{{dts|2006-02-02}}||Alan Kay, Dan Ingalls, Yoshiki Ohshima, Ian Piumarta, Andreas Raab||[http://www.vpri.org/pdf/rn2006002_nsfprop.pdf Proposal to NSF Granted on August 31; 2006]
|-
|Fundamental New Computer Technologies||{{dts|2006-01-01}}||Ian Piumarta||[http://www.vpri.org/pdf/rn2006001a_colaswp.pdf Accessible Language-Based Environments of Recursive Theories (a white paper advocating widespread unreasonable behavior)]
|-
|Other Related Writings||{{dts|2005-12-03}}||Kentaro Yoshimasa, Hideyuki Takada, Tetsuro Sakai||[http://www.vpri.org/pdf/Creation.pdf Development of an Education Model to Enhance Mathematics and Science Learning through Creation with Squeak Etoy]
|-
|Other Related Writings||{{dts|2005-12-02}}||Takeshi Fujioka, Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/ISEC-SeT.pdf New Challenge of Information Science Education Based on PBL Using Squeak eToy: ISEC-SeT]
|-
|Other Related Writings||{{dts|2005-12-01}}||Hideyuki Takada and Hajime Kita||[http://www.vpri.org/pdf/TIDE.pdf Creativity Education by Distance Learning Connecting Kyoto University and UCLA]
|-
|Fundamental New Computer Technologies||{{dts|2005-09-21}}||Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2005001_ohshima_kedama.pdf Kedama: A GUI-based Interactive Massively Parallel Particle Programming System]||Presented at the IEEE Symposium on Visual Languages and Human-Centric Computing, (VL/HCC) Dallas, TX, 2005
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-02-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005002_authoring.pdf Squeak Etoys Authoring & Media]
|-
|Teaching and Learning Powerful Ideas||{{dts|2005-01-01}}||Alan Kay||[http://www.vpri.org/pdf/rn2005001_learning.pdf Squeak Etoys, Children & Learning]
|-
|Papers for Historical Context||{{dts|2004-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004002_center.pdf The Center of "Why?"]||Alan Kay's 2004 Kyoto Prize paper.
|-
|Fundamental New Computer Technologies||{{dts|2004-01-30}}||David A. Smith, Andreas Raab, David P. Reed, Alan Kay||[http://www.vpri.org/pdf/tr2004002_croq_men.pdf Croquet: A Menagerie of New User Interfaces]
|-
|Fundamental New Computer Technologies||{{dts|2004-01-29}}||Michael Ruger, Yoshiki Ohshima||[http://www.vpri.org/pdf/tr2004001_transqueak.pdf TranSqueak - Making the world a smaller place On-the-fly translation of Etoy projects and instant messaging]
|-
|Papers for Historical Context||{{dts|2004-01-01}}||Alan Kay||[http://www.vpri.org/pdf/m2004001_power.pdf The Power Of The Context]||Remarks upon being awarded - with Bob Taylor, Butler Lampson and Chuck Thacker - the Charles Stark Draper Prize of the National Academy of Engineering, February 2004.
|-
|Papers for Historical Context||{{dts|2003-10-28}}||Yoshiki Ohshima, John Maloney, Andy Ogden||[http://www.vpri.org/pdf/tr2003002_parkspda.pdf The Parks PDA: A Handheld Device for Theme Park Guests in Squeak]||Presented as a Practitioner Report at OOPSLA 2003, Anaheim, CA, October 26-30, 2003
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-02-01}}||Alan Kay||[http://www.vpri.org/pdf/m2003002_how.pdf Background on How Children Learn]
|-
|Fundamental New Computer Technologies||{{dts|2003-01-31}}||David A. Smith, Alan Kay, Andreas Raab, David P. Reed||[http://www.vpri.org/pdf/tr2003001_croq_collab.pdf Croquet: A Collaboration System Architecture]
|-
|Papers for Historical Context||{{dts|2003-01-02}}||Yoshiki Ohshima, Kazuhiro Abe||[http://www.vpri.org/pdf/ohshima_c5.pdf The Design and Implementation of Multilingualized Squeak]||Presented at The International Conference on Creating, Connecting and Collaborating through Computing (C5) January 2003.
|-
|Teaching and Learning Powerful Ideas||{{dts|2003-01-01}}||Alan Kay||[http://www.vpri.org/pdf/m2003001_human_cond.pdf Our Human Condition "From Space"]||Originally the afterword in: Powerful Ideas in the Classroom, by B.J. Allen Conn and Kim Rose.
|-
|Teaching and Learning Powerful Ideas||{{dts|2001-10-04}}||Cathleen Galas||[http://www.vpri.org/pdf/rn2001001_schsqueaking.pdf School Squeaking]
|-
|Other Related Writings||{{dts|2000-06-15}}||Alan Kay||[http://www.vpri.org/pdf/sci_amer_article.pdf Computers, Networks and Education]||Scientific American article, September 1991.|
|-
|Papers for Historical Context||{{dts|1997-02-26}}||Alan Kay, Kim Rose, Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace||[http://www.vpri.org/pdf/hc_etoys_sim_1997.pdf Etoys and SimStories]
|-
|Papers for Historical Context||{{dts|1997-01-01}}||Dan Ingalls, Ted Kaehler, John Maloney, Scott Wallace, and Alan Kay||[http://www.vpri.org/pdf/tr1997001_backto.pdf Back to the future: the story of Squeak; a practical Smalltalk written in itself]
|-
|Other Related Writings||{{dts|1995-01-01}}||Alan Kay||[http://www.vpri.org/pdf/authoring.pdf Authoring]||The unfulfilled goal of personal computing.
|-
|Papers for Historical Context||{{dts|1994-03-02}}||Ted Kaehler||[http://www.vpri.org/pdf/hc_Evolution_Essay_in_H_705BD8.pdf An Active Essay on Evolution, "The Weasel Essay"]||Created at Apple Computer's Advanced Technology Group in 1994. Reprinted with permission of the author.
|-
|Papers for Historical Context||{{dts|1984-09-08}}||Alan Kay||[http://www.vpri.org/pdf/tr1984001_comp_soft.pdf Computer Software]||Scientific American article, issue 251, September 1984.
|-
|Papers for Historical Context||{{dts|1975-06-12}}||Alan Kay||[http://www.vpri.org/pdf/hc_ACK_Pisa_1975.pdf Personal Computing]||Invited Paper: Meeting on 20 years of Computer Science. Instituto di Elaborazione della Informazione, Pisa, Italy. 12 June 1975
|-
|}

Alan Kay at ParcPlace

2022-04-27T03:54:18Z

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Talks by Alan Kay

2022-04-27T03:53:47Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at ParcPlace]]||{{dts|1994-8-2}}||Palo Alto USA||Panel||VPRI-0563||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk|||||}

List of Videos

2021-12-10T03:29:18Z

Ohshima:

The spreadsheet of all VPRI Video can be viewed on a [[https://docs.google.com/spreadsheets/d/1RWnf6q27H-thG5LKaesgEgMkpPFTCw_lQ-d2WNnU36A Google Sheet]]

List of Videos

2021-12-10T03:27:56Z

Ohshima: Created page with "The spreadsheet of all VPRI Video can be viewed on a https://docs.google.com/spreadsheets/d/1RWnf6q27H-thG5LKaesgEgMkpPFTCw_lQ-d2WNnU36A Google Sheets:"

The spreadsheet of all VPRI Video can be viewed on a [[https://docs.google.com/spreadsheets/d/1RWnf6q27H-thG5LKaesgEgMkpPFTCw_lQ-d2WNnU36A Google Sheets:]]

Intelligent Archive

2021-12-10T03:24:30Z

Ohshima:

Welcome to Viewpoints Intelligent Archive!

We would like to collect and disseminate the interesting thoughts and ideas of Dr. Alan Kay. The [[Talks by Alan Kay]] page lists accessible movies, documents, and (soon) running simulations and demos linked with the talks and documents.

As of now, the Talks page has most of the known recordings. Many of the movies have auto-generated transcripts. Some movies have transcripts that have been cleaned up and annotated by knowledgeable collaborators. The goal is to have clean transcripts for all the movies and to add annotations. We would like to have the simulations and demos Alan used in his talks so that readers can access them.

To prevent spammers however, the creation of the user is limited. Please contact the administrator Yoshiki Ohshima at Yoshiki.Ohshima at acm dot org if you want to create an account and contribute to the site.

'''In the process of cleaning up spam contents, an account creation or page edit around January 15th may have been reverted accidentally. If your account or content disappear please let me know.'''

[[Talks by Alan Kay]]

[[Papers from Viewpoints Research Institute]]

[[Tasks]]

[[List of Videos]]

[[Call for Contributors]]

Intelligent Archive

2021-12-10T03:22:22Z

Ohshima:

Welcome to Viewpoints Intelligent Archive!

We would like to collect and disseminate the interesting thoughts and ideas of Dr. Alan Kay. The [[Talks by Alan Kay]] page lists accessible movies, documents, and (soon) running simulations and demos linked with the talks and documents.

As of now, the Talks page has most of the known recordings. Many of the movies have auto-generated transcripts. Some movies have transcripts that have been cleaned up and annotated by knowledgeable collaborators. The goal is to have clean transcripts for all the movies and to add annotations. We would like to have the simulations and demos Alan used in his talks so that readers can access them.

To prevent spammers however, the creation of the user is limited. Please contact the administrator Yoshiki Ohshima at Yoshiki.Ohshima at acm dot org if you want to create an account and contribute to the site.

'''In the process of cleaning up spam contents, an account creation or page edit around January 15th may have been reverted accidentally. If your account or content disappear please let me know.'''

[[Talks by Alan Kay]]

[[Papers from Viewpoints Research Institute]]

[[Tasks]]

{[List of Videos]]

[[Call for Contributors]]

Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021

2021-11-29T02:28:44Z

Ohshima:

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<subtitle id="0:0:15">here's how this uh came about actually</subtitle>
<subtitle id="0:0:18">it was last year fraben contacted me</subtitle>
<subtitle id="0:0:21"> and asked me if i'd do a conference for gotu's</subtitle>
<subtitle id="0:0:24"> conference last year and</subtitle>
<subtitle id="0:0:27"> well i didn't know</subtitle>
<subtitle id="0:0:30">he gave me a title which is really</subtitle>
<subtitle id="0:0:33"> scary is software engineering still</subtitle>
<subtitle id="0:0:36">oxymoron can you answer</subtitle>
<subtitle id="0:0:39"> this in any reasonable way</subtitle>
<subtitle id="0:0:42"> and it's for people who are in the software</subtitle>
<subtitle id="0:0:45"> engineering business which really is scary</subtitle>
<subtitle id="0:0:48"> and he wanted me to do it pretty quickly</subtitle>
<subtitle id="0:0:51"> so</subtitle>
<subtitle id="0:0:57">i said yes because</subtitle>
<subtitle id="0:1:0"> a keynote is supposed to be contextual</subtitle>
<subtitle id="0:1:3"> it's not a question of</subtitle>
<subtitle id="0:1:6"> giving you straight information about today's</subtitle>
<subtitle id="0:1:9">technology and this is a</subtitle>
<subtitle id="0:1:12"> an excellent question i think to put context on</subtitle>
<subtitle id="0:1:15"> a software engineering conference</subtitle>
<subtitle id="0:1:18"> and i have a one-line bio</subtitle>
<subtitle id="0:1:21"> which is no one owes more to his research community which</subtitle>
<subtitle id="0:1:24"> is the arpa park research community most</subtitle>
<subtitle id="0:1:27"> of us in that community feel the same way</subtitle>
<subtitle id="0:1:30">it's what we did within that community that counted</subtitle>
<subtitle id="0:1:33"> my tombstone will be a single</subtitle>
<subtitle id="0:1:36">curious and i'm basically</subtitle>
<subtitle id="0:1:39"> a systems guy so</subtitle>
<subtitle id="0:1:42"> computing is part of that</subtitle>
<subtitle id="0:1:45"> but i uh have worked in biology</subtitle>
<subtitle id="0:1:48"> i worked in human systems so</subtitle>
<subtitle id="0:1:51"> i like systems and</subtitle>
<subtitle id="0:1:54"> this talk uh is a</subtitle>
<subtitle id="0:1:57"> complicated one because of the</subtitle>
<subtitle id="0:2:0"> the topic and the</subtitle>
<subtitle id="0:2:3"> field because of the delays</subtitle>
<subtitle id="0:2:6"> i gave two other</subtitle>
<subtitle id="0:2:9"> talks on software engineering in between</subtitle>
<subtitle id="0:2:12"> i wasn't particularly happy with them the talks</subtitle>
<subtitle id="0:2:15">were well received but i didn't feel like i</subtitle>
<subtitle id="0:2:18">covered the ground well enough</subtitle>
<subtitle id="0:2:21"> so for this one i engaged a bunch</subtitle>
<subtitle id="0:2:24"> of my friends and colleagues</subtitle>
<subtitle id="0:2:27"> who've had a lot of experience in</subtitle>
<subtitle id="0:2:30"> various aspects of software</subtitle>
<subtitle id="0:2:33"> engineering for instance gerald holtzman</subtitle>
<subtitle id="0:2:36"> was responsible for the three</subtitle>
<subtitle id="0:2:39"> and a half million lines of amazingly</subtitle>
<subtitle id="0:2:42"> workable c code that</subtitle>
<subtitle id="0:2:45"> went into the mars curiosity rover a few years</subtitle>
<subtitle id="0:2:48">o this is a</subtitle>
<subtitle id="0:2:51"> basically an assisted talk</subtitle>
<subtitle id="0:2:54">and to deal with this</subtitle>
<subtitle id="0:2:57"> question i think we define</subtitle>
<subtitle id="0:3:0"> engineering as designing making and repairing things</subtitle>
<subtitle id="0:3:3"> in principled ways</subtitle>
<subtitle id="0:3:6">and if that's the case then it's certainly not</subtitle>
<subtitle id="0:3:9"> an oxymoron that is what most people in</subtitle>
<subtitle id="0:3:12"> software do they have principles</subtitle>
<subtitle id="0:3:15"> and they design make and repair things</subtitle>
<subtitle id="0:3:18"> and many of the people in this room and</subtitle>
<subtitle id="0:3:21">in the field will say hey software engineering is whatever we</subtitle>
<subtitle id="0:3:24"> do that's maybe an overreach</subtitle>
<subtitle id="0:3:27">so i think engineering</subtitle>
<subtitle id="0:3:30"> is the term we have to look at</subtitle>
<subtitle id="0:3:33"> uh do we mean it like</subtitle>
<subtitle id="0:3:36">the peruvian rope bridges which i absolutely adore</subtitle>
<subtitle id="0:3:39"> like the salute or even</subtitle>
<subtitle id="0:3:42"> the making of music which is done in a principled way</subtitle>
<subtitle id="0:3:45"> you can think of these as kind of crafts</subtitle>
<subtitle id="0:3:48"> at a high level</subtitle>
<subtitle id="0:3:51"> but i think we also have to include</subtitle>
<subtitle id="0:3:54"> things like the akashi straits</subtitle>
<subtitle id="0:3:57"> bridge how big is this bridge</subtitle>
<subtitle id="0:4:0"> well that's the empire state building so the pylons</subtitle>
<subtitle id="0:4:3"> on this bridge are as high as one</subtitle>
<subtitle id="0:4:6"> of the tallest buildings in the world</subtitle>
<subtitle id="0:4:9"> and the</subtitle>
<subtitle id="0:4:12"> empire state building itself was done 90 years</subtitle>
<subtitle id="0:4:15"> ago and from the demolition of the</subtitle>
<subtitle id="0:4:18"> site to occupancy was</subtitle>
<subtitle id="0:4:21"> built by less than 3 000 people in less</subtitle>
<subtitle id="0:4:24"> than a year and i don't know today</subtitle>
<subtitle id="0:4:27"> of any software projects of comparable size</subtitle>
<subtitle id="0:4:30"> that have actually been able to be put</subtitle>
<subtitle id="0:4:33"> together and built by 3 000 people in less than a</subtitle>
<subtitle id="0:4:36"> year so we have to think about this as</subtitle>
<subtitle id="0:4:39"> part of engineering</subtitle>
<subtitle id="0:4:42">that means uh we just</subtitle>
<subtitle id="0:4:45"> have to open up this term engineering a bit</subtitle>
<subtitle id="0:4:48"> i think oxymoron is kind of insulting</subtitle>
<subtitle id="0:4:51"> so let's use aspiration</subtitle>
<subtitle id="0:4:54"> and i'm always interested in the soft</subtitle>
<subtitle id="0:4:57">and software because there's nothing</subtitle>
<subtitle id="0:5:0"> less soft than a legacy system</subtitle>
<subtitle id="0:5:3"> it just doesn't want to be changed</subtitle>
<subtitle id="0:5:6">and there's nothing more soft than a buggy</subtitle>
<subtitle id="0:5:9"> system so these are kind of a</subtitle>
<subtitle id="0:5:12">way of thinking backwards</subtitle>
<subtitle id="0:5:15"> if you will so i propose</subtitle>
<subtitle id="0:5:18"> this as the actual title of this talk</subtitle>
<subtitle id="0:5:21">and</subtitle>
<subtitle id="0:5:24"> we want to aspire we want to</subtitle>
<subtitle id="0:5:27"> learn we have to understand what engineering</subtitle>
<subtitle id="0:5:30">is and we need to understand the hardness and the</subtitle>
<subtitle id="0:5:33"> softness and i'll mainly talk about</subtitle>
<subtitle id="0:5:36"> the the last two</subtitle>
<subtitle id="0:5:39"> so if we</subtitle>
<subtitle id="0:5:42">go back before the wear bridges we can</subtitle>
<subtitle id="0:5:45">see the historical development of all of these</subtitle>
<subtitle id="0:5:48"> fields because most things start with</subtitle>
<subtitle id="0:5:51"> tinkering and we share tinkering with many mammals</subtitle>
<subtitle id="0:5:54"> so we just do something any old way</subtitle>
<subtitle id="0:5:57"> we have</subtitle>
<subtitle id="0:6:0">an aesthetic sense that tells</subtitle>
<subtitle id="0:6:3"> us whether we like something or not and by</subtitle>
<subtitle id="0:6:6"> iterating that we eventually wind up with principles</subtitle>
<subtitle id="0:6:9">old days and in</subtitle>
<subtitle id="0:6:12"> many cases today are in the form of cookbooks</subtitle>
<subtitle id="0:6:15"> where many recipes</subtitle>
<subtitle id="0:6:18"> it's not completely understood why recipes work</subtitle>
<subtitle id="0:6:21"> but it's known that they do and they're collected</subtitle>
<subtitle id="0:6:24"> together mathematics was like that</subtitle>
<subtitle id="0:6:27"> also and it was used to</subtitle>
<subtitle id="0:6:30"> allow a certain kind of thinking</subtitle>
<subtitle id="0:6:33">that did not require</subtitle>
<subtitle id="0:6:36">structures and these all</subtitle>
<subtitle id="0:6:39"> co-evolved and then just about 400</subtitle>
<subtitle id="0:6:42"> years ago what we call real science</subtitle>
<subtitle id="0:6:45"> uh entered the scene very very</subtitle>
<subtitle id="0:6:48"> late because it's a very different kind of</subtitle>
<subtitle id="0:6:51"> thing from these other four things</subtitle>
<subtitle id="0:6:54"> it has to do not just with knowledge</subtitle>
<subtitle id="0:6:57">it has to do with the fact</subtitle>
<subtitle id="0:7:0"> that what we call knowledge is something</subtitle>
<subtitle id="0:7:3"> we have to deal with in a very noisy and messy</subtitle>
<subtitle id="0:7:6"> brain with</subtitle>
<subtitle id="0:7:9"> noisy representations and so in order to</subtitle>
<subtitle id="0:7:12">get real knowledge out of science we have to think</subtitle>
<subtitle id="0:7:15"> about what the knowledge is in a very different way</subtitle>
<subtitle id="0:7:18"> and in the 20th century</subtitle>
<subtitle id="0:7:21"> we had this wonderful thing happen</subtitle>
<subtitle id="0:7:24">was engineering finally</subtitle>
<subtitle id="0:7:27"> got to embedding enough science</subtitle>
<subtitle id="0:7:30"> in it very very late hundreds of years</subtitle>
<subtitle id="0:7:33"> late but finally there and</subtitle>
<subtitle id="0:7:36"> you got this synergistic combination</subtitle>
<subtitle id="0:7:39">of tinkering aesthetics engineering</subtitle>
<subtitle id="0:7:42"> mathematics and science</subtitle>
<subtitle id="0:7:45"></subtitle>
<subtitle id="0:7:48"></subtitle>
<subtitle id="0:7:51"></subtitle>
<subtitle id="0:7:54"></subtitle>
<subtitle id="0:7:57"></subtitle>
<subtitle id="0:8:0"></subtitle>
<subtitle id="0:8:3"></subtitle>
<subtitle id="0:8:6"></subtitle>
<subtitle id="0:8:9"></subtitle>
<subtitle id="0:8:12"></subtitle>
<subtitle id="0:8:15"></subtitle>
<subtitle id="0:8:18"></subtitle>
<subtitle id="0:8:21"></subtitle>
<subtitle id="0:8:24"></subtitle>
<subtitle id="0:8:27"></subtitle>
<subtitle id="0:8:30">try to do the social engineering needed to get</subtitle>
<subtitle id="0:8:33"> uh these different personalities to cooperate when</subtitle>
<subtitle id="0:8:36"> you have that you have something more powerful</subtitle>
<subtitle id="0:8:39"> than has ever been done on the planet before</subtitle>
<subtitle id="0:8:42"> and that's what gives you something like</subtitle>
<subtitle id="0:8:45"> the akashi streets bridge and the empire state</subtitle>
<subtitle id="0:8:48"> building now if we ask the</subtitle>
<subtitle id="0:8:51"> question is where is software engineering on this map</subtitle>
<subtitle id="0:8:54"> i think it's a little bit like this now</subtitle>
<subtitle id="0:8:57">it's still a lot of tinkering there's a little of real</subtitle>
<subtitle id="0:9:0"> engineering tiny bit of math</subtitle>
<subtitle id="0:9:3">and i don't count programming as math here</subtitle>
<subtitle id="0:9:6">and just a little bit of science</subtitle>
<subtitle id="0:9:9"> so it's like where uh engineering</subtitle>
<subtitle id="0:9:12"> uh medicine uh</subtitle>
<subtitle id="0:9:15"> were uh maybe</subtitle>
<subtitle id="0:9:18"> a hundred years ago or so it's evolving</subtitle>
<subtitle id="0:9:21"> into something where it is taking</subtitle>
<subtitle id="0:9:24"> on more of the ancillary knowledge that's</subtitle>
<subtitle id="0:9:27"> needed now when i was making up the</subtitle>
<subtitle id="0:9:30"> slide i needed a good example and</subtitle>
<subtitle id="0:9:33"> ferris bueller's day off happened</subtitle>
<subtitle id="0:9:36"> i mean facebook's</subtitle>
<subtitle id="0:9:39"> day off and</subtitle>
<subtitle id="0:9:42"> right when i needed it</subtitle>
<subtitle id="0:9:45"> a very very large company with billions</subtitle>
<subtitle id="0:9:48">of users went off the</subtitle>
<subtitle id="0:9:51"> net for about six hours</subtitle>
<subtitle id="0:9:54">to the point where they couldn't get in their</subtitle>
<subtitle id="0:9:57"> own offices and of course this has happened</subtitle>
<subtitle id="0:10:0"> to other companies it's happened to amazon</subtitle>
<subtitle id="0:10:3"> it's happened to microsoft</subtitle>
<subtitle id="0:10:6"> but it's never happened to</subtitle>
<subtitle id="0:10:9"> the internet itself the internet is much larger</subtitle>
<subtitle id="0:10:12">much more connected yet somehow</subtitle>
<subtitle id="0:10:15">it has not crashed</subtitle>
<subtitle id="0:10:18">anything like this uh i know</subtitle>
<subtitle id="0:10:21"> a lot of the people who did the design of the internet</subtitle>
<subtitle id="0:10:24"> and they were much more comprehensive than most</subtitle>
<subtitle id="0:10:27"> of the computer people i know today</subtitle>
<subtitle id="0:10:30">did a heck of a job because they</subtitle>
<subtitle id="0:10:33"> didn't just design for success</subtitle>
<subtitle id="0:10:36"> they designed for failure and in</subtitle>
<subtitle id="0:10:39"> fact the whole way of the arpa community</subtitle>
<subtitle id="0:10:42"> designing both the internet</subtitle>
<subtitle id="0:10:45"> and the ethernet is to deal with failure</subtitle>
<subtitle id="0:10:48"> as the main fact and make failure</subtitle>
<subtitle id="0:10:51"> not be a factor in the successful operation</subtitle>
<subtitle id="0:10:54"> well i got</subtitle>
<subtitle id="0:10:57">one of these guys to comment on the facebook</subtitle>
<subtitle id="0:11:0">thing and he said well the facebook engineers</subtitle>
<subtitle id="0:11:3"> are far from stupid or ignorant</subtitle>
<subtitle id="0:11:6"> in fact they're the opposite of that but</subtitle>
<subtitle id="0:11:9">he internal architecture is such that certain very</subtitle>
<subtitle id="0:11:12"> small errors but only a few can have huge mystifying</subtitle>
<subtitle id="0:11:15"> ramifications that's this does not sound good</subtitle>
<subtitle id="0:11:18">he said could there</subtitle>
<subtitle id="0:11:21"> be a internal rule check</subtitle>
<subtitle id="0:11:24"> that says we shouldn't ever partition</subtitle>
<subtitle id="0:11:27"> the internet on purpose yes</subtitle>
<subtitle id="0:11:30"> and what they've got there is</subtitle>
<subtitle id="0:11:33"> uh configuration checking programs</subtitle>
<subtitle id="0:11:36">but they don't have even have</subtitle>
<subtitle id="0:11:39"> what my firefox browser has</subtitle>
<subtitle id="0:11:42">close off something it says</subtitle>
<subtitle id="0:11:45"> hey you're about to close four tabs you really want to do that</subtitle>
<subtitle id="0:11:48"> you can imagine that facebook should have something</subtitle>
<subtitle id="0:11:51"> come up like this should we shut down the routers and get off</subtitle>
<subtitle id="0:11:54"> the internet well they didn't</subtitle>
<subtitle id="0:11:57"> have that so what</subtitle>
<subtitle id="0:12:0"> what they got what they did there was</subtitle>
<subtitle id="0:12:3"> something that was a part of the job</subtitle>
<subtitle id="0:12:6"> but i think with not a large</subtitle>
<subtitle id="0:12:9"> sense of what the job actually is for instance any</subtitle>
<subtitle id="0:12:12"> any large thing that deals with humans</subtitle>
<subtitle id="0:12:15">needs to have a modern equivalent of asimov's laws</subtitle>
<subtitle id="0:12:18"> of robotics overseeing the entire system</subtitle>
<subtitle id="0:12:21">there should be something that understands what</subtitle>
<subtitle id="0:12:24"> a good system is to oversee the entire</subtitle>
<subtitle id="0:12:27">system they didn't do it they</subtitle>
<subtitle id="0:12:30"> have no model of the system itself and most</subtitle>
<subtitle id="0:12:33"> uh enterprises don't do this</subtitle>
<subtitle id="0:12:36"> what is the probability that no one at facebook</subtitle>
<subtitle id="0:12:39"> understands this zero i'm sure</subtitle>
<subtitle id="0:12:42">understand this what's the probability</subtitle>
<subtitle id="0:12:45"> that facebook can't afford to fix this zero</subtitle>
<subtitle id="0:12:48"> so what we're looking at is something else</subtitle>
<subtitle id="0:12:51"> here's a clue to the attitude they named</subtitle>
<subtitle id="0:12:54"> the street that they're on hacker</subtitle>
<subtitle id="0:12:57"> way hacking is not what you do when</subtitle>
<subtitle id="0:13:0">building big systems their motto is</subtitle>
<subtitle id="0:13:3"> move fast and break things</subtitle>
<subtitle id="0:13:6">that's the voice of naive children vandals</subtitle>
<subtitle id="0:13:9"> drug dealers and other arrogance</subtitle>
<subtitle id="0:13:12"> and rebranding the whole thing isn't going to help</subtitle>
<subtitle id="0:13:15"> no matter what you put up there you're</subtitle>
<subtitle id="0:13:18"> still going to get the thumbs down</subtitle>
<subtitle id="0:13:24">so the patron saint of</subtitle>
<subtitle id="0:13:27"> all this is a guy by the name of macarthur wheeler</subtitle>
<subtitle id="0:13:30"> here he is on the on the left there</subtitle>
<subtitle id="0:13:33">robbing a bank without a mask</subtitle>
<subtitle id="0:13:36"> or anything else and uh</subtitle>
<subtitle id="0:13:39"> robbed several banks actually and</subtitle>
<subtitle id="0:13:42"> they looked at the cameras and they</subtitle>
<subtitle id="0:13:45"> got a picture and uh in a day or</subtitle>
<subtitle id="0:13:48"> so they had found him and arrested him</subtitle>
<subtitle id="0:13:51"> in jail he was incredulous because he said i wore</subtitle>
<subtitle id="0:13:54"> the juice i wore the juice they said well what juice</subtitle>
<subtitle id="0:13:57"> and he had doused himself with lemon</subtitle>
<subtitle id="0:14:0">juice because he had read about invisible</subtitle>
<subtitle id="0:14:3"> ink made out of lemon juice really</subtitle>
<subtitle id="0:14:6"> and he thought well if he doused himself within</subtitle>
<subtitle id="0:14:9"> with lemon juice then the cameras wouldn't be able to see him</subtitle>
<subtitle id="0:14:12"> and the psychologists</subtitle>
<subtitle id="0:14:15"> that studied this case were named dunning and krueger</subtitle>
<subtitle id="0:14:18"> and this is called the dunning-kruger syndrome</subtitle>
<subtitle id="0:14:21"> and it's here he is</subtitle>
<subtitle id="0:14:24"> a low-ability guy</subtitle>
<subtitle id="0:14:27"> with a high estimated ability</subtitle>
<subtitle id="0:14:30">but the important thing about the dunning-kruger</subtitle>
<subtitle id="0:14:33"> people is that they looked much</subtitle>
<subtitle id="0:14:36"> larger than macarthur wheeler</subtitle>
<subtitle id="0:14:39">much every human</subtitle>
<subtitle id="0:14:42"> being overestimates their ability</subtitle>
<subtitle id="0:14:45"> and you have the basis of greek</subtitle>
<subtitle id="0:14:48"> tragedy and theater</subtitle>
<subtitle id="0:14:51">up here at this end where you have superior people who overreach</subtitle>
<subtitle id="0:14:54"> and as the greeks used to say</subtitle>
<subtitle id="0:14:57"> hubris brings nemesis there are</subtitle>
<subtitle id="0:15:0"> also packed little packets of modesty</subtitle>
<subtitle id="0:15:3"> so one of the touring award winners uh</subtitle>
<subtitle id="0:15:6"> from my era tony</subtitle>
<subtitle id="0:15:9">once pointed out debugging is harder than programming so don't</subtitle>
<subtitle id="0:15:12"> use all your cleverness in writing the program</subtitle>
<subtitle id="0:15:15"> but this is what most people do</subtitle>
<subtitle id="0:15:18">they're as clever as they possibly can be before the real</subtitle>
<subtitle id="0:15:21"> work starts einstein said a bigger</subtitle>
<subtitle id="0:15:24"> thing we cannot solve our problems with the same levels of thinking</subtitle>
<subtitle id="0:15:27"> that we use to create them</subtitle>
<subtitle id="0:15:30">great cartoon these smug</subtitle>
<subtitle id="0:15:33"> pilots have lost touch with regular passengers like us</subtitle>
<subtitle id="0:15:36"> who thinks i should fly the plane</subtitle>
<subtitle id="0:15:39">here's zuckerberg who thinks</subtitle>
<subtitle id="0:15:42"> i should run the company not because</subtitle>
<subtitle id="0:15:45"> of the crash but because they didn't have enough</subtitle>
<subtitle id="0:15:48">knowledge and perspective to understand they were creating a</subtitle>
<subtitle id="0:15:51"> legal drug and the worst thing</subtitle>
<subtitle id="0:15:54"> is they were really happy when they realized that they had created</subtitle>
<subtitle id="0:15:57"> a regal legal drug</subtitle>
<subtitle id="0:16:0">and we just had this guy in the u.s for</subtitle>
<subtitle id="0:16:3">four terrible years and we can't get rid of them yet</subtitle>
<subtitle id="0:16:6">but</subtitle>
<subtitle id="0:16:9"> if you want dunning-kruger take a look at almost</subtitle>
<subtitle id="0:16:12"> all software not just the</subtitle>
<subtitle id="0:16:15"> facebook software but</subtitle>
<subtitle id="0:16:18"> this is the boeing 737 max autopilot</subtitle>
<subtitle id="0:16:21"> who also asks who thinks</subtitle>
<subtitle id="0:16:24">the plane the answer is well we want it to fly the plane</subtitle>
<subtitle id="0:16:27"> that's what its job to do is but now</subtitle>
<subtitle id="0:16:30"> this is no longer funny it's no longer a joke</subtitle>
<subtitle id="0:16:33">because everybody here is going to die because</subtitle>
<subtitle id="0:16:36"> the boeing 737 max autopilot</subtitle>
<subtitle id="0:16:39">does not know how to fly the plane but is still put in charge</subtitle>
<subtitle id="0:16:42"> of it and boeing let this happen not</subtitle>
<subtitle id="0:16:45"> just once but twice</subtitle>
<subtitle id="0:16:48">so this is a terrible thing it is worthwhile</subtitle>
<subtitle id="0:16:51"> studying to understand both some</subtitle>
<subtitle id="0:16:54"> of the states that engineering can get into</subtitle>
<subtitle id="0:16:57">and some of the states that management can get into</subtitle>
<subtitle id="0:17:3">there are many articles about this</subtitle>
<subtitle id="0:17:6">many forms of lying now i was in the air force</subtitle>
<subtitle id="0:17:9"> so i of course was interested in looking</subtitle>
<subtitle id="0:17:12">into this more deeply and i found this picture of the</subtitle>
<subtitle id="0:17:15"> electronics bay on the 737 max</subtitle>
<subtitle id="0:17:18"> now i can tell you having been in the air force my reaction</subtitle>
<subtitle id="0:17:21"> was what this</subtitle>
<subtitle id="0:17:24"> is the electronics bay it looks like a trash</subtitle>
<subtitle id="0:17:27"> heap and sure enough a few months ago</subtitle>
<subtitle id="0:17:30"> boeing notified airlines that</subtitle>
<subtitle id="0:17:33"> there's a potential electrical problem because</subtitle>
<subtitle id="0:17:36"> some of the things that were in this trashy were not</subtitle>
<subtitle id="0:17:39"> sufficiently fastened and it was up to the airlines</subtitle>
<subtitle id="0:17:42">to find them so this is an</subtitle>
<subtitle id="0:17:45">example of artificial stupidity meets human stupidity</subtitle>
<subtitle id="0:17:48"> in greek this is happening</subtitle>
<subtitle id="0:17:51"> more and more and software is getting more and</subtitle>
<subtitle id="0:17:57">to get a little of a bit of understanding</subtitle>
<subtitle id="0:18:0"> about this</subtitle>
<subtitle id="0:18:3"> let's think about what we're doing right now</subtitle>
<subtitle id="0:18:6"> you're out there in the audience prabhan</subtitle>
<subtitle id="0:18:9"> didn't supply a fire but</subtitle>
<subtitle id="0:18:12"> basically we're at a campfire right now</subtitle>
<subtitle id="0:18:15"> and if you think about it what we're talking</subtitle>
<subtitle id="0:18:18"> about are things that were invented because</subtitle>
<subtitle id="0:18:21"> writing and mathematics and</subtitle>
<subtitle id="0:18:24"> science got invented and yet we're talking about</subtitle>
<subtitle id="0:18:27"> them orally around a campfire for</subtitle>
<subtitle id="0:18:30"> just a few minutes whereas</subtitle>
<subtitle id="0:18:33"> everything that's important is something that</subtitle>
<subtitle id="0:18:36"> is hard to talk about orally and it can't</subtitle>
<subtitle id="0:18:39"> be done in a couple of minutes but somebody</subtitle>
<subtitle id="0:18:42"> who understands this is our cave</subtitle>
<subtitle id="0:18:45"> guy from 100 000 years ago he</subtitle>
<subtitle id="0:18:48"> understands completely what's going on</subtitle>
<subtitle id="0:18:51"> here and what he wants is a story and</subtitle>
<subtitle id="0:18:54">i'm driving i'm trying to</subtitle>
<subtitle id="0:18:57"> make a story and that pink brain</subtitle>
<subtitle id="0:19:0"> he has hasn't changed much</subtitle>
<subtitle id="0:19:3">so if we give him glasses a tie a briefcase</subtitle>
<subtitle id="0:19:6"> and bring him up to the presence he still wants a story</subtitle>
<subtitle id="0:19:9">and the problem</subtitle>
<subtitle id="0:19:12">stories most of the things we</subtitle>
<subtitle id="0:19:15"> have to deal with today have systems natures</subtitle>
<subtitle id="0:19:18"> and systems have no start and no finish</subtitle>
<subtitle id="0:19:21">they're a bunch of processes uh interlinked</subtitle>
<subtitle id="0:19:24"> with each other but he still wants a story</subtitle>
<subtitle id="0:19:27"> so one way to look at is human genetics</subtitle>
<subtitle id="0:19:30">has changed very little over the last hundred thousand</subtitle>
<subtitle id="0:19:33"> years as far as we can tell</subtitle>
<subtitle id="0:19:36">there was a place where our invention started outpacing</subtitle>
<subtitle id="0:19:39"> what our genetics give</subtitle>
<subtitle id="0:19:42"> us directly our culture gather these</subtitle>
<subtitle id="0:19:45"> together and we start increasing our wisdom</subtitle>
<subtitle id="0:19:48"> from what human genetics gives us but</subtitle>
<subtitle id="0:19:51"> it's so much easier to invent than</subtitle>
<subtitle id="0:19:54"> it is to get wise that we have this</subtitle>
<subtitle id="0:19:57"> complete mismatch today and the result of that</subtitle>
<subtitle id="0:20:0">his guy with a hundred thousand year old brain</subtitle>
<subtitle id="0:20:3"> a million times the power of his</subtitle>
<subtitle id="0:20:6"> fee of his spear and we give them a million</subtitle>
<subtitle id="0:20:9">times the power of the campfire to organize</subtitle>
<subtitle id="0:20:12"> people so this is incredibly dangerous</subtitle>
<subtitle id="0:20:15"> and we have hundreds</subtitle>
<subtitle id="0:20:18"> of flaws not just these that i'm</subtitle>
<subtitle id="0:20:21"> showing and the result</subtitle>
<subtitle id="0:20:24"> of that is something that is very well</subtitle>
<subtitle id="0:20:27"> understood very noticeable</subtitle>
<subtitle id="0:20:30"> like the covid pandemic was</subtitle>
<subtitle id="0:20:33"> completely botched in most places most</subtitle>
<subtitle id="0:20:36"> citizens in most governments couldn't handle it</subtitle>
<subtitle id="0:20:39">even though there was nothing new about it</subtitle>
<subtitle id="0:20:42"> as far as contagion</subtitle>
<subtitle id="0:20:45">and mortality so that is a very</subtitle>
<subtitle id="0:20:48"> bad sign because in the background</subtitle>
<subtitle id="0:20:51"> here we have something that is much more complex</subtitle>
<subtitle id="0:20:54">much more devastating which is the climate problem</subtitle>
<subtitle id="0:20:57"> and right now the general</subtitle>
<subtitle id="0:21:0">not in any good</subtitle>
<subtitle id="0:21:3"> shape to have any perspective on it we can</subtitle>
<subtitle id="0:21:6"> see it just recently</subtitle>
<subtitle id="0:21:9"> so 60 years ago one of the great</subtitle>
<subtitle id="0:21:12"> people in our field an engineer's</subtitle>
<subtitle id="0:21:15"> engineer by the name of doug engelbart</subtitle>
<subtitle id="0:21:18"> decided</subtitle>
<subtitle id="0:21:21">that we have to augment human intellect</subtitle>
<subtitle id="0:21:24"> we have to build things around</subtitle>
<subtitle id="0:21:27"> the human in the general</subtitle>
<subtitle id="0:21:30"> human intellect in order to be able to take</subtitle>
<subtitle id="0:21:33"> care of all the</subtitle>
<subtitle id="0:21:36"> problems we've had especially the problems we've caused</subtitle>
<subtitle id="0:21:39"> so he wrote this report in 1962 it's online</subtitle>
<subtitle id="0:21:42">it's really important</subtitle>
<subtitle id="0:21:45">o understand he basically says this explores the nature</subtitle>
<subtitle id="0:21:48"> of the system composed of the individual</subtitle>
<subtitle id="0:21:51"> and the tools concepts and methods that match</subtitle>
<subtitle id="0:21:54"> his basic capabilities to his problems</subtitle>
<subtitle id="0:21:57">that's just what we need he says in 1962</subtitle>
<subtitle id="0:22:0"> one of the tools that shows the greatest immediate</subtitle>
<subtitle id="0:22:3"> promise is the computer when it can be</subtitle>
<subtitle id="0:22:6"> harnessed for direct online assistance</subtitle>
<subtitle id="0:22:9"> integrated with new concepts and methods so this</subtitle>
<subtitle id="0:22:12"> hadn't really happened yet but he could see</subtitle>
<subtitle id="0:22:15"> that it was going to and one of the things he describes</subtitle>
<subtitle id="0:22:18">here which he saw</subtitle>
<subtitle id="0:22:21"> an early version of</subtitle>
<subtitle id="0:22:24">is a kind of a</subtitle>
<subtitle id="0:22:27">thinker of the future's augmentation</subtitle>
<subtitle id="0:22:30"> system that includes this very large three f</subtitle>
<subtitle id="0:22:33"> meter by meter display pointing</subtitle>
<subtitle id="0:22:36"> device a system in which you can give</subtitle>
<subtitle id="0:22:39"> advice to semi-intelligent</subtitle>
<subtitle id="0:22:42"> and so forth so that was the image in the early</subtitle>
<subtitle id="0:22:45"> pages of this and he realized</subtitle>
<subtitle id="0:22:48"> as with</subtitle>
<subtitle id="0:22:51"> the k person in this in the spear</subtitle>
<subtitle id="0:22:54">that when we have a pink</subtitle>
<subtitle id="0:22:57"> brain and we're given power</subtitle>
<subtitle id="0:23:0"> what we learn from the power is power we</subtitle>
<subtitle id="0:23:3"> don't learn wisdom from it and this</subtitle>
<subtitle id="0:23:6"> gives us a rather wrong view</subtitle>
<subtitle id="0:23:9"> a dangerous view of how to use power</subtitle>
<subtitle id="0:23:12"> so the first thing he called for is</subtitle>
<subtitle id="0:23:15">have to intermediate that with education</subtitle>
<subtitle id="0:23:18"> and training in order to get</subtitle>
<subtitle id="0:23:21"> a more reasonable balance</subtitle>
<subtitle id="0:23:24">and power if we do that</subtitle>
<subtitle id="0:23:27"> then we can use modern methods which are extremely</subtitle>
<subtitle id="0:23:30"> powerful and modern ways of representing ideas</subtitle>
<subtitle id="0:23:33">especially on computers and we get</subtitle>
<subtitle id="0:23:36">quintuple which is an augmented</subtitle>
<subtitle id="0:23:39"> human then he said most</subtitle>
<subtitle id="0:23:42"> things that people do</subtitle>
<subtitle id="0:23:45">that make a difference in the world are done with groups</subtitle>
<subtitle id="0:23:48"> and so what we want to do is we want</subtitle>
<subtitle id="0:23:51">make up groups of these augmented humans and these groups</subtitle>
<subtitle id="0:23:54"> also so it's something</subtitle>
<subtitle id="0:23:57"> like that and then just four years after</subtitle>
<subtitle id="0:24:0"> making this proposal they gave</subtitle>
<subtitle id="0:24:3"> what is known as the mother of all demos</subtitle>
<subtitle id="0:24:6"> in which they showed</subtitle>
<subtitle id="0:24:9"> many aspects of modern personal computing</subtitle>
<subtitle id="0:24:12"> and networking today an important</subtitle>
<subtitle id="0:24:15">here is that these were not the precursors</subtitle>
<subtitle id="0:24:18"> of many things we do today</subtitle>
<subtitle id="0:24:21"> for example uh</subtitle>
<subtitle id="0:24:24">this looks the top pain there with</subtitle>
<subtitle id="0:24:27"> the guy talking and showing looks like what i'm doing</subtitle>
<subtitle id="0:24:30"> but in fact in the englebarts system</subtitle>
<subtitle id="0:24:33"> every participant had his</subtitle>
<subtitle id="0:24:36"> own cursor every participant</subtitle>
<subtitle id="0:24:39">could deal with the information simultaneously</subtitle>
<subtitle id="0:24:42">and that was built into the operating system</subtitle>
<subtitle id="0:24:45"> there's no such thing today today</subtitle>
<subtitle id="0:24:48"> is actually a subset of</subtitle>
<subtitle id="0:24:51"> many of the things shown in this demo in full</subtitle>
<subtitle id="0:24:54"> glory and their system was so useful</subtitle>
<subtitle id="0:24:57">important that even when they</subtitle>
<subtitle id="0:25:0"> had face-to-face meetings as you can see in the bottom</subtitle>
<subtitle id="0:25:3"> they did them using the system as</subtitle>
<subtitle id="0:25:6"> part of the representation of their</subtitle>
<subtitle id="0:25:9"> ideas and their communication</subtitle>
<subtitle id="0:25:12">so this was one of the great landmark groups</subtitle>
<subtitle id="0:25:15"> and if we again go back to 60 years</subtitle>
<subtitle id="0:25:18"> ago to one of the inspirations for englebart</subtitle>
<subtitle id="0:25:21">we find</subtitle>
<subtitle id="0:25:24"> a supercomputer back then which is about</subtitle>
<subtitle id="0:25:27"> the size of a football field</subtitle>
<subtitle id="0:25:30">part of the air defense system it had uh</subtitle>
<subtitle id="0:25:33"> all of 150 000 instructions per second</subtitle>
<subtitle id="0:25:36"> and all of 330 kilobytes</subtitle>
<subtitle id="0:25:39">of memory but it was this enormous</subtitle>
<subtitle id="0:25:42"> thing and down at the end</subtitle>
<subtitle id="0:25:48">at three o'clock in the morning is just one guy</subtitle>
<subtitle id="0:25:51"> a graduate student at mit that they</subtitle>
<subtitle id="0:25:54"> like they gave this machine to him for three hours every morning</subtitle>
<subtitle id="0:25:57"> and they</subtitle>
<subtitle id="0:26:0"> had an oscilloscope display</subtitle>
<subtitle id="0:26:3">and a light pin on there</subtitle>
<subtitle id="0:26:6"> and here's what he did</subtitle>
<subtitle id="0:26:9"> so the display could only plot points so the first</subtitle>
<subtitle id="0:26:12"> thing he had to do was to make it be able to draw</subtitle>
<subtitle id="0:26:15"> lines uh do characters and everything</subtitle>
<subtitle id="0:26:18">that so these rubber band</subtitle>
<subtitle id="0:26:21"> lines were his invention and look what he's</subtitle>
<subtitle id="0:26:24"> doing here he's saying i want these guys to all be mutually</subtitle>
<subtitle id="0:26:27"> perpendicular and the system</subtitle>
<subtitle id="0:26:30">problem so you program</subtitle>
<subtitle id="0:26:33"> this system by giving it desired</subtitle>
<subtitle id="0:26:36"> goals and it will figure</subtitle>
<subtitle id="0:26:39"> out how to do these goals so again he wants</subtitle>
<subtitle id="0:26:42"> uh to put a hole in this flange</subtitle>
<subtitle id="0:26:45"> so that he says make these guys uh</subtitle>
<subtitle id="0:26:48">parallel and mutually perpendicular</subtitle>
<subtitle id="0:26:51"> and then he says i want</subtitle>
<subtitle id="0:26:54"> these gu lines to be collinear</subtitle>
<subtitle id="0:26:57"> with the guidelines i just put in</subtitle>
<subtitle id="0:27:9">ow he makes the guidelines transparent</subtitle>
<subtitle id="0:27:12"> and notice that this is the first clipping</subtitle>
<subtitle id="0:27:15"> window ever done is actually drawing</subtitle>
<subtitle id="0:27:18"> on it on a canvas about a third of a mile on</subtitle>
<subtitle id="0:27:21"> its side the zooming</subtitle>
<subtitle id="0:27:24"> is done with knobs</subtitle>
<subtitle id="0:27:27">now he wants a rivet</subtitle>
<subtitle id="0:27:30"> to put into the</subtitle>
<subtitle id="0:27:33">flange there the reason it's called</subtitle>
<subtitle id="0:27:36"> sketch pad is because of the constraint solving</subtitle>
<subtitle id="0:27:39"> you can just make a rough sketch</subtitle>
<subtitle id="0:27:42">and then again he does this thing</subtitle>
<subtitle id="0:27:45">saying make these guys mutually perpendicular</subtitle>
<subtitle id="0:27:48"> this will drag the center guy and that will drag the</subtitle>
<subtitle id="0:27:51"> top of the rivet</subtitle>
<subtitle id="0:27:54"> and it generally finds the closest</subtitle>
<subtitle id="0:27:57"> solution to the sketch that you made</subtitle>
<subtitle id="0:28:0"> so here he's doing modifying the sketch</subtitle>
<subtitle id="0:28:6">and the solution</subtitle>
<subtitle id="0:28:9"> is a different one that obeys the symmetries</subtitle>
<subtitle id="0:28:12">there but he wants something that looks like a</subtitle>
<subtitle id="0:28:15"> rivet so goes back</subtitle>
<subtitle id="0:28:18"> to this now here's another</subtitle>
<subtitle id="0:28:21"> idea done for the first time here is that</subtitle>
<subtitle id="0:28:24"> this thing that he did is actually a master rivet</subtitle>
<subtitle id="0:28:27"> what we call a class in object-oriented</subtitle>
<subtitle id="0:28:30">programming this is one of the very first systems to</subtitle>
<subtitle id="0:28:33"> ever have objects</subtitle>
<subtitle id="0:28:36"> so here's an instance of that rivet</subtitle>
<subtitle id="0:28:39">again the rotations and the zooming are being done</subtitle>
<subtitle id="0:28:42"> by knobs that he has so you can see the system</subtitle>
<subtitle id="0:28:45"> is rather efficient even compared to ones today</subtitle>
<subtitle id="0:28:48"> so now he's got that in there and he's showing</subtitle>
<subtitle id="0:28:51"> us he can make more instances of the rivet</subtitle>
<subtitle id="0:28:54">hey're</subtitle>
<subtitle id="0:28:57"> all independent different sizes</subtitle>
<subtitle id="0:29:0"> he says whoops i forgot i've got those cross</subtitle>
<subtitle id="0:29:3"> pieces i should make those transparent in the master</subtitle>
<subtitle id="0:29:9">and we can see all the rivets feel that</subtitle>
<subtitle id="0:29:12"> change</subtitle>
<subtitle id="0:29:15">now he's got a flange with</subtitle>
<subtitle id="0:29:18">and he says okay i want to make that a master</subtitle>
<subtitle id="0:29:27">i want to make instances of those</subtitle>
<subtitle id="0:29:36">okay now i want to make that</subtitle>
<subtitle id="0:29:39"> into a master</subtitle>
<subtitle id="0:29:42">make</subtitle>
<subtitle id="0:29:45"> instances of those</subtitle>
<subtitle id="0:29:51">by the way for each dot that the oscilloscope</subtitle>
<subtitle id="0:29:54"> is plotting there is a code word in the memory</subtitle>
<subtitle id="0:29:57"> of this machine so about half of the computer</subtitle>
<subtitle id="0:30:0"> is actually used just to do the simulated graphic</subtitle>
<subtitle id="0:30:3">display okay</subtitle>
<subtitle id="0:30:6"> now let's take a look at the bridge</subtitle>
<subtitle id="0:30:9"> example this is a recreation of it</subtitle>
<subtitle id="0:30:12"> from his thesis because the movie</subtitle>
<subtitle id="0:30:15"> has gotten mislaid</subtitle>
<subtitle id="0:30:18">of it but there's enough information in the thesis</subtitle>
<subtitle id="0:30:21">that this is pretty</subtitle>
<subtitle id="0:30:24"> faithful so again you like</subtitle>
<subtitle id="0:30:27"> making the flans you hook the</subtitle>
<subtitle id="0:30:30"> thing together but now you can turn on</subtitle>
<subtitle id="0:30:33"> a downward force</subtitle>
<subtitle id="0:30:36">which you can think of as a constraint that tries to</subtitle>
<subtitle id="0:30:39"> make the difference between everything and the bottom smaller</subtitle>
<subtitle id="0:30:42">and</subtitle>
<subtitle id="0:30:45"> the constraint on the beams here is</subtitle>
<subtitle id="0:30:48">a spring constraint and if you think about</subtitle>
<subtitle id="0:30:51"> it a spring is a thing that tries to maintain a constant</subtitle>
<subtitle id="0:30:54">length and the constraint</subtitle>
<subtitle id="0:30:57"> solver here</subtitle>
<subtitle id="0:31:0">shows the non-linearity</subtitle>
<subtitle id="0:31:3"> which is what you want to achieve in a bridge</subtitle>
<subtitle id="0:31:6"> everything ripples across everything is</subtitle>
<subtitle id="0:31:9"> connected together and</subtitle>
<subtitle id="0:31:12">the solution here shows that the bridge will handle</subtitle>
<subtitle id="0:31:15"> these weights so</subtitle>
<subtitle id="0:31:18"> when i first saw this i saw this</subtitle>
<subtitle id="0:31:21"> uh in 66 about</subtitle>
<subtitle id="0:31:24"> four years after ivan had done it i was completely</subtitle>
<subtitle id="0:31:27"> blown away it changed my life</subtitle>
<subtitle id="0:31:30"> uh</subtitle>
<subtitle id="0:31:33"> this way of thinking about</subtitle>
<subtitle id="0:31:36"> all systems the important thing here is</subtitle>
<subtitle id="0:31:39"> that sketchpad didn't have to be prepared with any knowledge</subtitle>
<subtitle id="0:31:42"> of bridges it could do electric circuits without</subtitle>
<subtitle id="0:31:45"> being prepared with any knowledge of electricity</subtitle>
<subtitle id="0:31:48"> this is a general way of thinking about</subtitle>
<subtitle id="0:31:51">propagate things between</subtitle>
<subtitle id="0:31:54"> their parts and</subtitle>
<subtitle id="0:31:57"> a mind-blowing thought i had was wow this</subtitle>
<subtitle id="0:32:0"> is the first thing i've seen on a computer</subtitle>
<subtitle id="0:32:3">programming where the programming is</subtitle>
<subtitle id="0:32:6"> not like the machine code of the computer like</subtitle>
<subtitle id="0:32:9"> algol programming is like in</subtitle>
<subtitle id="0:32:12"> when you when i say algol think c today</subtitle>
<subtitle id="0:32:15"> it's really just a slightly</subtitle>
<subtitle id="0:32:18"> sugared version of assembly coat</subtitle>
<subtitle id="0:32:21"> most programming done today is like that</subtitle>
<subtitle id="0:32:24"> but what sketchpad did was to completely replace</subtitle>
<subtitle id="0:32:27"> the notion of a von neumann computer with</subtitle>
<subtitle id="0:32:30"> a computer that is a goal seeker</subtitle>
<subtitle id="0:32:33"> we have three different problem solvers</subtitle>
<subtitle id="0:32:36"> and a little operating system that</subtitle>
<subtitle id="0:32:39">figured out which problem solvers to use all integrated</subtitle>
<subtitle id="0:32:42">so here</subtitle>
<subtitle id="0:32:45"> he is and</subtitle>
<subtitle id="0:32:48">so interactive computer</subtitle>
<subtitle id="0:32:51"> graphics and computer aided design clipping windowing</subtitle>
<subtitle id="0:32:54"> pointing iconic user interface</subtitle>
<subtitle id="0:32:57"> object-oriented uh design</subtitle>
<subtitle id="0:33:0"> with masters and instances many interesting</subtitle>
<subtitle id="0:33:3"> internal things like the inverted pointer</subtitle>
<subtitle id="0:33:6"> recursive garbage collection idea</subtitle>
<subtitle id="0:33:9"> automatic dynamics simulations from the</subtitle>
<subtitle id="0:33:12">designs and this programming</subtitle>
<subtitle id="0:33:15"> in terms of what's rather than house</subtitle>
<subtitle id="0:33:18"> so you basically put in the requirements and</subtitle>
<subtitle id="0:33:21"> the automatic problem solvers find the solutions</subtitle>
<subtitle id="0:33:24"> and give you this bottom</subtitle>
<subtitle id="0:33:27"> so my thought from this in 1966</subtitle>
<subtitle id="0:33:30"> is wow all interactive computing could be like this</subtitle>
<subtitle id="0:33:33">i mean this is kind of like the way it all should be</subtitle>
<subtitle id="0:33:36"> it all should be like this for everything and i asked</subtitle>
<subtitle id="0:33:39"> ivan a i guess the next year</subtitle>
<subtitle id="0:33:42">or so i said how could you do all of this in just one</subtitle>
<subtitle id="0:33:45"> year all by yourself and machine goat</subtitle>
<subtitle id="0:33:48">and he said well i</subtitle>
<subtitle id="0:33:51"> didn't know it was hard</subtitle>
<subtitle id="0:33:57">that is where uh the</subtitle>
<subtitle id="0:34:0"> main cad that we have today started</subtitle>
<subtitle id="0:34:3"> was at lincoln labs with this system today</subtitle>
<subtitle id="0:34:6"> an electrical cad chips</subtitle>
<subtitle id="0:34:9"> are not made before they're known that they're going to work</subtitle>
<subtitle id="0:34:12">because it's not just designing</subtitle>
<subtitle id="0:34:15"> something it's simulating it using a supercomputer</subtitle>
<subtitle id="0:34:18">necessary you know the thing is going</subtitle>
<subtitle id="0:34:21"> to work to</subtitle>
<subtitle id="0:34:24"> know one part in 100 million or something</subtitle>
<subtitle id="0:34:27"> like that before you ever do the fad</subtitle>
<subtitle id="0:34:30"> recently</subtitle>
<subtitle id="0:34:33">people at stanford were able to model</subtitle>
<subtitle id="0:34:36"> turbulence at close to the</subtitle>
<subtitle id="0:34:39"> atomic level and got a lot more insights</subtitle>
<subtitle id="0:34:42"> into why uh when you can see this</subtitle>
<subtitle id="0:34:45"> the nacelle on this</subtitle>
<subtitle id="0:34:48"> engine is trying to make the wings stall above it</subtitle>
<subtitle id="0:34:51">don't</subtitle>
<subtitle id="0:34:54"> build a building without being able to simulate it</subtitle>
<subtitle id="0:34:57">biocad simulates</subtitle>
<subtitle id="0:35:0"> nanocad simulates we've</subtitle>
<subtitle id="0:35:3"> come over to computers we've got this what</subtitle>
<subtitle id="0:35:6"> simulated punch cards</subtitle>
<subtitle id="0:35:9"> what is going on here</subtitle>
<subtitle id="0:35:12">what happened to ivan</subtitle>
<subtitle id="0:35:15"> sutherland and sketchpad what happened</subtitle>
<subtitle id="0:35:18"> to engelbart what happened</subtitle>
<subtitle id="0:35:21"> to integrating science and math into</subtitle>
<subtitle id="0:35:24"> engineering in most</subtitle>
<subtitle id="0:35:27"> places in the country today</subtitle>
<subtitle id="0:35:30">in the world today none of this has happened</subtitle>
<subtitle id="0:35:33">and this is particularly</subtitle>
<subtitle id="0:35:36"> unusual because now</subtitle>
<subtitle id="0:35:39"> we know why because software people</subtitle>
<subtitle id="0:35:42"> think they should be doing fab much more</subtitle>
<subtitle id="0:35:45"> than designing and simulating</subtitle>
<subtitle id="0:35:48">the rest of the engineering disciplines</subtitle>
<subtitle id="0:35:51">know they need uh cad</subtitle>
<subtitle id="0:35:54"> and sim so they get software people</subtitle>
<subtitle id="0:35:57"> to make better systems for them than the software</subtitle>
<subtitle id="0:36:0"> people have themselves for the most part</subtitle>
<subtitle id="0:36:3"> this is crazy but it's actually what's</subtitle>
<subtitle id="0:36:6">going on so mantra</subtitle>
<subtitle id="0:36:9"> here is look it's cad sim fab design</subtitle>
<subtitle id="0:36:12"> simulate built you've got to deal with the entire</subtitle>
<subtitle id="0:36:15">system these days in order to make progress</subtitle>
<subtitle id="0:36:21">i'm basically a researcher but i've spent</subtitle>
<subtitle id="0:36:24"> the last four decades also consulting with</subtitle>
<subtitle id="0:36:27"> large organizations that</subtitle>
<subtitle id="0:36:30"> only yielded anecdotes</subtitle>
<subtitle id="0:36:33">and so i engaged these</subtitle>
<subtitle id="0:36:36"> friends and colleagues to give me more anecdotes</subtitle>
<subtitle id="0:36:39">o at least have a lot more anecdotes than i</subtitle>
<subtitle id="0:36:42"> have and one way of putting</subtitle>
<subtitle id="0:36:45"> these anecdotes together into a picture is to say</subtitle>
<subtitle id="0:36:48"> if you go to an organization it will</subtitle>
<subtitle id="0:36:51">know certain things and if you look at what</subtitle>
<subtitle id="0:36:54"> it does it will do a subset of those things</subtitle>
<subtitle id="0:36:57">there are a bunch of things the organization</subtitle>
<subtitle id="0:37:0"> doesn't know that computing knows</subtitle>
<subtitle id="0:37:3">and there are a bunch of important things that nobody knows</subtitle>
<subtitle id="0:37:6"> they haven't been invented yet</subtitle>
<subtitle id="0:37:9">and joy</subtitle>
<subtitle id="0:37:12"> is when what is actually needed for a project</subtitle>
<subtitle id="0:37:15"> is something that the organization already does</subtitle>
<subtitle id="0:37:18"> those are the most straightforward ones</subtitle>
<subtitle id="0:37:21"> it gets much more problematic because really</subtitle>
<subtitle id="0:37:24"> most projects these days at least need</subtitle>
<subtitle id="0:37:27"> things that computing knows that the organization</subtitle>
<subtitle id="0:37:30"> doesn't know often the organization</subtitle>
<subtitle id="0:37:33">reinvent those and may wind</subtitle>
<subtitle id="0:37:36"> up reinventing the flat tire</subtitle>
<subtitle id="0:37:39"> instead of the wheel</subtitle>
<subtitle id="0:37:42">there are things that they do</subtitle>
<subtitle id="0:37:45"> that they won't use there are things that they do</subtitle>
<subtitle id="0:37:48"> that they shouldn't use this</subtitle>
<subtitle id="0:37:51"> one might say hey you should look and see what regu</subtitle>
<subtitle id="0:37:54"> what computing has turned up over the years like if</subtitle>
<subtitle id="0:37:57"> facebook had done this they would find the r1 system</subtitle>
<subtitle id="0:38:0"> that deck used for</subtitle>
<subtitle id="0:38:3"> modeling complex configurations</subtitle>
<subtitle id="0:38:6">products this one was a</subtitle>
<subtitle id="0:38:9"> real model and it was of</subtitle>
<subtitle id="0:38:12">enough strength to actually prevent</subtitle>
<subtitle id="0:38:15"> the what happened with facebook 40</subtitle>
<subtitle id="0:38:18"> years ago</subtitle>
<subtitle id="0:38:21">ibm had a great initiative called autonomic</subtitle>
<subtitle id="0:38:24"> computing which took off</subtitle>
<subtitle id="0:38:27"> more in academia than ibm ibm used it for</subtitle>
<subtitle id="0:38:30"> a few just a few small things and eventually</subtitle>
<subtitle id="0:38:33"> abandoned it but if you look this</subtitle>
<subtitle id="0:38:36"> up you'll find some really great principles</subtitle>
<subtitle id="0:38:39"> for thinking about making an autonomic nervous</subtitle>
<subtitle id="0:38:42"> system for the system</subtitle>
<subtitle id="0:38:45"> that you have something that keeps the large body</subtitle>
<subtitle id="0:38:48"> of the system running</subtitle>
<subtitle id="0:38:51">i've just talked about the need for complete</subtitle>
<subtitle id="0:38:54"> cat sim fab idea and i</subtitle>
<subtitle id="0:38:57"> just threw this one in because this is a terrific book it's called</subtitle>
<subtitle id="0:39:0"> engineering a safer world it's done by</subtitle>
<subtitle id="0:39:3"> nancy levison who is a aerospace</subtitle>
<subtitle id="0:39:6"> astronautics engineer</subtitle>
<subtitle id="0:39:9"> at mit and</subtitle>
<subtitle id="0:39:12"> this book is about systems in general</subtitle>
<subtitle id="0:39:15"> and thinking about the whole system</subtitle>
<subtitle id="0:39:18"> and thinking about what it means to do a safe</subtitle>
<subtitle id="0:39:21"> system first 75 or 100 pages</subtitle>
<subtitle id="0:39:24">hould be mandatory reading for any computer</subtitle>
<subtitle id="0:39:27"> person because she is able to debunk</subtitle>
<subtitle id="0:39:30"> most of the fun theories about what</subtitle>
<subtitle id="0:39:33"> safety and danger are and provides</subtitle>
<subtitle id="0:39:36"> a much much better picture of how to think about this stuff</subtitle>
<subtitle id="0:39:39">and of course</subtitle>
<subtitle id="0:39:42"> with moore's law and</subtitle>
<subtitle id="0:39:45"> requirements getting larger and larger</subtitle>
<subtitle id="0:39:48">a lot of systems require things for success</subtitle>
<subtitle id="0:39:51"> that nobody knows yet</subtitle>
<subtitle id="0:39:54">computing knows that</subtitle>
<subtitle id="0:39:57"> it should be doing research funders haven't</subtitle>
<subtitle id="0:40:0"> quite got it now they used to</subtitle>
<subtitle id="0:40:3">so i've this is where i've lived my entire career</subtitle>
<subtitle id="0:40:6"> and so my knee-jerk response</subtitle>
<subtitle id="0:40:9"> to this kind of thing is something like this we need to</subtitle>
<subtitle id="0:40:12"> invent a live super high level language cad synthetic</subtitle>
<subtitle id="0:40:15"> wobble notes</subtitle>
<subtitle id="0:40:18"> the it's the right advice</subtitle>
<subtitle id="0:40:21"> but it's misplaced it took me a long</subtitle>
<subtitle id="0:40:24">time to realize that the advice that you would give</subtitle>
<subtitle id="0:40:27">researchers is not the advice that</subtitle>
<subtitle id="0:40:30"> works with most organizations</subtitle>
<subtitle id="0:40:33"> and the clue to it is most organizations</subtitle>
<subtitle id="0:40:36">don't take the trouble to even learn what computing knows</subtitle>
<subtitle id="0:40:39"> they tend to stick with what they know</subtitle>
<subtitle id="0:40:42"> and this is very much like</subtitle>
<subtitle id="0:40:45">complaints about classic engineering disciplines they're late</subtitle>
<subtitle id="0:40:48"> to the party as far as making use</subtitle>
<subtitle id="0:40:51">the knowledge that is not just available</subtitle>
<subtitle id="0:40:54">actually needed and here's a great</subtitle>
<subtitle id="0:40:57"> little cartoon from the 50s about pollution</subtitle>
<subtitle id="0:41:0"> that applies to a lot of things we've met</subtitle>
<subtitle id="0:41:3"> the enemy and he is us and the</subtitle>
<subtitle id="0:41:6"> problem is we don't understand us computer</subtitle>
<subtitle id="0:41:9"> people are especially bad at this i think one of the reasons</subtitle>
<subtitle id="0:41:12"> many people go into</subtitle>
<subtitle id="0:41:15"> computing is because they're much less messy</subtitle>
<subtitle id="0:41:18"> than human beings are</subtitle>
<subtitle id="0:41:21">but there are people who are trying to understand us and here's a great</subtitle>
<subtitle id="0:41:24">called thinking fast and slow by daniel</subtitle>
<subtitle id="0:41:27"> kahneman uh amos taversky</subtitle>
<subtitle id="0:41:30"> was his partner and died</subtitle>
<subtitle id="0:41:33"> before kahneman wrote this book and the book is</subtitle>
<subtitle id="0:41:36"> dedicated to him the two of them together came up with a</subtitle>
<subtitle id="0:41:39"> lot of different ways of thinking about things so</subtitle>
<subtitle id="0:41:42"> first here's a really simple idea</subtitle>
<subtitle id="0:41:45">that inside of our head we've got lots of things going on</subtitle>
<subtitle id="0:41:48"> many many things and</subtitle>
<subtitle id="0:41:51"> they even got a handle on this they said let's make</subtitle>
<subtitle id="0:41:54"> an apo expository fiction that</subtitle>
<subtitle id="0:41:57"> we'll call system one everything that's</subtitle>
<subtitle id="0:42:0"> done for fast effect</subtitle>
<subtitle id="0:42:3"> and we'll use system two</subtitle>
<subtitle id="0:42:6">for uh the what we call</subtitle>
<subtitle id="0:42:9"> thinking or slow pondering</subtitle>
<subtitle id="0:42:12">and they had a</subtitle>
<subtitle id="0:42:15"> metaphor that uh inside there it's like</subtitle>
<subtitle id="0:42:18"> maybe a person riding on an elephant</subtitle>
<subtitle id="0:42:21"> and when the elephant does something</subtitle>
<subtitle id="0:42:24"> the person to feel and control says</subtitle>
<subtitle id="0:42:27">wanted to do that but in fact</subtitle>
<subtitle id="0:42:30"> we know from pet scans and functional</subtitle>
<subtitle id="0:42:33"> mri scans that</subtitle>
<subtitle id="0:42:36">in many cases</subtitle>
<subtitle id="0:42:39">it's system one that wants to do something and system</subtitle>
<subtitle id="0:42:42"> two sees this being done and quickly makes</subtitle>
<subtitle id="0:42:45"> up a rationalization for it</subtitle>
<subtitle id="0:42:48">so this brings into question what the term i</subtitle>
<subtitle id="0:42:51"> actually means if inside of our head we're</subtitle>
<subtitle id="0:42:57">and in that multitude we have hundreds of cognitive</subtitle>
<subtitle id="0:43:0"> flaws that distort thinking most of which</subtitle>
<subtitle id="0:43:3"> people are unaware of so i'll just</subtitle>
<subtitle id="0:43:6"> show you a couple because they're really important to</subtitle>
<subtitle id="0:43:9"> help with the task ahead</subtitle>
<subtitle id="0:43:12">so we take two uh things</subtitle>
<subtitle id="0:43:15"> that whose size we know could be our</subtitle>
<subtitle id="0:43:18"> thumbs it could be oranges</subtitle>
<subtitle id="0:43:21"> could be poker chips and</subtitle>
<subtitle id="0:43:24"> look at them</subtitle>
<subtitle id="0:43:27"> have one twice as far away as the other first</subtitle>
<subtitle id="0:43:30"> thing to think about is you know as far as</subtitle>
<subtitle id="0:43:33"> our brain and our</subtitle>
<subtitle id="0:43:36"> eye is concerned there's nothing out there</subtitle>
<subtitle id="0:43:39"></subtitle>
<subtitle id="0:43:42"> because all we get is photons photons</subtitle>
<subtitle id="0:43:45"> go through our lens the lens</subtitle>
<subtitle id="0:43:48"> works like a glass lens descartes showed that years</subtitle>
<subtitle id="0:43:51"> ago and so on a back of our lens</subtitle>
<subtitle id="0:43:54"> the further away one is half the size</subtitle>
<subtitle id="0:43:57">one but inside the pachico</subtitle>
<subtitle id="0:44:0"> machine that's our brain we</subtitle>
<subtitle id="0:44:3"> have the knowledge that these two chips are the same size</subtitle>
<subtitle id="0:44:6"> so this sets up a conflict</subtitle>
<subtitle id="0:44:9">we know and what we're actually looking at</subtitle>
<subtitle id="0:44:12"> now you'd think that what we're actually looking</subtitle>
<subtitle id="0:44:15"> at should dominate what we know but it doesn't</subtitle>
<subtitle id="0:44:18"> what happens is there's a compromise</subtitle>
<subtitle id="0:44:21"> done in this little theater that i'm calling</subtitle>
<subtitle id="0:44:24"> the dream it's the thing that</subtitle>
<subtitle id="0:44:27">consciousness the compromise</subtitle>
<subtitle id="0:44:30"> is that the</subtitle>
<subtitle id="0:44:33"> further away one is</subtitle>
<subtitle id="0:44:36"> acts as though it's closer</subtitle>
<subtitle id="0:44:39">actually is and it winds up</subtitle>
<subtitle id="0:44:42"> being about 80 percent the size</subtitle>
<subtitle id="0:44:45">the dream the way we</subtitle>
<subtitle id="0:44:48"> think about the dream is not</subtitle>
<subtitle id="0:44:51"> inside of our head we think the poker</subtitle>
<subtitle id="0:44:54"> chips are out in front of us and so what</subtitle>
<subtitle id="0:44:57"> we actually see out there is the further</subtitle>
<subtitle id="0:45:0"> away thing about 80 the size of the</subtitle>
<subtitle id="0:45:3"> of the nearer one even though that isn't</subtitle>
<subtitle id="0:45:6">actually the case what one of the things</subtitle>
<subtitle id="0:45:9"> that science is about is to remind us</subtitle>
<subtitle id="0:45:12">that we're living in</subtitle>
<subtitle id="0:45:18">mcluhan said until i believe it i can't</subtitle>
<subtitle id="0:45:21"> see it that's true</subtitle>
<subtitle id="0:45:24">that's the way our perception system works we have to learn how to</subtitle>
<subtitle id="0:45:25"> see everything we see it through</subtitle>
<subtitle id="0:45:26"> modifying</subtitle>
<subtitle id="0:45:29"> our beliefs with sensory information but when</subtitle>
<subtitle id="0:45:32"> i believe it i see it wrong which is also true</subtitle>
<subtitle id="0:45:35">so we live in a waking dream</subtitle>
<subtitle id="0:45:38"> a delusion an hallucination that is only</subtitle>
<subtitle id="0:45:41">influenced by primitive signals that</subtitle>
<subtitle id="0:45:44"> our sense organs can pick up if we can keep this in mind</subtitle>
<subtitle id="0:45:47"> we can be semi-sane</subtitle>
<subtitle id="0:45:50">and we don't need</subtitle>
<subtitle id="0:45:53">uh photons from the outside because we can pay attention</subtitle>
<subtitle id="0:45:56"> to our own thoughts like we can come up with the idea</subtitle>
<subtitle id="0:45:59">is no god but my god cost this</subtitle>
<subtitle id="0:46:2"> into the dream and depending on where</subtitle>
<subtitle id="0:46:5"> we are we wind up with a reification of it</subtitle>
<subtitle id="0:46:8"> and again reification seems like it's out there</subtitle>
<subtitle id="0:46:11"> instead of inside of us</subtitle>
<subtitle id="0:46:14">and for hundreds of thousands of years</subtitle>
<subtitle id="0:46:17">been no science to remind us that we're in a dream</subtitle>
<subtitle id="0:46:23">and there are</subtitle>
<subtitle id="0:46:26"> about 3 000 religions</subtitle>
<subtitle id="0:46:29">because like languages</subtitle>
<subtitle id="0:46:32">the manifestations the particular manifestations</subtitle>
<subtitle id="0:46:35"> of these ideas are local</subtitle>
<subtitle id="0:46:38"> but the larger category the category</subtitle>
<subtitle id="0:46:41">having gods is global to the human</subtitle>
<subtitle id="0:46:47">okay here's a fun one</subtitle>
<subtitle id="0:46:50">this hunter in</subtitle>
<subtitle id="0:46:53"> africa wants to catch a baboon</subtitle>
<subtitle id="0:46:56">so he's poking a hole in a termite</subtitle>
<subtitle id="0:46:59"> nest here</subtitle>
<subtitle id="0:47:2">and here's</subtitle>
<subtitle id="0:47:5"> a young baboon watching him curious</subtitle>
<subtitle id="0:47:8"> the hunter puts some</subtitle>
<subtitle id="0:47:11"> seeds</subtitle>
<subtitle id="0:47:14">into this hole and backs off</subtitle>
<subtitle id="0:47:23">well he's curious</subtitle>
<subtitle id="0:47:26">a hunter is a</subtitle>
<subtitle id="0:47:29"> decent distance away so</subtitle>
<subtitle id="0:47:32">what's in there</subtitle>
<subtitle id="0:47:44">seeds he's got him</subtitle>
<subtitle id="0:47:47"> can't get his hand out because</subtitle>
<subtitle id="0:47:50">the seeds he could let them go</subtitle>
<subtitle id="0:47:53"> any time but he won't let them go</subtitle>
<subtitle id="0:47:56">the hunter could come over and kill</subtitle>
<subtitle id="0:47:59"> him you still won't let him go</subtitle>
<subtitle id="0:48:8">so the you can find the rest and rest of this</subtitle>
<subtitle id="0:48:11"> video on youtube and i can tell you</subtitle>
<subtitle id="0:48:14"> no harm comes to the baboon</subtitle>
<subtitle id="0:48:17">here the seeds</subtitle>
<subtitle id="0:48:20"> the seeds well we have that problem</subtitle>
<subtitle id="0:48:23"> also it's called loss aversion</subtitle>
<subtitle id="0:48:26">we can make up</subtitle>
<subtitle id="0:48:29"> funny cartoons about not being able to</subtitle>
<subtitle id="0:48:32"> give up terrible old tools</subtitle>
<subtitle id="0:48:35">our field is riddled with things</subtitle>
<subtitle id="0:48:38">people can't get rid of because they don't naturally rot</subtitle>
<subtitle id="0:48:41"> they just keep on going on</subtitle>
<subtitle id="0:48:44"> and going on so some</subtitle>
<subtitle id="0:48:47"> elevated level of perspective is needed</subtitle>
<subtitle id="0:48:50">to know that you shouldn't be using these</subtitle>
<subtitle id="0:48:53">so if you go to wikipedia</subtitle>
<subtitle id="0:48:56"> don't do it now but you look at cognitive</subtitle>
<subtitle id="0:48:59"> bias you'll find hundreds of them</subtitle>
<subtitle id="0:49:2"> in a nice chart like this</subtitle>
<subtitle id="0:49:5">o we just looked at loss of version</subtitle>
<subtitle id="0:49:8">learning</subtitle>
<subtitle id="0:49:11"> aversion is related to it</subtitle>
<subtitle id="0:49:14">because we usually have to give up something we think is</subtitle>
<subtitle id="0:49:17"> true in order to learn some new thing tunnel</subtitle>
<subtitle id="0:49:20"> vision is a big part</subtitle>
<subtitle id="0:49:23">it's important to understand that all of these cognitive biases</subtitle>
<subtitle id="0:49:26"> in the small are actually positive for us</subtitle>
<subtitle id="0:49:29">they help us focus on things they help us take</subtitle>
<subtitle id="0:49:32"> chances for instance gunning krueger in the</subtitle>
<subtitle id="0:49:35"> small is very useful because it</subtitle>
<subtitle id="0:49:38"> makes us less timid about trying things it's</subtitle>
<subtitle id="0:49:41"> when we try and scale these things that they become</subtitle>
<subtitle id="0:49:44"> huge uh problems</subtitle>
<subtitle id="0:49:47"> confirmation bias helps</subtitle>
<subtitle id="0:49:50">in focusing but when i was</subtitle>
<subtitle id="0:49:53"> a molecular biologist</subtitle>
<subtitle id="0:49:56"> one of my professors</subtitle>
<subtitle id="0:49:59"> said beware you always find what you're looking for</subtitle>
<subtitle id="0:50:2"> this is a big problem in science</subtitle>
<subtitle id="0:50:5"> is you love your own theories so you</subtitle>
<subtitle id="0:50:8"> tend to look for evidence that supports the theories rather</subtitle>
<subtitle id="0:50:11"> than evidence that says</subtitle>
<subtitle id="0:50:14"> the theory is bumped most of them are bunk</subtitle>
<subtitle id="0:50:17"> and we like stories because</subtitle>
<subtitle id="0:50:20"> we're this hundred thousand year old cave</subtitle>
<subtitle id="0:50:23"> person stories are</subtitle>
<subtitle id="0:50:26"> the way we tell ourselves lies that</subtitle>
<subtitle id="0:50:29"> really get us in trouble well</subtitle>
<subtitle id="0:50:32"> i was at this place</subtitle>
<subtitle id="0:50:35"> uh in this talk and</subtitle>
<subtitle id="0:50:38"> this is the way i do talks is i actually</subtitle>
<subtitle id="0:50:41">make a kind of a whole</subtitle>
<subtitle id="0:50:44"> territory of ideas in this case is</subtitle>
<subtitle id="0:50:47"> like 350 slides</subtitle>
<subtitle id="0:50:50"> every time i get an idea i try and figure out a way of explaining</subtitle>
<subtitle id="0:50:53"> it after i've got a bunch of them i try and</subtitle>
<subtitle id="0:50:56">see if i can</subtitle>
<subtitle id="0:50:59"> make a campfire talk because a</subtitle>
<subtitle id="0:51:2"> talk like this in the end it has to work in the campfire</subtitle>
<subtitle id="0:51:5"> it has to be turned into a narrative</subtitle>
<subtitle id="0:51:8"> but here's the way to</subtitle>
<subtitle id="0:51:11"> think about this at best the story is an ad or commercial</subtitle>
<subtitle id="0:51:14"> for studying the real thing so i haven't</subtitle>
<subtitle id="0:51:17">shown you the real thing i've just shown you that there</subtitle>
<subtitle id="0:51:20"> is a real thing that you can study</subtitle>
<subtitle id="0:51:23">and the real things today are usually systems</subtitle>
<subtitle id="0:51:26"> and systems have almost</subtitle>
<subtitle id="0:51:29"> nothing to do with algorithms and data structures</subtitle>
<subtitle id="0:51:32"> and so if your first way of thinking</subtitle>
<subtitle id="0:51:35">about anything computing is an algorithm data structures and</subtitle>
<subtitle id="0:51:38"> it is for most people because that's unfortunately</subtitle>
<subtitle id="0:51:41"> the way they're taught exactly backwards</subtitle>
<subtitle id="0:51:44">you're starting off in a</subtitle>
<subtitle id="0:51:47"> behind the eight ball</subtitle>
<subtitle id="0:51:50">yeah so while i was doing this i had one of those john</subtitle>
<subtitle id="0:51:53"> lemon linen moments life is what happens to you</subtitle>
<subtitle id="0:51:56"> while you're making plans and for me it was</subtitle>
<subtitle id="0:51:59"> scans not plants those scans</subtitle>
<subtitle id="0:52:2"> got me under a bunch of robots for</subtitle>
<subtitle id="0:52:5">hours there i am</subtitle>
<subtitle id="0:52:8"> and when i was recovering in the hospital</subtitle>
<subtitle id="0:52:11"> from this big operation</subtitle>
<subtitle id="0:52:14">weeks ago i had a</subtitle>
<subtitle id="0:52:17"> very happy thought about this talk</subtitle>
<subtitle id="0:52:20"> that is i should have been talking</subtitle>
<subtitle id="0:52:23"> about medicine using it as an analogy</subtitle>
<subtitle id="0:52:26">because it's hard for people to look at their own field</subtitle>
<subtitle id="0:52:29"> and see anything they're so used to it</subtitle>
<subtitle id="0:52:32">but a medicine is a branch of engineering</subtitle>
<subtitle id="0:52:35"> and we have this idea</subtitle>
<subtitle id="0:52:38"> from helping hands which is like writing a few lines</subtitle>
<subtitle id="0:52:41"> of python to open heart surgery</subtitle>
<subtitle id="0:52:44"> which is not like writing a few lines of python</subtitle>
<subtitle id="0:52:47"> and we can think of some funny</subtitle>
<subtitle id="0:52:50">like here's a surgeon</subtitle>
<subtitle id="0:52:53"> should we ask stack overflow what to do next</subtitle>
<subtitle id="0:52:56"> happens all the time in computing</subtitle>
<subtitle id="0:52:59">so we take the server offline meaning the heart</subtitle>
<subtitle id="0:53:2">so</subtitle>
<subtitle id="0:53:5"> we go back and try band-aids</subtitle>
<subtitle id="0:53:8"> so my old colleague butler lampson</subtitle>
<subtitle id="0:53:11">e of the large mines of the 20th century pointed out that</subtitle>
<subtitle id="0:53:14"> yeah the early pc and mac os were made from matchsticks</subtitle>
<subtitle id="0:53:17">they were kind of tinkered together by people who didn't know about</subtitle>
<subtitle id="0:53:20"> operating systems but the fix was really</subtitle>
<subtitle id="0:53:23"> bad because vms and unix which</subtitle>
<subtitle id="0:53:26">into service were not set up for</subtitle>
<subtitle id="0:53:29"> modern computing needs and</subtitle>
<subtitle id="0:53:32"> so looking at this you see every kind</subtitle>
<subtitle id="0:53:35"> of bug that we should be familiar</subtitle>
<subtitle id="0:53:38">you better not have to ask stack overflow about</subtitle>
<subtitle id="0:53:41"> anything important</subtitle>
<subtitle id="0:53:44">you better not confuse server with service this happens</subtitle>
<subtitle id="0:53:47"> all the time you take a physical</subtitle>
<subtitle id="0:53:50"> server offline but you have to have service</subtitle>
<subtitle id="0:53:56">band-aids are not the solution to the most</subtitle>
<subtitle id="0:53:59"> interesting things in medicine</subtitle>
<subtitle id="0:54:2">the way the early pc</subtitle>
<subtitle id="0:54:5"> and mac os's were done don't scale</subtitle>
<subtitle id="0:54:8">and even</subtitle>
<subtitle id="0:54:11"> better ideas don't often scale</subtitle>
<subtitle id="0:54:14"> so medicine</subtitle>
<subtitle id="0:54:17"> says there cannot be a continuity</subtitle>
<subtitle id="0:54:20"> between the</subtitle>
<subtitle id="0:54:23"> band-aid part of our field</subtitle>
<subtitle id="0:54:26"> and the open heart surgery part of our field we cannot</subtitle>
<subtitle id="0:54:29">stand it we have to have stages</subtitle>
<subtitle id="0:54:32"> we have to have high fences</subtitle>
<subtitle id="0:54:35"> we can't allow jumping the queue</subtitle>
<subtitle id="0:54:41">and if we do that we're</subtitle>
<subtitle id="0:54:44"> starting to follow in what</subtitle>
<subtitle id="0:54:47">he other engineering fields did and what medicine</subtitle>
<subtitle id="0:54:50"> eventually did about 80 years ago which</subtitle>
<subtitle id="0:54:53"> is to integrate science and math</subtitle>
<subtitle id="0:54:56"> and trying things and engineering</subtitle>
<subtitle id="0:54:59"> and the whole shebang</subtitle>
<subtitle id="0:55:2"> into one larger</subtitle>
<subtitle id="0:55:5"> discipline that uses knowledge in the best</subtitle>
<subtitle id="0:55:8"> possible ways so i'm very thankful</subtitle>
<subtitle id="0:55:11"> that i was able to wait for my operation</subtitle>
<subtitle id="0:55:14"> until today rather than having it when</subtitle>
<subtitle id="0:55:17"> i was five years old</subtitle>
<subtitle id="0:55:20">and medicine has always had a thing called a hippocratic oath</subtitle>
<subtitle id="0:55:23"> one of the parts of it is</subtitle>
<subtitle id="0:55:26">ays to the physician</subtitle>
<subtitle id="0:55:29"> the physicians promise to</subtitle>
<subtitle id="0:55:32">no harm of course they've done a lot of harm</subtitle>
<subtitle id="0:55:35"> but they thought they were doing well</subtitle>
<subtitle id="0:55:38">but this is a really good one to focus in on because if</subtitle>
<subtitle id="0:55:41"> you really think about avoiding</subtitle>
<subtitle id="0:55:44"> doing harm you start getting</subtitle>
<subtitle id="0:55:47"> a better picture of how things might be in</subtitle>
<subtitle id="0:55:50"> our field so here's a</subtitle>
<subtitle id="0:55:53"> bridge done by the romans about 2</subtitle>
<subtitle id="0:55:56"> 000 years ago which is still in continuous use today</subtitle>
<subtitle id="0:55:59">here's a plane</subtitle>
<subtitle id="0:56:2"> done about 10 years ago not by boeing</subtitle>
<subtitle id="0:56:5">flying safely</subtitle>
<subtitle id="0:56:8"> and engineering has</subtitle>
<subtitle id="0:56:11"> something like a hippocratic oath also</subtitle>
<subtitle id="0:56:14">the pledge of a real engineer is the bridge must not</subtitle>
<subtitle id="0:56:17"> collapse the building must not fall the</subtitle>
<subtitle id="0:56:20"> plane must not crash and now</subtitle>
<subtitle id="0:56:23"> the software must not harm or fail</subtitle>
<subtitle id="0:56:26">and software is reaching everywhere and has the most degrees</subtitle>
<subtitle id="0:56:29"> of freedom it's the most dangerous</subtitle>
<subtitle id="0:56:32"> new set of technologies invented</subtitle>
<subtitle id="0:56:35"> and it's starting to kill people</subtitle>
<subtitle id="0:56:38"> so the engineering pledge here has</subtitle>
<subtitle id="0:56:41">even higher quality it has to be much</subtitle>
<subtitle id="0:56:44"> much higher than what is being put into it</subtitle>
<subtitle id="0:56:47"> and you don't get to a place here</subtitle>
<subtitle id="0:56:50">al civilization is not a place you get to</subtitle>
<subtitle id="0:56:53">it's a group of people try striving to become more civilized</subtitle>
<subtitle id="0:56:56"> it's a process not a place</subtitle>
<subtitle id="0:56:59"> engineering is a process not a place it's people</subtitle>
<subtitle id="0:57:2"> striving to become better engineers and</subtitle>
<subtitle id="0:57:5"> i take from that that whatever we are</subtitle>
<subtitle id="0:57:8"> doing each day we also have to</subtitle>
<subtitle id="0:57:11"> ask ourselves are we also striving to become better engineers</subtitle>
<subtitle id="0:57:17">thank you very much and enjoy the rest of your conference</subtitle>
<subtitle id="0:57:20"> [Applause]</subtitle>

Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021

2021-11-29T01:15:15Z

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Talks by Alan Kay

2021-11-29T01:14:39Z

Ohshima:

{| class="wikitable sortable"
!Title||Date||Venue||Type||VPRI Record||Status
|-
|[[Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay (1972)|Computer Applications: A Dynamic Medium for Creative Thought by Alan Kay]]||{{dts|1972}}||||Talk||VPRI-0893||
|-
|[[Joint House Congressional Committee Hearing (1982)|Joint House Congressional Committee Hearing]]||{{dts|1982-07-15}}||Washington DC||Hearing||VPRI-0530||
|-
|[[Alan Kay Interview (1982)|Alan Kay Interview]]||{{dts|1982-11}}||||Interview||VPRI-0164||
|-
|[[LINC Twentieth Anniversary Symposium (1983)|LINC Twentieth Anniversary Symposium]]||{{dts|1983-11-30}}||||Talk||VPRI-0227||
|-
|[[Processors in Programming Languages|Processors in Programming Languages]]||{{dts|1983} (approx.)||||Talk||VPRI-0234||
|-
|[[Alan Kay at TED (1984)|Alan Kay at TED 1984]]||{{dts|1984-2}}||||Talk||VPRI-0009||
|-
|[[Alan Kay at MacFest (1985)|Alan Kay at MacFest]]||{{dts|1985-05-20}}||||Talk||VPRI-0012||
|-
|[[The Dynabook -- Past, Present and Future (1986)|The Dynabook -- Past, Present and Future]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0671||
|-
|[[The Apocrypha of the History of the Personal Workstation]]||{{dts|1986-01-09}}||Palo Alto, CA||Talk||VPRI-0653 ||
|-
|[[Alan Kay talk at Coors Television (late 1986 or early 1987)|A talk at Coors Television by Alan Kay]]||{{dts|1986-12}} (late 1986 or early 1987)||||Talk||VPRI-0035||
|-
|[[A talk at User Group University (1987)|User Group University talk]]||{{dts|1987}}||||Talk||VPRI-0102||
|-
|[[Alan Kay at Pacific Northwest Bell Technology Forum|Alan Kay at Pacific Northwest Bell Technology Forum]]||{{dts|1987-10-03}}||||Talk||VPRI-0141||
|-
|[[Doing with Images Makes Symbols (1987)|Doing with Images Makes Symbols]]||{{dts|1987-10-27}}||||Talk||VPRI-0394||
|-
|[[A Vision of New Age with Alan Kay (1988)|A Vision of New Age with Alan Kay]]||{{dts|1988}}||California, USA||Talk||VPRI-0224||
|-
|[[Future School Now (1988)]]||{{dts|1988-05-05}}||||Interview||VPRI-0895||
|-
|[[A Conversation with Alan Kay (1989)|A Conversation with Alan Kay]]||{{dts|1989-06-28}}|| ||Interview||VPRI-0470||
|-
|[[BCS Mac Awards Banquet and MacTech Wizards Meeting (1989)|BCS Mac Awards Banquet and MacTech Wizards Meeting]]||{{dts|1989-08-10}}||||Talk||VPRI-0357||
|-
|[[Seminar with Alan Kay on Object Oriented Programming|Seminar with Alan Kay on Object Oriented Programming]]||{{dts|1989}} (late 80's)|| ||Talk||VPRI-0246||
|-
|[[Alan Kay talk at BSO MultiMedia Group|Alan Kay talk at BSO MultiMedia Group]]||{{dts|1989}}||Holland||Talk||VPRI-0351||
|-
|[[Directions in Object-Oriented Programming From Actions to Agents]]||{{dts|1989} (approx. maybe 1988)||||Talk||VPRI-0219||
|-
|[[TED2 Alan Kay(Project Vivarium)]]||{{dts|1990-2}}||||Talk||||
|-
|[[Alan Kay at MIT Media Lab 5th Anniversary Event (1990)|Alan Kay at MIT Media Lab 5th Anniversary Event]]||{{dts|1990-10-01}}||Cambridge, MA USA||Talk||VPRI-0316||
|-
|[[Portable Portrait: ALAN KAY (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[Machine That Changed The World, The; Interview with Alan Kay, (1990)]]||{{dts|1990}}||Los Angeles, CA USA||Interview||||
|-
|[[A concept video and Alan Kay talk at WWDC '90 (VPRI 358)]]||{{dts|1990}}||San Jose, CA USA||Talk||VPRI-0358||Annotated
|-
|[[Alan Kay Interview (1990)]]||{{dts|1990}}||Boston, MA USA||Interview||||
|-
|[[An Interview with Dr. Alan Kay (1991)|An Interview with Dr. Alan Kay]]||{{dts|1991}}||||Interview||VPRI-0146||
|-
|[[Alan Kay at IRC Conference (1991)|Alan Kay at IRC Conference]]||{{dts|1991-02-04}}||||Talk||VPRI-0320||
|-
|[[End-User Programming by Alan Kay (1991)|End-User Programming]]||{{dts|1991-03-21}}||||Talk||VPRI-0147||
|-
|[[Alan Kay at the Getty Conference (1991)|Alan Kay at the Getty Conference]]||{{dts|1991-04-26}}||||Talk||VPRI-0142, 0205, 0283||
|-
|[[Defining Perspective, INEL Computing Symposium (1991)|Defining Perspective, INEL Computing Symposium]]||{{dts|1991-09-10}}||Idaho||Talk||VPRI-0189||
|-
|[[Kids & COMPUTERS: What's a parent to do? Panel Session (1991)|Kids & COMPUTERS: What's a parent to do? Panel Session]]||{{dts|1991-09-21}}||Cambridge, MA USA||Panel||VPRI-0443||
|-
|[[Kids & COMPUTERS: What's a parent to do? (1991)|Kids & COMPUTERS: What's a parent to do?]]||{{dts|1991-09-21}}||Cambridge, MA USA||Talk||VPRI-0441||
|-
|[[Alan Kay at Computerland (1991)|Alan Kay at Computerland]]||{{dts|1991-10}}||||Talk||VPRI-0629||
|-
|[[Alan Kay at National School Board Association Meeting (1992)|Alan Kay at National School Board Association Meeting]]||{{dts|1992}}||||Talk||VPRI-0628||
|-
|[[Alan Kay at UCLA CS Department - Distinguished Lecturer Series (1993)]]||{{dts|1993-04-13}}||Los Angeles, CA USA||Talk||VPRI 0630||
|-
|[[Alan Kay at Xerox PARC (1993)]]||{{dts|1993-09-23}}||Palo Alto, CA USA||Talk||VPRI-0437||
|-
|[[Alan Kay at Art Institute of Chicago|Alan Kay at Art Institute of Chicago]]||{{dts|1993}} (approx.)||Chicago, IL USA||Talk||VPRI-0624||
|-
|[[Alan Kay at World Economic Forum, Davos, Switzerland (1994)|Alan Kay at 1994 World Economic Forum, Davos, Switzerland]]||{{dts|1994}}||Davos, Switzerland||Panel||VPRI-0631||
|-
|[[Delivering the Future (1994)|Delivering the Future]]||{{dts|1994-03-02}}||||Talk||VPRI-0622||
|-
|[[Super Highway Summit at UCLA]]||{{dts|1994}} (approx.)||Los Angeles, CA USA||Panel||VPRI-0625||
|-
|[[Alan Kay at Vannevar Bush Symposium (1995)]]||{{dts|1995}}||||Talk||||
|-
|[[Technology for Learning (1995)]]||{{dts|1995-06-27}}||||Talk||VPRI-0820||
|-
|[[Technology in Education House Committee Part 1 (1995)|Technology in Education House Committee]]||{{dts|1995-10-12}}||Washington DC||Hearing||VPRI-0614-1||
|-
|[[Dynabook - The Complete Story]]||{{dts|1996}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay at The Association of American Medical Colleges (1996)|Alan Kay at The Association of American Medical Colleges]]||{{dts|1996-11-10}}||||Talk||VPRI-0697||
|-
|[[International Forum on Multimedia]]||{{dts|1997}}||||Talk||VPRI-0742||
|-
|[[Alan Kay at Stanford EE 380 class (1997)|Alan Kay at Stanford EE 380 class]]||{{dts|1997-06-04}}||Palo Alto, CA USA||Talk||VPRI-0796||
|-
|[[Alan Kay at OOPSLA 1997: The Computer Revolution has not Happened Yet]]||{{dts|1997-10}}||Atlanta, GA USA||Talk||VPRI-0719||Transcript
|-
|[[Education in the Digital Age (1998)|Education in the Digital Age]]||{{dts|1998}}||||Interview||VPRI-0673||
|-
|[[Alan Kay at MIT-EECS 1998 Fall Semester Colloquium|Alan Kay at MIT-EECS 1998 Fall Semester Colloquium Series]]||{{dts|1998}}||Cambridge, MA USA||Talk||VPRI-0834||
|-
|[[Alan Kay Interview on toys for education (1999)]]||{{dts|1999-03-05}}||||Interview||VPRI-0913||
|-
|[[Tale of Two Schools: Technology in the Classroom (1999)]]||{{dts|1999-06-04}}||||TV||VPRI-0747||
|-
|[[Vantive World (1999)]]||{{dts|1999}}||||Talk||VPRI-0827||
|-
|[[Camden Technology Conference (2000)|Alan Kay and Don Lewis at Camden Technology Conference]]||{{dts|2000-01-04}}||||Talk||VPRI-0714-1||
|-
|[[Alan Kay Squeak Presentation (2000)]]||{{dts|2000-06-09}}||Glendale CA||Talk||VPRI-0872||
|-
|[[Alan Kay Talk at Open School (2001)|Alan Kay Talk at Open Schoo]]l||{{dts|2001}}||Los Angeles, CA USA||Talk||VPRI-0989||
|-
|[[Alan Kay Squeak Demo at ACM1 (2001)|Alan Kay at ACM1]]||{{dts|2001}}||San Jose, CA USA||Talk||VPRI-0654||
|-
|[[Alan Kay at SD&M conference on Graphical User Interface (2001)|Alan Kay at SD&M conference on Graphical User Interface]]||{{dts|2001}}||Germany||Talk||VPRI-0713||
|-
|[[Alan Kay at 4th Annual Lynford Lecture (2001)]]||{{dts|2001-10}}||New York, NY USA||Talk||||
|-
|[[真の数学、真の科学、真の子供、真のコンピューティング ALAN-K プロジェクト発足記念講演会]]||{{dts|2002-09-29}}||Kyoto, Japan||Talk||||
|-
|[[Alan Kay Presentation at HP Tech Con (2003)]]||{{dts|2003}}||||Talk||VPRI-0726||
|-
|[[Alan Kay at Etech 2003]]||{{dts|2003}}||||Talk||||
|-
|[[Alan Kay at Marshall McLuhan Lecture (2003)]]||{{dts|2003-03-14}}||||Talk||VPRI-0688||
|-
|[[Back to the Future of Software Development (2003) |Back to the Future of Software Development by Alan Kay and David Smith]]||{{dts|2003-04-23}}||Mountain View, CA USA||Talk|| VPRI-0785||
|-
|[[Alan Kay Turing Award Lecture (2004)]]||{{dts|2004-10-26}}||Vancouver, BC Canada||Talk||VPRI-0761||Annotated
|-
|[[Alan Kay, '05 Columbia College Commencement]]||{{dts|2005}}||Chicago, IL USA||Talk||||
|-
|[[Kyoto Prize Morning TV Show Interview (2005)]]||{{dts|2005-02-28}}||San Diego, CA USA||TV||VPRI-0762||
|-
|[[Kyoto Prize Laureate Symposium Talk at SDSU]]||{{dts|2005-03-03}}||San Diego CA USA||Talk||VPRI-1005||
|-
|[[Alan Kay's IFERS address at the American Film Institute]]||{{dts|2006-11-04}}||||Talk||||
|-
|[[Alan Kay : July 2007 : A Conversation with CMU Faculty & Students]]||{{dts|2007}}||Pittsburg, PA USA||Interview||||
|-
|[[Alan Kay: A powerful idea about teaching ideas at TED (2007)]]||{{dts|2007-03}}||||Talk||||
|-
|[[The Computer Revolution Hasn't Happened Yet (2007)]]||{{dts|2007-06-22}}||Rome, Italy||Talk||||
|-
|[[Alan Kay Talk at MobilFest 2007]]||{{dts|2007-11-21}}||Brazil||Talk||||Transcript
|-
|[[Alan Kay: Beyond the Printing Press (2008)]]||{{dts|2008-05-20}}||Cambridge, MA USA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Dynabook (2008)]]||{{dts|2008-11-26}}||Mountain View, CA||Talk||||
|-
|[[Alan Kay Talk at 40th Anniversary of Mother of All Demos (2008)]]||{{dts|2008-12-09}}||San Francisco||Talk||||
|-
|[[An Interview with Alan Kay by Martin Wasserman]]||{{dts|2008-12-09}}||||Interview||||
|-
|[[Honorary Doctorate Speech at Kyoto University]]||{{dts|2009-01-20}}|| Kyoto, Japan||Talk||||
|-
|[[Alan Kay: Normal Considered Harmful (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL||Talk||||
|-
|[[How Complex is "Personal Computing"? (2009)]]||{{dts|2009-10-22}}||Urbana-Champaign, IL USA||Talk||||
|-
|[[Alan Kay: Big Ideas are Sometimes Powerful Ideas]]||{{dts|2009-12-07}}||||Talk||||
|-
|[[Alan Kay at CES 2010]]||{{dts|2010-01}}||Las Vegas, NV USA||Talk||||
|-
|[[Alan Kay Interview at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Interview||||
|-
|[[Alan Kay Talk at eLearning Symposium (2010)]]||{{dts|2010-06-02}}||Fairfax, VA USA||Talk||||
|-
|[[Alan Kay CS1 talk at UCLA (2010)]]||{{dts|2010-10}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at scrii Global Conference (2011)]]||{{dts|2011-03-31}}||San Jose, CA USA||Talk||||
|-
|[[Alan Kay: Programming and Scaling]]||{{dts|2011-07-21}}||Potsdam, Germany||Talk||||
|-
|[[Brick Laying or Arch Inventing at ECOOP 2011]]||{{dts|2011-07-28}}||Lancaster, UK||Talk||||
|-
|[[Rethinking Design, Risk, and Software (2012)|Rethinking Design, Risk, and Software at COFES]]||{{dts|2012-04-13}}||Scottsdale, AZ, USA||Talk||||Annotated
|-
|[[Alan Kay at the NITLE Summit (2012)]]||{{dts|2012-04-15}}||Arlington, VA USA||Talk||||
|-
|[[Alan Kay talk at DePaul University (2012)]]||{{dts|2012-06-10}}||Chicago, IL USA||Talk||||
|-
|[[Extracting Energy from the Turing Tarpit (2012)]]||{{dts|2012-06-15}}||San Francisco, CA USA||Talk||||
|-
|[[An Interview with Computing Pioneer Alan Kay]]||{{dts|2012-07}}||Paderborn, Germany||Interview||||
|-
|[[Alan Kay SCIx Keynote Presentation (2012)]]||{{dts|2012-11-13}}||Salt Lake City, UT USA||Talk||||
|-
|[[Alan Kay Interview by Dave Marvit (2013)]]||{{dts|2013-01-23}}||Mountain View CA USA||Interview||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 1]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Alan Kay Keynote at NATF 2013 Part 2]]||{{dts|2013-01-24}}||Mountain View, CA USA||Talk||||
|-
|[[Technology and Transformation: Vishal Sikka and Alan Kay in Conversation with Paul Saffo]]||{{dts|2013-03-26}}||||Panel||||
|-
|[[Alan Kay: Putting Turing to Work at Heigelberg Laureate Forum (2013)]]||{{dts|2013-09-27}}||Heidelberg, Germany||Talk||||
|-
|[[Alan Kay at Qualcomm: Is it really "Complex"? Or did we just make it "Complicated"?]]||{{dts|2013-10-30}}||San Diego, CA USA||Talk||||
|-
|[[Alan Kay - Programming Languages & Programming]]|||{{dts|2013}}||||Talk||||
|-
|[[Alan Kay's tribute to Ted Nelson at "Intertwingled" Fest (2014)]]||{{dts|2014}}||||Talk||||
|-
|[[Alan Kay at LampsonFest (2014)]]||{{dts|2014-02-21}}||||Talk||||
|-
|[[Alan Kay at Founder School Session: The Future Doesn't Have to Be Incremental (2014)]]||{{dts|2014-04-03}}||San Francisco, CA USA||Talk||||Transcript
|-
|[[Interview with Alan Kay by Gardner Campbell]]||{{dts|2014-06-20}}||||Interview||||
|-
|[[Alan Kay, 2015: Power of Simplicity]]||{{dts|2015}}||Menlo Park, CA USA||Talk||||
|-
|[[Alan Kay at SAP (2015)]]||{{dts|2015}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 1 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay - Inventing the Future Part 2 (2015)]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (1/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at STRAP 2015 - Our Most Important Revolution part (2/2)]]||{{dts|2015-02-05}}||||Talk||||
|-
|[[Alan Kay at Aspen Institute/Kennedy Center Arts Summit "Science and Technology as Art" (2015)]]||{{dts|2015-05-16}}||||Talk||||
|-
|[[Rethinking CS Education | Alan Kay, CrossRoads 2015]]||{{dts|2015}}||||Talk||||
|-
|[[Alan Kay at the Media Lab 30th anniversary (2015)]]||{{dts|2015-10-30}}||Cambridge, MA USA||Talk||||
|-
|[[Joe Armstrong & Alan Kay - Joe Armstrong interviews Alan Kay]]||{{dts|2016}}||London, UK||Interview||||
|-
|[[CHI 2016 Plenary: Alan Kay in conversation with Vishal Sikka]]||{{dts|2016-03-12}}||San Jose, CA USA||Interview||||
|-
|[[Alan Kay at UCLA (2016)|Alan Kay at UCLA]]||{{dts|2016-04-07}}||Los Angeles, CA USA||Talk||||
|-
|[[Alan Kay at CresstCon (2016)]]||{{dts|2016-09-21}}||Los Angeles, CA USA||Talk||||
|-
|[[How to Invent the Future I - CS183F]]||{{dts|2017-05-09}}||Palo Alto, CA USA||Talk||||
|-
|[[How to Invent the Future II - CS183F]]||{{dts|2017-05-16}}||Palo Alto, CA USA||Talk||||
|-
|[[Alan Kay at the Thinking about Thinking about Seymour Event (2017)]]||{{dts|2017-01-27}}||Cambridge, MA USA||Talk||||
|-
|[[CrossRoads 2017 | Alan Kay keynote - Education That Takes Us To The 22nd Century]]||{{dts|2017-05-25}}||San Francisco, CA USA||Talk||||
|-
|[[Starship Congress 2017: Alan Kay, "Preparations for Communicating with Aliens" (2017)]]||{{dts|2017-08-08}}||||Talk||||
|-
|[[Alan Kay Lecture - CCSMFAIXD IxD Evolution Course]]||{{dts|2017-10-09}}||Detroit||Talk||||
|-
|[[Alan Kay 2018 Lindberg-King Lecture]]||{{dts|2018-09-23}}||Washington DC||Talk||||
|-
|[[Alan Kay IT 25 50 Symposium]]||{{dts|2018-12-9}}||Tokyo, Japan||Talk||||
|-
|[[Scaling up the circular economy]]||{{dts|2019-10-16}}||London, UK||Interview||||
|-
|[[Alan Kay at the Internet 50th event in London]]||{{dts|2019-10-30}}||London, UK||Talk||||
|-
|[[Alan Kay Speaks at ATLAS Institute]]||{{dts|2019-11-11}}||Boulder, Colorado USA||Talk||||
|-
|[[Alan Kay Speaks at BAAI Conference]]||{{dts|2020-06-24}}||Beijing, China||Talk||||
|-
|[[Alan Kay Preparation Interview for at XT 20 Conference]]||{{dts|2020-07}}||Online||Interview||||
|-
|[[Alan Kay Talk at Virtual Heidelberg Laureate Forum 2020]]||{{dts|2020-09-21}}||Online||Talk||||
|-
|[[Alan Kay Interview for nerdear.la 2020]]||{{dts|2020-10}}||Online||Interview||||
|-
|[[FutureLaw 2021 Opening Keynote: There Oughta be a Law]]||{{dts|2021-04}}||Online||Talk||||
|-
|[[Keynote: Making Progress - Alan Kay]]||{{dts|2021-08-01}}||Online||Talk||||
|-
|[[Is Software Engineering Still an Oxymoron? Alan Kay at GOTO 2021]]||{{dts|2021-11-09}}||Copenhagen (online)||Talk|||||}

Processors in Programming Languages

2021-11-27T00:13:24Z

Ohshima:

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<subtitle id="0:1:1">really</subtitle>
<subtitle id="0:1:4"> come in a version that</subtitle>
<subtitle id="0:1:7">sorry</subtitle>
<subtitle id="0:1:10"> trickle its way through but Burroughs had this distressing</subtitle>
<subtitle id="0:1:13"> set of traits</subtitle>
<subtitle id="0:1:16"> of having the best hardware architects</subtitle>
<subtitle id="0:1:19"> really in the world for many years and</subtitle>
<subtitle id="0:1:22"> they could never ever implement these designs partly</subtitle>
<subtitle id="0:1:25"> because the hardware architects are a little bit purest</subtitle>
<subtitle id="0:1:28"> major</subtitle>
<subtitle id="0:1:31"> figure here is Bob Barton who is a</subtitle>
<subtitle id="0:1:34"> well-known iconoclast</subtitle>
<subtitle id="0:1:37"> remarkable man he's I think</subtitle>
<subtitle id="0:1:40"> he said still</subtitle>
<subtitle id="0:1:49">my first this is B five thousands the</subtitle>
<subtitle id="0:1:52">third machine I ever learned I learned it in 1962</subtitle>
<subtitle id="0:1:55"> I happened to be in the Air Force and</subtitle>
<subtitle id="0:1:58"> they had a Burroughs 220 Burroughs</subtitle>
<subtitle id="0:2:1"> 220 was this huge vacuum tube</subtitle>
<subtitle id="0:2:4"> thing with 5 or</subtitle>
<subtitle id="0:2:7"> bigger than this room and you could heat coffee</subtitle>
<subtitle id="0:2:10"> on top of it wait</subtitle>
<subtitle id="0:2:13"> old machine and had a couple of interesting features on it that actually</subtitle>
<subtitle id="0:2:16">partially triggered off some of the ideas to be 5000</subtitle>
<subtitle id="0:2:19"></subtitle>
<subtitle id="0:2:22"> Martin first</subtitle>
<subtitle id="0:2:25"> was really a philosopher he was a philosophy</subtitle>
<subtitle id="0:2:28"> major at the University of Connecticut and</subtitle>
<subtitle id="0:2:31">gotten interested in proving he's already reading philosophy</subtitle>
<subtitle id="0:2:34"> books and books not logic</subtitle>
<subtitle id="0:2:37">a man of parts</subtitle>
<subtitle id="0:2:40"> and I guess he started coding around</subtitle>
<subtitle id="0:2:43"> 1951 or sellin</subtitle>
<subtitle id="0:2:46"> boroughs bought a company called datatron</subtitle>
<subtitle id="0:2:49"> and they set up</subtitle>
<subtitle id="0:2:52"> they've made a machine called the 204</subtitle>
<subtitle id="0:2:55"> in the 2:05 were true run taste machines</subtitle>
<subtitle id="0:2:58"> and a 205 in the borough's 220 was the same</subtitle>
<subtitle id="0:3:1">xcept that the tool fire was completely based on a drum</subtitle>
<subtitle id="0:3:4"> it had the registers on the drum also many</subtitle>
<subtitle id="0:3:7"> copies of the residues just placed around the drum so</subtitle>
<subtitle id="0:3:10">that you didn't have to wait for a full revolution this way to get</subtitle>
<subtitle id="0:3:13"> things in those days and</subtitle>
<subtitle id="0:3:16"> they set up this whole latch up in a Safeway</subtitle>
<subtitle id="0:3:19"> store in Pasadena partly</subtitle>
<subtitle id="0:3:22"> because of that location they formed the early</subtitle>
<subtitle id="0:3:25"> association with Cal Tech back</subtitle>
<subtitle id="0:3:28"> canoes first machine was the</subtitle>
<subtitle id="0:3:31"> 205 and the 220 and this</subtitle>
<subtitle id="0:3:34"> horrible thing known as mix in the</subtitle>
<subtitle id="0:3:37"> canoes books is a very reminiscent</subtitle>
<subtitle id="0:3:40"> of the 205 into 20 in</subtitle>
<subtitle id="0:3:43"> other words it was a decimal machine</subtitle>
<subtitle id="0:3:46">ach position</subtitle>
<subtitle id="0:3:49"> had</subtitle>
<subtitle id="0:3:52"> 10 decimal digits</subtitle>
<subtitle id="0:3:58">and a sign digit and each</subtitle>
<subtitle id="0:4:1"> one of these had four bits in it so I had</subtitle>
<subtitle id="0:4:4"> 44 bit words and the sign</subtitle>
<subtitle id="0:4:7"> position for some</subtitle>
<subtitle id="0:4:10">reason known only to them and to God they</subtitle>
<subtitle id="0:4:13"> decided to have all ten possibilities</subtitle>
<subtitle id="0:4:16"> for the sign position okay</subtitle>
<subtitle id="0:4:19">and because there's only plus and minus and then eight more they</subtitle>
<subtitle id="0:4:22"> decided to assign some meaning to those it was</subtitle>
<subtitle id="0:4:25">meaning assigned to those extra sign positions that</subtitle>
<subtitle id="0:4:28"> that led to</subtitle>
<subtitle id="0:4:31">ideas in the be 5,000 I won't go through the whole history but it's very</subtitle>
<subtitle id="0:4:34">interesting to watch how these ideas come about one of the sign positions</subtitle>
<subtitle id="0:4:37"> was saying position six which marked</subtitle>
<subtitle id="0:4:40"> this thing as a piece of code</subtitle>
<subtitle id="0:4:43"> okay and in fact the</subtitle>
<subtitle id="0:4:46"> the machine would not</subtitle>
<subtitle id="0:4:49"> if you if you tried to</subtitle>
<subtitle id="0:4:52"> fetch through something if you</subtitle>
<subtitle id="0:4:55"> tried to fetch a piece of code there</subtitle>
<subtitle id="0:4:58">for instance they were trying it would we try</subtitle>
<subtitle id="0:5:1"> and do a job in other</subtitle>
<subtitle id="0:5:4"> words they both protected things in a limited way in</subtitle>
<subtitle id="0:5:7"> memory and there are certain side effects that can be triggered off by</subtitle>
<subtitle id="0:5:10">touching things in memory it was that idea which is</subtitle>
<subtitle id="0:5:13"> being played around with in the 50s that that led to part of what</subtitle>
<subtitle id="0:5:16"> to be 5,000 was okay the most important</subtitle>
<subtitle id="0:5:19"> thing about this is</subtitle>
<subtitle id="0:5:22"> that in 57 and 58 there</subtitle>
<subtitle id="0:5:25"> is a language developed called Algol 58</subtitle>
<subtitle id="0:5:28"> and alcohol</subtitle>
<subtitle id="0:5:31"> 58 was a reaction</subtitle>
<subtitle id="0:5:34"> sort of a purist reaction of the Europeans</subtitle>
<subtitle id="0:5:37"> Plus Alan Perlis a few other people in this country</subtitle>
<subtitle id="0:5:40"> too Fortran so they thought</subtitle>
<subtitle id="0:5:43"> was absolutely detestable but a Fortran had come</subtitle>
<subtitle id="0:5:46">arlier so they sat down and designed this thing it was cleaner</subtitle>
<subtitle id="0:5:49"> and except for the fact of not</subtitle>
<subtitle id="0:5:52"> having data structures except for arrays and</subtitle>
<subtitle id="0:5:55"> strings and integers and</subtitle>
<subtitle id="0:5:58"> floating point typical</subtitle>
<subtitle id="0:6:1"> alcohol data structures but not having Pascal</subtitle>
<subtitle id="0:6:4"> data structures this language is essentially what Pascal is</subtitle>
<subtitle id="0:6:7"> in other words it has one level</subtitle>
<subtitle id="0:6:10"> of definition</subtitle>
<subtitle id="0:6:13"> for global</subtitle>
<subtitle id="0:6:19">procedures</subtitle>
<subtitle id="0:6:22">etc</subtitle>
<subtitle id="0:6:25">and [Music]</subtitle>
<subtitle id="0:6:28"> the some of the versions of this I could</subtitle>
<subtitle id="0:6:31">o recursive subroutine calls and other ones couldn't the separate procedures</subtitle>
<subtitle id="0:6:34"> have local variables</subtitle>
<subtitle id="0:6:37">there are a couple other features</subtitle>
<subtitle id="0:6:40">language it was basically a very simple but vanilla</subtitle>
<subtitle id="0:6:43"> language and Barton</subtitle>
<subtitle id="0:6:46">head of the project to put this on the burst to</subtitle>
<subtitle id="0:6:49"> 20 and doing so they</subtitle>
<subtitle id="0:6:52">a thing that had only been really discovered in</subtitle>
<subtitle id="0:6:55"> 56 57 by by</subtitle>
<subtitle id="0:6:58"> a few people in Europe which is called the stack the</subtitle>
<subtitle id="0:7:1">staff was originally invented for doing compiling and</subtitle>
<subtitle id="0:7:4"> you have to realize that back in these days in 1952-53</subtitle>
<subtitle id="0:7:7"> when they're still thinking about compiling</subtitle>
<subtitle id="0:7:10">arithmetic expressions this was considered to be an AI problem</subtitle>
<subtitle id="0:7:13"> okay</subtitle>
<subtitle id="0:7:16"> what Fortran was was the world's first automatic</subtitle>
<subtitle id="0:7:19"> programming system that's what it was called automatic</subtitle>
<subtitle id="0:7:22"> programming was how to get away from writing having</subtitle>
<subtitle id="0:7:25">ive explicit sequence when writing machine code</subtitle>
<subtitle id="0:7:28"> ok so the first task of automatic</subtitle>
<subtitle id="0:7:31"> programming was to not have to specify sequence</subtitle>
<subtitle id="0:7:34"> for thanks and the</subtitle>
<subtitle id="0:7:37"> first parser is back in the early 50s actually</subtitle>
<subtitle id="0:7:40"> went in and parenthesize effect Fortran yeah</subtitle>
<subtitle id="0:7:43"> they went and actually put all the parentheses in to</subtitle>
<subtitle id="0:7:46"> the source code okay</subtitle>
<subtitle id="0:7:49"> and then went through and removed all the parentheses by</subtitle>
<subtitle id="0:7:52"> going okay was unbelievable but</subtitle>
<subtitle id="0:7:55"> that this is the in the days before it be an F there's</subtitle>
<subtitle id="0:7:58"> no such thing as a compiler compiler so</subtitle>
<subtitle id="0:8:1"> some Germans</subtitle>
<subtitle id="0:8:4"> pop up Bower and</subtitle>
<subtitle id="0:8:7"> a couple of other people</subtitle>
<subtitle id="0:8:10"> you er can't remember the</subtitle>
<subtitle id="0:8:13"> other guy Sam Wilson says yeah Santa Valerie</subtitle>
<subtitle id="0:8:16">invented</subtitle>
<subtitle id="0:8:19"> a stack algorithm for doing compiling</subtitle>
<subtitle id="0:8:22"> arithmetic expressions that used precedents it was the first</subtitle>
<subtitle id="0:8:25">precedents algorithm Martin just loved this he just</subtitle>
<subtitle id="0:8:28"> sucked this up and</subtitle>
<subtitle id="0:8:31"> the basic idea I won't go</subtitle>
<subtitle id="0:8:34">you know you either know it or you don't at</subtitle>
<subtitle id="0:8:37"> this point this is part of the</subtitle>
<subtitle id="0:8:40">that used to be important for people to know but</subtitle>
<subtitle id="0:8:43"> is yeah the noise now as far as I'm concerned</subtitle>
<subtitle id="0:8:46"> but basically the idea is you kept</subtitle>
<subtitle id="0:8:49"> opera Diana from the arithmetic expression you kept operands</subtitle>
<subtitle id="0:8:52"> if you had something like a plus B times C as</subtitle>
<subtitle id="0:8:55"> you chucked your way through this thing</subtitle>
<subtitle id="0:8:58"> you would have shoved into</subtitle>
<subtitle id="0:9:1"> the stack everything</subtitle>
<subtitle id="0:9:4"> up until the time side which is the</subtitle>
<subtitle id="0:9:7">something and do something with the city and the B and</subtitle>
<subtitle id="0:9:10"> either have to sometimes they have</subtitle>
<subtitle id="0:9:13"> two stacks you put the operators and 170 you plus there'd be</subtitle>
<subtitle id="0:9:16"> an A to B maybe</subtitle>
<subtitle id="0:9:19"> you push it all the way down so you'd have time</subtitle>
<subtitle id="0:9:22"> silent CPA here and</subtitle>
<subtitle id="0:9:25"> as soon as you could find out there's</subtitle>
<subtitle id="0:9:28"> nothing more for you to do over here and then you know you could generate</subtitle>
<subtitle id="0:9:31"> code for these guys okay</subtitle>
<subtitle id="0:9:34">ou kept on going through in the stack kept</subtitle>
<subtitle id="0:9:37"> these intermediate results bargain very quickly realized that</subtitle>
<subtitle id="0:9:40"> a stack could be a dandy idea de for doing</subtitle>
<subtitle id="0:9:43"> subroutine calls in</subtitle>
<subtitle id="0:9:46"> fact they were just starting to mumble about the idea of recursive</subtitle>
<subtitle id="0:9:49">subroutines for doing problems</subtitle>
<subtitle id="0:9:52"> so when they implemented the system on the on</subtitle>
<subtitle id="0:9:55"> the burros b20 they had the idea of</subtitle>
<subtitle id="0:9:58"> that they were</subtitle>
<subtitle id="0:10:1"> going to get enough do</subtitle>
<subtitle id="0:10:4"> things in this order and then generate code through</subtitle>
<subtitle id="0:10:7"> an assembler multi pass assembler and</subtitle>
<subtitle id="0:10:10"> they're going to use a stack for subroutine calls they</subtitle>
<subtitle id="0:10:13"> also had the idea that this</subtitle>
<subtitle id="0:10:16"> group of global contact should probably be</subtitle>
<subtitle id="0:10:19"> represented as some kind of table in storage</subtitle>
<subtitle id="0:10:25">that had it in either pointers to</subtitle>
<subtitle id="0:10:28"> arrays allocated somewhere else or</subtitle>
<subtitle id="0:10:31"> had numbers in them</subtitle>
<subtitle id="0:10:34"> and in this particularly</subtitle>
<subtitle id="0:10:37">implementation the code had to know what these were supposed to</subtitle>
<subtitle id="0:10:40"> be okay so one</subtitle>
<subtitle id="0:10:43">fine guy I don't know when it was 59 or so</subtitle>
<subtitle id="0:10:46"> after all this had been done</subtitle>
<subtitle id="0:10:49"> Barton was reading a book</subtitle>
<subtitle id="0:10:52"> by Lucchese which logic and</subtitle>
<subtitle id="0:10:55"> what Lucchese which had done is in order to</subtitle>
<subtitle id="0:10:58"> do certain logical manipulations of things which requires symbolic</subtitle>
<subtitle id="0:11:1"> manipulation it invented a notation that</subtitle>
<subtitle id="0:11:4"> had no parentheses</subtitle>
<subtitle id="0:11:7"> and in fact it was a</subtitle>
<subtitle id="0:11:10">I think Lucchese which is</subtitle>
<subtitle id="0:11:13"> notation was a prefix notation can't</subtitle>
<subtitle id="0:11:16"> remember can you remember Steve can't</subtitle>
<subtitle id="0:11:19"> remember whether this prefix anyway the two possibilities for an</subtitle>
<subtitle id="0:11:22"> expression like this or either saying</subtitle>
<subtitle id="0:11:25"> something like BC times a</subtitle>
<subtitle id="0:11:28">nd</subtitle>
<subtitle id="0:11:31"> yeah I think the case which is was actually prefix</subtitle>
<subtitle id="0:11:34"> which there are various ways of writing</subtitle>
<subtitle id="0:11:37"> that you can say x b c</subtitle>
<subtitle id="0:11:40"> plus a or plus</subtitle>
<subtitle id="0:11:43"> a times b SI</subtitle>
<subtitle id="0:11:46"> prefix use a stack</subtitle>
<subtitle id="0:11:49"> until you get to something it will actually</subtitle>
<subtitle id="0:11:52"> has a couple of operands</subtitle>
<subtitle id="0:11:55"> and think</subtitle>
<subtitle id="0:11:58"> about Barton is one of these guys has a mind like a net</subtitle>
<subtitle id="0:12:1"> almost completely</subtitle>
<subtitle id="0:12:4"> intuitive</subtitle>
<subtitle id="0:12:7"> your life because he never knew</subtitle>
<subtitle id="0:12:10"> when he was going to have a good idea in fact he lived for quite a</subtitle>
<subtitle id="0:12:13">nd he feared he was never going to have another the</subtitle>
<subtitle id="0:12:16"> fact he had good ideas all the time I used to absolutely</subtitle>
<subtitle id="0:12:19"> destroy PhD theses at</subtitle>
<subtitle id="0:12:22"> Utah where I ran into him because</subtitle>
<subtitle id="0:12:25"> he'd be working with a thesis student for six months and</subtitle>
<subtitle id="0:12:28"> all of a sudden he'd wake up in the morning with a total</subtitle>
<subtitle id="0:12:31"> solution to that thesis and that was the end of that</subtitle>
<subtitle id="0:12:34"> thesis and so the smart thesis students</subtitle>
<subtitle id="0:12:37"> like me stayed away from them we</subtitle>
<subtitle id="0:12:40"> didn't want him to solve our problem and</subtitle>
<subtitle id="0:12:43"> even though I was a natural</subtitle>
<subtitle id="0:12:46"> to be his thesis student I went to Dave Evans and</subtitle>
<subtitle id="0:12:49"> Barton would not talk for me for five years because of that</subtitle>
<subtitle id="0:12:52"> that's the kind of guy is he's sort of like</subtitle>
<subtitle id="0:12:55"> William F Buckley to talk to there's</subtitle>
<subtitle id="0:12:58"> an incredible command in the English language and he's very</subtitle>
<subtitle id="0:13:1"> very snide delightfully snide</subtitle>
<subtitle id="0:13:4"> it's a Barton okay</subtitle>
<subtitle id="0:13:7"> when this when</subtitle>
<subtitle id="0:13:10"> Bart made the connection between this and this</subtitle>
<subtitle id="0:13:13"> his mind just started working and</subtitle>
<subtitle id="0:13:16"> in 48 hours he had designed to be 5,000</subtitle>
<subtitle id="0:13:19"> okay it was one continuous hit according</subtitle>
<subtitle id="0:13:22">was just literally stayed up for 48 hours and everything</subtitle>
<subtitle id="0:13:25"> fell into place I'll certainly give you an</subtitle>
<subtitle id="0:13:28"> idea the things that led into it</subtitle>
<subtitle id="0:13:31"> was the Barton's basic snobbery that</subtitle>
<subtitle id="0:13:34"> said I never want to write machine code again higher-level</subtitle>
<subtitle id="0:13:37">anguages are a good idea then by god what's right in them</subtitle>
<subtitle id="0:13:40"> never want to write an operating system in the lower level</subtitle>
<subtitle id="0:13:43"> language never want to write anything in</subtitle>
<subtitle id="0:13:46"> the lower level language tomah's</subtitle>
<subtitle id="0:13:49"> the compilers weren't the</subtitle>
<subtitle id="0:13:52"> machines weren't a good environment for this kind of</subtitle>
<subtitle id="0:13:55"> thing so he had in the</subtitle>
<subtitle id="0:13:58">back of his mind the idea what let's build a machine to run algal</subtitle>
<subtitle id="0:14:1"> if we think that's a good language and</subtitle>
<subtitle id="0:14:4"> in fact the Algol that they built it for was this Algol</subtitle>
<subtitle id="0:14:7"> 58 B 5000 doesn't have</subtitle>
<subtitle id="0:14:10"> all the hooks in it for the</subtitle>
<subtitle id="0:14:13">6006 he came along while they're in midstream</subtitle>
<subtitle id="0:14:16"> machine so here's here</subtitle>
<subtitle id="0:14:19"> are some of the things he thought about</subtitle>
<subtitle id="0:14:25">first thing he did was to</subtitle>
<subtitle id="0:14:28">say well</subtitle>
<subtitle id="0:14:31"> I know we're</subtitle>
<subtitle id="0:14:34"> gonna be running lots of different jobs in fact the first be</subtitle>
<subtitle id="0:14:37"> 5000 you have to realize in fact most of these machines</subtitle>
<subtitle id="0:14:40"> had multiple processors on it right from the beginning</subtitle>
<subtitle id="0:14:43"> teeny little machine -</subtitle>
<subtitle id="0:14:46"> it was only a 4k 48 50 words had</subtitle>
<subtitle id="0:14:49"> swapped off a 32k drunk</subtitle>
<subtitle id="0:14:52"> this is a mainframe computer</subtitle>
<subtitle id="0:14:55">and they don't knew they were gonna have to</subtitle>
<subtitle id="0:14:58"> do lots of fun lots of batch jobs and do compilations</subtitle>
<subtitle id="0:15:1"> and all those things one of the things that always happened in those days</subtitle>
<subtitle id="0:15:4"> as a program would start writing into somebody</subtitle>
<subtitle id="0:15:7"> else's programs core now would lead to strange</subtitle>
<subtitle id="0:15:10"> results and that</subtitle>
<subtitle id="0:15:13"> was not a good thing so one of things that they wanted to do is</subtitle>
<subtitle id="0:15:16"> to protect so we decided that</subtitle>
<subtitle id="0:15:19"> the</subtitle>
<subtitle id="0:15:22">consequences I don't know how he all came to all of us at</subtitle>
<subtitle id="0:15:25"> once because the interesting thing about to be 5000 is not that</subtitle>
<subtitle id="0:15:28"> it has a stack that was the least interesting</subtitle>
<subtitle id="0:15:31">complete innovation those days there's only one other machine</subtitle>
<subtitle id="0:15:34"> that has sort of a stack that was called the KDF right</subtitle>
<subtitle id="0:15:37"> so here's what he did he said</subtitle>
<subtitle id="0:15:40"> when a program is running</subtitle>
<subtitle id="0:15:43"> some kind of code here</subtitle>
<subtitle id="0:15:46">ach</subtitle>
<subtitle id="0:15:49"> I only have two kinds of things that I'm really worrying</subtitle>
<subtitle id="0:15:52"> about there are things that denote operations</subtitle>
<subtitle id="0:15:55"> and those are things that are going to appeal</subtitle>
<subtitle id="0:15:58"> directly to the machine so those are</subtitle>
<subtitle id="0:16:1">pretty safe and the only other thing I have to worry about</subtitle>
<subtitle id="0:16:4"> are things up to note variables I notice he didn't say values</subtitle>
<subtitle id="0:16:7"> because some higher-level languages</subtitle>
<subtitle id="0:16:10"> don't have values they have variables everything comes down to looking</subtitle>
<subtitle id="0:16:13"> like a like a variable and</subtitle>
<subtitle id="0:16:16"> so he asked himself what is a variable and</subtitle>
<subtitle id="0:16:19"> a variable actually is</subtitle>
<subtitle id="0:16:22"> some item in this list here or</subtitle>
<subtitle id="0:16:25"> some item in the list of the procedure and that's all it</subtitle>
<subtitle id="0:16:28"> is so he immediately misses came</subtitle>
<subtitle id="0:16:31"> out of this table already but immediately said</subtitle>
<subtitle id="0:16:34">there are two kinds of variables are local and global and</subtitle>
<subtitle id="0:16:37"> all those things are our numbers that are offset</subtitle>
<subtitle id="0:16:40"> from the beginning of whatever this list is and</subtitle>
<subtitle id="0:16:43"> since we're going to be running so if</subtitle>
<subtitle id="0:16:46"> this is the red list here and</subtitle>
<subtitle id="0:16:49"> this is the red procedure and</subtitle>
<subtitle id="0:16:52"> over here we have another job that has a green</subtitle>
<subtitle id="0:16:55"> list and a green procedure</subtitle>
<subtitle id="0:16:58">than</subtitle>
<subtitle id="0:17:1"> any particular variable</subtitle>
<subtitle id="0:17:4"> like this one down here it's</subtitle>
<subtitle id="0:17:7"> like variable 19 that's</subtitle>
<subtitle id="0:17:10"> red and this one over here is variable</subtitle>
<subtitle id="0:17:13"> 19 that's green</subtitle>
<subtitle id="0:17:16"> completely two different things because they're reference</subtitle>
<subtitle id="0:17:19"> relative to this guy to this guy</subtitle>
<subtitle id="0:17:22"> they</subtitle>
<subtitle id="0:17:25"> said okay that's that's great what we need to have now</subtitle>
<subtitle id="0:17:28"> is a register that the code can't see the points</subtitle>
<subtitle id="0:17:31"> to this so that registered</subtitle>
<subtitle id="0:17:34"> it's called the PRT</subtitle>
<subtitle id="0:17:40">whenever a piece of program</subtitle>
<subtitle id="0:17:43"> is running this PRT register is pointing to one of these table</subtitle>
<subtitle id="0:17:46"> I'm going to draw it as a table map</subtitle>
<subtitle id="0:18:1">okay and now what code turns out to be is</subtitle>
<subtitle id="0:18:4"> something that can be rather small in</subtitle>
<subtitle id="0:18:7">fact this thing I think was up to a thousand law</subtitle>
<subtitle id="0:18:16">these are 48 that words</subtitle>
<subtitle id="0:18:19">and so to</subtitle>
<subtitle id="0:18:22"> worry about any</subtitle>
<subtitle id="0:18:25"> one of these guys the code for that is only needs</subtitle>
<subtitle id="0:18:28"> to be ten bits long worry about</subtitle>
<subtitle id="0:18:31"> that and</subtitle>
<subtitle id="0:18:34">for various reasons</subtitle>
<subtitle id="0:18:37">they</subtitle>
<subtitle id="0:18:40"> could have done this there's whether they say it's really terrible</subtitle>
<subtitle id="0:18:43">criticize this but you know after 20 years and a few</subtitle>
<subtitle id="0:18:46"> things have been discovered but</subtitle>
<subtitle id="0:18:49"> they decide also to make the operator</subtitle>
<subtitle id="0:18:52"> set be 10 bits long so</subtitle>
<subtitle id="0:18:55"> they could have a thousand operators never</subtitle>
<subtitle id="0:18:58"> only had more than a few and then to distinguish these two</subtitle>
<subtitle id="0:19:1"> there are a couple of extra bits</subtitle>
<subtitle id="0:19:4"> on as headers that told you what kind of code symbols</subtitle>
<subtitle id="0:19:7"> these were four kinds of code syllables</subtitle>
<subtitle id="0:19:10">if I can still remember these</subtitle>
<subtitle id="0:19:13"> there's an operator</subtitle>
<subtitle id="0:19:19">I think I want to get to use three of them</subtitle>
<subtitle id="0:19:22"> is basically</subtitle>
<subtitle id="0:19:25"> the operator a what is called a value</subtitle>
<subtitle id="0:19:28"> call and what is called a</subtitle>
<subtitle id="0:19:31"> name called</subtitle>
<subtitle id="0:19:34">I'll</subtitle>
<subtitle id="0:19:37"> tell you what those are in a second</subtitle>
<subtitle id="0:19:40"> so code in this machine was 12</subtitle>
<subtitle id="0:19:43"> bits long because it had</subtitle>
<subtitle id="0:19:46"> 48 bit words the</subtitle>
<subtitle id="0:19:49"> register up here for</subtitle>
<subtitle id="0:19:58">would hold for instructions</subtitle>
<subtitle id="0:20:1"> at a time so to have a little instruction cache on</subtitle>
<subtitle id="0:20:4"> it and just attach those is one of the consequences</subtitle>
<subtitle id="0:20:7"> of e 5000 and only have to cycle memory every for instructions</subtitle>
<subtitle id="0:20:16">now going back to how</subtitle>
<subtitle id="0:20:19">executed Barton quickly discovered</subtitle>
<subtitle id="0:20:22"> that going to post fix is much more efficient</subtitle>
<subtitle id="0:20:25"> then he asked himself how</subtitle>
<subtitle id="0:20:28"> am I going to implement the stack I think the first way he thought</subtitle>
<subtitle id="0:20:31"> of it is that he would simply have another</subtitle>
<subtitle id="0:20:34"> register here called the s register</subtitle>
<subtitle id="0:20:37"> that would point into the top of memory</subtitle>
<subtitle id="0:20:40"> and there would be</subtitle>
<subtitle id="0:20:43">the</subtitle>
<subtitle id="0:20:46"> stack then he realized he needed a couple</subtitle>
<subtitle id="0:20:49"> of registers to hold stuff</subtitle>
<subtitle id="0:20:52">was going to go through the arithmetic part of the part</subtitle>
<subtitle id="0:20:55"> of the system and so put in two registers</subtitle>
<subtitle id="0:20:58"> two Hardware registers now actually</subtitle>
<subtitle id="0:21:1"> what I should do is</subtitle>
<subtitle id="0:21:4"> let's be consistent here</subtitle>
<subtitle id="0:21:7">put the staff like this</subtitle>
<subtitle id="0:21:19">okay so I put in a couple of hardware registers that</subtitle>
<subtitle id="0:21:22"> were logically the top of the stack called the a and B registers</subtitle>
<subtitle id="0:21:25"> the a and B registers had</subtitle>
<subtitle id="0:21:28"> an extra bit that marked whether there was something</subtitle>
<subtitle id="0:21:31"> in the register or not okay</subtitle>
<subtitle id="0:21:34"> let's call the presents bidder</subtitle>
<subtitle id="0:21:37">so</subtitle>
<subtitle id="0:21:40"> the idea was if you chugged up to a-plus</subtitle>
<subtitle id="0:21:43"> and there</subtitle>
<subtitle id="0:21:46"> wasn't a + requires two operands and both</subtitle>
<subtitle id="0:21:49"> of these guys weren't on this this</subtitle>
<subtitle id="0:21:52"> machine would know to cycle the stack to make sure there are two operands</subtitle>
<subtitle id="0:21:55"> in the registers so</subtitle>
<subtitle id="0:21:58">did the most efficient thing that it could</subtitle>
<subtitle id="0:22:1"> would only cycle a stack when absolutely</subtitle>
<subtitle id="0:22:4"> necessary to memory that all happened automatically</subtitle>
<subtitle id="0:22:7"> okay so</subtitle>
<subtitle id="0:22:13"></subtitle>
<subtitle id="0:22:16"> I'm very logical to think of these these</subtitle>
<subtitle id="0:22:19"> things are called syllables the code syllables</subtitle>
<subtitle id="0:22:22"> would have a register to know</subtitle>
<subtitle id="0:22:25"> what this was called but I'll call it was either called C or</subtitle>
<subtitle id="0:22:28"> P or something like that</subtitle>
<subtitle id="0:22:37">here are</subtitle>
<subtitle id="0:22:40"> a bunch of code syllables so</subtitle>
<subtitle id="0:22:43"> this bc times a plus</subtitle>
<subtitle id="0:22:46"> would be turned into something that would look like</subtitle>
<subtitle id="0:22:52">value call for wherever be was</subtitle>
<subtitle id="0:22:55"> maybe be is number three here so this</subtitle>
<subtitle id="0:22:58"> would be something like value call</subtitle>
<subtitle id="0:23:1"> three this</subtitle>
<subtitle id="0:23:4"> would be value call maybe seven</subtitle>
<subtitle id="0:23:7"> word see</subtitle>
<subtitle id="0:23:10"> our operator</subtitle>
<subtitle id="0:23:16">50 or something which is a plus</subtitle>
<subtitle id="0:23:19"> and value call</subtitle>
<subtitle id="0:23:22"> whenever a is maybe 30</subtitle>
<subtitle id="0:23:31">plus</subtitle>
<subtitle id="0:23:34"> I'm sorry this is x operator</subtitle>
<subtitle id="0:23:37"> 45 which is plus</subtitle>
<subtitle id="0:23:40"> so</subtitle>
<subtitle id="0:23:43"> that's what that turns into and this thing</subtitle>
<subtitle id="0:23:46"> had been this thing had been in originally</subtitle>
<subtitle id="0:23:49"> an assignment statement into a variable called</subtitle>
<subtitle id="0:23:52"> e</subtitle>
<subtitle id="0:23:55"> and the code would have come out</subtitle>
<subtitle id="0:23:58">he</subtitle>
<subtitle id="0:24:1"> underbar a sign</subtitle>
<subtitle id="0:24:4"> and that would have turned into here</subtitle>
<subtitle id="0:24:7"> would have been a name call</subtitle>
<subtitle id="0:24:10"> on wherever D is</subtitle>
<subtitle id="0:24:13">these at 50</subtitle>
<subtitle id="0:24:16"> say Lane called 50 op</subtitle>
<subtitle id="0:24:19"> sign</subtitle>
<subtitle id="0:24:22">they just we</subtitle>
<subtitle id="0:24:25">numbers there and just draw these things in</subtitle>
<subtitle id="0:24:28">okay so</subtitle>
<subtitle id="0:24:31"> what name call does is to</subtitle>
<subtitle id="0:24:34">generate an address that becomes an operand assignment</subtitle>
<subtitle id="0:24:37"> is an operation in this machine and</subtitle>
<subtitle id="0:24:40"> there are a couple of interesting</subtitle>
<subtitle id="0:24:43"> this is penetrating at an instant</subtitle>
<subtitle id="0:24:46">of the most important things you can ever do in</subtitle>
<subtitle id="0:24:49"> a higher-level language which is to be able to</subtitle>
<subtitle id="0:24:52"> give other senses for store and fetch</subtitle>
<subtitle id="0:24:55"> and in the hardware of this machine never been done</subtitle>
<subtitle id="0:24:58">programming like reports in the hardware this</subtitle>
<subtitle id="0:25:1"> machine will talk about what's right and what's wrong with weight it turns</subtitle>
<subtitle id="0:25:4"> out you did it the wrong way but you be forgiven</subtitle>
<subtitle id="0:25:7"> because nobody thought before in fact borrows</subtitle>
<subtitle id="0:25:10">use of it because most of the programs that borrows do not understand</subtitle>
<subtitle id="0:25:13"> this particular feature she</subtitle>
<subtitle id="0:25:16"> okay now a</subtitle>
<subtitle id="0:25:19"> wonderful thing</subtitle>
<subtitle id="0:25:22">further</subtitle>
<subtitle id="0:25:25"> about this machine is that if a and</subtitle>
<subtitle id="0:25:28"> B or C we're procedures the</subtitle>
<subtitle id="0:25:31"> code is exactly the same okay</subtitle>
<subtitle id="0:25:34"> compiler does not care for</subtitle>
<subtitle id="0:25:37"> the following reason that one of</subtitle>
<subtitle id="0:25:40"> the bits in this program reference table</subtitle>
<subtitle id="0:25:43"> it's called</subtitle>
<subtitle id="0:25:46"> a flag bit and</subtitle>
<subtitle id="0:25:49"> it is there to distinguish direct</subtitle>
<subtitle id="0:25:52"> operands like integers and floating</subtitle>
<subtitle id="0:25:55"> point numbers and the</subtitle>
<subtitle id="0:25:58"> way integers and floating point were stored was such that</subtitle>
<subtitle id="0:26:1"> there's only one Plus that you needed there's</subtitle>
<subtitle id="0:26:4"> only one operation over here and the</subtitle>
<subtitle id="0:26:7"> system could tell whether there was an integer floating</subtitle>
<subtitle id="0:26:10"> point when the flag bit was zero it meant what was stored</subtitle>
<subtitle id="0:26:13">here was either an integer or floating-point</subtitle>
<subtitle id="0:26:16"></subtitle>
<subtitle id="0:26:19"> okay when the flag bit was one</subtitle>
<subtitle id="0:26:22"> meant there was something that needed to cause</subtitle>
<subtitle id="0:26:25"> an interrupt to be triggered off to other parts of the machines hardware</subtitle>
<subtitle id="0:26:28"> yeah yeah this is what we</subtitle>
<subtitle id="0:26:31"> want to do is look at these guys when the thing is marked is</subtitle>
<subtitle id="0:26:34"> what so what I'm saying here is that</subtitle>
<subtitle id="0:26:37"> there's no such thing number one is the code knowing</subtitle>
<subtitle id="0:26:40">what it's going to work on it doesn't it's</subtitle>
<subtitle id="0:26:43"> a direct translation of this which</subtitle>
<subtitle id="0:26:46">in this form B could just as easily be an integer procedure</subtitle>
<subtitle id="0:26:49"> as anything else and your function</subtitle>
<subtitle id="0:26:52"> okay and number</subtitle>
<subtitle id="0:26:55"> two the code is not allowed to</subtitle>
<subtitle id="0:26:58"> see any of its own state and</subtitle>
<subtitle id="0:27:1"> note that the code cannot see</subtitle>
<subtitle id="0:27:4"> its segment that it's in unless</subtitle>
<subtitle id="0:27:7"> there happens to be a pointer for it in this program</subtitle>
<subtitle id="0:27:10"> reference tables everybody see that okay</subtitle>
<subtitle id="0:27:13"> the code contains no addresses and in</subtitle>
<subtitle id="0:27:16"> fact there's no way for the code to generate any addresses the</subtitle>
<subtitle id="0:27:19"> only addresses it can ever use are</subtitle>
<subtitle id="0:27:22">that's been given in these registers this code</subtitle>
<subtitle id="0:27:25"> cannot see these registers the code cannot see the</subtitle>
<subtitle id="0:27:28"> a and the B register it can only use the</subtitle>
<subtitle id="0:27:31"> absolutely critical this is what it's so clever</subtitle>
<subtitle id="0:27:34"> all modern protection schemes are based on</subtitle>
<subtitle id="0:27:37"> this idea this is the idea that turned into what is now known as capabilities</subtitle>
<subtitle id="0:27:40"> but</subtitle>
<subtitle id="0:27:43"> done almost perfectly the first time around</subtitle>
<subtitle id="0:27:46">when I was done in Baltics it</subtitle>
<subtitle id="0:27:52">okay so let's take a look at</subtitle>
<subtitle id="0:27:55"> these are these</subtitle>
<subtitle id="0:27:58"> 48-bit words with the flag bit of one</subtitle>
<subtitle id="0:28:1"> they had enough room in here that</subtitle>
<subtitle id="0:28:4"> they decided what they would</subtitle>
<subtitle id="0:28:7"> also do is to make the storage conform to the exact</subtitle>
<subtitle id="0:28:10"> objects that the programmer wanted to use which are little variable length</subtitle>
<subtitle id="0:28:13"> segments okay and the segment</subtitle>
<subtitle id="0:28:16">he thing that not only has a starting address but</subtitle>
<subtitle id="0:28:19"> also has an ending address okay</subtitle>
<subtitle id="0:28:22"> so for instance</subtitle>
<subtitle id="0:28:25"> an array would have something like</subtitle>
<subtitle id="0:28:28"> the following format</subtitle>
<subtitle id="0:28:34">his would be the base address of the array</subtitle>
<subtitle id="0:28:37">this would</subtitle>
<subtitle id="0:28:40"> be the length of the array this</subtitle>
<subtitle id="0:28:43"> would be the fact that it is an array as</subtitle>
<subtitle id="0:28:46"> it's additional type information there'd be a couple</subtitle>
<subtitle id="0:28:49"> of extra bits here one of which would</subtitle>
<subtitle id="0:28:52"> indicate whether the thing was in storage or not</subtitle>
<subtitle id="0:28:55"> the idea is this bit where</subtitle>
<subtitle id="0:28:58"> zero when you ran into it here meant</subtitle>
<subtitle id="0:29:1"> you had to go out and fetch it before you could use it okay</subtitle>
<subtitle id="0:29:4"></subtitle>
<subtitle id="0:29:7"> so what this was was a protected</subtitle>
<subtitle id="0:29:10"> segmenting scape another interesting</subtitle>
<subtitle id="0:29:13"> one here is procedure</subtitle>
<subtitle id="0:29:16"> is one of these guys</subtitle>
<subtitle id="0:29:19"> think of this code if you want</subtitle>
<subtitle id="0:29:22"> as a base address</subtitle>
<subtitle id="0:29:25"> it has a length</subtitle>
<subtitle id="0:29:28"> as a present spit</subtitle>
<subtitle id="0:29:31">so</subtitle>
<subtitle id="0:29:34"> forth and there a few other ones</subtitle>
<subtitle id="0:29:37">okay so what do we have</subtitle>
<subtitle id="0:29:40"> here we have a scheme</subtitle>
<subtitle id="0:29:43">I got draw I haven't shown everything</subtitle>
<subtitle id="0:29:46"> yet not to show how subroutines are done let's</subtitle>
<subtitle id="0:29:49"> review for a second we've</subtitle>
<subtitle id="0:29:52"> got a scheme and where the the code only refers</subtitle>
<subtitle id="0:29:55"> to off set of registers that can't see</subtitle>
<subtitle id="0:30:1">no object in storage</subtitle>
<subtitle id="0:30:4"> can be referenced directly by the code the</subtitle>
<subtitle id="0:30:7"> code wants to see something there has to be one of these</subtitle>
<subtitle id="0:30:10"> guys in its program reference table</subtitle>
<subtitle id="0:30:13"> what's in the program</subtitle>
<subtitle id="0:30:16"> reference table is in there unambitious lee because the flag</subtitle>
<subtitle id="0:30:19"> bit it's not in there as bits if the code has to remember what</subtitle>
<subtitle id="0:30:22"> the heck it was so</subtitle>
<subtitle id="0:30:25"> what can you do with this well suppose</subtitle>
<subtitle id="0:30:28"> one</subtitle>
<subtitle id="0:30:31"> of the things you can do for instance is replace see</subtitle>
<subtitle id="0:30:34"> here with</subtitle>
<subtitle id="0:30:37"> a procedure suppose</subtitle>
<subtitle id="0:30:40"> we want to enrich in this thing without changing the code</subtitle>
<subtitle id="0:30:43"> you just put a one flag bit of one and point</subtitle>
<subtitle id="0:30:46"> this off to another piece of code down</subtitle>
<subtitle id="0:30:49">here every time you go through and execute this code</subtitle>
<subtitle id="0:30:52">and execute the procedure and generate the result from it</subtitle>
<subtitle id="0:30:58">his procedure can just as easily access</subtitle>
<subtitle id="0:31:1"> a file one of these things can be a</subtitle>
<subtitle id="0:31:4">prominent going to another process the process is one</subtitle>
<subtitle id="0:31:7"> of these whole conglomerations</subtitle>
<subtitle id="0:31:10"> another one over here</subtitle>
<subtitle id="0:31:13">okay so the</subtitle>
<subtitle id="0:31:16"> in this machine you can implement directly</subtitle>
<subtitle id="0:31:19"> things like streams in UNIX</subtitle>
<subtitle id="0:31:22"> okay what you implement it just simply any variable</subtitle>
<subtitle id="0:31:25"> can act as a stream but</subtitle>
<subtitle id="0:31:28"> so far we've only talked to that about them as sources</subtitle>
<subtitle id="0:31:31"> let's go through the how</subtitle>
<subtitle id="0:31:37">execute some code here</subtitle>
<subtitle id="0:31:40"> suppose suppose we have the code</subtitle>
<subtitle id="0:31:43"> e5</subtitle>
<subtitle id="0:31:46">okay right at this point we don't</subtitle>
<subtitle id="0:31:49"> happen to know whether there is an array or a</subtitle>
<subtitle id="0:31:52">procedure and if the caller doesn't know</subtitle>
<subtitle id="0:31:55"> either what it does is it says but</subtitle>
<subtitle id="0:31:58"> I'll do it different color so you can see it says now you call</subtitle>
<subtitle id="0:32:1"> oh I</subtitle>
<subtitle id="0:32:4"> know what the other one was</subtitle>
<subtitle id="0:32:7"> no it's no it's just small subscripts</subtitle>
<subtitle id="0:32:10"> actually it was was a small immediate</subtitle>
<subtitle id="0:32:13"> operands that's what it was</subtitle>
<subtitle id="0:32:16"> 0 0 0 1 1</subtitle>
<subtitle id="0:32:19"> 0 1 1 yeah</subtitle>
<subtitle id="0:32:22"> these are small integers</subtitle>
<subtitle id="0:32:28">operators</subtitle>
<subtitle id="0:32:34">o</subtitle>
<subtitle id="0:32:37"> this thing would be immediate</subtitle>
<subtitle id="0:32:40">five now we put the five</subtitle>
<subtitle id="0:32:43"> in the top of the stack</subtitle>
<subtitle id="0:32:46">then the</subtitle>
<subtitle id="0:32:49"> I'm not going to go through</subtitle>
<subtitle id="0:32:52"> right now exactly how</subtitle>
<subtitle id="0:32:55"> this how this does in fact</subtitle>
<subtitle id="0:32:58"> president was slightly more baroque way than</subtitle>
<subtitle id="0:33:1"> it needs to do then</subtitle>
<subtitle id="0:33:4">would do a value call assuming it's on this side of the</subtitle>
<subtitle id="0:33:7"> assignment arrow do a value</subtitle>
<subtitle id="0:33:13">EU never is one of</subtitle>
<subtitle id="0:33:16"> these guys in here down here so if you value call on</subtitle>
<subtitle id="0:33:19"> 95 or something</subtitle>
<subtitle id="0:33:22"> now if it comes in here</subtitle>
<subtitle id="0:33:25"> and the flag bid is on the flag that is off</subtitle>
<subtitle id="0:33:28"> there's a little little more code</subtitle>
<subtitle id="0:33:31">generated here if the five minutes is off it's</subtitle>
<subtitle id="0:33:34"> going to complain it's an opera</subtitle>
<subtitle id="0:33:37"> opera hat waiting in the stack if the flag</subtitle>
<subtitle id="0:33:40"> that is on here remember the five is is in</subtitle>
<subtitle id="0:33:43"> the stack already then</subtitle>
<subtitle id="0:33:46">going to look further than if it sees it's an array what</subtitle>
<subtitle id="0:33:49"> it will do is automatically index</subtitle>
<subtitle id="0:33:52"> the array against the base address but what it does</subtitle>
<subtitle id="0:33:55"> is it checks the this guy against blanks first</subtitle>
<subtitle id="0:33:58">and everything if everything is okay it generates this</subtitle>
<subtitle id="0:34:1"> other way generates a bound check error so BAM is checking</subtitle>
<subtitle id="0:34:4">done automatically by the hardware here if everything is all right</subtitle>
<subtitle id="0:34:7"> then what it will fetch into the top of the stack is</subtitle>
<subtitle id="0:34:10"> the</subtitle>
<subtitle id="0:34:13"> value from that particular array</subtitle>
<subtitle id="0:34:16"> important thing to realize is that</subtitle>
<subtitle id="0:34:19"> arrays there's an array</subtitle>
<subtitle id="0:34:22">point razor</subtitle>
<subtitle id="0:34:25"> things like this program reference table arrays have flag</subtitle>
<subtitle id="0:34:28"> bits also okay</subtitle>
<subtitle id="0:34:31"> so it's a multi-dimensional array fetching in one</subtitle>
<subtitle id="0:34:34">that has a flag bit on it's going to trigger off another indexing</subtitle>
<subtitle id="0:34:37">and we'll start peeling the staff dry from</subtitle>
<subtitle id="0:34:40"> all the indexes of the rail just appeal so rays are stored</subtitle>
<subtitle id="0:34:43"> as trees on the be 5000</subtitle>
<subtitle id="0:34:46">until you get to something that's an operand then</subtitle>
<subtitle id="0:34:49"> I'll finally fetch that and answer it will have the answer</subtitle>
<subtitle id="0:34:52"> even more fun</subtitle>
<subtitle id="0:34:55"> that comes in here to E and just discovers</subtitle>
<subtitle id="0:34:58"> it's a procedure it does exactly the same thing except</subtitle>
<subtitle id="0:35:1">he procedure with this guy as a parameter</subtitle>
<subtitle id="0:35:7">so bharden having a somewhat</subtitle>
<subtitle id="0:35:10"> symmetric line</subtitle>
<subtitle id="0:35:13">ask himself the question of what suppose I</subtitle>
<subtitle id="0:35:16"> had something like this</subtitle>
<subtitle id="0:35:19">what should i do</subtitle>
<subtitle id="0:35:22"> there now the answers is this is a by</subtitle>
<subtitle id="0:35:25"> being on this side of the assignment operator this</subtitle>
<subtitle id="0:35:28">part of the thing is going to be replaced with a name</subtitle>
<subtitle id="0:35:31">what I want you to wind up with is an address</subtitle>
<subtitle id="0:35:34"> that this thing can operate</subtitle>
<subtitle id="0:35:37"> on okay so far so good and</subtitle>
<subtitle id="0:35:40">happens with array is it ripples through the same way except it doesn't</subtitle>
<subtitle id="0:35:43"> fetch the last guy just we use the last guy in</subtitle>
<subtitle id="0:35:46"> the top of the stack this guy can</subtitle>
<subtitle id="0:35:49"> work on so for symmetry he decided</subtitle>
<subtitle id="0:35:52"> that if this guy happened</subtitle>
<subtitle id="0:35:55"> to be a procedure and it was called with the name call he should actually</subtitle>
<subtitle id="0:35:58"> do something rather than complain this was the master stroke</subtitle>
<subtitle id="0:36:1"> and what he does do is to call</subtitle>
<subtitle id="0:36:4">in such a way that the procedure itself can discover</subtitle>
<subtitle id="0:36:7"> what it's being asked for a name or a value that</subtitle>
<subtitle id="0:36:10"> was a test you can make in this language</subtitle>
<subtitle id="0:36:13"> called Bal Gulf was in the beginning of a</subtitle>
<subtitle id="0:36:16">saying if somebody want me to generate an address or to somebody want</subtitle>
<subtitle id="0:36:19"> a value from me and so in</subtitle>
<subtitle id="0:36:22"> the complex Bal gall procedures were actually</subtitle>
<subtitle id="0:36:25"> two-part procedures each part was a function that would produce</subtitle>
<subtitle id="0:36:28"> a value it was also a procedure for calculating</subtitle>
<subtitle id="0:36:31"> what that address was</subtitle>
<subtitle id="0:36:34">that works for many</subtitle>
<subtitle id="0:36:37">ou want to do turns out it doesn't work for all the things</subtitle>
<subtitle id="0:36:40"> you want to do but it's very close it certainly</subtitle>
<subtitle id="0:36:43"> allows you to simulate arrays and other</subtitle>
<subtitle id="0:36:46">data structures I think you can see that if you</subtitle>
<subtitle id="0:36:49"> put this thing in you can simulate the semantics</subtitle>
<subtitle id="0:36:52"> of most data structures completely</subtitle>
<subtitle id="0:36:55"> cover up whatever representation is actually being</subtitle>
<subtitle id="0:36:58">and this was something that was used to a limited extent as</subtitle>
<subtitle id="0:37:1">programs didn't really understand this in</subtitle>
<subtitle id="0:37:4"> particular you can replace variables with files</subtitle>
<subtitle id="0:37:7"> you could have input</subtitle>
<subtitle id="0:37:10"> and output pipes it would fire off</subtitle>
<subtitle id="0:37:13"> things that's what a lot</subtitle>
<subtitle id="0:37:16"> now the final set of mumbo-jumbo</subtitle>
<subtitle id="0:37:19"> here is how the</subtitle>
<subtitle id="0:37:22"> stack was used to</subtitle>
<subtitle id="0:37:25">also</subtitle>
<subtitle id="0:37:28"> store subroutine state</subtitle>
<subtitle id="0:37:31">that</subtitle>
<subtitle id="0:37:34"> that way is as follows there's another register called the F</subtitle>
<subtitle id="0:37:40">down here</subtitle>
<subtitle id="0:37:43">let's</subtitle>
<subtitle id="0:37:46"> think of what it has to get shoved into the stack when you call us every</subtitle>
<subtitle id="0:37:49">day somehow we</subtitle>
<subtitle id="0:37:52"> have to have the following information there's</subtitle>
<subtitle id="0:37:55"> a program counter that must be here somewhere</subtitle>
<subtitle id="0:37:58"> that is indexing</subtitle>
<subtitle id="0:38:1"> into this code notice the program counter is</subtitle>
<subtitle id="0:38:4"> relative to see</subtitle>
<subtitle id="0:38:7"> okay see see could</subtitle>
<subtitle id="0:38:10"> be anywhere this is was the first computer to ever have</subtitle>
<subtitle id="0:38:13"></subtitle>
<subtitle id="0:38:16"> so the various things we need to store are the program</subtitle>
<subtitle id="0:38:19"> counter of where we were and that counts</subtitle>
<subtitle id="0:38:22"> as guess what one</subtitle>
<subtitle id="0:38:25">procedure segments these</subtitle>
<subtitle id="0:38:28"> two guys just bottle up</subtitle>
<subtitle id="0:38:31"> in there we need to</subtitle>
<subtitle id="0:38:34"> know where the previous stack</subtitle>
<subtitle id="0:38:37"> frame was and we have to know</subtitle>
<subtitle id="0:38:40"> where the current one is because we have to get these</subtitle>
<subtitle id="0:38:43"> guys relative to this frame register</subtitle>
<subtitle id="0:38:46"> so the several ways of doing this</subtitle>
<subtitle id="0:38:49"> at the be 5,000 does not do this in the cleanest possible</subtitle>
<subtitle id="0:38:52"> fashion a modern</subtitle>
<subtitle id="0:38:55"> way of doing this is as follows</subtitle>
<subtitle id="0:39:1">is to</subtitle>
<subtitle id="0:39:4"> point in have the frame register point into</subtitle>
<subtitle id="0:39:7"> here and index local variables</subtitle>
<subtitle id="0:39:10"> negatively relative</subtitle>
<subtitle id="0:39:13"> to this so the local variables and the</subtitle>
<subtitle id="0:39:16"> frame information</subtitle>
<subtitle id="0:39:19"> the old program counter and stuff like that indexed</subtitle>
<subtitle id="0:39:22"> negatively going that way and use this</subtitle>
<subtitle id="0:39:25"> stuff here for the arithmetic operations in the new procedure</subtitle>
<subtitle id="0:39:28"> ok that's the way small talk does it</subtitle>
<subtitle id="0:39:31"> the way to be five they didn't realize</subtitle>
<subtitle id="0:39:34"> they could do this on the me five thousand so they they went through</subtitle>
<subtitle id="0:39:37"> a more complicated thing of</subtitle>
<subtitle id="0:39:40"> marking the stack first and a few other little goodies but</subtitle>
<subtitle id="0:39:43"> this is good enough to show</subtitle>
<subtitle id="0:39:46">hat</subtitle>
<subtitle id="0:39:49"> what is in part of this thing is the Preet the old F</subtitle>
<subtitle id="0:39:52"> which is a pointer back down the stack</subtitle>
<subtitle id="0:39:55"> into the previous frame okay</subtitle>
<subtitle id="0:39:58">information you so think chugs along as much</subtitle>
<subtitle id="0:40:1"> as it wants as soon as you hit a new procedure thing that triggers off</subtitle>
<subtitle id="0:40:4"> a procedure call it bottles up this guy and</subtitle>
<subtitle id="0:40:7"> that guy into the stack assuming</subtitle>
<subtitle id="0:40:10"> that in typical Polish postfix</subtitle>
<subtitle id="0:40:13"> form that these all of these variables</subtitle>
<subtitle id="0:40:16"> here have been loaded into the stack first</subtitle>
<subtitle id="0:40:19"> okay it just doesn't even know it's going to call</subtitle>
<subtitle id="0:40:22"> a procedure just go chucking along the early eventually</subtitle>
<subtitle id="0:40:25"> run into a procedure call and all of a sudden it discovers</subtitle>
<subtitle id="0:40:28"> all of the variables have already been</subtitle>
<subtitle id="0:40:31"> evaluated and they're stuffed in the stack in the right order</subtitle>
<subtitle id="0:40:34"> and when this F register goes in then the</subtitle>
<subtitle id="0:40:37"> parameters are just this</subtitle>
<subtitle id="0:40:43">reason it knows is that these ten bits</subtitle>
<subtitle id="0:40:46"> that this thing is built up</subtitle>
<subtitle id="0:40:49"> into for these two guys is actually broken up into</subtitle>
<subtitle id="0:40:52"> two smaller segments</subtitle>
<subtitle id="0:40:55"> for global and local</subtitle>
<subtitle id="0:40:58">so that's basically how the</subtitle>
<subtitle id="0:41:1"> machine works when</subtitle>
<subtitle id="0:41:4"> you do an inter process call you run into</subtitle>
<subtitle id="0:41:7"> something that's a process it bundles up</subtitle>
<subtitle id="0:41:10"> more than this it actually talks all</subtitle>
<subtitle id="0:41:13"> of the state of what's going on</subtitle>
<subtitle id="0:41:16"> into the top of the last sack that</subtitle>
<subtitle id="0:41:19"> you have and stashes that in a program</subtitle>
<subtitle id="0:41:22">reference table in the operating system program reference table</subtitle>
<subtitle id="0:41:25"> the operating system is the scheduler okay</subtitle>
<subtitle id="0:41:28"> because that's what it is you want scheduler</subtitle>
<subtitle id="0:41:31">a bunch of things that have just processed descriptors</subtitle>
<subtitle id="0:41:34"> in there and you just go from one to the other and</subtitle>
<subtitle id="0:41:37"> you're either executing or closing them up so the subroutine</subtitle>
<subtitle id="0:41:40"> call time on this 1961 the machine was</subtitle>
<subtitle id="0:41:43"> just a couple of microseconds</subtitle>
<subtitle id="0:41:46"> almost as fast if the operations were itself because</subtitle>
<subtitle id="0:41:49">it have to do it didn't have to do much more than</subtitle>
<subtitle id="0:41:52"> what it was doing on operations the result of</subtitle>
<subtitle id="0:41:55"> this thing is that the procedures that you wrote</subtitle>
<subtitle id="0:41:58"> were very close in</subtitle>
<subtitle id="0:42:1"> thinking to the notion of extending the whole</subtitle>
<subtitle id="0:42:4"> operator set of the of the computer is like a programmed operator</subtitle>
<subtitle id="0:42:7"> set that you find in blessing machines like the</subtitle>
<subtitle id="0:42:10">but fit</subtitle>
<subtitle id="0:42:13"> into this one homogenous scheme</subtitle>
<subtitle id="0:42:16"> so what we have on the unbe 5000</subtitle>
<subtitle id="0:42:19"> is have complete protection one</subtitle>
<subtitle id="0:42:22">this is one of the few architectures that actually</subtitle>
<subtitle id="0:42:25"> exists today they're still selling these goddamn machines forget</subtitle>
<subtitle id="0:42:28">what it's called fifty seven hundred fifty nine hundred out</subtitle>
<subtitle id="0:42:31"> every couple years they upgrade the</subtitle>
<subtitle id="0:42:34"> hardware on it but it's basically such a sound</subtitle>
<subtitle id="0:42:37"> design I have so much code written for it that they're still</subtitle>
<subtitle id="0:42:40"> selling the goddamn things the reason</subtitle>
<subtitle id="0:42:43"> is you can't break the operating system just</subtitle>
<subtitle id="0:42:46"> cannot break it because there's no way you</subtitle>
<subtitle id="0:42:49"> have to do extremely special things in order to be</subtitle>
<subtitle id="0:42:52">able to get any kind of descriptors which what these things are called</subtitle>
<subtitle id="0:42:55"> - any piece of code or any piece</subtitle>
<subtitle id="0:42:58"> of segmenting the very first</subtitle>
<subtitle id="0:43:1">he third one of the first multiprocessor</subtitle>
<subtitle id="0:43:4"> systems and again you can see why because</subtitle>
<subtitle id="0:43:7"> protection is nearly absolute</subtitle>
<subtitle id="0:43:10"> as you can get you can afford to have several processors kicking around at</subtitle>
<subtitle id="0:43:13"> the stuff that's there and the prizes are</subtitle>
<subtitle id="0:43:16"> put to good use because the storage swapping was so slow</subtitle>
<subtitle id="0:43:19"> that one of the processors would be running was</subtitle>
<subtitle id="0:43:22">omething while the other guy was trying to swap stuff yeah</subtitle>
<subtitle id="0:43:25"> you have programmable data</subtitle>
<subtitle id="0:43:28"> on balance</subtitle>
<subtitle id="0:43:31"> checking automatic subroutine</subtitle>
<subtitle id="0:43:34"> calling and process switching</subtitle>
<subtitle id="0:43:37"> and a limited amount of code cache one</subtitle>
<subtitle id="0:43:40"> batch for every</subtitle>
<subtitle id="0:43:43">okay so that's that's sort of a quick pass</subtitle>
<subtitle id="0:43:46"> through what to be 5,000 wise now</subtitle>
<subtitle id="0:43:49"> funny thing about this sort</subtitle>
<subtitle id="0:43:52"> of the despair of anybody who actually knows about</subtitle>
<subtitle id="0:43:55"> this machine is that almost nobody knows about these</subtitle>
<subtitle id="0:43:58"> ideas these ideas would look goddamn good on</subtitle>
<subtitle id="0:44:1"> a chip from Intel er Motorola today believe me</subtitle>
<subtitle id="0:44:4"> I think we can all use them and they're a couple of</subtitle>
<subtitle id="0:44:7"> things that we might like to do to to fix up going</subtitle>
<subtitle id="0:44:10">after Pascal like data structures but this would be one dandy</subtitle>
<subtitle id="0:44:13"> Pascal machine and it's one of the things you have to realize</subtitle>
<subtitle id="0:44:16"> that one of Klauss worst teachers was Bob Barton</subtitle>
<subtitle id="0:44:19"> Klauss went and Dave Evans</subtitle>
<subtitle id="0:44:22"> okay Klaus was a graduate student</subtitle>
<subtitle id="0:44:25"> of Dave Evans when Dave and Harry husky when Dave was at Berkeley</subtitle>
<subtitle id="0:44:28"> and he</subtitle>
<subtitle id="0:44:31"> then came over to work with Bill McKinnon at</subtitle>
<subtitle id="0:44:34"> Stanford where they had a be five thousand and thousands</subtitle>
<subtitle id="0:44:37"> first two languages were</subtitle>
<subtitle id="0:44:40"> there's language called Euler which is a particularly</subtitle>
<subtitle id="0:44:43"> good good design it was implemented as</subtitle>
<subtitle id="0:44:46"> this this whole thing that led to Pascal P codes is</subtitle>
<subtitle id="0:44:49"> right here okay Pascal P codes</subtitle>
<subtitle id="0:44:52"> are sort of a crummy software way of doing what this machine did</subtitle>
<subtitle id="0:44:55"> in hardware this is what is so amazing about the</subtitle>
<subtitle id="0:44:58">as most things that you would like to have in a programming</subtitle>
<subtitle id="0:45:1"> language they had to extend Balga or to</subtitle>
<subtitle id="0:45:4"> handle features like multi processing the</subtitle>
<subtitle id="0:45:7"> the protection the fact that you could actually change types</subtitle>
<subtitle id="0:45:10"> dynamically here which bound all didn't allow but it's</subtitle>
<subtitle id="0:45:13"> like they came up with a language called s Paul</subtitle>
<subtitle id="0:45:22">I can't remember what s Paul stands</subtitle>
<subtitle id="0:45:25"> for anymore but it's basically an alcohol extended</subtitle>
<subtitle id="0:45:28"> for systems programming and it had all it was language</subtitle>
<subtitle id="0:45:31"> that used all these features directly that's what they wrote all the</subtitle>
<subtitle id="0:45:34"> operating system they never wrote a line of</subtitle>
<subtitle id="0:45:37"> assembly code there was never a sembly the</subtitle>
<subtitle id="0:45:40"> fate of this machine was kind of funny because</subtitle>
<subtitle id="0:45:43"> I remember when when</subtitle>
<subtitle id="0:45:46"> burrows was Hawking it they were</subtitle>
<subtitle id="0:45:49"> so proud of what this</subtitle>
<subtitle id="0:45:52">machine could do but they went out and hired a bunch of college</subtitle>
<subtitle id="0:45:55"> graduates as salesmen and actually</subtitle>
<subtitle id="0:45:58"> taught them what the machine was worst</subtitle>
<subtitle id="0:46:1"> mistake they ever made because they immediately</subtitle>
<subtitle id="0:46:4"> went out and completely snowed all of data-processing</subtitle>
<subtitle id="0:46:7"> managers remember this is 1961-62 telling</subtitle>
<subtitle id="0:46:10"> them about this machine that was distinctly not like</subtitle>
<subtitle id="0:46:13">IBM system they'd ever seen before and</subtitle>
<subtitle id="0:46:16"> it just scared the out of everybody they made up they</subtitle>
<subtitle id="0:46:19">sense of humor they made up a game called compiler</subtitle>
<subtitle id="0:46:22"> games it was a board game that you played</subtitle>
<subtitle id="0:46:25"> like Monopoly except what I would do was show you it</subtitle>
<subtitle id="0:46:28"> would actually generate would take any piece of alcohol</subtitle>
<subtitle id="0:46:31"> code and generates burroughs syllables</subtitle>
<subtitle id="0:46:34"> he just went through it had the stacks the little</subtitle>
<subtitle id="0:46:37">the stacks you know you just went through and it had a me</subtitle>
<subtitle id="0:46:40">and you just went through the thing and by god the thing</subtitle>
<subtitle id="0:46:43"> would showed you how simple compiling was on</subtitle>
<subtitle id="0:46:46"> this system that scared everybody that's</subtitle>
<subtitle id="0:46:49"> how I learned how to compile when I was in the Air Force using</subtitle>
<subtitle id="0:46:52"> this damn compiler game I'm looking for one ever since</subtitle>
<subtitle id="0:46:55"> must be some around the other thing they</subtitle>
<subtitle id="0:46:58"> did is they came out without Fortran on</subtitle>
<subtitle id="0:47:1"> the grounds that alcohol 58 was infinitely better than the</subtitle>
<subtitle id="0:47:4"> soon to be a now the algaas they upgraded this to Algol</subtitle>
<subtitle id="0:47:7"> 60 was infinitely better than Fortran which was</subtitle>
<subtitle id="0:47:10"> true and they could run Algol 60 with no</subtitle>
<subtitle id="0:47:13"> appreciable overheads unlike how and on the other</subtitle>
<subtitle id="0:47:16"> machines nobody bought it in fact</subtitle>
<subtitle id="0:47:19"> this machine languished for years until</subtitle>
<subtitle id="0:47:22"> they wrote a preprocessor the translated</subtitle>
<subtitle id="0:47:25"> Fortran into alcohol and then compiled that</subtitle>
<subtitle id="0:47:28"> into these things and that is</subtitle>
<subtitle id="0:47:31"> how that is how they finally sell the machine they fired all of the college</subtitle>
<subtitle id="0:47:34"> graduates and got guys like the old SDS</subtitle>
<subtitle id="0:47:37"> salesmen you ever asked them a question they would say I don't</subtitle>
<subtitle id="0:47:40"> know the answer but can I buy you a drink</subtitle>
<subtitle id="0:47:43">sent them out and then they finally people started</subtitle>
<subtitle id="0:47:46"> noticing that the machines didn't crash very often like once every</subtitle>
<subtitle id="0:47:49"> two years and that</subtitle>
<subtitle id="0:47:52"> they could even these small machines could</subtitle>
<subtitle id="0:47:55">twenty four thirty jobs at the same time interleaving</subtitle>
<subtitle id="0:47:58"> all the stuff they're incredibly efficient</subtitle>
<subtitle id="0:48:1"> okay so</subtitle>
<subtitle id="0:48:4"> generally speaking a a</subtitle>
<subtitle id="0:48:7"> system like this is this</subtitle>
<subtitle id="0:48:10"> is sort of the place where</subtitle>
<subtitle id="0:48:13">you start thinking what you start about higher-level languages and if</subtitle>
<subtitle id="0:48:16"> you're thinking about doing Pascal a couple</subtitle>
<subtitle id="0:48:19"> of modifications this gives you a damn good Pascal</subtitle>
<subtitle id="0:48:22"> machine it is essentially the algorithm</subtitle>
<subtitle id="0:48:25"> that the Mesa people</subtitle>
<subtitle id="0:48:28"> put in micro code in the Xerox</subtitle>
<subtitle id="0:48:31"> PARC machines Mesa is sort of a super Pascal it's</subtitle>
<subtitle id="0:48:34"> the algorithm that Cosworth put in the</subtitle>
<subtitle id="0:48:37"> Loess machines</subtitle>
<subtitle id="0:48:40"> that were spin-offs of the park</subtitle>
<subtitle id="0:48:43"> stuff does pretty well what's</subtitle>
<subtitle id="0:48:46"> wrong with this</subtitle>
<subtitle id="0:48:49"> well first thing is</subtitle>
<subtitle id="0:48:52"> that it has such a determined way of</subtitle>
<subtitle id="0:48:55"> doing things that</subtitle>
<subtitle id="0:48:58"> one might ask the question</subtitle>
<subtitle id="0:49:1"> is how does this dough do less okay</subtitle>
<subtitle id="0:49:4"> the most natural way of doing Lisp here is to</subtitle>
<subtitle id="0:49:7"> have these guys point to segments that are only two words long</subtitle>
<subtitle id="0:49:10"> it turns out that is a disaster</subtitle>
<subtitle id="0:49:13"> because remember the thing thinks it's trying</subtitle>
<subtitle id="0:49:16"> to swap segments the whole system had</subtitle>
<subtitle id="0:49:19"> an assumption about how long segments are like they're an average of</subtitle>
<subtitle id="0:49:22"> 40 words long which is a reasonable swapping</subtitle>
<subtitle id="0:49:25"> size and strings were longer than that so the</subtitle>
<subtitle id="0:49:28"> first first time Lisp was tried to be put</subtitle>
<subtitle id="0:49:31"> on the powers be 5000 just</subtitle>
<subtitle id="0:49:34">he last time McCarthy ever looked at a machine like this</subtitle>
<subtitle id="0:49:37"> he made the incorrect assumption</subtitle>
<subtitle id="0:49:40"> that since list wouldn't run out of be 5000 that a</subtitle>
<subtitle id="0:49:43"> higher level architecture is a wrong idea that is false</subtitle>
<subtitle id="0:49:46"> but it was such a failure that an</subtitle>
<subtitle id="0:49:49"> apartment in fact Burroughs has compounded that error</subtitle>
<subtitle id="0:49:52"> over the years they grew to love</subtitle>
<subtitle id="0:49:55"> this with a passion approaching that</subtitle>
<subtitle id="0:49:58"> of religion and essentially decided</subtitle>
<subtitle id="0:50:1">that didn't run on this wasn't a good system</subtitle>
<subtitle id="0:50:4"> okay which is the usual way he defined</subtitle>
<subtitle id="0:50:7"> the problem out of existence and</subtitle>
<subtitle id="0:50:10"> so as a result Barros has never entered the</subtitle>
<subtitle id="0:50:13"> mainstream of research never ever</subtitle>
<subtitle id="0:50:16">and the current borrows machines don't do much better on Lisp than</subtitle>
<subtitle id="0:50:19"> the old ones did and I</subtitle>
<subtitle id="0:50:22"> found that this is sort of to my heart because I adapted this architecture</subtitle>
<subtitle id="0:50:25"> on the first machine I ever designed around</subtitle>
<subtitle id="0:50:28"> 1967 or so tried to do a desktop</subtitle>
<subtitle id="0:50:31"> machine that directly executed a higher-level language</subtitle>
<subtitle id="0:50:34"> of the euler type but with multi</subtitle>
<subtitle id="0:50:37"> processes as being the basic idea that it turns out</subtitle>
<subtitle id="0:50:40"> it doesn't work the reason it</subtitle>
<subtitle id="0:50:43"> doesn't work is basically</subtitle>
<subtitle id="0:50:46"> cost performance</subtitle>
<subtitle id="0:50:52">what</subtitle>
<subtitle id="0:50:56"> do I mean by that well this</subtitle>
<subtitle id="0:50:59"></subtitle>
<subtitle id="0:51:1">to balance what this does for you with how</subtitle>
<subtitle id="0:51:4"> much machinery actually have to put in there with</subtitle>
<subtitle id="0:51:7"> how many times you're actually using it with</subtitle>
<subtitle id="0:51:10"> how many times you're going to change your mind and what the</subtitle>
<subtitle id="0:51:13"> data structures are going to be like and</subtitle>
<subtitle id="0:51:16"> notice you can you can make any kind of a</subtitle>
<subtitle id="0:51:19"> data structure you want here with a programmable system</subtitle>
<subtitle id="0:51:22">is it just gets cumbersome because this isn't a good way</subtitle>
<subtitle id="0:51:25"> of extending things so when we finally</subtitle>
<subtitle id="0:51:28"> set out to do small touch we had a model in mind</subtitle>
<subtitle id="0:51:31">and small talk actually if you squint at it</subtitle>
<subtitle id="0:51:34"> you discover that this thing</subtitle>
<subtitle id="0:51:37"> in small talk is what we call the instant state</subtitle>
<subtitle id="0:51:40"> and it's usually much smaller and</subtitle>
<subtitle id="0:51:43"> these stack frames and</subtitle>
<subtitle id="0:51:46"> most of the small talks are actually separate objects called activation</subtitle>
<subtitle id="0:51:49"> records which are allocated separately rather than</subtitle>
<subtitle id="0:51:52"> on a single stack and if you do that</subtitle>
<subtitle id="0:51:55"> then you wind up having an object oriented architecture</subtitle>
<subtitle id="0:51:58">okay</subtitle>
<subtitle id="0:52:1"> that was that was partly led to by reflecting on how Simula might</subtitle>
<subtitle id="0:52:4"> be executed on this on this machine</subtitle>
<subtitle id="0:52:7"> but the thing that you have to take care of is</subtitle>
<subtitle id="0:52:13">this basic assumption about what storage is</subtitle>
<subtitle id="0:52:16"> going to be the real question is how much</subtitle>
<subtitle id="0:52:19"> can you afford to pay for</subtitle>
<subtitle id="0:52:22"> machinery on data structures most of</subtitle>
<subtitle id="0:52:25">don't know what they're going to be when you start out and</subtitle>
<subtitle id="0:52:28">at Parc was instead of building any machinery on</subtitle>
<subtitle id="0:52:31"> this thing we tried to make the Machine run enough faster than</subtitle>
<subtitle id="0:52:34">main memory so that we could change our minds frequently</subtitle>
<subtitle id="0:52:37"> in the microcode as we went along and</subtitle>
<subtitle id="0:52:40"> we finally staff settled</subtitle>
<subtitle id="0:52:43">on a few standard formats larger than the number that's be 5,000</subtitle>
<subtitle id="0:52:46"> had that would do about 95% of all the</subtitle>
<subtitle id="0:52:49">structures that you could construct in small</subtitle>
<subtitle id="0:52:52"> talk this particular direct</subtitle>
<subtitle id="0:52:55"> has anybody seen any of the bugs I know</subtitle>
<subtitle id="0:52:58"> Steve Steve Saunders knows all these but</subtitle>
<subtitle id="0:53:1">notice one of the things that happens when you do a process</subtitle>
<subtitle id="0:53:4"> which is pretty unfortunate</subtitle>
<subtitle id="0:53:7"> is anybody see</subtitle>
<subtitle id="0:53:10">in the stack that you don't want to have in the stack when</subtitle>
<subtitle id="0:53:13"> you do a process switch</subtitle>
<subtitle id="0:53:16">and we can have integers in here that's okay</subtitle>
<subtitle id="0:53:19"> doesn't matter what else can be in here</subtitle>
<subtitle id="0:53:22"> yeah we can have some addresses of data and</subtitle>
<subtitle id="0:53:25">addresses that they are absolute addresses</subtitle>
<subtitle id="0:53:28"> okay and that means that</subtitle>
<subtitle id="0:53:31"> you can have an one</subtitle>
<subtitle id="0:53:34"> of these array descriptors or a procedure descriptor in</subtitle>
<subtitle id="0:53:37"> here that's pointing to something in</subtitle>
<subtitle id="0:53:40">storage and a frozen process that you're not going to use for</subtitle>
<subtitle id="0:53:43">might like to do is to clear out core and</subtitle>
<subtitle id="0:53:46"> let the new process run for a while and</subtitle>
<subtitle id="0:53:49"> the problem is if you do that then the chances of these things</subtitle>
<subtitle id="0:53:52">to these guys when you come back and is going to be zero so</subtitle>
<subtitle id="0:53:55"> that led to some immense first</subtitle>
<subtitle id="0:53:58"> set of immense clue juries which</subtitle>
<subtitle id="0:54:1"> persists actually to it to this day they're on the</subtitle>
<subtitle id="0:54:4"> 6700 has this horrible</subtitle>
<subtitle id="0:54:7"> instruction I forgot what it's called but its</subtitle>
<subtitle id="0:54:10"> purpose is to chase down the stack and find these guys</subtitle>
<subtitle id="0:54:13"> and make them turn them from absolute guys</subtitle>
<subtitle id="0:54:16">the relative guys will then get triggered back</subtitle>
<subtitle id="0:54:19"></subtitle>
<subtitle id="0:54:22"> it does it does this when when it something</subtitle>
<subtitle id="0:54:25"> is going to be moved that belongs to this guy yeah</subtitle>
<subtitle id="0:54:28"> barf terrible</subtitle>
<subtitle id="0:54:31"> that one we can't pin on Barton</subtitle>
<subtitle id="0:54:34">he was long gone by the time they put that one in there</subtitle>
<subtitle id="0:54:37"> but it brings up the notion here that the mapping</subtitle>
<subtitle id="0:54:40"> scheme which worked so well on this fairly primitive machine</subtitle>
<subtitle id="0:54:43"> doesn't extend I think</subtitle>
<subtitle id="0:54:46"> the one that yeah</subtitle>
<subtitle id="0:54:52">would check to see that</subtitle>
<subtitle id="0:54:55"> no reason okay the</subtitle>
<subtitle id="0:54:58"> storage manager made sure that that happened</subtitle>
<subtitle id="0:55:1"> but one of the one of the problems with it is that</subtitle>
<subtitle id="0:55:4"> in most of the early successful system they actually used</subtitle>
<subtitle id="0:55:7"> this structure as the map also in</subtitle>
<subtitle id="0:55:10">other words the operating system would look through this thing</subtitle>
<subtitle id="0:55:13"> and this would be besides the program reference table</subtitle>
<subtitle id="0:55:16">for the program it was also the storage mapping structure</subtitle>
<subtitle id="0:55:19"> of the whole system which is trying</subtitle>
<subtitle id="0:55:22"> to make do a little bit too much double duty</subtitle>
<subtitle id="0:55:25"> you see what I mean because you know you</subtitle>
<subtitle id="0:55:28"> have integers there's there are too many side</subtitle>
<subtitle id="0:55:31">that can happen and make it go on so the weakest thing on</subtitle>
<subtitle id="0:55:34"> this machine they realized by the time we</subtitle>
<subtitle id="0:55:37">this stuff at Parc was that the storage mechanism wasn't</subtitle>
<subtitle id="0:55:40">sat down and thought about it we realized that we in</subtitle>
<subtitle id="0:55:43">actually know almost nothing about allocating</subtitle>
<subtitle id="0:55:46"> storage it was</subtitle>
<subtitle id="0:55:49">problem in the B 5,000 it's just be simply that</subtitle>
<subtitle id="0:55:52">getting caught and we're always spending the most time trying</subtitle>
<subtitle id="0:55:55"> to figure out how to allocate storage how to</subtitle>
<subtitle id="0:55:58"> how to use it and</subtitle>
<subtitle id="0:56:1"> in small talk the scheme</subtitle>
<subtitle id="0:56:4"> that we had was to have much shorter</subtitle>
<subtitle id="0:56:7">addresses and the addresses weren't based addresses at all but</subtitle>
<subtitle id="0:56:10"> actually names of objects</subtitle>
<subtitle id="0:56:13">okay so the instead of pointing to anything in core these</subtitle>
<subtitle id="0:56:16"> things denoted the entire object and the object was found by</subtitle>
<subtitle id="0:56:19"> looking up in a step separate storage table that</subtitle>
<subtitle id="0:56:22"> would tell you where the thing was it's more</subtitle>
<subtitle id="0:56:25">it's a cleaner solution to the thing and it actually worked</subtitle>
<subtitle id="0:56:28"> small talks schemed was the first</subtitle>
<subtitle id="0:56:31">segmenting scheme that actually worked thanks to Ted</subtitle>
<subtitle id="0:56:34"> Kaler and Dan Ingalls they actually figured out how to do it</subtitle>
<subtitle id="0:56:37">what you have to do in order to make one of these schemes work</subtitle>
<subtitle id="0:56:40"> is amazing why</subtitle>
<subtitle id="0:56:43">should anybody go to that trouble well if</subtitle>
<subtitle id="0:56:46"> you are swapping objects</subtitle>
<subtitle id="0:56:49">thank you always are interested in knowing is what does</subtitle>
<subtitle id="0:56:52"> this thing called</subtitle>
<subtitle id="0:56:55"> working set working</subtitle>
<subtitle id="0:56:58"> set in most operating systems is the</subtitle>
<subtitle id="0:57:1">that you have to have in so that you won't swap more</subtitle>
<subtitle id="0:57:4"> than every like 10 milliseconds or something</subtitle>
<subtitle id="0:57:7"> like that in other words you want to have enough context</subtitle>
<subtitle id="0:57:10"> in storage so that you're not swapping on every other reference</subtitle>
<subtitle id="0:57:13"> and paging</subtitle>
<subtitle id="0:57:16"> is terribly inefficient because the matter how</subtitle>
<subtitle id="0:57:19">allocator is it's always allocating the wrong objects</subtitle>
<subtitle id="0:57:22"> on pages and the</subtitle>
<subtitle id="0:57:25">discovered when we did this in small talk was that</subtitle>
<subtitle id="0:57:28"> the packing efficiency of having objects</subtitle>
<subtitle id="0:57:31"> packed in the core by a compacting allocator was</subtitle>
<subtitle id="0:57:34"> a factor of 15 over what pages give</subtitle>
<subtitle id="0:57:37"> you okay that is</subtitle>
<subtitle id="0:57:40">tremendous it's like having 15 times as much core</subtitle>
<subtitle id="0:57:43"> unfortunately the overhead for</subtitle>
<subtitle id="0:57:46"> getting objects is much worse right</subtitle>
<subtitle id="0:57:49"> you have many more objects and</subtitle>
<subtitle id="0:57:52">several thousand objects and stories instead of a you know a</subtitle>
<subtitle id="0:57:55"> small number of pages you have to go through much</subtitle>
<subtitle id="0:57:58"> worse mapping scheme it's not just a table lookup anymore</subtitle>
<subtitle id="0:58:1"> you have to do hashing my name's</subtitle>
<subtitle id="0:58:4"> you have to fetch small objects off digital</subtitle>
<subtitle id="0:58:7"> disks which is not good when you're writing things out you have</subtitle>
<subtitle id="0:58:10">which is worse and</subtitle>
<subtitle id="0:58:13"> that was what</subtitle>
<subtitle id="0:58:16"> caused this scheme to fail and the Flex machine but</subtitle>
<subtitle id="0:58:19"> then as I say Keller and Engels that</subtitle>
<subtitle id="0:58:22">people pitching in from the sidelines came up</subtitle>
<subtitle id="0:58:25"> with a composite scheme that solved all of those problems</subtitle>
<subtitle id="0:58:28"> using partly a technique</subtitle>
<subtitle id="0:58:31"> of realizing that the last thing you ever wanted to have</subtitle>
<subtitle id="0:58:34"> in storage was written on objects</subtitle>
<subtitle id="0:58:37"> okay and so whether you whether the system wanted to</subtitle>
<subtitle id="0:58:40">r not it was constantly jumping through every couple of seconds it would jump</subtitle>
<subtitle id="0:58:43">through and write out every object that had been written on whether</subtitle>
<subtitle id="0:58:46"> it needed to or not and so only I</subtitle>
<subtitle id="0:58:49"> think something like 4% of the occasions</subtitle>
<subtitle id="0:58:52">bring something in did you ever have to write anything out to make</subtitle>
<subtitle id="0:58:55"> room it was always clean stuff in court</subtitle>
<subtitle id="0:58:58"> that turned out to be the key that was adapted</subtitle>
<subtitle id="0:59:1"> from the great old algorithm on the SDS 940</subtitle>
<subtitle id="0:59:4"> the Butler Lampson thought out but this time for</subtitle>
<subtitle id="0:59:7"> objects rather than pages so the result of it is</subtitle>
<subtitle id="0:59:10"> that the page the swapping efficiency of</subtitle>
<subtitle id="0:59:13"> Smalltalk 76 worked out to be a factor</subtitle>
<subtitle id="0:59:16"> of 9 over paging in</subtitle>
<subtitle id="0:59:19"> fact the in that particular system never ran in</subtitle>
<subtitle id="0:59:22"> more than 80 K bytes ok every</subtitle>
<subtitle id="0:59:25"> demonstration we ever did in small effects 76 only swapped</subtitle>
<subtitle id="0:59:28"> an 80 K bytes something that is quite</subtitle>
<subtitle id="0:59:31">and part actually just after we discovered at work we</subtitle>
<subtitle id="0:59:34"> actually decided to keep it at that size because that was a size</subtitle>
<subtitle id="0:59:37"> it was going to be possible in commercial machines</subtitle>
<subtitle id="0:59:40"> very very shortly the equivalent</subtitle>
<subtitle id="0:59:43"> performance to a system like list was equal to about</subtitle>
<subtitle id="0:59:46"></subtitle>
<subtitle id="0:59:49"> almost 10 times that amount of storage it</subtitle>
<subtitle id="0:59:52"> took a kinder list on the darada you</subtitle>
<subtitle id="0:59:55"> have to have something like 350 k words</subtitle>
<subtitle id="0:59:58"> 16-bit words in order to get the same swapping</subtitle>
<subtitle id="1:0:1">inefficiency and difference they have almost an order</subtitle>
<subtitle id="1:0:4"> of magnitude which was remarkable okay</subtitle>
<subtitle id="1:0:7"> so that is that</subtitle>
<subtitle id="1:0:10"> is the basis for thinking about these</subtitle>
<subtitle id="1:0:13"> systems now let's talk about a little bit about the wrist</subtitle>
<subtitle id="1:0:16"> chip</subtitle>
<subtitle id="1:0:19"> very interesting what they tried to do</subtitle>
<subtitle id="1:0:22"> wrist chip was designed</subtitle>
<subtitle id="1:0:25"> an innocence or at least a partial innocence</subtitle>
<subtitle id="1:0:28"> of the be 5000 which is probably just as well first</subtitle>
<subtitle id="1:0:31">hing after learning something like this is to forget it you</subtitle>
<subtitle id="1:0:34"> know it's sort of a useful fashion you</subtitle>
<subtitle id="1:0:37"> don't want to remember anything directly just want to survive</subtitle>
<subtitle id="1:0:40"> the air but this yeah you wanted to seep through</subtitle>
<subtitle id="1:0:43"> your consciousness when you're designing but you don't want</subtitle>
<subtitle id="1:0:46"> to try and imitate it</subtitle>
<subtitle id="1:0:49"></subtitle>
<subtitle id="1:0:52"></subtitle>
<subtitle id="1:0:55"></subtitle>
<subtitle id="1:0:58"></subtitle>
<subtitle id="1:1:1"></subtitle>
<subtitle id="1:1:4"> one of the things to realize is that most</subtitle>
<subtitle id="1:1:7"> of the early machines were reduced instruction set</subtitle>
<subtitle id="1:1:10"> computers there's only the IBM</subtitle>
<subtitle id="1:1:13"> and Remington Rand corporation</subtitle>
<subtitle id="1:1:16"> and control data had this thing where they sold</subtitle>
<subtitle id="1:1:19"> computers on the night and</subtitle>
<subtitle id="1:1:22"> that led to a whole bunch of what we used to call it drop</subtitle>
<subtitle id="1:1:25"> screwdriver instructions debugging</subtitle>
<subtitle id="1:1:28"> the machine and screwdriver drops inside and shorts</subtitle>
<subtitle id="1:1:31"> something out the machine does something you</subtitle>
<subtitle id="1:1:34">it a feature rather than a bug and write it into the 500</subtitle>
<subtitle id="1:1:37"> or so instructions</subtitle>
<subtitle id="1:1:40"> this is what literally what they used to do a</subtitle>
<subtitle id="1:1:46">long time almost none of them can be</subtitle>
<subtitle id="1:1:49">compiled - and most of them can't be understood by machine code</subtitle>
<subtitle id="1:1:52"> either you know they just sit there with</subtitle>
<subtitle id="1:1:55">cubic feet of hardware to try and execute them</subtitle>
<subtitle id="1:1:58"> machines like the PDP one and</subtitle>
<subtitle id="1:2:1"> other delightful things that sprang out of the world</subtitle>
<subtitle id="1:2:4"> when computer he had these very very</subtitle>
<subtitle id="1:2:7"> simple way about going to do things and people noticed that they</subtitle>
<subtitle id="1:2:10"> were pretty efficient even though they hardly did</subtitle>
<subtitle id="1:2:13">instruction the reason of course for that is that</subtitle>
<subtitle id="1:2:19">yeah if didn't take any time the machine was incredibly</subtitle>
<subtitle id="1:2:22"> efficient it didn't have to hardly do anything machines</subtitle>
<subtitle id="1:2:25"> are really sort of like ticking clocks</subtitle>
<subtitle id="1:2:34">o from in the sixties</subtitle>
<subtitle id="1:2:43">what is the entropy of the program</subtitle>
<subtitle id="1:2:55">so in Paterson and se</subtitle>
<subtitle id="1:2:58"> caen wanted</subtitle>
<subtitle id="1:3:1">student project they wanted to do a processor they</subtitle>
<subtitle id="1:3:4"> had a chance to look at this thing called the OM</subtitle>
<subtitle id="1:3:7"> processor at Cal Tech which was a</subtitle>
<subtitle id="1:3:10"> attempt to do an extremely clean computer science</subtitle>
<subtitle id="1:3:13"> e type processor by Ivan</subtitle>
<subtitle id="1:3:16"> Sutherland and Carver Mead turned out that was an utter failure</subtitle>
<subtitle id="1:3:19"> it really was one of these</subtitle>
<subtitle id="1:3:22">things where they got so enamored in dealing in the</subtitle>
<subtitle id="1:3:25">what the machine was supposed to do they put it I mean</subtitle>
<subtitle id="1:3:28">you know all the things that you read about in the books that are good</subtitle>
<subtitle id="1:3:31"> they tried to do in this thing and it turned out to</subtitle>
<subtitle id="1:3:34"> be a flop because the chip got very very large</subtitle>
<subtitle id="1:3:37"> still only a 16-bit processor</subtitle>
<subtitle id="1:3:40"> just didn't do very much so</subtitle>
<subtitle id="1:3:43"> basically what</subtitle>
<subtitle id="1:3:46"> what they did was to take a bunch of</subtitle>
<subtitle id="1:3:49"> C code and pascal code and</subtitle>
<subtitle id="1:3:52"> use a variety of ways of</subtitle>
<subtitle id="1:3:55"> analyzing it's a thing called a gibson</subtitle>
<subtitle id="1:3:58"> mix analyzer which is a dynamic way of</subtitle>
<subtitle id="1:4:1"> analyzing what percentage of instruction is getting executed</subtitle>
<subtitle id="1:4:4"> they look at the code statically</subtitle>
<subtitle id="1:4:7">they came</subtitle>
<subtitle id="1:4:10"> up with I think everybody has the the document</subtitle>
<subtitle id="1:4:13"> they came up with a set of</subtitle>
<subtitle id="1:4:16"> percentages of what things got executed when and what you</subtitle>
<subtitle id="1:4:19"> had to do and they decided they had only optimized</subtitle>
<subtitle id="1:4:22"> two things one</subtitle>
<subtitle id="1:4:25"> was to try and have the</subtitle>
<subtitle id="1:4:28"> instructions that executed 90% of the time executed</subtitle>
<subtitle id="1:4:31"> one cycle and the other one was to</subtitle>
<subtitle id="1:4:34"> try to reduce subroutine overhead</subtitle>
<subtitle id="1:4:37"> okay and that is what they</subtitle>
<subtitle id="1:4:40"> that is what they did</subtitle>
<subtitle id="1:4:43"> and so they came up with this mead Conway</subtitle>
<subtitle id="1:4:46"> design which is</subtitle>
<subtitle id="1:4:49">traightforward in architecture as you could want</subtitle>
<subtitle id="1:4:52">and</subtitle>
<subtitle id="1:4:55"> several interesting things about the architecture I'm going to need some help here</subtitle>
<subtitle id="1:4:58"> sigh I actually didn't get a chance to prepare for this</subtitle>
<subtitle id="1:5:1"> because I I gave up my copy of that document which I haven't read for</subtitle>
<subtitle id="1:5:4"> like six months but</subtitle>
<subtitle id="1:5:7"> so call out</subtitle>
<subtitle id="1:5:10"> when I start going astray</subtitle>
<subtitle id="1:5:13">because of the simplicity and</subtitle>
<subtitle id="1:5:16"> regularity on this thing they got an incredible</subtitle>
<subtitle id="1:5:19"> ratio of controls day to</subtitle>
<subtitle id="1:5:22"> act action state</subtitle>
<subtitle id="1:5:28">you know what it is but</subtitle>
<subtitle id="1:5:31"> I think this is like 25% it's like 75%</subtitle>
<subtitle id="1:5:34">maybe it's</subtitle>
<subtitle id="1:5:37"> 30 70 that's about almost opposite</subtitle>
<subtitle id="1:5:40"> from what it is in most chips</subtitle>
<subtitle id="1:5:43"> most chips at least half of the stuff</subtitle>
<subtitle id="1:5:46">that's on that ship being in control gates one kind</subtitle>
<subtitle id="1:5:49"> of another so control is very very simple here almost</subtitle>
<subtitle id="1:5:52"> all of the silicon area on this thing is used for doing real</subtitle>
<subtitle id="1:5:55"> things and because of that on a forty thousand transistor</subtitle>
<subtitle id="1:5:58"> chip they could build a full</subtitle>
<subtitle id="1:6:1"> 32-bit machine that's</subtitle>
<subtitle id="1:6:4"> what they did so this is 32 bits wide</subtitle>
<subtitle id="1:6:7">and survive</subtitle>
<subtitle id="1:6:10"> it really into two parts</subtitle>
<subtitle id="1:6:13">and the</subtitle>
<subtitle id="1:6:16"> uninteresting part is sort of this part here</subtitle>
<subtitle id="1:6:19"> and that is where</subtitle>
<subtitle id="1:6:22"> things are actually done there</subtitle>
<subtitle id="1:6:25"> are bunches of latches and ALU</subtitle>
<subtitle id="1:6:31">shifters shifters first I</subtitle>
<subtitle id="1:6:34">Wi-Fi recall and</subtitle>
<subtitle id="1:6:37"> some buffers and so</subtitle>
<subtitle id="1:6:40"> forth that's where stuff actually gets done</subtitle>
<subtitle id="1:6:43"> on that ship then this part of</subtitle>
<subtitle id="1:6:46"> the chip has I think 132</subtitle>
<subtitle id="1:6:49"> registers and if I remember the number correctly these</subtitle>
<subtitle id="1:6:52"> registers are mapped registered registers</subtitle>
<subtitle id="1:6:55">words they're not registers you can get to directly</subtitle>
<subtitle id="1:6:58"> but their registers that are used implicitly</subtitle>
<subtitle id="1:7:1"> by the code in the in the machine and the mapping</subtitle>
<subtitle id="1:7:4"> is kind of clever let's see if I can remember it</subtitle>
<subtitle id="1:7:7">he register</subtitle>
<subtitle id="1:7:10"> space for each process is 32</subtitle>
<subtitle id="1:7:16">so you can get to 32 registers</subtitle>
<subtitle id="1:7:19"> if I if I'm correct I believe nine</subtitle>
<subtitle id="1:7:22"> nine of these are</subtitle>
<subtitle id="1:7:28">and the</subtitle>
<subtitle id="1:7:31"> other 24 are local to</subtitle>
<subtitle id="1:7:34"> each subroutine</subtitle>
<subtitle id="1:7:37"> then somebody thought of a real clever idea this</subtitle>
<subtitle id="1:7:40"> is an incredibly clever</subtitle>
<subtitle id="1:7:43">yeah they had two problems they hadn't saw one problem</subtitle>
<subtitle id="1:7:46"> is how do you pass parameters back for instance</subtitle>
<subtitle id="1:7:49">parameters are passed in the top of the stack just</subtitle>
<subtitle id="1:7:52"> as opera and the be 5000</subtitle>
<subtitle id="1:7:55"> and the other problem the problem</subtitle>
<subtitle id="1:7:58"> is how can I map these guys</subtitle>
<subtitle id="1:8:1"> in here in a very rapid way so I</subtitle>
<subtitle id="1:8:4"> don't have to futz around I want to have 0 over again somebody</subtitle>
<subtitle id="1:8:7"> got to what we should do is think</subtitle>
<subtitle id="1:8:10"> of these registers as</subtitle>
<subtitle id="1:8:13"> being overlaid like this</subtitle>
<subtitle id="1:8:16"> so</subtitle>
<subtitle id="1:8:19">I guess they grow from the bottom to the top so let's do it that way</subtitle>
<subtitle id="1:8:22"> here's 24</subtitle>
<subtitle id="1:8:25"> what we do at 60</subtitle>
<subtitle id="1:8:28"> we're 16</subtitle>
<subtitle id="1:8:31"> cuts off we overlap the next set of 24</subtitle>
<subtitle id="1:8:37">okay</subtitle>
<subtitle id="1:8:40"> result result of that is that these</subtitle>
<subtitle id="1:8:43"> two guys share six registers those</subtitle>
<subtitle id="1:8:46">registers are what it used for passing parameters forward</subtitle>
<subtitle id="1:8:49"> and back these are if you will the in/out</subtitle>
<subtitle id="1:8:52"> variables of the Pascal type</subtitle>
<subtitle id="1:8:55"> thing that they're doing and thus on it</subtitle>
<subtitle id="1:8:58"> goes now what that means is that the</subtitle>
<subtitle id="1:9:1"> start address is of each register block that you care about</subtitle>
<subtitle id="1:9:4"> is on a boundary</subtitle>
<subtitle id="1:9:7"> that can be gotten to you by straight logic</subtitle>
<subtitle id="1:9:10"> okay in other words they only in</subtitle>
<subtitle id="1:9:13"> order to get one of these offsets they only have to or a</subtitle>
<subtitle id="1:9:16"> number in to what ever</subtitle>
<subtitle id="1:9:19">they don't have to do any actual additions</subtitle>
<subtitle id="1:9:22"> just or whatever if you want</subtitle>
<subtitle id="1:9:25"> to get variable five and this guy</subtitle>
<subtitle id="1:9:28">here variable</subtitle>
<subtitle id="1:9:31"> 5 this guy you're just oaring a zero 101</subtitle>
<subtitle id="1:9:34"> into whatever</subtitle>
<subtitle id="1:9:37"> one this this thing is in this array</subtitle>
<subtitle id="1:9:40"> so there's no add here</subtitle>
<subtitle id="1:9:43"> to calculate any of these things just slam the things together</subtitle>
<subtitle id="1:9:46"> and whichever one is active goes</subtitle>
<subtitle id="1:9:49"> up and down how many let's see how</subtitle>
<subtitle id="1:9:52"> many of these is what is this 10 frames</subtitle>
<subtitle id="1:9:55"> or something 10 frames 12 frames</subtitle>
<subtitle id="1:9:58"> everybody know 16 so it's probably</subtitle>
<subtitle id="1:10:1"> 9 frames or something like that so you could store</subtitle>
<subtitle id="1:10:4"> nine frames and of course in a language like</subtitle>
<subtitle id="1:10:7"> Pascal which is almost never used recursively</subtitle>
<subtitle id="1:10:10"> this is a perfectly reasonable</subtitle>
<subtitle id="1:10:13"> depth there's</subtitle>
<subtitle id="1:10:16"> statistics showed that most processes that were</subtitle>
<subtitle id="1:10:19"> written and passed down especially in C never</subtitle>
<subtitle id="1:10:22"> went to more than a depth like this so it means that the thing</subtitle>
<subtitle id="1:10:25"> never touches storage for all of its temporaries so</subtitle>
<subtitle id="1:10:28"> it just runs like a bat out of hell</subtitle>
<subtitle id="1:10:37">right this</subtitle>
<subtitle id="1:10:40"> this particular this particular scheme is not nearly</subtitle>
<subtitle id="1:10:43"> as good for less for instance</subtitle>
<subtitle id="1:10:46"> for several reasons we'll look at it's not very good for</subtitle>
<subtitle id="1:10:49"> small target because as we noted the small has</subtitle>
<subtitle id="1:10:52"> both an object state and an activation state there's</subtitle>
<subtitle id="1:10:55"> no place in here for the object state it</subtitle>
<subtitle id="1:10:58"> has to stay outside so if you want to use this chip for</subtitle>
<subtitle id="1:11:1"> doing something like small talk then you have to</subtitle>
<subtitle id="1:11:4"> do something to it the</subtitle>
<subtitle id="1:11:7"> other drawback on this is that the code on</subtitle>
<subtitle id="1:11:10"> this thing what he thought was is</subtitle>
<subtitle id="1:11:13"> I want the object code to be like micro code so</subtitle>
<subtitle id="1:11:16">the code is humongous every instruction is 32 bits</subtitle>
<subtitle id="1:11:19"> long whether you want it to be or not that's ridiculous okay</subtitle>
<subtitle id="1:11:22">that is what the does that is what the design of this chip</subtitle>
<subtitle id="1:11:25"> is so if you're willing to put up with 32 bit code</subtitle>
<subtitle id="1:11:28"> on every squad this thing</subtitle>
<subtitle id="1:11:31"> will run each instruction that</subtitle>
<subtitle id="1:11:34"> it has in one cycle through</subtitle>
<subtitle id="1:11:37"> the thing so there's no appreciable overhead on any of the</subtitle>
<subtitle id="1:11:40"> calculations</subtitle>
<subtitle id="1:11:43"> that take place in here that use this thing the cycle</subtitle>
<subtitle id="1:11:46"> on this thing could be I think the chips that they're making now their first</subtitle>
<subtitle id="1:11:49"> ones are are executed 200</subtitle>
<subtitle id="1:11:52"> nanoseconds of crack and the design</subtitle>
<subtitle id="1:11:55">this thing was to execute instructions at 100 nanosecond</subtitle>
<subtitle id="1:11:58">crawling their way up to that now it's quite easy if you see</subtitle>
<subtitle id="1:12:1"> there's nothing but the thing is doing look at a 68000</subtitle>
<subtitle id="1:12:4">which is less than twice the size of this and it's</subtitle>
<subtitle id="1:12:7"> a nightmare this thing is just laid out like Manhattan</subtitle>
<subtitle id="1:12:10"> Island and it's very very simple</subtitle>
<subtitle id="1:12:13"> the control is very simple so</subtitle>
<subtitle id="1:12:16"> now</subtitle>
<subtitle id="1:12:19"> you look at this thing you have</subtitle>
<subtitle id="1:12:22">thinking thoughts because a hundred nanoseconds an instruction time</subtitle>
<subtitle id="1:12:25"> is not that bad especially if you know ahead of time that most</subtitle>
<subtitle id="1:12:28"> of those instructions are really working for you you've got something</subtitle>
<subtitle id="1:12:31"> that you're worth it's really worthwhile thinking about building</subtitle>
<subtitle id="1:12:34"> we know</subtitle>
<subtitle id="1:12:37"> or at least we pay lip service to the idea that we want</subtitle>
<subtitle id="1:12:40">higher-level languages here but very high level</subtitle>
<subtitle id="1:12:43"> languages so the machine that simply execute</subtitle>
<subtitle id="1:12:46"> spaz gal and see very rapidly it's</subtitle>
<subtitle id="1:12:49"> not nearly as interesting and Atari research</subtitle>
<subtitle id="1:12:52"> as it is in HDD turns out</subtitle>
<subtitle id="1:12:55"> Apple is very interested in this machine they have been courting Patterson</subtitle>
<subtitle id="1:12:58"> for some time because</subtitle>
<subtitle id="1:13:1"> this is their language is</subtitle>
<subtitle id="1:13:4"> a Lisa is</subtitle>
<subtitle id="1:13:7"> a language that is</subtitle>
<subtitle id="1:13:10"> basically Pascal with classes okay</subtitle>
<subtitle id="1:13:13"> so those some of the things that small talk</subtitle>
<subtitle id="1:13:19">so what can you do to this check</subtitle>
<subtitle id="1:13:22">I just I think what</subtitle>
<subtitle id="1:13:25"> I'm gonna do is just give you a couple of hints and into</subtitle>
<subtitle id="1:13:28"> the next one one of these that we do on this thing will</subtitle>
<subtitle id="1:13:31"> go through the schema more detail one</subtitle>
<subtitle id="1:13:34"> of the things that we can do</subtitle>
<subtitle id="1:13:37"> make it a little bigger</subtitle>
<subtitle id="1:13:40">what we sure would like</subtitle>
<subtitle id="1:13:43"> to feed in here our bike coats</subtitle>
<subtitle id="1:13:46"> these things like those</subtitle>
<subtitle id="1:13:49">code syllables one of the most ridiculous things</subtitle>
<subtitle id="1:13:52"> in the world if you have a reduced instruction set</subtitle>
<subtitle id="1:13:55">is to have the instructions be 32 bits long</subtitle>
<subtitle id="1:13:58"> why can't we make use of the fact that we're</subtitle>
<subtitle id="1:14:1"> actually doing a higher-level language unless we know where</subtitle>
<subtitle id="1:14:4">is going to be it's really all relative addressing so</subtitle>
<subtitle id="1:14:7"> we'd like to we'd like to use that but</subtitle>
<subtitle id="1:14:10"> to keep the control simple at some place</subtitle>
<subtitle id="1:14:13"> we have to have a PLA that will translate one of these</subtitle>
<subtitle id="1:14:16"> guys to the wider paths necessary to control everything so</subtitle>
<subtitle id="1:14:19"> one of the simplest things that we can do here</subtitle>
<subtitle id="1:14:25">is to</subtitle>
<subtitle id="1:14:28"> think of this area as being an instruction cache</subtitle>
<subtitle id="1:14:31"> now in all the all</subtitle>
<subtitle id="1:14:34"> of the studies on caching it's only a few facts have</subtitle>
<subtitle id="1:14:37"> remained one of the caching works where paging doesn't because</subtitle>
<subtitle id="1:14:40">ratios between the two memory speeds are different</subtitle>
<subtitle id="1:14:43"> okay that's basically what it comes</subtitle>
<subtitle id="1:14:46"> to catching has very small objects</subtitle>
<subtitle id="1:14:49">and the ratios are usually no worse than a factor of 10</subtitle>
<subtitle id="1:14:52"> so it works paging has very large objects</subtitle>
<subtitle id="1:14:55"> usually in the ratios or factors of thousand or a hundred so</subtitle>
<subtitle id="1:14:58"> it doesn't work the other thing that's</subtitle>
<subtitle id="1:15:1"> known about caching is that code behaves much better</subtitle>
<subtitle id="1:15:4"> than data does like</subtitle>
<subtitle id="1:15:7"> a reasonable set up machine code</subtitle>
<subtitle id="1:15:10"> has the</subtitle>
<subtitle id="1:15:13">a very important feature that you</subtitle>
<subtitle id="1:15:16">override it in the cache you never have to store it back</subtitle>
<subtitle id="1:15:19"> out so the cache is just sucking stuff in</subtitle>
<subtitle id="1:15:22"> then the question is what is the cache look like is</subtitle>
<subtitle id="1:15:25"> it a full of sociation is it a overlapping</subtitle>
<subtitle id="1:15:28"> code segment</subtitle>
<subtitle id="1:15:31"> thing that held has to do with how complex</subtitle>
<subtitle id="1:15:34"> the Association paths for interpreting</subtitle>
<subtitle id="1:15:37"> addresses are that went down this way this control</subtitle>
<subtitle id="1:15:40"> side here right up here would</subtitle>
<subtitle id="1:15:43"> be a barrel shifter</subtitle>
<subtitle id="1:15:46"> actually limited barrel shifter</subtitle>
<subtitle id="1:15:52">that is taking</subtitle>
<subtitle id="1:15:55"> these syllables and feeding</subtitle>
<subtitle id="1:15:58"> them can think of these things is really proud of the</subtitle>
<subtitle id="1:16:1"> variable size maybe 8 16 and 32 besides</subtitle>
<subtitle id="1:16:4"> things what</subtitle>
<subtitle id="1:16:7">it's doing is looking at the leading order bits of whatever's there</subtitle>
<subtitle id="1:16:10">making a decision as to how much it's going to map down</subtitle>
<subtitle id="1:16:13"> through the PLA that's going to cause control to</subtitle>
<subtitle id="1:16:22">determine standard sizes</subtitle>
<subtitle id="1:16:25"> true enough</subtitle>
<subtitle id="1:16:31">yeah we should mention besides</subtitle>
<subtitle id="1:16:34"> being a general man about</subtitle>
<subtitle id="1:16:37"> town and a good fellow Steve Saunders thesis</subtitle>
<subtitle id="1:16:40"> was on minimization of code size through</subtitle>
<subtitle id="1:16:43">various kinds of compiling techniques and by</subtitle>
<subtitle id="1:16:46"> going as he says by going to a variable</subtitle>
<subtitle id="1:16:49"> length by taking the language that you got and going a couple</subtitle>
<subtitle id="1:16:52"> of steps further than the risk people you can build a compiler</subtitle>
<subtitle id="1:16:55"> that will generate optimal size code which</subtitle>
<subtitle id="1:16:58"> can be peeled out just as easily as</subtitle>
<subtitle id="1:17:1"> variable size of a few things definitely</subtitle>
<subtitle id="1:17:4"> true providing that</subtitle>
<subtitle id="1:17:7"> the largest size is no larger than this</subtitle>
<subtitle id="1:17:10"> otherwise everything else is really quite easy</subtitle>
<subtitle id="1:17:13"> okay the two more things that you have to do to</subtitle>
<subtitle id="1:17:16"> make small talk or a language like</subtitle>
<subtitle id="1:17:19"> it work on this chip there has to be</subtitle>
<subtitle id="1:17:22"> a place where instance state is put I'm</subtitle>
<subtitle id="1:17:25"> going to talk about that more next time let's just think that</subtitle>
<subtitle id="1:17:28"> let's put their turns out in a</subtitle>
<subtitle id="1:17:31"> language like small talk there's almost no depth of stack</subtitle>
<subtitle id="1:17:34"> I think you can sort of because</subtitle>
<subtitle id="1:17:37">control is always passing sideways to objects you're</subtitle>
<subtitle id="1:17:40"> rarely going deep you're going sideways all</subtitle>
<subtitle id="1:17:43"> the time and so the typical stack</subtitle>
<subtitle id="1:17:46"> depth in the small talks is less than five</subtitle>
<subtitle id="1:17:49"> so you need to have a cache for</subtitle>
<subtitle id="1:17:52"> instance state here</subtitle>
<subtitle id="1:17:55">we can talk about what that looked like later</subtitle>
<subtitle id="1:17:58"> on then the final thing that we have to have to make</subtitle>
<subtitle id="1:18:1"> a scheme like this work for small talk or Lisp is</subtitle>
<subtitle id="1:18:4"> we have to let arithmetic run quickly</subtitle>
<subtitle id="1:18:7"> or another way of</subtitle>
<subtitle id="1:18:10"> putting it there is a subset of these byte codes that</subtitle>
<subtitle id="1:18:13"> have to fulfill two purposes one</subtitle>
<subtitle id="1:18:16"> is they have to refer to</subtitle>
<subtitle id="1:18:19"> operands that are protected like in the B</subtitle>
<subtitle id="1:18:22"> 5000 okay these guys better</subtitle>
<subtitle id="1:18:25"> not know they're going after the integer or all is</subtitle>
<subtitle id="1:18:28"> lost so that</subtitle>
<subtitle id="1:18:31">hey're picking up it has to be something that was protected by</subtitle>
<subtitle id="1:18:34"> one of those flag bits somehow and</subtitle>
<subtitle id="1:18:37">cause an interrupt of what I picked it up as an address to</subtitle>
<subtitle id="1:18:40"> something more interesting in an integer okay</subtitle>
<subtitle id="1:18:43"> that procedure in Lisp is called unboxing</subtitle>
<subtitle id="1:18:46">typical Lisp we're</subtitle>
<subtitle id="1:18:49"> small talk address space so what a small</subtitle>
<subtitle id="1:18:52"> talk is laid out in small talk 76</subtitle>
<subtitle id="1:18:55"> 16 bits</subtitle>
<subtitle id="1:18:58">pointers</subtitle>
<subtitle id="1:19:1"> so that gives</subtitle>
<subtitle id="1:19:4"> you a range of 65,000 things you can refer to</subtitle>
<subtitle id="1:19:10">each</subtitle>
<subtitle id="1:19:13"> thing knows how long it is and the storage</subtitle>
<subtitle id="1:19:16"> manager knows where they are okay so these things</subtitle>
<subtitle id="1:19:19"> are actually names the average object</subtitle>
<subtitle id="1:19:22"> size in Smalltalk 76 was about</subtitle>
<subtitle id="1:19:25"> 20 bytes so this</subtitle>
<subtitle id="1:19:28"> gives you 20 bytes</subtitle>
<subtitle id="1:19:31"> is about four and a half bits so</subtitle>
<subtitle id="1:19:34"> this gives you about a 20 and 1/2 bit address</subtitle>
<subtitle id="1:19:37"> space okay</subtitle>
<subtitle id="1:19:40"> equivalent objects does everybody understand</subtitle>
<subtitle id="1:19:43"> I'm sure in</subtitle>
<subtitle id="1:19:46">other words so we we could refer to about a million words</subtitle>
<subtitle id="1:19:49"> using only 16</subtitle>
<subtitle id="1:19:52"> bits for a pointer size</subtitle>
<subtitle id="1:19:55">turns out you'd like to refer</subtitle>
<subtitle id="1:19:58"> to more than a million words</subtitle>
<subtitle id="1:20:1">ixteen is maybe a</subtitle>
<subtitle id="1:20:4"> power of two but boy that's all it is</subtitle>
<subtitle id="1:20:7"> everything else is wrong 24</subtitle>
<subtitle id="1:20:10"> is much better turns out but</subtitle>
<subtitle id="1:20:13"> then in order to there's</subtitle>
<subtitle id="1:20:16"> certain small things that you'd like to have implicitly encoded</subtitle>
<subtitle id="1:20:19"> empty addresses in particularly</subtitle>
<subtitle id="1:20:22"> encoded I forget what the way wound up</subtitle>
<subtitle id="1:20:25"> but at one point it was like - mm the integers between</subtitle>
<subtitle id="1:20:28"> - mm + mm</subtitle>
<subtitle id="1:20:31"> were encoded into a section</subtitle>
<subtitle id="1:20:34"> of that that is they never existed as explicit objects and storage</subtitle>
<subtitle id="1:20:37"> assistant</subtitle>
<subtitle id="1:20:40"> and resse is in this range that these things are actually integers</subtitle>
<subtitle id="1:20:43">that it should unbox these are called boxed integers</subtitle>
<subtitle id="1:20:46"> there's a box around them</subtitle>
<subtitle id="1:20:49">other images were actually encoded as real objects</subtitle>
<subtitle id="1:20:52"> part</subtitle>
<subtitle id="1:20:55"> smaller okay</subtitle>
<subtitle id="1:21:4">small arms in this</subtitle>
<subtitle id="1:21:10">okay and the</subtitle>
<subtitle id="1:21:13">so whenever these are encountered</subtitle>
<subtitle id="1:21:16"> they have to be translated into something</subtitle>
<subtitle id="1:21:19"> that's a real integer that can be go through the</subtitle>
<subtitle id="1:21:22"> operation that translation has to be done at the last moment 3600</subtitle>
<subtitle id="1:21:25">has a fair amount of circuitry to do that</subtitle>
<subtitle id="1:21:28"> one thing we could do on this</subtitle>
<subtitle id="1:21:31"> system what's supposed</subtitle>
<subtitle id="1:21:34"> to be moseying the thing up to 32 bits wide</subtitle>
<subtitle id="1:21:37"> like this machine is now</subtitle>
<subtitle id="1:21:40"> I don't think we feel too bad</subtitle>
<subtitle id="1:21:43"> about having a flag bit</subtitle>
<subtitle id="1:21:46"> the fine bit can be very simple in</subtitle>
<subtitle id="1:21:49"> fact I think in the scheme that I came up with</subtitle>
<subtitle id="1:21:52"> I put the flag bit forward there</subtitle>
<subtitle id="1:21:55"> and let it be zero if it</subtitle>
<subtitle id="1:21:58">okay</subtitle>
<subtitle id="1:22:1"> and if it was if it wasn't one then the thing</subtitle>
<subtitle id="1:22:4">else in the other words we give up half the address space</subtitle>
<subtitle id="1:22:7"> for numbers it's like what to be 5,000</subtitle>
<subtitle id="1:22:10"> does and then I think we can see</subtitle>
<subtitle id="1:22:13"> that if</subtitle>
<subtitle id="1:22:16"> we decide to have a particularly simple encoding between direct</subtitle>
<subtitle id="1:22:19"> operands and addresses</subtitle>
<subtitle id="1:22:22"> and by the way I</subtitle>
<subtitle id="1:22:25"> think you all realize that when I say one bit I mean</subtitle>
<subtitle id="1:22:31">but one bit is enough for doing all</subtitle>
<subtitle id="1:22:34">operating system things we want to do and essentially they're</subtitle>
<subtitle id="1:22:37"> what we're what we need to do is to have some of this</subtitle>
<subtitle id="1:22:40"> control state let the action</subtitle>
<subtitle id="1:22:43"> go ahead because</subtitle>
<subtitle id="1:22:46"> after the ALU there's this latch here</subtitle>
<subtitle id="1:22:52">that has to be in the right state in order for the</subtitle>
<subtitle id="1:22:55"> operation to mean anything okay and so</subtitle>
<subtitle id="1:22:58"> one way of handling this problem of how can we write an</subtitle>
<subtitle id="1:23:1">system in a really high-level language is</subtitle>
<subtitle id="1:23:4"> just say every time we do a primitive operator like</subtitle>
<subtitle id="1:23:7"> plus we realize that the plus may have lots</subtitle>
<subtitle id="1:23:10"> of different meanings the small cog for instance that are probably</subtitle>
<subtitle id="1:23:13"> 25 different meanings for plus 25 different routines scattered</subtitle>
<subtitle id="1:23:16"> through the microcode and small talk code for plus 150</subtitle>
<subtitle id="1:23:19"> meanings are print but</subtitle>
<subtitle id="1:23:22"> there's one plus that better run as fast as the machine</subtitle>
<subtitle id="1:23:25"> can run it and that is the one that adds two integers</subtitle>
<subtitle id="1:23:28"> together okay the way to do that on</subtitle>
<subtitle id="1:23:31"> this machine is to just let</subtitle>
<subtitle id="1:23:34"> the right here you</subtitle>
<subtitle id="1:23:37"> get to get a chance to look at both flag bits just</subtitle>
<subtitle id="1:23:40"> let the operation perceive and</subtitle>
<subtitle id="1:23:43"> then the decision</subtitle>
<subtitle id="1:23:46"> whether to recycle is back on the C bus or the BB</subtitle>
<subtitle id="1:23:49"> bus like this machine has it has to</subtitle>
<subtitle id="1:23:52">state of those two bits are if they're both zeros then</subtitle>
<subtitle id="1:23:55"> you got the right answer they're not both zeros you're going to have to</subtitle>
<subtitle id="1:23:58"> do something more in which case the way you to do that is</subtitle>
<subtitle id="1:24:1">interrupt but then looks at these things more closely</subtitle>
<subtitle id="1:24:4"> basically ideas you have the generation generality</subtitle>
<subtitle id="1:24:7"> you're willing to pay for but if what</subtitle>
<subtitle id="1:24:10">not general then you wanted to have no appreciable</subtitle>
<subtitle id="1:24:13"> overhead whatsoever you do</subtitle>
<subtitle id="1:24:16"> that you now have a machine that will run if this thing runs in 100 nanoseconds</subtitle>
<subtitle id="1:24:19"> doing what we doing what we said</subtitle>
<subtitle id="1:24:22"> it will run it'll still run a higher-level language and run all</subtitle>
<subtitle id="1:24:25">things that have to work quickly to do an operating system at</subtitle>
<subtitle id="1:24:28"> that very same speed you've got</subtitle>
<subtitle id="1:24:31"> a very nice little chip we'll talk about in more detail next</subtitle>
<subtitle id="1:24:34"> eve probably has some comments</subtitle>
<subtitle id="1:24:37"> yes you</subtitle>
<subtitle id="1:24:40"> might mention something about the kinds of encoding</subtitle>
<subtitle id="1:24:43"> efficiencies that you get when you actually look at</subtitle>
<subtitle id="1:25:7">syndrome</subtitle>
<subtitle id="1:25:10">pop-pop-pop-pop</subtitle>
<subtitle id="1:25:13"> them do an operation with all the</subtitle>
<subtitle id="1:25:16"> attendant shuffling bits around if you</subtitle>
<subtitle id="1:25:19"> tell tell the operation what the compiler</subtitle>
<subtitle id="1:25:22"> knows about it namely whether its operands</subtitle>
<subtitle id="1:25:25">we're</subtitle>
<subtitle id="1:25:28"> computed basically have to been pushed</subtitle>
<subtitle id="1:25:31"> on the stack or whether they're direct</subtitle>
<subtitle id="1:25:34"> in which case all you feed it is an address and it just gets it</subtitle>
<subtitle id="1:25:37">you</subtitle>
<subtitle id="1:25:40"> can save a lot of Pushpa</subtitle>
<subtitle id="1:25:43">that combined with</subtitle>
<subtitle id="1:25:46"> variable</subtitle>
<subtitle id="1:25:49"> size fields dynamically variable size fields</subtitle>
<subtitle id="1:25:52"> four addresses the only</subtitle>
<subtitle id="1:25:55"> happening locally</subtitle>
<subtitle id="1:25:58"> known names besides the locality varies</subtitle>
<subtitle id="1:26:4">just to do those things straightforwardly</subtitle>
<subtitle id="1:26:16">roll that together with the overlapping</subtitle>
<subtitle id="1:26:22">in fact that's where the small named</subtitle>
<subtitle id="1:26:28">what kind of packing efficiencies did</subtitle>
<subtitle id="1:26:31"> you get in here thesis over listen</subtitle>
<subtitle id="1:26:34"> bliss 11</subtitle>
<subtitle id="1:26:37"> was taken as justice unity</subtitle>
<subtitle id="1:26:40"> ctype language right yeah</subtitle>
<subtitle id="1:26:49">thousand</subtitle>
<subtitle id="1:26:55">benchmark immunity</subtitle>
<subtitle id="1:27:10">my thesis stuff without any</subtitle>
<subtitle id="1:27:13"> optimization that was the set point just</subtitle>
<subtitle id="1:27:16"> just not customizing</subtitle>
<subtitle id="1:27:19">straightforward nation on this variable</subtitle>
<subtitle id="1:27:37">and that's that many fewer benches form</subtitle>
<subtitle id="1:27:40"> with that much smaller phone sessions</subtitle>
<subtitle id="1:27:46">that's</subtitle>
<subtitle id="1:27:49"> why I say 30% like this the reason</subtitle>
<subtitle id="1:27:52"> this is a very nice for Atari this</subtitle>
<subtitle id="1:27:55"> is a very nice area and</subtitle>
<subtitle id="1:27:58"> generally speaking there are other things you'd rather optimize</subtitle>
<subtitle id="1:28:1"> first like the graphics situation but</subtitle>
<subtitle id="1:28:4"> once you sort</subtitle>
<subtitle id="1:28:7">you can do there this is the next interesting thing which</subtitle>
<subtitle id="1:28:10"> is how can you run say</subtitle>
<subtitle id="1:28:13"> artificial intelligence programs of some scope on</subtitle>
<subtitle id="1:28:16"> a consumer level machine without going</subtitle>
<subtitle id="1:28:22">six year you know the double cycle</subtitle>
<subtitle id="1:28:25"> to get enough memory on the things</subtitle>
<subtitle id="1:28:28"> this is one way of doing it small</subtitle>
<subtitle id="1:28:31">talk was predicated on the idea that there would be some</subtitle>
<subtitle id="1:28:34"> sort of solid state swapping device like a bubble memory</subtitle>
<subtitle id="1:28:37"> that would match</subtitle>
<subtitle id="1:28:40"> up so it turns out a bubble memory is a perfect</subtitle>
<subtitle id="1:28:43">device for the particular algorithm that we developed a</subtitle>
<subtitle id="1:28:46"> small talk 76 because it's not too fast</subtitle>
<subtitle id="1:28:49"> it turns out it works better</subtitle>
<subtitle id="1:28:52"> when the on a crummy disc it does huh yeah</subtitle>
<subtitle id="1:28:55"> what you have is not as good as you'd</subtitle>
<subtitle id="1:28:58">be in a particular way we went about doing things where</subtitle>
<subtitle id="1:29:1"> it's much better and you</subtitle>
<subtitle id="1:29:4"> get a system that can do real live no IRA is PI</subtitle>
<subtitle id="1:29:7"> system which is an enormous enormous</subtitle>
<subtitle id="1:29:10"> system done in a small time he uses everything in them that the dam</subtitle>
<subtitle id="1:29:13">system had there's huge millions of bytes of code swapped</subtitle>
<subtitle id="1:29:16"> in 80k bytes and it ran quite</subtitle>
<subtitle id="1:29:19"> acceptable e running byte</subtitle>
<subtitle id="1:29:22"> codes at the rate of about 300,000 per</subtitle>
<subtitle id="1:29:28">okay this thing can run what we call byte codes which are those fast ones</subtitle>
<subtitle id="1:29:31"> at the rate of 10 million per</subtitle>
<subtitle id="1:29:37">speaking of aortic recep another piece of work</subtitle>
<subtitle id="1:29:43">diversity</subtitle>
<subtitle id="1:29:49">this kind of a mechanism which is in fact a general</subtitle>
<subtitle id="1:29:52"> simple processor the only simple system</subtitle>
<subtitle id="1:29:55"> that one should wire into it is the exceptionally simple</subtitle>
<subtitle id="1:29:58"> one of small integer array</subtitle>
<subtitle id="1:30:1"> there are other simple powerful</subtitle>
<subtitle id="1:30:4"> subsystems in general simple systems</subtitle>
<subtitle id="1:30:7">there are more primitives</subtitle>
<subtitle id="1:30:10"> out there that ought to run faster we have yeah</subtitle>
<subtitle id="1:30:13"> absolutely I'd like to I'd like to</subtitle>
<subtitle id="1:30:16">some of those some</subtitle>
<subtitle id="1:30:19"> of the stuff that underlies set</subtitle>
<subtitle id="1:30:22"> set theory</subtitle>
<subtitle id="1:30:28">really be useful yeah well as a</subtitle>
<subtitle id="1:30:31">would have the same kind of disadvantage than 55-thousand he had that</subtitle>
<subtitle id="1:30:34">programmer would realize that he needed it</subtitle>
<subtitle id="1:30:37">but</subtitle>
<subtitle id="1:30:40"> I think there are a few</subtitle>
<subtitle id="1:30:43">simple systems</subtitle>
<subtitle id="1:30:46"> on a different style than small</subtitle>
<subtitle id="1:30:49"> integers that would turn out to be the right ones</subtitle>
<subtitle id="1:30:52"> or a lot of what we do but</subtitle>
<subtitle id="1:30:55"> I think that you know the this</subtitle>
<subtitle id="1:30:58">whole coprocessor thing it's not done very well right now</subtitle>
<subtitle id="1:31:1"> I don't</subtitle>
<subtitle id="1:31:4"> I don't think that's right I think</subtitle>
<subtitle id="1:31:7"> it should be you know you ought</subtitle>
<subtitle id="1:31:10"> to be a mother s you</subtitle>
<subtitle id="1:31:13">that there are that</subtitle>
<subtitle id="1:31:16"> there are coherent small</subtitle>
<subtitle id="1:31:19"> simple systems will provide useful basis for things</subtitle>
<subtitle id="1:31:22"> address arithmetic is really where all the action</subtitle>
<subtitle id="1:31:25"> is going on and all the stuff small pogrom</subtitle>
<subtitle id="1:31:28"> is okay but there are a few other things like</subtitle>
<subtitle id="1:31:31"> hashing functions okay those</subtitle>
<subtitle id="1:31:34"> only become address or it would take through the contortions</subtitle>
<subtitle id="1:31:40">or not why not pick one that's that's Universalist</subtitle>
<subtitle id="1:31:43"> and build it in reverse so that hashing</subtitle>
<subtitle id="1:31:46"> is a cheap thing just like indexing</subtitle>
<subtitle id="1:31:49"> okay think of the power ahead gets you also</subtitle>
<subtitle id="1:31:52"> reverse rotations for lost</subtitle>
<subtitle id="1:31:55"> transforms and teas and stuff we</subtitle>
<subtitle id="1:31:58"> know my list of what I came to Atari I first</subtitle>
<subtitle id="1:32:1"> started thinking about designing a processor</subtitle>
<subtitle id="1:32:4"> then I gradually dawned on me that a processor</subtitle>
<subtitle id="1:32:7"> is actually very low on the totem pole priorities</subtitle>
<subtitle id="1:32:10"> priorities I came up with us</subtitle>
<subtitle id="1:32:13"> at the number one in the number two priorities</subtitle>
<subtitle id="1:32:16"> have to do with sort of frame buffer</subtitle>
<subtitle id="1:32:19"> and graphics</subtitle>
<subtitle id="1:32:22"> chip a deadly embrace</subtitle>
<subtitle id="1:32:25"> between those two because they</subtitle>
<subtitle id="1:32:28"> trade off against each other so much number three is doing</subtitle>
<subtitle id="1:32:31"> storage management</subtitle>
<subtitle id="1:32:34">ell</subtitle>
<subtitle id="1:32:37"> you one thing we trade trade this chip and</subtitle>
<subtitle id="1:32:40"> no storage manager for a 286</subtitle>
<subtitle id="1:32:43">the storage manager chip any day of the week</subtitle>
<subtitle id="1:32:46"> and then finally down here is something</subtitle>
<subtitle id="1:32:49"> like this is a reasonable CPU that</subtitle>
<subtitle id="1:32:52"> will actually do something for you one of these</subtitle>
<subtitle id="1:32:55"> interesting things you can get</subtitle>
<subtitle id="1:32:58">efficiency here and then give up a factor of 200</subtitle>
<subtitle id="1:33:1"> once you start swapping if you haven't worked</subtitle>
<subtitle id="1:33:4"> out a thing so it's it's a question of where</subtitle>
<subtitle id="1:33:7">getting probably these things is that there's so much easier to understand</subtitle>
<subtitle id="1:33:10"> than these things that's</subtitle>
<subtitle id="1:33:13"> why no hardly anybody works on these it's nobody</subtitle>
<subtitle id="1:33:16">said nobody really understand you build one of these things and</subtitle>
<subtitle id="1:33:19"> you don't build it programmable you're dead</subtitle>

The Computer Revolution Hasn't Happened Yet (2007)

2021-11-26T22:24:01Z

Ohshima:

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<subtitle id="0:0:0">thank you for</subtitle>
<subtitle id="0:0:3"> inviting me to give this talk i wasn't able to</subtitle>
<subtitle id="0:0:6">travel to italy this time around</subtitle>
<subtitle id="0:0:9"> and so we tried to capture the talk as i would</subtitle>
<subtitle id="0:0:12"> have given it in in rome today</subtitle>
<subtitle id="0:0:15"> this symposium is about</subtitle>
<subtitle id="0:0:18"> the evolution of digital media</subtitle>
<subtitle id="0:0:21">but i've always been more interested in revolutions and i'd like to</subtitle>
<subtitle id="0:0:24">case in this talk that the computer revolution</subtitle>
<subtitle id="0:0:27"> hasn't happened yet and we've seen some</subtitle>
<subtitle id="0:0:30"> of the beginnings of it but i'd like to make</subtitle>
<subtitle id="0:0:33">the history of printing</subtitle>
<subtitle id="0:0:36">and first looking at the printing technology</subtitle>
<subtitle id="0:0:39"> which happened around 1450</subtitle>
<subtitle id="0:0:42">or so using</subtitle>
<subtitle id="0:0:45"> some ideas that the chinese had done much earlier</subtitle>
<subtitle id="0:0:48"> but adding to it the</subtitle>
<subtitle id="0:0:51"> invention of how to make lots</subtitle>
<subtitle id="0:0:54"> of high quality pieces of type rapidly</subtitle>
<subtitle id="0:0:57"> and cheaply and so this led to an explosion</subtitle>
<subtitle id="0:1:0"> of presses across europe</subtitle>
<subtitle id="0:1:3"> and one of the technical futures for printing</subtitle>
<subtitle id="0:1:6"> was web printing which</subtitle>
<subtitle id="0:1:9">started happening a little over 100 years ago powered</subtitle>
<subtitle id="0:1:12"> by the industrial revolution the</subtitle>
<subtitle id="0:1:15"> less expected future is what's</subtitle>
<subtitle id="0:1:18">the last 25 years or</subtitle>
<subtitle id="0:1:21">where printing via</subtitle>
<subtitle id="0:1:24"> inexpensive laser printers has moved</subtitle>
<subtitle id="0:1:27"> into people's homes and reading has</subtitle>
<subtitle id="0:1:30"> started to move away from using paper at all</subtitle>
<subtitle id="0:1:33"> all connected by a worldwide</subtitle>
<subtitle id="0:1:36"> network the publishers</subtitle>
<subtitle id="0:1:39"> 25 years 35 years</subtitle>
<subtitle id="0:1:42"> ago didn't really understand it and didn't</subtitle>
<subtitle id="0:1:45">believe it and now they're they're trying to cope with this</subtitle>
<subtitle id="0:1:48">but i would claim that this is not a particularly interesting</subtitle>
<subtitle id="0:1:51"> future for printing another</subtitle>
<subtitle id="0:1:54">looking at what happened to printing is to look at how content</subtitle>
<subtitle id="0:1:57"> changed so here's a gutenberg bible</subtitle>
<subtitle id="0:2:0">big book like</subtitle>
<subtitle id="0:2:3"> this very heavy looked as</subtitle>
<subtitle id="0:2:6"> much like a handwritten manuscript as possible</subtitle>
<subtitle id="0:2:9">in fact they brought in people who call rubricators</subtitle>
<subtitle id="0:2:12"> who did the illuminations by hand after</subtitle>
<subtitle id="0:2:15"> the ex printing was done relatively inexpensively</subtitle>
<subtitle id="0:2:18">so they got something that looked like a proper</subtitle>
<subtitle id="0:2:21">book to them but</subtitle>
<subtitle id="0:2:24"> most of the books that have been printed since</subtitle>
<subtitle id="0:2:27"> then were not like this so the this first</subtitle>
<subtitle id="0:2:30"> edition of</subtitle>
<subtitle id="0:2:33"> printing was not like what the future printing</subtitle>
<subtitle id="0:2:36">like a printer</subtitle>
<subtitle id="0:2:39"> in venice my favorite</subtitle>
<subtitle id="0:2:42"> hero aldous monouchious i</subtitle>
<subtitle id="0:2:45"> like to think of him as aldo monuccio made</subtitle>
<subtitle id="0:2:48"> small books he had to invent</subtitle>
<subtitle id="0:2:51">more readable fonts to</subtitle>
<subtitle id="0:2:54"> read things in most</subtitle>
<subtitle id="0:2:57"> of his books were not about religion but about philosophy</subtitle>
<subtitle id="0:3:0"> some of them were in greek and</subtitle>
<subtitle id="0:3:3"> latin but many of them were also in italian</subtitle>
<subtitle id="0:3:6">d eldest sent</subtitle>
<subtitle id="0:3:9"> his sons all over europe to</subtitle>
<subtitle id="0:3:12"> try to find material to print in these little</subtitle>
<subtitle id="0:3:15"> books like this that he called the portable library</subtitle>
<subtitle id="0:3:18">these books were inexpensive enough so that</subtitle>
<subtitle id="0:3:21"> they could be lost without it being a</subtitle>
<subtitle id="0:3:24"> tragedy unless printing started to</subtitle>
<subtitle id="0:3:27"> spread in a very different way</subtitle>
<subtitle id="0:3:30"> so that was about 50 years after the</subtitle>
<subtitle id="0:3:33"> invention of the press about 1500</subtitle>
<subtitle id="0:3:36"> and 100 years later we start</subtitle>
<subtitle id="0:3:39"> seeing parts of the real revolution of printing which</subtitle>
<subtitle id="0:3:42"> is the new ways of thinking and arguing that were</subtitle>
<subtitle id="0:3:45"> bought brought by the press another one of my heroes</subtitle>
<subtitle id="0:3:48"> another italian galileo</subtitle>
<subtitle id="0:3:51">started looking at the world in a different</subtitle>
<subtitle id="0:3:54"> way along with kepler and a few others</subtitle>
<subtitle id="0:3:57"> and science started to get invented</subtitle>
<subtitle id="0:4:0"> and about 60 years after that</subtitle>
<subtitle id="0:4:3">newton</subtitle>
<subtitle id="0:4:6"> completely revolutionized the way we think about the world</subtitle>
<subtitle id="0:4:9"> with his principia mathematica which</subtitle>
<subtitle id="0:4:12">talked about how</subtitle>
<subtitle id="0:4:15"> forces masses and</subtitle>
<subtitle id="0:4:18"> gravity motivated the system</subtitle>
<subtitle id="0:4:21"> of the world and about a hundred years after</subtitle>
<subtitle id="0:4:24">we start seeing governance</subtitle>
<subtitle id="0:4:27"> changing in a big way for instance here's the constitution</subtitle>
<subtitle id="0:4:30"> of the united states of america in the late</subtitle>
<subtitle id="0:4:33"> 18th century and so what happened</subtitle>
<subtitle id="0:4:36"> here was the printing press stayed more or</subtitle>
<subtitle id="0:4:39">the same during this period but</subtitle>
<subtitle id="0:4:42"> the way people started using it and thinking about what it would mean</subtitle>
<subtitle id="0:4:45">to be able to present closely</subtitle>
<subtitle id="0:4:48"> argued reason and</subtitle>
<subtitle id="0:4:51"> reasonable ways of thinking about the world backed</subtitle>
<subtitle id="0:4:54"> up by evidence this changed the way we look at</subtitle>
<subtitle id="0:4:57">world and one</subtitle>
<subtitle id="0:5:0"> way to look at this is that if you were born in 10 000</subtitle>
<subtitle id="0:5:3"> bc with an iq of 500</subtitle>
<subtitle id="0:5:6">get very far you might be able</subtitle>
<subtitle id="0:5:9"> to outwit your fellow cave people</subtitle>
<subtitle id="0:5:12"> fellow villagers but</subtitle>
<subtitle id="0:5:15"> iq is not the dominant thing in making progress</subtitle>
<subtitle id="0:5:18"> humans band together</subtitle>
<subtitle id="0:5:21"> we have culture we have a way of passing</subtitle>
<subtitle id="0:5:24"> on solutions for living ingenious</subtitle>
<subtitle id="0:5:27"> things that we found out about the world we</subtitle>
<subtitle id="0:5:30"> call that knowledge but we have to ask what kind of knowledge</subtitle>
<subtitle id="0:5:33"> because this is tempered by the outlook</subtitle>
<subtitle id="0:5:36">that we have so for instance</subtitle>
<subtitle id="0:5:39"> traditional cultures</subtitle>
<subtitle id="0:5:42">have an outlook that the world is motivated by</subtitle>
<subtitle id="0:5:45"> spirits of some kind and the way we deal</subtitle>
<subtitle id="0:5:48"> with spirits is to pray to them and appease them</subtitle>
<subtitle id="0:5:51">engineering</subtitle>
<subtitle id="0:5:54"> um three four thousand years</subtitle>
<subtitle id="0:5:57"> bc started bringing up kind of gear-like</subtitle>
<subtitle id="0:6:0"> chain-like ways of thinking about how cause</subtitle>
<subtitle id="0:6:3">ffect articulate and so we have</subtitle>
<subtitle id="0:6:6"> a kind of a progression of starting with</subtitle>
<subtitle id="0:6:9"> engineering and the invention of mathematics</subtitle>
<subtitle id="0:6:12">greeks and then many</subtitle>
<subtitle id="0:6:15">in the 16th century</subtitle>
<subtitle id="0:6:18"> sort of the first invention of real science by</subtitle>
<subtitle id="0:6:21">newton and</subtitle>
<subtitle id="0:6:24"> in this last century science</subtitle>
<subtitle id="0:6:27"> has changed and become much more ecological</subtitle>
<subtitle id="0:6:30"> about it looks at systems rather than</subtitle>
<subtitle id="0:6:33"> articulating gears and one way to</subtitle>
<subtitle id="0:6:36">that if you have a</subtitle>
<subtitle id="0:6:39"> clock and it doesn't work you can fix it if you have a system</subtitle>
<subtitle id="0:6:42">doesn't work you can only negotiate with it</subtitle>
<subtitle id="0:6:45">and so these are very very different ways of thinking about</subtitle>
<subtitle id="0:6:48"> knowledge</subtitle>
<subtitle id="0:6:51">and when you have a system you usually the</subtitle>
<subtitle id="0:6:54"> most interesting relationships are not additive</subtitle>
<subtitle id="0:6:57"> so if you put a rabbit into australia you</subtitle>
<subtitle id="0:7:0"> do not get the old australian ecology plus some rabbits</subtitle>
<subtitle id="0:7:3"> you actually get a completely new ecology</subtitle>
<subtitle id="0:7:6"> one in this case that was detrimental</subtitle>
<subtitle id="0:7:9"> to the existing ecology</subtitle>
<subtitle id="0:7:12">one of the ways of thinking about changes in systems</subtitle>
<subtitle id="0:7:15"> is that what we think of as normal</subtitle>
<subtitle id="0:7:18"> the stuff that we don't notice is qualitatively changed so all of</subtitle>
<subtitle id="0:7:21"> a sudden we notice it for a while until we get</subtitle>
<subtitle id="0:7:24">used to it and many of the most important things</subtitle>
<subtitle id="0:7:27"> that we think about are ecologies human minds</subtitle>
<subtitle id="0:7:30"> societies and human media</subtitle>
<subtitle id="0:7:33">nd discourse</subtitle>
<subtitle id="0:7:36"> itself what we're doing right now is a kind</subtitle>
<subtitle id="0:7:39"> of an ecology and it's driven by</subtitle>
<subtitle id="0:7:42"> ideas but everything reacts and co-evolves</subtitle>
<subtitle id="0:7:45"> so that ideas need language to</subtitle>
<subtitle id="0:7:48"> talk about them rhetoric to express them in various</subtitle>
<subtitle id="0:7:51"> ways we write things</subtitle>
<subtitle id="0:7:54"> down in various ways to transmit them to other people</subtitle>
<subtitle id="0:7:57">of literature the methods that we use to</subtitle>
<subtitle id="0:8:0"> deal with the ideas are conditioned</subtitle>
<subtitle id="0:8:3">the things that we can learn and</subtitle>
<subtitle id="0:8:6"> this leads to new ideas and and so forth</subtitle>
<subtitle id="0:8:9">one of the most important things is that the notion of language</subtitle>
<subtitle id="0:8:12"> expanded the greeks did this but galileo</subtitle>
<subtitle id="0:8:15">great line he said that the universe</subtitle>
<subtitle id="0:8:18"> cannot be read until we have learned the language and become</subtitle>
<subtitle id="0:8:21"> familiar with the characters in which it is written</subtitle>
<subtitle id="0:8:24">and he said it is written in mathematical language</subtitle>
<subtitle id="0:8:27">and the letters are triangles circles and other geometrical</subtitle>
<subtitle id="0:8:30"> figures without which means it is humanly impossible</subtitle>
<subtitle id="0:8:33">comprehend a single word so what galileo</subtitle>
<subtitle id="0:8:36"> is talking about here is that the normal</subtitle>
<subtitle id="0:8:39">natural language discourse may not be strong enough</subtitle>
<subtitle id="0:8:42"> or pointed enough to deal with all</subtitle>
<subtitle id="0:8:45"> of the ideas we have a simple example of that</subtitle>
<subtitle id="0:8:48"> is just to think of the conventions for making</subtitle>
<subtitle id="0:8:51"> a modern map of the world there's very little</subtitle>
<subtitle id="0:8:54"> of natural language there but many many</subtitle>
<subtitle id="0:8:57"> geometric and graphical conventions</subtitle>
<subtitle id="0:9:0">and so when</subtitle>
<subtitle id="0:9:3"> the computer comes along what we really want to be interested</subtitle>
<subtitle id="0:9:6">is what is unusual</subtitle>
<subtitle id="0:9:9"> about it what what is it doing that is not</subtitle>
<subtitle id="0:9:12">just replacing the old media that it's displacing</subtitle>
<subtitle id="0:9:15"> and this is douglas engelbart in the 60s</subtitle>
<subtitle id="0:9:18">the guy who invented the mouse this is a picture</subtitle>
<subtitle id="0:9:21">taken last week but it was taken</subtitle>
<subtitle id="0:9:24"> 40 years ago</subtitle>
<subtitle id="0:9:27">with the start of the invention of personal</subtitle>
<subtitle id="0:9:30">computing and i got interested</subtitle>
<subtitle id="0:9:33"> in this and thought of doing some of englebart</subtitle>
<subtitle id="0:9:36"> stuff on a desktop computer</subtitle>
<subtitle id="0:9:39"> and this is a machine that</subtitle>
<subtitle id="0:9:42"> i and ed cheadle made in the late</subtitle>
<subtitle id="0:9:45">60s and while we're working on this i started getting the</subtitle>
<subtitle id="0:9:48"> idea about a children's computer</subtitle>
<subtitle id="0:9:51"> that was the size of a of a notebook and i got this</subtitle>
<subtitle id="0:9:54"> idea because of work that seymour papert had been</subtitle>
<subtitle id="0:9:57"> doing with children and for example he found</subtitle>
<subtitle id="0:10:0"> that if you use the body-centered</subtitle>
<subtitle id="0:10:3"> young child's view of the world</subtitle>
<subtitle id="0:10:6"> for thinking about mathematics then you could get</subtitle>
<subtitle id="0:10:9"> them to do mathematics that they normally wouldn't be able to</subtitle>
<subtitle id="0:10:12"> do for for many years in the future so for example</subtitle>
<subtitle id="0:10:15">we normally think</subtitle>
<subtitle id="0:10:18"> of a circle as being x squared plus y squared equals</subtitle>
<subtitle id="0:10:21"> r squared in</subtitle>
<subtitle id="0:10:24">analytic geometry but to a child</subtitle>
<subtitle id="0:10:27"> the circle is making a circle with their body so</subtitle>
<subtitle id="0:10:30">they're going a little and turning a little and going a little and turning</subtitle>
<subtitle id="0:10:33">little if you make a programming language that uses</subtitle>
<subtitle id="0:10:36"> that idea like forward five and turn five</subtitle>
<subtitle id="0:10:39"> and can repeat it over and over again then</subtitle>
<subtitle id="0:10:42"> you can make this mechanical turtle or in this case a screen</subtitle>
<subtitle id="0:10:45"> turtle draw a perfect circle</subtitle>
<subtitle id="0:10:48"> and this is because</subtitle>
<subtitle id="0:10:51"> this form of mathematics which is only about 150</subtitle>
<subtitle id="0:10:54"> years old partially invented by</subtitle>
<subtitle id="0:10:57"> carl gause called differential geometry</subtitle>
<subtitle id="0:11:0"> is actually in the cognitive space</subtitle>
<subtitle id="0:11:3"> of the way children can think about the world</subtitle>
<subtitle id="0:11:6"> so these ideas about personal computing</subtitle>
<subtitle id="0:11:9">led to a bunch of us going to the xerox</subtitle>
<subtitle id="0:11:12"> palo alto research center</subtitle>
<subtitle id="0:11:15">35 years ago and starting to invent</subtitle>
<subtitle id="0:11:18"> various of the technologies that we</subtitle>
<subtitle id="0:11:21"> use in personal computing today like the</subtitle>
<subtitle id="0:11:24">personal computer with bits bitmap screen</subtitle>
<subtitle id="0:11:27"> and laser printer and the ethernet and so forth</subtitle>
<subtitle id="0:11:30"> all the while working with children the reason</subtitle>
<subtitle id="0:11:33">working with children is because</subtitle>
<subtitle id="0:11:36"> the printing revolution took about 150 years to really</subtitle>
<subtitle id="0:11:39"> happen so in the 17th century</subtitle>
<subtitle id="0:11:42"> not a single person was alive</subtitle>
<subtitle id="0:11:45"> who had been alive when the printing press</subtitle>
<subtitle id="0:11:48"> was invented it took normal</subtitle>
<subtitle id="0:11:51"> humanity regular people</subtitle>
<subtitle id="0:11:54">150 years to start</subtitle>
<subtitle id="0:11:57"> understanding what the printing press was about and this only happened</subtitle>
<subtitle id="0:12:0"> because children grew up in this technology and gradually</subtitle>
<subtitle id="0:12:3"> came to understand what it was about now of course</subtitle>
<subtitle id="0:12:6"> aldus and his friend erasmus</subtitle>
<subtitle id="0:12:9"> understood this very early</subtitle>
<subtitle id="0:12:12"> and there were people in the 16th century who understood</subtitle>
<subtitle id="0:12:15"> this very early but for the large mass of people to</subtitle>
<subtitle id="0:12:18"> understand it it took much much longer</subtitle>
<subtitle id="0:12:21"> and so part of the effort here at xerox park was</subtitle>
<subtitle id="0:12:24"> to try to short circuit this</subtitle>
<subtitle id="0:12:27"> as quickly as possible because we wanted to see</subtitle>
<subtitle id="0:12:30"> the printing revolution before all of us died</subtitle>
<subtitle id="0:12:33"> the last 25 years have commercialized these</subtitle>
<subtitle id="0:12:36"> inventions so these are all things that were originally</subtitle>
<subtitle id="0:12:39"> done at xerox park the desktop and laptop</subtitle>
<subtitle id="0:12:42"> computer ideas the overlapping windows</subtitle>
<subtitle id="0:12:45"> and icons desktop publishing and wysiwyg</subtitle>
<subtitle id="0:12:48">the larger research community</subtitle>
<subtitle id="0:12:51"> that we're part of and</subtitle>
<subtitle id="0:12:54"> xerox park together did the internet the laser printer</subtitle>
<subtitle id="0:12:57"> object-oriented programming and ethernet and so forth so</subtitle>
<subtitle id="0:13:0">this is a large payoff</subtitle>
<subtitle id="0:13:3">of these ideas done</subtitle>
<subtitle id="0:13:6"> in the research lab in the 70s but there's</subtitle>
<subtitle id="0:13:9"> a real problem and that is that the</subtitle>
<subtitle id="0:13:12"> commercialization of this stuff</subtitle>
<subtitle id="0:13:15">left out the most important piece of this</subtitle>
<subtitle id="0:13:18"> technology which was a computer for</subtitle>
<subtitle id="0:13:21"> children the computer</subtitle>
<subtitle id="0:13:24"> for the people who are actually going to bring on the real computer</subtitle>
<subtitle id="0:13:27"> revolution and so pretty much most of the last</subtitle>
<subtitle id="0:13:30"> 25 years has been just</subtitle>
<subtitle id="0:13:33"> digitizing old media</subtitle>
<subtitle id="0:13:36"> so we have digitizations of texts and of pictures</subtitle>
<subtitle id="0:13:39"> and of movies and of</subtitle>
<subtitle id="0:13:42">sound recordings and a few</subtitle>
<subtitle id="0:13:45"> linkages but pretty much none of</subtitle>
<subtitle id="0:13:48"> what the computer is really good for has</subtitle>
<subtitle id="0:13:51"> come into the world of the ordinary computer</subtitle>
<subtitle id="0:13:54"> user in fact many people think that</subtitle>
<subtitle id="0:13:57"> what they have today is all a computer can do</subtitle>
<subtitle id="0:14:0">and in fact the the opposite is the truth</subtitle>
<subtitle id="0:14:3"> what the computer is doing today for most people is one percent</subtitle>
<subtitle id="0:14:6"> of what it's really interested</subtitle>
<subtitle id="0:14:9"> so a few years ago several of us old</subtitle>
<subtitle id="0:14:12">timers got sick of this and decided</subtitle>
<subtitle id="0:14:15"> to make a computer's children children's</subtitle>
<subtitle id="0:14:18"> computer happen all by ourselves and this is spearheaded</subtitle>
<subtitle id="0:14:21"> by my old friend nicholas negripati</subtitle>
<subtitle id="0:14:24"> and it was based partly on the idea that</subtitle>
<subtitle id="0:14:27">a dvd player with a small display</subtitle>
<subtitle id="0:14:30"> and requires a computer for doing signal</subtitle>
<subtitle id="0:14:33"> processing can be made to be sold</subtitle>
<subtitle id="0:14:36"> for about 122 dollars and so we thought</subtitle>
<subtitle id="0:14:39">it should be possible to actually make a design that</subtitle>
<subtitle id="0:14:42"> would be around a hundred dollars that could</subtitle>
<subtitle id="0:14:45"> be aimed at the</subtitle>
<subtitle id="0:14:48"> third world initially</subtitle>
<subtitle id="0:14:51"> and how do you make such a machine well part</subtitle>
<subtitle id="0:14:54"> of it is to look at where the costs go in the computer that you have</subtitle>
<subtitle id="0:14:57"> so about half of those costs are sales marketing</subtitle>
<subtitle id="0:15:0"> profit and distribution so we set up a non-profit</subtitle>
<subtitle id="0:15:3"> called one laptop per child to do this so</subtitle>
<subtitle id="0:15:6"> nicholas sells directly to countries</subtitle>
<subtitle id="0:15:9"> and so we don't have any costs</subtitle>
<subtitle id="0:15:12"> for sales marketing profit and distribution the countries</subtitle>
<subtitle id="0:15:15"> do the the distribution</subtitle>
<subtitle id="0:15:18"> for-profit software like microsoft</subtitle>
<subtitle id="0:15:21">and so forth we use open</subtitle>
<subtitle id="0:15:24"> source software which is free</subtitle>
<subtitle id="0:15:27"> so there are no costs there</subtitle>
<subtitle id="0:15:30"> the display on a computer is the next largest</subtitle>
<subtitle id="0:15:33"> cost item and we invented a new kind of display that's much</subtitle>
<subtitle id="0:15:36"> much cheaper and the next high cost</subtitle>
<subtitle id="0:15:39"> item is the hard disk and we use a flash</subtitle>
<subtitle id="0:15:42"> memory like the ones</subtitle>
<subtitle id="0:15:45"> that you have in your cameras to cut that down and so</subtitle>
<subtitle id="0:15:48"> the result here is about 100 dollars</subtitle>
<subtitle id="0:15:51"> and you turn this into a real</subtitle>
<subtitle id="0:15:54"> machine you get something that looks like this this</subtitle>
<subtitle id="0:15:57"> is all the electronics in it not a lot these days</subtitle>
<subtitle id="0:16:0"> and late last year we started</subtitle>
<subtitle id="0:16:3"> build our first thousand in</subtitle>
<subtitle id="0:16:6"> a factory and put some of them into</subtitle>
<subtitle id="0:16:9"> some of the countries that are going to to buy these machines</subtitle>
<subtitle id="0:16:12"> so this is about roughly about two years</subtitle>
<subtitle id="0:16:15">of work we're part part way into</subtitle>
<subtitle id="0:16:18"> the the third year</subtitle>
<subtitle id="0:16:21">and the machines are full function and they have</subtitle>
<subtitle id="0:16:24"> a novel network which</subtitle>
<subtitle id="0:16:27"> automatically links up when any computer is on and it forms</subtitle>
<subtitle id="0:16:30"> something like the old arpanet that we did in the</subtitle>
<subtitle id="0:16:33">60s and if any one of these</subtitle>
<subtitle id="0:16:36"> machines is within range of an internet</subtitle>
<subtitle id="0:16:39"> node then all of these machines are connected</subtitle>
<subtitle id="0:16:42">to the internet one of the secrets</subtitle>
<subtitle id="0:16:45"> of the machine is this marvelous display</subtitle>
<subtitle id="0:16:48"> invented by mary lou jepsen the chief technology</subtitle>
<subtitle id="0:16:51">officer and it has very</subtitle>
<subtitle id="0:16:54"> very high resolution about 200 pixels</subtitle>
<subtitle id="0:16:57"> to the inch 1200 by 900 and</subtitle>
<subtitle id="0:17:0"> works very well in this in sunlight and</subtitle>
<subtitle id="0:17:3"> also with backlighting</subtitle>
<subtitle id="0:17:6">one-seventh the power consumption one-third the</subtitle>
<subtitle id="0:17:9">so all of these things together are really the</subtitle>
<subtitle id="0:17:12"> gating technology that allows a really interesting</subtitle>
<subtitle id="0:17:15"> 100 computer to be done and of</subtitle>
<subtitle id="0:17:18"> course people will use this machine</subtitle>
<subtitle id="0:17:21"> to imitate the old technology the</subtitle>
<subtitle id="0:17:24"> high resolution of the screen allows extremely readable</subtitle>
<subtitle id="0:17:27"> text so here's a page from a book and here's what it looks like</subtitle>
<subtitle id="0:17:30">on the machine and this doesn't do it justice because i'm</subtitle>
<subtitle id="0:17:33"> showing this slide on a 768</subtitle>
<subtitle id="0:17:36"> by 1024</subtitle>
<subtitle id="0:17:39">format</subtitle>
<subtitle id="0:17:42"> which is much coarser than the screen</subtitle>
<subtitle id="0:17:45"> which is actually 900 by 1200 here and</subtitle>
<subtitle id="0:17:48"> then we're making this into a video which</subtitle>
<subtitle id="0:17:51"> is making it even more coarse so it's worthwhile looking at the screen</subtitle>
<subtitle id="0:17:54"> in person</subtitle>
<subtitle id="0:17:57">and of course just being able to do that for a hundred dollars</subtitle>
<subtitle id="0:18:0"> is a revolution of a kind</subtitle>
<subtitle id="0:18:3"> a small revolution because you can make books</subtitle>
<subtitle id="0:18:6"> and put books on it at the cost</subtitle>
<subtitle id="0:18:9"> of about 0.2 euros</subtitle>
<subtitle id="0:18:12"> 200 to 500 books or so</subtitle>
<subtitle id="0:18:15">can be put on this machine</subtitle>
<subtitle id="0:18:18"> for the total cost of a hundred dollars</subtitle>
<subtitle id="0:18:21">but</subtitle>
<subtitle id="0:18:24">he very near future</subtitle>
<subtitle id="0:18:27">years this machine</subtitle>
<subtitle id="0:18:30"> is going to go from a hundred dollar machine down to a fifty maybe</subtitle>
<subtitle id="0:18:33"> even a twenty dollar machine and this is because</subtitle>
<subtitle id="0:18:36"> the new technology of conductive</subtitle>
<subtitle id="0:18:39"> plastics that have semi-conductive</subtitle>
<subtitle id="0:18:42">properties can actually make these</subtitle>
<subtitle id="0:18:45"> not just flexible machine displays but</subtitle>
<subtitle id="0:18:48"> can incorporate the computer technology in there as</subtitle>
<subtitle id="0:18:51"> well in a in a form that is much</subtitle>
<subtitle id="0:18:54">to make much more robust</subtitle>
<subtitle id="0:18:57"> much smaller</subtitle>
<subtitle id="0:19:0">pretty much all good things and no bad things</subtitle>
<subtitle id="0:19:3"> we can expect to see over</subtitle>
<subtitle id="0:19:6"> the next 10 years or so and this will be another</subtitle>
<subtitle id="0:19:9">kind of technological revolution</subtitle>
<subtitle id="0:19:12"> but if we look at the goals of</subtitle>
<subtitle id="0:19:15">making a societal amplifier that's kind of like printing</subtitle>
<subtitle id="0:19:18"> then if we come down</subtitle>
<subtitle id="0:19:21"> here and the easiest part is to make this hardware</subtitle>
<subtitle id="0:19:24"> sounds difficult because nobody has done it before</subtitle>
<subtitle id="0:19:27"> but it's actually partly because none of the manufacturing</subtitle>
<subtitle id="0:19:30"> interests have been</subtitle>
<subtitle id="0:19:33"> interested in it so this is pretty</subtitle>
<subtitle id="0:19:36">down here free software</subtitle>
<subtitle id="0:19:39"> we talked about i'm using</subtitle>
<subtitle id="0:19:42"> to give this talk the actual software that will be</subtitle>
<subtitle id="0:19:45"> on the 100 laptop so this is a 100</subtitle>
<subtitle id="0:19:48"> laptop presentation</subtitle>
<subtitle id="0:19:51"> and um</subtitle>
<subtitle id="0:19:54"> various of us have been working on content and</subtitle>
<subtitle id="0:19:57"> pedagogy over the last 35 or 40 years</subtitle>
<subtitle id="0:20:0"> we know a little bit more about it now than than we used to</subtitle>
<subtitle id="0:20:3"> and we need to explore this a little bit to</subtitle>
<subtitle id="0:20:6"> see what kind of thing children might do but</subtitle>
<subtitle id="0:20:9"> i'll come back to this at the end of the talk</subtitle>
<subtitle id="0:20:12">has some new things that children can learn</subtitle>
<subtitle id="0:20:15"> is that children learn in a social</subtitle>
<subtitle id="0:20:18"> system that involves mentors of various kinds</subtitle>
<subtitle id="0:20:21"> and of course a lot of mentors are their peers</subtitle>
<subtitle id="0:20:24"> who induct them into the what you might call the</subtitle>
<subtitle id="0:20:27"> popular culture the village culture way of</subtitle>
<subtitle id="0:20:30"> doing things but parents and teachers are</subtitle>
<subtitle id="0:20:33"> key and in most parts of the world parents</subtitle>
<subtitle id="0:20:36"> and teachers don't know a lot about</subtitle>
<subtitle id="0:20:39">math and science and so the mentoring problem</subtitle>
<subtitle id="0:20:42"> is severe in europe</subtitle>
<subtitle id="0:20:45"> and the united states in japan</subtitle>
<subtitle id="0:20:48"> and of course it is most severe in the third world</subtitle>
<subtitle id="0:20:51"> where the average education</subtitle>
<subtitle id="0:20:54"> of an elementary school teacher is itself</subtitle>
<subtitle id="0:20:57"> only about sixth grade so this</subtitle>
<subtitle id="0:21:0"> is a problem that</subtitle>
<subtitle id="0:21:3">is a tough one because we can make millions of</subtitle>
<subtitle id="0:21:6"> 100 laptops and distribute them</subtitle>
<subtitle id="0:21:9">just in a few months but we couldn't make</subtitle>
<subtitle id="0:21:12"> a thousand teachers uh in</subtitle>
<subtitle id="0:21:15"> four or five years so</subtitle>
<subtitle id="0:21:18"> this gap between the environment</subtitle>
<subtitle id="0:21:21"> in which learning is done and the</subtitle>
<subtitle id="0:21:24">technology that can amplify the learning</subtitle>
<subtitle id="0:21:27"> is getting larger and larger one of the possible solutions</subtitle>
<subtitle id="0:21:30"> for this is to make the technology be more</subtitle>
<subtitle id="0:21:33"> of a teacher i'll talk about that just a little bit</subtitle>
<subtitle id="0:21:36">more but right now let's take a look</subtitle>
<subtitle id="0:21:39"> at a couple of the things that</subtitle>
<subtitle id="0:21:42"> might be done on this so the first first thing</subtitle>
<subtitle id="0:21:45"> i'm going to do here is to make</subtitle>
<subtitle id="0:21:48">[Music] one of the first things</subtitle>
<subtitle id="0:21:51"> most children make on this</subtitle>
<subtitle id="0:21:54"> which is a little car that they can</subtitle>
<subtitle id="0:21:57">drive and</subtitle>
<subtitle id="0:22:0"> so i'm going to paint this car</subtitle>
<subtitle id="0:22:3"> from the top and</subtitle>
<subtitle id="0:22:6"> paint it pretty much as a as a</subtitle>
<subtitle id="0:22:9"> child would do it</subtitle>
<subtitle id="0:22:15">putting in a few little</subtitle>
<subtitle id="0:22:18"> reflections there and most children</subtitle>
<subtitle id="0:22:21">to put very powerful large</subtitle>
<subtitle id="0:22:24">[Music] wheels on the car</subtitle>
<subtitle id="0:22:27">so they wind up making something like this</subtitle>
<subtitle id="0:22:30">and so far this is</subtitle>
<subtitle id="0:22:33"> just a drawing i can move it around</subtitle>
<subtitle id="0:22:36"> i can make it larger</subtitle>
<subtitle id="0:22:39"> and smaller i can give it a name i'll call it</subtitle>
<subtitle id="0:22:45">but i can also look inside</subtitle>
<subtitle id="0:22:48"> of it and i can see some</subtitle>
<subtitle id="0:22:51">car has so for example</subtitle>
<subtitle id="0:22:54"> here's a behavior called car forward</subtitle>
<subtitle id="0:22:57">what happens if i move the car forward well</subtitle>
<subtitle id="0:23:0"> it goes forward and what happens if i tell the</subtitle>
<subtitle id="0:23:3"> car to turn and if i want to do have</subtitle>
<subtitle id="0:23:6"> the car things do over and over i can just drag these guys out</subtitle>
<subtitle id="0:23:9"> here and start the</subtitle>
<subtitle id="0:23:12"> car going and we see we've got now something like seymour pappard's</subtitle>
<subtitle id="0:23:15"> turtle but with a with a costume</subtitle>
<subtitle id="0:23:18"> on it and the children can experiment</subtitle>
<subtitle id="0:23:21"> with steering the car here</subtitle>
<subtitle id="0:23:24"> by changing the numbers here so what if i</subtitle>
<subtitle id="0:23:27"> go down to zero</subtitle>
<subtitle id="0:23:30">the car goes straight if i go</subtitle>
<subtitle id="0:23:33">negative numbers starts turning</subtitle>
<subtitle id="0:23:36"> but this isn't really like driving</subtitle>
<subtitle id="0:23:39"> a car what i really want to do is to make make a steering</subtitle>
<subtitle id="0:23:42"> wheel and so i'm going to</subtitle>
<subtitle id="0:23:45"> just draw another steering wheel</subtitle>
<subtitle id="0:23:48">ike this</subtitle>
<subtitle id="0:23:51">and it's exactly the same kind of thing as a car but i'm going to give</subtitle>
<subtitle id="0:23:54">slightly different behavior so if i</subtitle>
<subtitle id="0:23:57"> if i look inside of it let's call it</subtitle>
<subtitle id="0:24:0"> wheel here as long as i'm here</subtitle>
<subtitle id="0:24:3">if i look inside of it</subtitle>
<subtitle id="0:24:6"> i see it has the very same kind of stuff inside</subtitle>
<subtitle id="0:24:9"> and this forward and turn</subtitle>
<subtitle id="0:24:12">thing called heading if you watch this number</subtitle>
<subtitle id="0:24:15"> here when i turn the wheel see</subtitle>
<subtitle id="0:24:18"> that goes positive and negative if you</subtitle>
<subtitle id="0:24:21">remember positive and negative numbers in here change the car</subtitle>
<subtitle id="0:24:24"> uh car's direction and so if</subtitle>
<subtitle id="0:24:27"> i pick up the name of those numbers coming out of the wheel</subtitle>
<subtitle id="0:24:30"> and drop it in here then i might be able</subtitle>
<subtitle id="0:24:33"> to steer the car</subtitle>
<subtitle id="0:24:36">by turning the wheel</subtitle>
<subtitle id="0:24:39">this is very pleasurable for the children but the children have</subtitle>
<subtitle id="0:24:42"> also learned what is usually a hard to learn idea</subtitle>
<subtitle id="0:24:45"> for children which is the idea of a variable</subtitle>
<subtitle id="0:24:48"> and our experience has been that children learning</subtitle>
<subtitle id="0:24:51"> a variable this way never forget what it is</subtitle>
<subtitle id="0:24:54"> and how it how it actually works of course</subtitle>
<subtitle id="0:24:57"> there are many things that can be done here but</subtitle>
<subtitle id="0:25:0"> let's take a look at a slightly more serious aspect where</subtitle>
<subtitle id="0:25:3"> we make a we have a couple of cars here</subtitle>
<subtitle id="0:25:6"> what we're going to do is make these cars</subtitle>
<subtitle id="0:25:9"> really small and pretend that they're people</subtitle>
<subtitle id="0:25:12"> and have them move around in a village and we'll say that</subtitle>
<subtitle id="0:25:15"> the red one is infected with some sort of disease</subtitle>
<subtitle id="0:25:18"> and the blue one is not infected</subtitle>
<subtitle id="0:25:21">so with just two cars in there we see we have just a couple of</subtitle>
<subtitle id="0:25:24"> dots here and if i tell them to start moving</subtitle>
<subtitle id="0:25:27">you can see the probability that they're going to</subtitle>
<subtitle id="0:25:30"> touch each other is going to be very very low</subtitle>
<subtitle id="0:25:33"> so this is a disease that is</subtitle>
<subtitle id="0:25:36"> not very communicable so</subtitle>
<subtitle id="0:25:39"> i'm going to stop that now what happens if we have</subtitle>
<subtitle id="0:25:42"> a thousand</subtitle>
<subtitle id="0:25:48">villagers and here's the red guy the one</subtitle>
<subtitle id="0:25:51">infected now we can see that they're very</subtitle>
<subtitle id="0:25:54">together and so the probability that this red guy is going</subtitle>
<subtitle id="0:25:57"> to be high</subtitle>
<subtitle id="0:26:0"> and when he touches the blue guy will make him red also</subtitle>
<subtitle id="0:26:3">let him be infected also so let's see what that looks like</subtitle>
<subtitle id="0:26:9">so it happens very quickly and here's</subtitle>
<subtitle id="0:26:12"> the all of the ones getting infected and</subtitle>
<subtitle id="0:26:15">if this is a deadly disease then they've all died</subtitle>
<subtitle id="0:26:18"> here happens very very quickly</subtitle>
<subtitle id="0:26:21">and we can do this very easily on the computer because</subtitle>
<subtitle id="0:26:24"> the computer can make things very</subtitle>
<subtitle id="0:26:27"> very quickly and inexpensively so let's</subtitle>
<subtitle id="0:26:30"> try this with 500</subtitle>
<subtitle id="0:26:33">the probability is of infection is a little bit lower</subtitle>
<subtitle id="0:26:36">but we can see as soon as a few get infected</subtitle>
<subtitle id="0:26:39">the disease here is very efficient and</subtitle>
<subtitle id="0:26:42">all wind up dying</subtitle>
<subtitle id="0:26:45"> so what if we go to let's say 80.</subtitle>
<subtitle id="0:26:51">so now it's quite sparse</subtitle>
<subtitle id="0:26:57">hardly anything is happening</subtitle>
<subtitle id="0:27:3">but</subtitle>
<subtitle id="0:27:6">in fact</subtitle>
<subtitle id="0:27:12">because this disease is</subtitle>
<subtitle id="0:27:15"> contagious and has no cure</subtitle>
<subtitle id="0:27:18"> eventually they all</subtitle>
<subtitle id="0:27:21"> contract the disease and they all die so</subtitle>
<subtitle id="0:27:24">ne of the problems in the world today is that we have</subtitle>
<subtitle id="0:27:27"> some diseases that are like this last one</subtitle>
<subtitle id="0:27:30">which take a long time to even be noticed</subtitle>
<subtitle id="0:27:33"> so this first one i showed is like typhoid</subtitle>
<subtitle id="0:27:36"> happens very rapidly it's very dramatic</subtitle>
<subtitle id="0:27:39">people start doing something about it but this last</subtitle>
<subtitle id="0:27:42"> disease is like aids aids takes</subtitle>
<subtitle id="0:27:45"> about five years to incubate</subtitle>
<subtitle id="0:27:48">and so if you know that diseases</subtitle>
<subtitle id="0:27:51">contagious deadly and incurable</subtitle>
<subtitle id="0:27:54"> are always going to wind up</subtitle>
<subtitle id="0:27:57">doing this then you might take</subtitle>
<subtitle id="0:28:0">uh action much</subtitle>
<subtitle id="0:28:3"> much earlier even when it doesn't seem like</subtitle>
<subtitle id="0:28:6">is going wrong if you don't understand this about diseases</subtitle>
<subtitle id="0:28:9"> then you might use your common sense</subtitle>
<subtitle id="0:28:12"> down here and say oh nothing is happening</subtitle>
<subtitle id="0:28:15">therefore we're not in danger let's just ignore it</subtitle>
<subtitle id="0:28:18"> now the sad thing is is that</subtitle>
<subtitle id="0:28:21">in the underdeveloped parts of the world about 100 million</subtitle>
<subtitle id="0:28:24"> people are now infected with aids precisely</subtitle>
<subtitle id="0:28:27"> because the common sense reasoning</subtitle>
<subtitle id="0:28:30">was not strong enough to deal</subtitle>
<subtitle id="0:28:33">of of threat</subtitle>
<subtitle id="0:28:36">whereas a child can very</subtitle>
<subtitle id="0:28:39"> easily sit down and experiment with a</subtitle>
<subtitle id="0:28:42">little script experiment with</subtitle>
<subtitle id="0:28:45">contagion and quickly</subtitle>
<subtitle id="0:28:48"> understand in a visceral way</subtitle>
<subtitle id="0:28:51">when</subtitle>
<subtitle id="0:28:54"> something is detected that is deadly</subtitle>
<subtitle id="0:28:57"> even if it takes a long time that something should</subtitle>
<subtitle id="0:29:0">right away and by the way</subtitle>
<subtitle id="0:29:3"> the the other little known fact in most parts of</subtitle>
<subtitle id="0:29:6"> the world is that the largest factor</subtitle>
<subtitle id="0:29:9"> in dealing with infectious diseases is actually</subtitle>
<subtitle id="0:29:12">sanitation it's you know</subtitle>
<subtitle id="0:29:15"> we have wonder drugs and and so forth and</subtitle>
<subtitle id="0:29:18"> eventually these are likely to</subtitle>
<subtitle id="0:29:21"> be stronger than sanitation but right now the strongest thing that we</subtitle>
<subtitle id="0:29:24"> have is sanitation the understanding</subtitle>
<subtitle id="0:29:27">ability to imagine very very tiny</subtitle>
<subtitle id="0:29:30"> organisms that are trying to eat us</subtitle>
<subtitle id="0:29:33">all of these things that are very difficult to think about</subtitle>
<subtitle id="0:29:36"> can lead to actions in</subtitle>
<subtitle id="0:29:39"> the large that will save hundreds of millions</subtitle>
<subtitle id="0:29:45">o another interesting area</subtitle>
<subtitle id="0:29:48"> is this form of thinking that's called mathematics</subtitle>
<subtitle id="0:29:51">and it's generally thought</subtitle>
<subtitle id="0:29:54"> that children can't do this very well and so we teach them</subtitle>
<subtitle id="0:29:57"> simple arithmetic and</subtitle>
<subtitle id="0:30:0"> we wait until high school to try and teach the mathematics and this doesn't</subtitle>
<subtitle id="0:30:3">work very well the truth is the children can actually</subtitle>
<subtitle id="0:30:6">learn mathematics relatively</subtitle>
<subtitle id="0:30:9"> easily if you put it into their context</subtitle>
<subtitle id="0:30:12">and one of the places in the world that's most</subtitle>
<subtitle id="0:30:15"> famous for doing this with young children are</subtitle>
<subtitle id="0:30:18"> the fabulous kindergartens at reggio emilia</subtitle>
<subtitle id="0:30:21">which i've been to a number of times and they are truly</subtitle>
<subtitle id="0:30:24"> inspiring out of kindergarten in</subtitle>
<subtitle id="0:30:27"> the united states first grade we</subtitle>
<subtitle id="0:30:30"> found a marvelous teacher julia nishijima</subtitle>
<subtitle id="0:30:33">who was showing her</subtitle>
<subtitle id="0:30:36"> children how to do real math also so</subtitle>
<subtitle id="0:30:39"> in this case the idea is you take a single</subtitle>
<subtitle id="0:30:42"> tile of some kind like a square or a</subtitle>
<subtitle id="0:30:45"> triangle or a trapezoid or a diamond</subtitle>
<subtitle id="0:30:48"> and make progressively the next larger</subtitle>
<subtitle id="0:30:51"> sizes of that particular shape</subtitle>
<subtitle id="0:30:54"> you can see trapezoids here a little bit</subtitle>
<subtitle id="0:30:57"> challenging but the children do this</subtitle>
<subtitle id="0:31:0">individually and then</subtitle>
<subtitle id="0:31:3">one of the things that she did was to after the children had done</subtitle>
<subtitle id="0:31:6"> this constructive exercise she would get them to</subtitle>
<subtitle id="0:31:9"> try and look at it in a reflective way</subtitle>
<subtitle id="0:31:12"> thinking about it much slower or less action</subtitle>
<subtitle id="0:31:15">and try and write down something about what they've done</subtitle>
<subtitle id="0:31:18"> so in this case</subtitle>
<subtitle id="0:31:21">lauren here noticed that the first one took</subtitle>
<subtitle id="0:31:24"> one and the next one took three additional ones</subtitle>
<subtitle id="0:31:27"> the next one took five additional ones the</subtitle>
<subtitle id="0:31:30"> next one took seven additional ones and the total</subtitle>
<subtitle id="0:31:33"> was one the total was four total</subtitle>
<subtitle id="0:31:36"> was nine and quickly she saw oh these are just</subtitle>
<subtitle id="0:31:39"> the odd numbers and the</subtitle>
<subtitle id="0:31:42"> total numbers are look like the square numbers you can see she wasn't</subtitle>
<subtitle id="0:31:45">oo sure about 6 times 6 here</subtitle>
<subtitle id="0:31:48"> but she discovered two progressions</subtitle>
<subtitle id="0:31:51">here that have great interest beyond just</subtitle>
<subtitle id="0:31:54"> growth laws these two progressions are sometimes</subtitle>
<subtitle id="0:31:57">called first and second order differential equations</subtitle>
<subtitle id="0:32:0"> in this case they're discrete the</subtitle>
<subtitle id="0:32:3"> uh constant uh that</subtitle>
<subtitle id="0:32:6"> drives this one is two so there's a two</subtitle>
<subtitle id="0:32:9"> between each one of these and then if you add</subtitle>
<subtitle id="0:32:12">the the two of these to this you get</subtitle>
<subtitle id="0:32:15">and if you add four and five you</subtitle>
<subtitle id="0:32:18"> get nine you add nine and seven you get sixteen and so forth and</subtitle>
<subtitle id="0:32:21"> so this is a generative scheme for growth but it</subtitle>
<subtitle id="0:32:24"> also happens to obtain in much</subtitle>
<subtitle id="0:32:27"> elementary physics of the kind that newton</subtitle>
<subtitle id="0:32:30"> invented and</subtitle>
<subtitle id="0:32:33"> we can for instance look at this</subtitle>
<subtitle id="0:32:36">terms of making our toy</subtitle>
<subtitle id="0:32:39"> car here move across the screen okay so</subtitle>
<subtitle id="0:32:42"> one of the one of the things that we can do here is to</subtitle>
<subtitle id="0:32:45"> think about using these progressions for a</subtitle>
<subtitle id="0:32:48"> ride wide variety of phenomena like</subtitle>
<subtitle id="0:32:51"> speed and motion so here we're going to set</subtitle>
<subtitle id="0:32:54"> the car's speed to 30 each time</subtitle>
<subtitle id="0:32:57"> and we're going to change</subtitle>
<subtitle id="0:33:0"> the car's position on the screen each time</subtitle>
<subtitle id="0:33:3"> further to the right by</subtitle>
<subtitle id="0:33:6"> that car's speed so let's see what happens we'll drop a little</subtitle>
<subtitle id="0:33:9"> dot here and we see</subtitle>
<subtitle id="0:33:12"> that these dots are evenly spaced 30 apart</subtitle>
<subtitle id="0:33:15"> and the car is going across the speed at a uniform</subtitle>
<subtitle id="0:33:18"> rate</subtitle>
<subtitle id="0:33:21"> so if we make the</subtitle>
<subtitle id="0:33:24"> car's speed 50 here</subtitle>
<subtitle id="0:33:30">the car goes faster but still at a uniform</subtitle>
<subtitle id="0:33:33"> rate now</subtitle>
<subtitle id="0:33:36"> what if we instead of making</subtitle>
<subtitle id="0:33:39"> the car's speed constant we will actually</subtitle>
<subtitle id="0:33:42">reset it</subtitle>
<subtitle id="0:33:45"> and get the car's speed to increase</subtitle>
<subtitle id="0:33:48"> by 20 each time and go across</subtitle>
<subtitle id="0:33:51">o this</subtitle>
<subtitle id="0:33:54"> is what the kids were measuring with</subtitle>
<subtitle id="0:33:57"> their little little blocks except the cars</subtitle>
<subtitle id="0:34:0"> the speed of the increase in size</subtitle>
<subtitle id="0:34:3"> was two and you get this</subtitle>
<subtitle id="0:34:6"> growth law of the speed increasing</subtitle>
<subtitle id="0:34:9">constant amount and the distance increasing by an</subtitle>
<subtitle id="0:34:12"> exponential amount and of course</subtitle>
<subtitle id="0:34:15"> for races</subtitle>
<subtitle id="0:34:18">what we want to do is to do something more</subtitle>
<subtitle id="0:34:21"> like use a random speed so if i</subtitle>
<subtitle id="0:34:24"> go in here and pick up a random</subtitle>
<subtitle id="0:34:27"> tile here and say make something</subtitle>
<subtitle id="0:34:30"> like 50 and</subtitle>
<subtitle id="0:34:33"> now the car's speed will be</subtitle>
<subtitle id="0:34:36"> different amounts we can see the car</subtitle>
<subtitle id="0:34:39">going jerkily forward and so forth so this is a way of modeling</subtitle>
<subtitle id="0:34:42"> uh speed and</subtitle>
<subtitle id="0:34:45"> acceleration in a way that children can understand</subtitle>
<subtitle id="0:34:48"> now let's visit another</subtitle>
<subtitle id="0:34:51"> favorite italian here galileo</subtitle>
<subtitle id="0:34:54"> who is very interested in speed and acceleration</subtitle>
<subtitle id="0:34:57"> and particularly about falling objects and</subtitle>
<subtitle id="0:35:0"> let's listen to this classroom of 11</subtitle>
<subtitle id="0:35:3">about how fast or how</subtitle>
<subtitle id="0:35:6"> slowly objects of different weights</subtitle>
<subtitle id="0:35:9"> might might go so i'll play this little movie</subtitle>
<subtitle id="0:35:12">and the objects that you think will fall to the earth</subtitle>
<subtitle id="0:35:15">of time</subtitle>
<subtitle id="0:35:18">they think the heavier one is going to fall faster</subtitle>
<subtitle id="0:35:21"> both hands oh do not</subtitle>
<subtitle id="0:35:24"> how do you determine this</subtitle>
<subtitle id="0:35:27">o we decided let's</subtitle>
<subtitle id="0:35:30"> drop them off build them</subtitle>
<subtitle id="0:35:33"> at the school and they'll use</subtitle>
<subtitle id="0:35:39">of course the stopwatches don't</subtitle>
<subtitle id="0:35:42"> work very well when did he actually drop it</subtitle>
<subtitle id="0:35:57">[Music] i think we should</subtitle>
<subtitle id="0:36:0"> do the shot put and the sponge ball</subtitle>
<subtitle id="0:36:3">because they're two totally different weights</subtitle>
<subtitle id="0:36:6"> and if you drop them at the same time</subtitle>
<subtitle id="0:36:9">maybe they'll drop at the same speed drop both of them</subtitle>
<subtitle id="0:36:12"> together which is exactly what galileo did</subtitle>
<subtitle id="0:36:15">we get a direct</subtitle>
<subtitle id="0:36:18"> way of looking at this so important thing to think about</subtitle>
<subtitle id="0:36:21">is that aristotle didn't think to do this</subtitle>
<subtitle id="0:36:24">and st thomas aquinas didn't think to do this because he believed</subtitle>
<subtitle id="0:36:27"> in aristotle and galileo</subtitle>
<subtitle id="0:36:30"> is perhaps and we know that probably</subtitle>
<subtitle id="0:36:33"> aristotle didn't ask a child and st thomas aquinas</subtitle>
<subtitle id="0:36:36"> didn't ask a child galileo might have been the first</subtitle>
<subtitle id="0:36:39"> adult in thousands of years to be able to</subtitle>
<subtitle id="0:36:42">still think like a child we found that</subtitle>
<subtitle id="0:36:45"> in every classroom of 30 children there's usually one child</subtitle>
<subtitle id="0:36:48"> who will think that you should just drop the</subtitle>
<subtitle id="0:36:51">see what happens</subtitle>
<subtitle id="0:36:54">and so we get this</subtitle>
<subtitle id="0:36:57"> qualitative result that</subtitle>
<subtitle id="0:37:0"> things are falling somehow</subtitle>
<subtitle id="0:37:3"> the same way regardless of their weight well</subtitle>
<subtitle id="0:37:6"> actually we can go further than that we can</subtitle>
<subtitle id="0:37:9"> take a movie of how</subtitle>
<subtitle id="0:37:12"> things fall and</subtitle>
<subtitle id="0:37:18">but how can we understand it so one of the things we can do is single</subtitle>
<subtitle id="0:37:21">movie but still pretty difficult</subtitle>
<subtitle id="0:37:24"> in this system the movies</subtitle>
<subtitle id="0:37:27"> are actually made out of</subtitle>
<subtitle id="0:37:30">the same stuff that the children manipulate and so</subtitle>
<subtitle id="0:37:33"> we can pull the frames</subtitle>
<subtitle id="0:37:36"> out and we can even stack</subtitle>
<subtitle id="0:37:39"> the frames up and when the children see this stacked</subtitle>
<subtitle id="0:37:42">pattern like this they immediately say accelerations</subtitle>
<subtitle id="0:37:45">and so what kind of</subtitle>
<subtitle id="0:37:48"> acceleration and what they do is</subtitle>
<subtitle id="0:37:51"> they measure from the bottom of the ball here to</subtitle>
<subtitle id="0:37:54"> the bottom of where the ball has gotten to</subtitle>
<subtitle id="0:37:57"> about five frames later and</subtitle>
<subtitle id="0:38:0"> when they measure from the bottom of</subtitle>
<subtitle id="0:38:3">this ball to the bottom</subtitle>
<subtitle id="0:38:6"> of where the ball has gotten to five frames later they see that this</subtitle>
<subtitle id="0:38:9">a bigger than that one of course that's what we see here</subtitle>
<subtitle id="0:38:12">so some acceleration is taking place</subtitle>
<subtitle id="0:38:15"> and so if we measure again</subtitle>
<subtitle id="0:38:18"> here and measure again</subtitle>
<subtitle id="0:38:24">we can compare these by</subtitle>
<subtitle id="0:38:27"> stacking them up let's see if</subtitle>
<subtitle id="0:38:30">enough if i stack</subtitle>
<subtitle id="0:38:33"> it up here</subtitle>
<subtitle id="0:38:36">like this</subtitle>
<subtitle id="0:38:39"> and we see that this little patch here</subtitle>
<subtitle id="0:38:42">is the amount more that the ball</subtitle>
<subtitle id="0:38:45"> traveled the next time and the patch here is the amount</subtitle>
<subtitle id="0:38:48"> more that traveled from here and the patch here is the amount</subtitle>
<subtitle id="0:38:51"> more and so this is the acceleration</subtitle>
<subtitle id="0:38:54"> of the ball and looks pretty constant that's</subtitle>
<subtitle id="0:38:57"> what the children were playing around with their cars so they very</subtitle>
<subtitle id="0:39:0">quickly write a program</subtitle>
<subtitle id="0:39:3">that's just like the one that they did for the car where the</subtitle>
<subtitle id="0:39:6"> they make a simulated ball here and the ball speed</subtitle>
<subtitle id="0:39:9"> increases by some constant amount and we</subtitle>
<subtitle id="0:39:12"> change the vertical position by the ball speed and</subtitle>
<subtitle id="0:39:15"> so if we started going like that it</subtitle>
<subtitle id="0:39:18"> seems to fall but how can we</subtitle>
<subtitle id="0:39:21"> determine that</subtitle>
<subtitle id="0:39:24"> the what we've got here is</subtitle>
<subtitle id="0:39:27"> an accurate model of what was happening in the physical world</subtitle>
<subtitle id="0:39:30"> and here's how tyrone decided to do it</subtitle>
<subtitle id="0:39:33"> and to make sure that i was doing</subtitle>
<subtitle id="0:39:36"> it just right i got a magnifier</subtitle>
<subtitle id="0:39:39">which would help me</subtitle>
<subtitle id="0:39:42"> figure out if the size was just right</subtitle>
<subtitle id="0:39:45"> after i'd done that i would</subtitle>
<subtitle id="0:39:48"> go and click on the little basic category</subtitle>
<subtitle id="0:39:51"> button and then a little</subtitle>
<subtitle id="0:39:54">menu would pop up and one of the categories</subtitle>
<subtitle id="0:39:57"> would be geometry so i click on that</subtitle>
<subtitle id="0:40:0">and here it has many things that</subtitle>
<subtitle id="0:40:3"> have to do with the size and shape</subtitle>
<subtitle id="0:40:6">of the rectangle so</subtitle>
<subtitle id="0:40:9">i would see what the height is i kept</subtitle>
<subtitle id="0:40:12"> going along the process until i had them all</subtitle>
<subtitle id="0:40:15">height i subtracted the smaller</subtitle>
<subtitle id="0:40:18">from the big one to see if there was a</subtitle>
<subtitle id="0:40:21"> kind of pattern anywhere that</subtitle>
<subtitle id="0:40:24"> could help me and my best worked</subtitle>
<subtitle id="0:40:27"> so in order to show that it was working i decided</subtitle>
<subtitle id="0:40:30"> to leave a dot copy so that it would show</subtitle>
<subtitle id="0:40:33"> that the ball was going at the exact right speed and acceleration</subtitle>
<subtitle id="0:40:36"> so we can see that</subtitle>
<subtitle id="0:40:39"> tyrone decided to just leave dots</subtitle>
<subtitle id="0:40:42">like he had with the car and that the dots lined up</subtitle>
<subtitle id="0:40:45"> with the actual physical phenomena and that</subtitle>
<subtitle id="0:40:48"> is a way of showing that this is was an accurate</subtitle>
<subtitle id="0:40:51"> way of modeling</subtitle>
<subtitle id="0:40:54"> the constant acceleration of gravity</subtitle>
<subtitle id="0:40:57">the the</subtitle>
<subtitle id="0:41:0">xponential increase</subtitle>
<subtitle id="0:41:3"> in the distance covered another way to</subtitle>
<subtitle id="0:41:6"> do this is to just run the simulated</subtitle>
<subtitle id="0:41:9"> ball against the movie so we can see here</subtitle>
<subtitle id="0:41:12"> that they're tracking along very well</subtitle>
<subtitle id="0:41:15">and that's another way of verifying that the</subtitle>
<subtitle id="0:41:18"> mathematical model here is</subtitle>
<subtitle id="0:41:21"> actually uh in</subtitle>
<subtitle id="0:41:24"> accord with uh nature and</subtitle>
<subtitle id="0:41:27"> of course there's a nice little payoff once</subtitle>
<subtitle id="0:41:30"> you've done that once you've made a model of gravity you can</subtitle>
<subtitle id="0:41:33">apply it to anything so why not make a spaceship</subtitle>
<subtitle id="0:41:36"> trying to land on the moon and if we start</subtitle>
<subtitle id="0:41:39"> it going and don't do anything then this spaceship will just</subtitle>
<subtitle id="0:41:42">crash and</subtitle>
<subtitle id="0:41:45">if we put a motor if we think of</subtitle>
<subtitle id="0:41:48"> gravity as a velocity eater a motor</subtitle>
<subtitle id="0:41:51"> is a velocity producer</subtitle>
<subtitle id="0:41:54">so that's a little one line thing that connects up the</subtitle>
<subtitle id="0:41:57"> the joystick</subtitle>
<subtitle id="0:42:0"> here so i'll start this off and</subtitle>
<subtitle id="0:42:3"> turn on the rocket motor here</subtitle>
<subtitle id="0:42:6">and the effects</subtitle>
<subtitle id="0:42:9"> of showing the flame here is this little script</subtitle>
<subtitle id="0:42:12">and the crash if you're going too fast is this little script</subtitle>
<subtitle id="0:42:15"> this is a game that people used to pay money for called lunar</subtitle>
<subtitle id="0:42:18"> lander but it's within in the the range</subtitle>
<subtitle id="0:42:21"> of an 11 year old or a 12 year old</subtitle>
<subtitle id="0:42:24">this is so the computer allows</subtitle>
<subtitle id="0:42:27">to experience the thing that</subtitle>
<subtitle id="0:42:30"> mathematicians and scientists</subtitle>
<subtitle id="0:42:33"> know about math and science and that is it's fun</subtitle>
<subtitle id="0:42:36"> the the reason we do it is that it's fun</subtitle>
<subtitle id="0:42:39"> it's illuminating it's exciting it's</subtitle>
<subtitle id="0:42:42"> art and it's fun</subtitle>
<subtitle id="0:42:45">and i don't believe it's possible to learn math and science without</subtitle>
<subtitle id="0:42:48"> being introduced to the fun</subtitle>
<subtitle id="0:42:51">the intrinsic reasons for doing this stuff</subtitle>
<subtitle id="0:42:54">and so we see that the computer has something very very special</subtitle>
<subtitle id="0:42:57">that books don't have</subtitle>
<subtitle id="0:43:0"> because computer in a sense is a book that can read</subtitle>
<subtitle id="0:43:3"> itself it's a book that can go</subtitle>
<subtitle id="0:43:6"> from claims in language</subtitle>
<subtitle id="0:43:9"> to being able to carry out these claims in simulations</subtitle>
<subtitle id="0:43:12"> this gives us a different way of both learning</subtitle>
<subtitle id="0:43:15"> about what an epidemic is but also arguing about what an</subtitle>
<subtitle id="0:43:18"> epidemic is learning about what</subtitle>
<subtitle id="0:43:21"> physical dynamics are arguing about what</subtitle>
<subtitle id="0:43:24"> physical dynamics are and it's a way of</subtitle>
<subtitle id="0:43:27"> doing this for children at a much earlier age</subtitle>
<subtitle id="0:43:30"> than has ever been possible before</subtitle>
<subtitle id="0:43:33">and now on the 100 laptop it can be done</subtitle>
<subtitle id="0:43:36"> really inexpensively and be sent around</subtitle>
<subtitle id="0:43:39">world so to</subtitle>
<subtitle id="0:43:42"> finish up here i just want</subtitle>
<subtitle id="0:43:45"> to the cautionary part of this is that</subtitle>
<subtitle id="0:43:48">just like the potential for democracy</subtitle>
<subtitle id="0:43:51"> was in the printing press in 1450</subtitle>
<subtitle id="0:43:54"> but it took 200 years</subtitle>
<subtitle id="0:43:57"> before people were even strongly writing essays</subtitle>
<subtitle id="0:44:0"> about it and it took until the 18th century until</subtitle>
<subtitle id="0:44:3"> it really started happening the potential</subtitle>
<subtitle id="0:44:6"> for science</subtitle>
<subtitle id="0:44:9"> was in the printing press in 1450</subtitle>
<subtitle id="0:44:12">but it took again</subtitle>
<subtitle id="0:44:15"> until the 17th century before</subtitle>
<subtitle id="0:44:18">people a few people started looking at the world</subtitle>
<subtitle id="0:44:21"> in a different way started writing about it got a few more people looking</subtitle>
<subtitle id="0:44:24">at the world in a different way</subtitle>
<subtitle id="0:44:27"> so the big revolutions</subtitle>
<subtitle id="0:44:30"> are a bit like epidemics</subtitle>
<subtitle id="0:44:33"> there are ecological phenomena and they take</subtitle>
<subtitle id="0:44:36"> a long long time if the revolution is going to be a big one</subtitle>
<subtitle id="0:44:39"> most people don't notice the revolution happening</subtitle>
<subtitle id="0:44:42"> at all and certainly with computing most</subtitle>
<subtitle id="0:44:45">don't notice the revolution</subtitle>
<subtitle id="0:44:48">at all and it could take</subtitle>
<subtitle id="0:44:51"> another 50 years unless we can do</subtitle>
<subtitle id="0:44:54"> something about the mentoring systems so i</subtitle>
<subtitle id="0:44:57"> urge all people who are interested in this problem</subtitle>
<subtitle id="0:45:0"> to think about mentoring think</subtitle>
<subtitle id="0:45:3"> about ways of changing</subtitle>
<subtitle id="0:45:6"> the dynamics of mentoring in our society</subtitle>
<subtitle id="0:45:9"> both through humans on the internet</subtitle>
<subtitle id="0:45:12"> better attention to teacher training but also</subtitle>
<subtitle id="0:45:15"> to thinking about how the computer might be a</subtitle>
<subtitle id="0:45:18"> better teacher than it is today thank you very much and thanks</subtitle>

Alan Kay SCIx Keynote Presentation (2012)

2021-11-25T19:28:21Z

Ohshima:

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<subtitle id="0:0:1">good evening</subtitle>
<subtitle id="0:0:4"> I'm Chris Johnson I derived the scientific</subtitle>
<subtitle id="0:0:7"> computing and Imaging Institute here at the University of Utah better</subtitle>
<subtitle id="0:0:10"> known as the ski Institute and I</subtitle>
<subtitle id="0:0:13"> want to welcome you to our second ski X open</subtitle>
<subtitle id="0:0:16"> house and to the to our keynote presentation</subtitle>
<subtitle id="0:0:19"> this room welcome especially</subtitle>
<subtitle id="0:0:22"> for people who are from outside of Salt Lake City</subtitle>
<subtitle id="0:0:25"> of Utah who have come here from all over the world</subtitle>
<subtitle id="0:0:28"> as part of this info conference</subtitle>
<subtitle id="0:0:31"> and welcome also the people from</subtitle>
<subtitle id="0:0:34"> Utah so it's my great pleasure to introduce Alan</subtitle>
<subtitle id="0:0:37"> Kay and one of our University of Utah alumnus</subtitle>
<subtitle id="0:0:40"> and he is one</subtitle>
<subtitle id="0:0:43"> of the true innovators in computing we</subtitle>
<subtitle id="0:0:46"> were just talking just now about there were</subtitle>
<subtitle id="0:0:49"> fables about his dissertation when he was here as a graduate</subtitle>
<subtitle id="0:0:52"> student and I was getting</subtitle>
<subtitle id="0:0:55">some clarification on what really happened so he was one</subtitle>
<subtitle id="0:0:58"> of David Evans PhD students and</subtitle>
<subtitle id="0:1:1"> David Evans view was that you</subtitle>
<subtitle id="0:1:4"> you needed to do first-class research in</subtitle>
<subtitle id="0:1:7"> order to to prove yourself and get your union</subtitle>
<subtitle id="0:1:10"> card and move on to do interesting research and</subtitle>
<subtitle id="0:1:13"> Alan was doing a lot of</subtitle>
<subtitle id="0:1:16"> interesting research and if you look at his dissertation it</subtitle>
<subtitle id="0:1:19"> includes hardware design a software design</subtitle>
<subtitle id="0:1:22"> network design user interface design</subtitle>
<subtitle id="0:1:25"> and as some of the elements from which he</subtitle>
<subtitle id="0:1:28"> was able to move on and do some fundamental research</subtitle>
<subtitle id="0:1:31"> in object-oriented programming and hardware</subtitle>
<subtitle id="0:1:34"> design and interface design with the Dynabook</subtitle>
<subtitle id="0:1:37"> with with computer</subtitle>
<subtitle id="0:1:40"> engineer manufacturing with</subtitle>
<subtitle id="0:1:43"> many many things that that he</subtitle>
<subtitle id="0:1:46">worked on since he left the University</subtitle>
<subtitle id="0:1:49"> of Utah so along the way he was at Xerox</subtitle>
<subtitle id="0:1:52"> PARC for about ten years after</subtitle>
<subtitle id="0:1:55"> that he became a Tori's chief scientist for</subtitle>
<subtitle id="0:1:58"> three years some of you may know that Nolan</subtitle>
<subtitle id="0:2:1"> Bushnell was here just last week and</subtitle>
<subtitle id="0:2:4"> so we were able to hear about some of the</subtitle>
<subtitle id="0:2:7"> times that's at Atari from Nolan about</subtitle>
<subtitle id="0:2:10"> ten years ago he founded</subtitle>
<subtitle id="0:2:13"> a nonprofit organization called viewpoints Research</subtitle>
<subtitle id="0:2:16"> Institute in which he's continuing</subtitle>
<subtitle id="0:2:19"> his work on cognition and learning and</subtitle>
<subtitle id="0:2:22"> programming or with children</subtitle>
<subtitle id="0:2:25"> Allen has received a number</subtitle>
<subtitle id="0:2:28"> of awards and maybe I should just note the</subtitle>
<subtitle id="0:2:31"> 2003 Turing Award for</subtitle>
<subtitle id="0:2:34"> his work in object-oriented programming and the</subtitle>
<subtitle id="0:2:37"> creation of the Dynamo so please</subtitle>
<subtitle id="0:2:40"> join me in welcoming Alan Kay thank</subtitle>
<subtitle id="0:2:52">so the aim of this talk is to</subtitle>
<subtitle id="0:2:55"> give you a sense of</subtitle>
<subtitle id="0:2:58"> what the research community</subtitle>
<subtitle id="0:3:1"> was like from</subtitle>
<subtitle id="0:3:4"> whence all of the stuff we today we have</subtitle>
<subtitle id="0:3:7"> came from this was</subtitle>
<subtitle id="0:3:10"> suggested by Chris based on a a an</subtitle>
<subtitle id="0:3:13"> essay I did in</subtitle>
<subtitle id="0:3:16"> as a tribute to the community when several of</subtitle>
<subtitle id="0:3:19"> us won the Draper prize and we</subtitle>
<subtitle id="0:3:22"> all felt that somehow the community</subtitle>
<subtitle id="0:3:25"> should be getting these awards and I'll try and give</subtitle>
<subtitle id="0:3:28"> you a sense of that because Utah salt University</subtitle>
<subtitle id="0:3:31"> of Utah was part of that committee in</subtitle>
<subtitle id="0:3:34"> one of the Thornton Wilder</subtitle>
<subtitle id="0:3:37"> plays he has an old</subtitle>
<subtitle id="0:3:40"> fortune teller one</subtitle>
<subtitle id="0:3:43">mechanical fortune tellers and she says I tell</subtitle>
<subtitle id="0:3:46"> the future it's easy but telling the past is</subtitle>
<subtitle id="0:3:49"> really hard and the reason is is the</subtitle>
<subtitle id="0:3:52"> past is so detailed and</subtitle>
<subtitle id="0:3:55"> a lot of the details actually are important</subtitle>
<subtitle id="0:3:58"> another part of it as all</subtitle>
<subtitle id="0:4:1"> of us discovered when we</subtitle>
<subtitle id="0:4:4"> were asked to write histories some 20</subtitle>
<subtitle id="0:4:7"> 25 years ago is that</subtitle>
<subtitle id="0:4:10"> many things that</subtitle>
<subtitle id="0:4:13"> many pathways are taken</subtitle>
<subtitle id="0:4:16"> are taken not just</subtitle>
<subtitle id="0:4:19"> because some idea beckons but</subtitle>
<subtitle id="0:4:22"> also because one has been disgusted</subtitle>
<subtitle id="0:4:25"> by work</subtitle>
<subtitle id="0:4:28"> one season round and for instance IBM</subtitle>
<subtitle id="0:4:31"> back in those days was a constant source</subtitle>
<subtitle id="0:4:34"> of inspiration to do better and</subtitle>
<subtitle id="0:4:37"> this makes</subtitle>
<subtitle id="0:4:40"> telling an honest history</subtitle>
<subtitle id="0:4:43"> almost impossible because you can</subtitle>
<subtitle id="0:4:46"> praise somebody in a sentence so-and-so</subtitle>
<subtitle id="0:4:49"> was great and we got some ideas from them but</subtitle>
<subtitle id="0:4:52"> when you do the opposite</subtitle>
<subtitle id="0:4:55"> of praising somebody was saying this work was so bad</subtitle>
<subtitle id="0:4:58"> that we decided to do this you can't just</subtitle>
<subtitle id="0:5:1"> do it in a sentence it's not fair you have to</subtitle>
<subtitle id="0:5:4"> explain why and so the histories we all</subtitle>
<subtitle id="0:5:7"> wound up writing emitted many</subtitle>
<subtitle id="0:5:10"> of the main motivations for some</subtitle>
<subtitle id="0:5:13"> of the the things that we did but so</subtitle>
<subtitle id="0:5:16"> first I'll give you a little outline of</subtitle>
<subtitle id="0:5:19"> how this worked some of the people here</subtitle>
<subtitle id="0:5:22"> I think are old enough to have been alive</subtitle>
<subtitle id="0:5:25"> when when this stuff started and</subtitle>
<subtitle id="0:5:28"> this slogan goes</subtitle>
<subtitle id="0:5:31"> back to the world</subtitle>
<subtitle id="0:5:34">two radar effort at MIT</subtitle>
<subtitle id="0:5:37"> building 20 radiate</subtitle>
<subtitle id="0:5:40"> radiation lab and many</subtitle>
<subtitle id="0:5:43"> people don't realize that radar was actually</subtitle>
<subtitle id="0:5:46"> the technology that won World War two force</subtitle>
<subtitle id="0:5:49"> because we're in Dane danger of going</subtitle>
<subtitle id="0:5:52"> under from German u-boats the</subtitle>
<subtitle id="0:5:55"> British had invented more</subtitle>
<subtitle id="0:5:58"> radar than we had people were fooling around with</subtitle>
<subtitle id="0:6:1"> it and for</subtitle>
<subtitle id="0:6:4"> a variety of reasons they did not have the resources to develop</subtitle>
<subtitle id="0:6:7"> it so they came over not</subtitle>
<subtitle id="0:6:10"> just with the ideas but with</subtitle>
<subtitle id="0:6:13"> the fundamental technology that made radar packed</subtitle>
<subtitle id="0:6:16"> practical which is a device called a cavity</subtitle>
<subtitle id="0:6:19"> magnetron yeah and gave</subtitle>
<subtitle id="0:6:22"> it to MIT</subtitle>
<subtitle id="0:6:25"> and if you</subtitle>
<subtitle id="0:6:28"> think about world war ii remember December 7th 1941</subtitle>
<subtitle id="0:6:31"> was in December so</subtitle>
<subtitle id="0:6:34"> 41 had already happened so it was 42</subtitle>
<subtitle id="0:6:37"> 43 44 and a half of 45 so world</subtitle>
<subtitle id="0:6:40"> war ii was a big deal but it was only</subtitle>
<subtitle id="0:6:43"> three and a half years compared to what we're used to</subtitle>
<subtitle id="0:6:46"> today of things that go on for a long time</subtitle>
<subtitle id="0:6:49"> and this group of</subtitle>
<subtitle id="0:6:52"> people in building 20 turned out</subtitle>
<subtitle id="0:6:55"> more than 150 different radar</subtitle>
<subtitle id="0:6:58"> systems invented</subtitle>
<subtitle id="0:7:1"> engineer packaged</subtitle>
<subtitle id="0:7:4"> and had them built by the route 128</subtitle>
<subtitle id="0:7:7"> companies around Boston and installed on every</subtitle>
<subtitle id="0:7:10"> kind of ground installation</subtitle>
<subtitle id="0:7:13"> seagoing and air going vehicle so</subtitle>
<subtitle id="0:7:16"> it's one of the most amazing bursts of</subtitle>
<subtitle id="0:7:19"> combining science and engineering</subtitle>
<subtitle id="0:7:22"> done in a short time to</subtitle>
<subtitle id="0:7:25"> make things that actually actually working</subtitle>
<subtitle id="0:7:28"> were effective and another</subtitle>
<subtitle id="0:7:31"> somewhat similar effort was at</subtitle>
<subtitle id="0:7:34"> Los Alamos working on the</subtitle>
<subtitle id="0:7:37"> atomic bomb all of the atomic bomb</subtitle>
<subtitle id="0:7:40"> was not nearly as critical to ending</subtitle>
<subtitle id="0:7:43"> the war as as radar was so</subtitle>
<subtitle id="0:7:46"> part of the</subtitle>
<subtitle id="0:7:49"> both of these groups were funded</subtitle>
<subtitle id="0:7:52"> by President Roosevelt's science</subtitle>
<subtitle id="0:7:55"> advisor Vannevar</subtitle>
<subtitle id="0:7:58"> Bush and Bush had been an MIT</subtitle>
<subtitle id="0:8:1"> engineering</subtitle>
<subtitle id="0:8:4"> professor and had done some of the early analog computers</subtitle>
<subtitle id="0:8:7"> and so you can think of this as kind of an old boys club it</subtitle>
<subtitle id="0:8:10"> really was and these are pretty</subtitle>
<subtitle id="0:8:13"> good old boys</subtitle>
<subtitle id="0:8:16">they're basically gentlemen</subtitle>
<subtitle id="0:8:19"> and then right after World War two</subtitle>
<subtitle id="0:8:22">Cold War and one of the big efforts there was</subtitle>
<subtitle id="0:8:25"> to try and deal with threats of</subtitle>
<subtitle id="0:8:28"> Russian bombers</subtitle>
<subtitle id="0:8:31"> and so this incredible system called semi-automated</subtitle>
<subtitle id="0:8:34"> ground environment was made those</subtitle>
<subtitle id="0:8:37"> are displays that those people are peering</subtitle>
<subtitle id="0:8:40"> into the air and enormous computers</subtitle>
<subtitle id="0:8:43"> were built</subtitle>
<subtitle id="0:8:46"> and they were built by many of the same</subtitle>
<subtitle id="0:8:49"> people some of whom</subtitle>
<subtitle id="0:8:52"> worked on the radar were now sort of in more of an administrative</subtitle>
<subtitle id="0:8:55"> fast for instance Jerome</subtitle>
<subtitle id="0:8:58"> Wiesner was an undergraduate at</subtitle>
<subtitle id="0:9:1"> MIT during World War two and</subtitle>
<subtitle id="0:9:4"> later was a head of the department</subtitle>
<subtitle id="0:9:7"> of engineering then later became president MIT</subtitle>
<subtitle id="0:9:10"> and then later President Kennedy's science</subtitle>
<subtitle id="0:9:13"> advisor so these</subtitle>
<subtitle id="0:9:16"> these things go on and on meanwhile</subtitle>
<subtitle id="0:9:19"> Bush at</subtitle>
<subtitle id="0:9:22"> during the 50s created</subtitle>
<subtitle id="0:9:25"> NSF in order to deal</subtitle>
<subtitle id="0:9:28"> with a little bit more</subtitle>
<subtitle id="0:9:31"> look ahead than we had in World War two and</subtitle>
<subtitle id="0:9:34"> in the 60s</subtitle>
<subtitle id="0:9:37"> ARPA</subtitle>
<subtitle id="0:9:40">actually in the late 50s ARPA was created</subtitle>
<subtitle id="0:9:43"> because of Sputnik to do something about</subtitle>
<subtitle id="0:9:46"> what was perceived as a great threat and I'll</subtitle>
<subtitle id="0:9:49"> tell you a little bit about one division of it that</subtitle>
<subtitle id="0:9:52">created in the early 60s called the information processing</subtitle>
<subtitle id="0:9:55"> techniques office from which</subtitle>
<subtitle id="0:9:58"> it's not an exaggeration to say most of the technology</subtitle>
<subtitle id="0:10:1"> we have today got its initial funding</subtitle>
<subtitle id="0:10:4"> MIT was the first recipient</subtitle>
<subtitle id="0:10:7"> Carnegie Mellon and in</subtitle>
<subtitle id="0:10:10"> 1965 the University of Utah so they're</subtitle>
<subtitle id="0:10:13">about 15 places two-thirds of them universities</subtitle>
<subtitle id="0:10:16"> and about a third militarily</subtitle>
<subtitle id="0:10:19"> defense related companies like mitre RAND</subtitle>
<subtitle id="0:10:22"> Corporation systems Development</subtitle>
<subtitle id="0:10:25"> Corporation in and so forth and</subtitle>
<subtitle id="0:10:28"> these places created</subtitle>
<subtitle id="0:10:31"> an enormous number of inventions and</subtitle>
<subtitle id="0:10:34"> part of the inventions they created were</subtitle>
<subtitle id="0:10:37"> PhDs over the six</subtitle>
<subtitle id="0:10:40"> years or so this was operating and those PhDs went</subtitle>
<subtitle id="0:10:43"> in the 70s to Xerox PARC and did</subtitle>
<subtitle id="0:10:46"> personal computing as we know it today so</subtitle>
<subtitle id="0:10:49"> this is kind of a oversimplified capsule</subtitle>
<subtitle id="0:10:52"> summary but it's basically this</subtitle>
<subtitle id="0:10:55"> idea of making progress is more important than anything</subtitle>
<subtitle id="0:10:58">something that was carried through in each one of these generations</subtitle>
<subtitle id="0:11:1"> it was the secret to</subtitle>
<subtitle id="0:11:4"> making this work because of course being</subtitle>
<subtitle id="0:11:7"> humans and anybody who's ever spent</subtitle>
<subtitle id="0:11:10"> any time around a university and gone to faculty</subtitle>
<subtitle id="0:11:13">too well how easy it is</subtitle>
<subtitle id="0:11:16"> for people who have</subtitle>
<subtitle id="0:11:19"> gotten awarded for being rational to</subtitle>
<subtitle id="0:11:22"> be irrational in a meeting and</subtitle>
<subtitle id="0:11:25"> so and of course there were rivalries</subtitle>
<subtitle id="0:11:28">and everything else and the thing they decided in</subtitle>
<subtitle id="0:11:31"> the rad lab was they didn't have time for any</subtitle>
<subtitle id="0:11:34"> of that so somebody</subtitle>
<subtitle id="0:11:37"> nobody knows who came up with this ideas hey well we're</subtitle>
<subtitle id="0:11:40">is the only thing we're interested in forget about everything</subtitle>
<subtitle id="0:11:43"> else that is all we're going to work</subtitle>
<subtitle id="0:11:46"> on that gap passed into the 50s that got passed into the 60s</subtitle>
<subtitle id="0:11:49"> that's what I learned when I came here into the ARPA</subtitle>
<subtitle id="0:11:52"> projects here and that was what was</subtitle>
<subtitle id="0:11:55"> carried into park and the thing that none</subtitle>
<subtitle id="0:11:58"> of the histories of</subtitle>
<subtitle id="0:12:1"> these efforts</subtitle>
<subtitle id="0:12:4"> has really gotten clear enough</subtitle>
<subtitle id="0:12:7"> I believe is why why</subtitle>
<subtitle id="0:12:10"> did they work it was because the amount</subtitle>
<subtitle id="0:12:13"> of cooperation that actually happened</subtitle>
<subtitle id="0:12:16"> would be remarkable I think to almost anybody</subtitle>
<subtitle id="0:12:19"> today it's just hard</subtitle>
<subtitle id="0:12:22"> to believe just</subtitle>
<subtitle id="0:12:25"> how open how</subtitle>
<subtitle id="0:12:28"> everything was shared and it was just part of the part</subtitle>
<subtitle id="0:12:31"> of the deal and so</subtitle>
<subtitle id="0:12:34"> the</subtitle>
<subtitle id="0:12:37"> when you have cooperation amongst really smart people</subtitle>
<subtitle id="0:12:40"> then you get synergy that</subtitle>
<subtitle id="0:12:43"> is out of this world you can</subtitle>
<subtitle id="0:12:46"> get 185</subtitle>
<subtitle id="0:12:49"> different radar systems in a couple of years you</subtitle>
<subtitle id="0:12:52"> can get nuclear</subtitle>
<subtitle id="0:12:55"> fission in a couple of years you</subtitle>
<subtitle id="0:12:58"> can get enormous</subtitle>
<subtitle id="0:13:1"> computers the size of football</subtitle>
<subtitle id="0:13:4"> fields running on vacuum tubes that never crashed</subtitle>
<subtitle id="0:13:7"> in a couple of years it's</subtitle>
<subtitle id="0:13:10"> just unimaginable and of course I can't tell you</subtitle>
<subtitle id="0:13:13"> about all of it but I'm just trying to get you into</subtitle>
<subtitle id="0:13:16"> this era where</subtitle>
<subtitle id="0:13:19"> the we basically</subtitle>
<subtitle id="0:13:22"> live in an era today where the components are</subtitle>
<subtitle id="0:13:25"> really reliable and the people are less so and</subtitle>
<subtitle id="0:13:28"> back then it was exactly</subtitle>
<subtitle id="0:13:31"> the opposite the components are like the worst things</subtitle>
<subtitle id="0:13:34"> you ever if anybody here old enough to do vacuum tubes</subtitle>
<subtitle id="0:13:37"> and the 50s 60s yeah</subtitle>
<subtitle id="0:13:40"> so it</subtitle>
<subtitle id="0:13:43"> was just incredible</subtitle>
<subtitle id="0:13:46"> doing that but because everybody</subtitle>
<subtitle id="0:13:49">cooperated in a way that is very difficult to explain</subtitle>
<subtitle id="0:13:52"> wonderful things happen so here's</subtitle>
<subtitle id="0:13:55"> the first exhibit here and</subtitle>
<subtitle id="0:13:58"> I'll direct your attention to where</subtitle>
<subtitle id="0:14:1"> it says second floor there</subtitle>
<subtitle id="0:14:4"> and it says computer a and computer B</subtitle>
<subtitle id="0:14:7"> and computer</subtitle>
<subtitle id="0:14:10"> a is the size of a football field and</subtitle>
<subtitle id="0:14:13"> so is computer B</subtitle>
<subtitle id="0:14:16"> so that second floor is the size of two</subtitle>
<subtitle id="0:14:19"> football fields so it's about two acres of</subtitle>
<subtitle id="0:14:22"> vacuum tube computer</subtitle>
<subtitle id="0:14:25"> down below is all of the power and</subtitle>
<subtitle id="0:14:28"> stuff for it up top</subtitle>
<subtitle id="0:14:31"> so when I when I visited one of these in</subtitle>
<subtitle id="0:14:34"> the I guess</subtitle>
<subtitle id="0:14:37"> in the late 60s at Systems Development Corp</subtitle>
<subtitle id="0:14:40"> they took me into a room that was bigger</subtitle>
<subtitle id="0:14:43"> than this but it's like a typical</subtitle>
<subtitle id="0:14:46"> glass house mainframe machine room and</subtitle>
<subtitle id="0:14:49"> lots of noise and raised floor and all that</subtitle>
<subtitle id="0:14:52">hey said well what are you thinking I said well I</subtitle>
<subtitle id="0:14:55"> thought it was somehow I thought it was larger than this they</subtitle>
<subtitle id="0:14:58">said well you don't understand this is just the console</subtitle>
<subtitle id="0:15:1">and</subtitle>
<subtitle id="0:15:4"> it went over this is just like out of a James Bond movie they</subtitle>
<subtitle id="0:15:7"> went over and pulled these drapes and down</subtitle>
<subtitle id="0:15:10"> and we were up on the third</subtitle>
<subtitle id="0:15:13"> floor there and you could look down onto</subtitle>
<subtitle id="0:15:16"> these double football fields of the</subtitle>
<subtitle id="0:15:19"> twin Q 32 s there</subtitle>
<subtitle id="0:15:22"> and there are wonderful stories</subtitle>
<subtitle id="0:15:25"> about this machine I'll just tell a couple</subtitle>
<subtitle id="0:15:28"> first first interesting</subtitle>
<subtitle id="0:15:31"> one is the last one of these</subtitle>
<subtitle id="0:15:34"> did not go out of commission until the</subtitle>
<subtitle id="0:15:37"> early 80s and</subtitle>
<subtitle id="0:15:40"> so some of you might be wondering well</subtitle>
<subtitle id="0:15:43">where did they get all these vacuum tubes from</subtitle>
<subtitle id="0:15:46"> somebody</subtitle>
<subtitle id="0:15:49"> knows to tell us yes</subtitle>
<subtitle id="0:15:52"> isn't this great yes</subtitle>
<subtitle id="0:15:55"> as these systems went on and on</subtitle>
<subtitle id="0:15:58"> we we ceased making jet vacuum tubes</subtitle>
<subtitle id="0:16:1">Japanese he's making vacuum the Russians are still making vacuum</subtitle>
<subtitle id="0:16:4"> tubes so we started buying vacuum tubes from</subtitle>
<subtitle id="0:16:7"> them in order to put into these this</subtitle>
<subtitle id="0:16:10"> defense system against them</subtitle>
<subtitle id="0:16:13">Kemp</subtitle>
<subtitle id="0:16:16"> can't beat it the other interesting thing</subtitle>
<subtitle id="0:16:19"> was that because they didn't want</subtitle>
<subtitle id="0:16:22"> the thing to crash they</subtitle>
<subtitle id="0:16:25"> did several things one is they had two computers running the same computations</subtitle>
<subtitle id="0:16:28"> and checking them so they had a kind of a corpus</subtitle>
<subtitle id="0:16:31"> callosum between them but</subtitle>
<subtitle id="0:16:34"> they also the part of</subtitle>
<subtitle id="0:16:37"> this huge room that was just the console where</subtitle>
<subtitle id="0:16:40"> other computers whose job it was to do Diagnostics</subtitle>
<subtitle id="0:16:43"> on the big computers while they were running and whenever</subtitle>
<subtitle id="0:16:46"> they detected an instruction failing they would patch</subtitle>
<subtitle id="0:16:49"> in a subroutine that emulated that</subtitle>
<subtitle id="0:16:52"> instruction that was made up from the instructions that were still</subtitle>
<subtitle id="0:16:55"> working so one of these babies</subtitle>
<subtitle id="0:16:58"> started crashing it took like five or six</subtitle>
<subtitle id="0:17:1"> days we just get slower and slower</subtitle>
<subtitle id="0:17:4"> and pretty soon it was almost all software patched</subtitle>
<subtitle id="0:17:7">in there's maybe two or three instructions and they</subtitle>
<subtitle id="0:17:10"> always were able to fix these machines before they completely</subtitle>
<subtitle id="0:17:13"> went went down in spite of the fact that</subtitle>
<subtitle id="0:17:16"> they would be having back in tubes going</subtitle>
<subtitle id="0:17:19"> out every few minutes on these</subtitle>
<subtitle id="0:17:22"> and you could see that display screens</subtitle>
<subtitle id="0:17:25"> that they had</subtitle>
<subtitle id="0:17:28">on them and that thing the guy is holding there as a light gun</subtitle>
<subtitle id="0:17:31"> so the way</subtitle>
<subtitle id="0:17:34"> graphics was done in those days the</subtitle>
<subtitle id="0:17:37"> segments there actually plotted points</subtitle>
<subtitle id="0:17:40"> were plotted in sequence and</subtitle>
<subtitle id="0:17:43">could register when it saw one in the computer knew</subtitle>
<subtitle id="0:17:46"> when it drew that point and what it belonged to and would cause an interrupt</subtitle>
<subtitle id="0:17:49"> and so forth okay so that's from</subtitle>
<subtitle id="0:17:52"> the 50s so here's another thing from</subtitle>
<subtitle id="0:17:55"> the 50s this is John McCarthy as he looked</subtitle>
<subtitle id="0:17:58"> back then and John took one look at</subtitle>
<subtitle id="0:18:1"> these sage consoles and said well everybody's gonna have one of those in their</subtitle>
<subtitle id="0:18:4"> house before long and so</subtitle>
<subtitle id="0:18:7"> his idea was because we've already got</subtitle>
<subtitle id="0:18:10"> elected electricity</subtitle>
<subtitle id="0:18:13"> utilities we've got water utilities</subtitle>
<subtitle id="0:18:16"> we've got gas utilities why not an information utility</subtitle>
<subtitle id="0:18:19">what they call it back then so this is a cloud idea</subtitle>
<subtitle id="0:18:22"> the first time around and</subtitle>
<subtitle id="0:18:25">he started thinking about that so he wrote this memo</subtitle>
<subtitle id="0:18:28"> in the late 50s to the</subtitle>
<subtitle id="0:18:31"> provost at MIT</subtitle>
<subtitle id="0:18:34"> trying to get him interested</subtitle>
<subtitle id="0:18:37"> in paying for</subtitle>
<subtitle id="0:18:40"> doing a time-sharing operating system for</subtitle>
<subtitle id="0:18:43">new computer they were going to get from from IBM and</subtitle>
<subtitle id="0:18:46"> one of the things he says in it suppose that the programmer has</subtitle>
<subtitle id="0:18:49">keyboard the computer then he can try his program interrogate</subtitle>
<subtitle id="0:18:52"> individual individual pieces of data or program to</subtitle>
<subtitle id="0:18:55">find an error and make a change in the source language and try again</subtitle>
<subtitle id="0:18:58">ability to check out a program immediately after</subtitle>
<subtitle id="0:19:1"> writing at save still more time and so on now</subtitle>
<subtitle id="0:19:4"> actually if this were a history lesson about</subtitle>
<subtitle id="0:19:7"> back then instead</subtitle>
<subtitle id="0:19:10"> of about Utah I would show two other</subtitle>
<subtitle id="0:19:13"> pieces of writing that John did</subtitle>
<subtitle id="0:19:16"> in the 50s also one of them called</subtitle>
<subtitle id="0:19:19"> for an artificially intelligent agent</subtitle>
<subtitle id="0:19:22"> to serve you through</subtitle>
<subtitle id="0:19:25"> the terminal and the other one called</subtitle>
<subtitle id="0:19:28"> for the invention of a programming language now</subtitle>
<subtitle id="0:19:31"> called Lisp in order to program</subtitle>
<subtitle id="0:19:34">artificial intelligent agent and John by the way was the guy</subtitle>
<subtitle id="0:19:37"> who made up the term artificial intelligence but</subtitle>
<subtitle id="0:19:40"> it came actually from thinking about what</subtitle>
<subtitle id="0:19:43">future this guy was</subtitle>
<subtitle id="0:19:46"> smart and even a few years before</subtitle>
<subtitle id="0:19:49"> that here's Dave Evans and Harry husky</subtitle>
<subtitle id="0:19:52"> dave was a an executive</subtitle>
<subtitle id="0:19:55"> at Bendix and at</subtitle>
<subtitle id="0:19:58"> various times on this project he was a</subtitle>
<subtitle id="0:20:1"> staff engineer and I</subtitle>
<subtitle id="0:20:4">wound up actually running this project but</subtitle>
<subtitle id="0:20:7"> this quite a few of these but I</subtitle>
<subtitle id="0:20:10">would call this a personal computer wouldn't you</subtitle>
<subtitle id="0:20:13"> quite a few of these G 15s</subtitle>
<subtitle id="0:20:16"> were hairy husky by</subtitle>
<subtitle id="0:20:19"> the way he had worked with touring on the pilot ace in England</subtitle>
<subtitle id="0:20:22"> and later went to Berkeley with with</subtitle>
<subtitle id="0:20:25"> Dave Evans so not only had</subtitle>
<subtitle id="0:20:28"> these acres size machines we had people thinking about</subtitle>
<subtitle id="0:20:31">what does it mean to have your own machine</subtitle>
<subtitle id="0:20:34"> okay I'm gonna pick the Year</subtitle>
<subtitle id="0:20:37"> 62 here now we're in the 60s for a variety</subtitle>
<subtitle id="0:20:40"> of reasons first it's 50 years ago this year</subtitle>
<subtitle id="0:20:43"> that's a nice round number second it's</subtitle>
<subtitle id="0:20:46"> when I started programming my first programming</subtitle>
<subtitle id="0:20:49"> for money was on this machine the IBM</subtitle>
<subtitle id="0:20:52"> 1401 maybe some 1401</subtitle>
<subtitle id="0:20:55">programmers here it was a bit of an odd machine to</subtitle>
<subtitle id="0:20:58"> put it put it mildly but in many ways it</subtitle>
<subtitle id="0:21:1"> was completely utilitarian in</subtitle>
<subtitle id="0:21:4"> the purposes that IBM had</subtitle>
<subtitle id="0:21:7"> put it out which was to replace</subtitle>
<subtitle id="0:21:10"> without doing any psychological</subtitle>
<subtitle id="0:21:13"> damage to anybody these enormous</subtitle>
<subtitle id="0:21:16"> punch-card accounting machine floors</subtitle>
<subtitle id="0:21:19"> that's what it was for so</subtitle>
<subtitle id="0:21:22">wrote programs to do what the FAK you work from the actual flow</subtitle>
<subtitle id="0:21:25"> charts back then I was in the air force</subtitle>
<subtitle id="0:21:28"> doing this so</subtitle>
<subtitle id="0:21:31"> you think computing is mundane today well it was</subtitle>
<subtitle id="0:21:34"> mundane back then and that's because they're just a lot of money</subtitle>
<subtitle id="0:21:37"> people in computing</subtitle>
<subtitle id="0:21:40"> and partly</subtitle>
<subtitle id="0:21:43"> because business is so Monday they</subtitle>
<subtitle id="0:21:46"> never look into the future they always want to find out what happened</subtitle>
<subtitle id="0:21:49"> in the past so they're constantly doing</subtitle>
<subtitle id="0:21:52"> accounting instead of doing something like</subtitle>
<subtitle id="0:21:55"> making probes into the future but</subtitle>
<subtitle id="0:21:58"> oh well ok so that</subtitle>
<subtitle id="0:22:1"> is our mundane slide however</subtitle>
<subtitle id="0:22:4"> there's also the 50th birthday</subtitle>
<subtitle id="0:22:7"> of what</subtitle>
<subtitle id="0:22:10"> most of us think is the world's first real</subtitle>
<subtitle id="0:22:13"> graphics system first</subtitle>
<subtitle id="0:22:16"> real personal computing system and I've</subtitle>
<subtitle id="0:22:19"> got a little movie here I hope you can see it looks</subtitle>
<subtitle id="0:22:22"> a little dim but let's see</subtitle>
<subtitle id="0:22:25"> so the reason it's twinkling</subtitle>
<subtitle id="0:22:28"> like that is it's plotting individual points and</subtitle>
<subtitle id="0:22:31"> to keep you from</subtitle>
<subtitle id="0:22:34"> getting sick they would be randomized</subtitle>
<subtitle id="0:22:37"> in memory so about half of</subtitle>
<subtitle id="0:22:40"> this this is done on one of these acre-sized machines</subtitle>
<subtitle id="0:22:43"> notice it has a clipping</subtitle>
<subtitle id="0:22:46"> ability and</subtitle>
<subtitle id="0:22:49"> if you notice it straightened up that</subtitle>
<subtitle id="0:22:52">flange now it's going to straighten up these lines</subtitle>
<subtitle id="0:22:55"> automatically for you now</subtitle>
<subtitle id="0:22:58"> he's asking it to be collinear so</subtitle>
<subtitle id="0:23:1">he draws these lines they're going to lay down right</subtitle>
<subtitle id="0:23:4"> on top he's using</subtitle>
<subtitle id="0:23:7"> those full lines he did as guidelines</subtitle>
<subtitle id="0:23:10"> for these dashes now he's going to make the guidelines</subtitle>
<subtitle id="0:23:13"> transparent he's got a hole</subtitle>
<subtitle id="0:23:16"> in the flange</subtitle>
<subtitle id="0:23:19"> sketchpad doesn't know anything about</subtitle>
<subtitle id="0:23:22"> flanges or rivets</subtitle>
<subtitle id="0:23:25">going to make a rivet to put it in the flange here and</subtitle>
<subtitle id="0:23:28"> notice he can just sketch</subtitle>
<subtitle id="0:23:31"> without trying too hard it's</subtitle>
<subtitle id="0:23:34">going to use that as the center for that arc because he can point</subtitle>
<subtitle id="0:23:37"> at things and tell sketchpad to solve a</subtitle>
<subtitle id="0:23:40">make all those edges mutually perpendicular and there</subtitle>
<subtitle id="0:23:43"> you see sketchpad solve that problem</subtitle>
<subtitle id="0:23:46"> it's a nonlinear problem</subtitle>
<subtitle id="0:23:49"> and can do many solutions</subtitle>
<subtitle id="0:23:52"></subtitle>
<subtitle id="0:23:55"> and</subtitle>
<subtitle id="0:23:58"> of course he could constrain it so</subtitle>
<subtitle id="0:24:1"> that the</subtitle>
<subtitle id="0:24:4"> edges are fractions</subtitle>
<subtitle id="0:24:7"> of each other and so forth so sketchpad</subtitle>
<subtitle id="0:24:10"> had three problem solvers could</subtitle>
<subtitle id="0:24:13"> solve fairly complicated problems now here's another interesting thing this</subtitle>
<subtitle id="0:24:16"> is an instance of that master</subtitle>
<subtitle id="0:24:19"> rivet that he just drew you can</subtitle>
<subtitle id="0:24:22"> see it can be rotated and scaled he's gonna</subtitle>
<subtitle id="0:24:25"> lock it into the flange there</subtitle>
<subtitle id="0:24:28"></subtitle>
<subtitle id="0:24:31"> little flick and</subtitle>
<subtitle id="0:24:34"> now he's going to show us he could make some</subtitle>
<subtitle id="0:24:37"> more instances of those rivets so</subtitle>
<subtitle id="0:24:40"> this is the first object-oriented system that</subtitle>
<subtitle id="0:24:43"> I know of he forgot to get</subtitle>
<subtitle id="0:24:46">hese Crosse things so he goes to the Masters and makes</subtitle>
<subtitle id="0:24:49"> them transparent and so the rivets feel</subtitle>
<subtitle id="0:24:52"> that change</subtitle>
<subtitle id="0:24:55"> and anything that he makes he can make into</subtitle>
<subtitle id="0:24:58"> a</subtitle>
<subtitle id="0:25:1"> into a master</subtitle>
<subtitle id="0:25:4"> so he's made that into a master</subtitle>
<subtitle id="0:25:7"> and now he's going</subtitle>
<subtitle id="0:25:10"> to make instances of that thing he just drew</subtitle>
<subtitle id="0:25:22">pretty cool huh so</subtitle>
<subtitle id="0:25:25"> what sketchpad had</subtitle>
<subtitle id="0:25:28"> here was real</subtitle>
<subtitle id="0:25:31"> time interaction it had</subtitle>
<subtitle id="0:25:34"> masters and objects which we</subtitle>
<subtitle id="0:25:37"> call classes and objects it had this powerful</subtitle>
<subtitle id="0:25:40"> problem-solver so</subtitle>
<subtitle id="0:25:43"> it was programmed not in terms of</subtitle>
<subtitle id="0:25:46"> procedural programs but in terms</subtitle>
<subtitle id="0:25:49"> of what you wanted the results to be and</subtitle>
<subtitle id="0:25:52"> it could do some fairly hard problems like this</subtitle>
<subtitle id="0:25:55"> bridge a problem here</subtitle>
<subtitle id="0:25:58">now the bridge is something we don't have a movie up because this</subtitle>
<subtitle id="0:26:1"> acre-sized machine was so slow</subtitle>
<subtitle id="0:26:4"> it would take the bridge about 30 seconds to</subtitle>
<subtitle id="0:26:7"> solve and it was too slow to make a movie of so in</subtitle>
<subtitle id="0:26:10"> honor of I would say ask Ivan</subtitle>
<subtitle id="0:26:13"> by the way how could you this is Ivan's Ivan's</subtitle>
<subtitle id="0:26:16"> PhD thesis I</subtitle>
<subtitle id="0:26:19"> still think it's the greatest single</subtitle>
<subtitle id="0:26:22"> PhD thesis done in computing and</subtitle>
<subtitle id="0:26:25">I said huh Ivan how could you have possibly done</subtitle>
<subtitle id="0:26:28"> the interactive graph he had to program the display</subtitle>
<subtitle id="0:26:31">sakes it was just that's just an oscilloscope</subtitle>
<subtitle id="0:26:34"> that's being used there how</subtitle>
<subtitle id="0:26:37"> could you have done that the objects and</subtitle>
<subtitle id="0:26:40"> the problem solvers all by yourself</subtitle>
<subtitle id="0:26:43"> in one year and he said well I didn't know</subtitle>
<subtitle id="0:26:46"> it was hard</subtitle>
<subtitle id="0:26:49"> so in honor of the</subtitle>
<subtitle id="0:26:52"> of this 50th birthday</subtitle>
<subtitle id="0:26:55"> we actually have recreated</subtitle>
<subtitle id="0:26:58"> sketchpad here so</subtitle>
<subtitle id="0:27:1"> we have the twinkling here and</subtitle>
<subtitle id="0:27:4"> I can turn on gravity</subtitle>
<subtitle id="0:27:7"> and of course my my little Mac</subtitle>
<subtitle id="0:27:10"> Pro here is thousands and thousands</subtitle>
<subtitle id="0:27:13"> of times faster than the acre-sized machine back then</subtitle>
<subtitle id="0:27:16"> so watch what happens to notice this</subtitle>
<subtitle id="0:27:19"> little beam is saying</subtitle>
<subtitle id="0:27:22"> it has zero stress and strain on it but if I if I</subtitle>
<subtitle id="0:27:25"> drop it in here notice that not only does it change</subtitle>
<subtitle id="0:27:28"> but the entire simulation feels</subtitle>
<subtitle id="0:27:31"> it similarly I can do this here</subtitle>
<subtitle id="0:27:34"> and</subtitle>
<subtitle id="0:27:37"> sketchpad didn't know a darn thing about bridges</subtitle>
<subtitle id="0:27:40"> which</subtitle>
<subtitle id="0:27:43"> is part of its charm so and on some weights here</subtitle>
<subtitle id="0:27:46"></subtitle>
<subtitle id="0:27:49"> and of course one of the</subtitle>
<subtitle id="0:27:52"> things that this led to was the desire for nicer displays</subtitle>
<subtitle id="0:27:55"> and we certainly did</subtitle>
<subtitle id="0:27:58"> and of course if you think about the you know looking for the keys under</subtitle>
<subtitle id="0:28:1"> the lamppost instead of in the inconvenient dark place you</subtitle>
<subtitle id="0:28:4"> lost them when you're faced with something like</subtitle>
<subtitle id="0:28:7"> sketchpad you could either make sketch</subtitle>
<subtitle id="0:28:10"> pad better which means you're</subtitle>
<subtitle id="0:28:13">operating in eivin's range or you could make the display better</subtitle>
<subtitle id="0:28:16"> so virtually everybody in computing decide</subtitle>
<subtitle id="0:28:19"> to make display is better so we have better looking</subtitle>
<subtitle id="0:28:22"> display here's here</subtitle>
<subtitle id="0:28:25"> it is a modern time we can do</subtitle>
<subtitle id="0:28:28"> a few few more tricks here so for</subtitle>
<subtitle id="0:28:31"> instance we can say thanks Ivan</subtitle>
<subtitle id="0:28:43">words have weight</subtitle>
<subtitle id="0:28:46"> and</subtitle>
<subtitle id="0:28:49"> we did the we did the constraint</subtitle>
<subtitle id="0:28:52"> solving a little bit differently but basically this whole</subtitle>
<subtitle id="0:28:55"> bridge simulation just has three lines</subtitle>
<subtitle id="0:28:58"> of code in it and here</subtitle>
<subtitle id="0:29:1"> they are they're in the the</subtitle>
<subtitle id="0:29:4"> bottom weight they're the top</subtitle>
<subtitle id="0:29:7"> one here is Galilean</subtitle>
<subtitle id="0:29:10"> gravity constant acceleration gravity this</subtitle>
<subtitle id="0:29:13"> is the spring constant so one way two simple</subtitle>
<subtitle id="0:29:16"> way to think about steel is that it</subtitle>
<subtitle id="0:29:19"> is actually springy you've ever seen</subtitle>
<subtitle id="0:29:22"> the Tacoma Narrows Bridge come down</subtitle>
<subtitle id="0:29:25"> it's brought home right right away and so</subtitle>
<subtitle id="0:29:28"> just putting a vector</subtitle>
<subtitle id="0:29:31"> strain constant on every every</subtitle>
<subtitle id="0:29:34"> line in here will do it and then this bottom guy is</subtitle>
<subtitle id="0:29:37"> the pins that are holding the beams together so</subtitle>
<subtitle id="0:29:40"> if I get rid of the top guy here</subtitle>
<subtitle id="0:29:43"> gravity is turned off</subtitle>
<subtitle id="0:29:46"> and this whole thing should settle down to zero</subtitle>
<subtitle id="0:29:49"> because just being being drawn by the string</subtitle>
<subtitle id="0:29:52"> forces okay so I turn it back on and</subtitle>
<subtitle id="0:29:55"> now we have to think about what</subtitle>
<subtitle id="0:29:58"> will happen if I undo the pins</subtitle>
<subtitle id="0:30:10">okay this is just to make the</subtitle>
<subtitle id="0:30:13"> point that what you see on the computer</subtitle>
<subtitle id="0:30:16"> screen is just a costume what's interesting is</subtitle>
<subtitle id="0:30:19"> what's down below and</subtitle>
<subtitle id="0:30:22"> we generally don't get to see what's down below the costumes</subtitle>
<subtitle id="0:30:25"> seem to have fixed purposes here and</subtitle>
<subtitle id="0:30:28"> I'm gonna repurpose all of these beams</subtitle>
<subtitle id="0:30:31"> into the user interface of the system I'm</subtitle>
<subtitle id="0:30:34"> giving this this demo in</subtitle>
<subtitle id="0:30:37">and</subtitle>
<subtitle id="0:30:40"> I don't</subtitle>
<subtitle id="0:30:43"> really like this steel look here a lot of Steve</subtitle>
<subtitle id="0:30:46">so we could try a different color here that's</subtitle>
<subtitle id="0:30:49"> to Microsoft like</subtitle>
<subtitle id="0:30:55">and so this is this is actually the system I'm</subtitle>
<subtitle id="0:30:58"> giving this talk in here's the sketchpad thing and</subtitle>
<subtitle id="0:31:1"> it's Turing slide here I'll go back</subtitle>
<subtitle id="0:31:4"> up to full screen here the stirring slide here is to remind</subtitle>
<subtitle id="0:31:7"> me to to tell you</subtitle>
<subtitle id="0:31:10"> that one of the things that was happening around</subtitle>
<subtitle id="0:31:13"> this time was thinking about biology in</subtitle>
<subtitle id="0:31:16"> computational terms and vice-versa</subtitle>
<subtitle id="0:31:19"> some of us had degrees in in</subtitle>
<subtitle id="0:31:22"> in biology and</subtitle>
<subtitle id="0:31:25"> Turing was one of the first to work</subtitle>
<subtitle id="0:31:28"> in both areas and some of us I in fact</subtitle>
<subtitle id="0:31:31"> read Turing's paper on morphogenesis before</subtitle>
<subtitle id="0:31:34"> I read his paper on on</subtitle>
<subtitle id="0:31:37"> Turing machines and one of the</subtitle>
<subtitle id="0:31:40"> interesting things about biology is the way systems work so here's some</subtitle>
<subtitle id="0:31:43"> ants and you notice when they wander into food</subtitle>
<subtitle id="0:31:46"> there they start putting out a perfume which starts</subtitle>
<subtitle id="0:31:49"> diffusing and one ant wanders</subtitle>
<subtitle id="0:31:52">perfume and it doesn't have food it goes immediately upstream</subtitle>
<subtitle id="0:31:55"> and finds the food very efficiently and</subtitle>
<subtitle id="0:31:58"> then goes downstream so now all the ants</subtitle>
<subtitle id="0:32:1"> are occupied as though they've</subtitle>
<subtitle id="0:32:4">programmed in some coordinated fashion but</subtitle>
<subtitle id="0:32:7"> in fact they're all working independently</subtitle>
<subtitle id="0:32:10"> so this is highly parallel programming</subtitle>
<subtitle id="0:32:13"> here organized by</subtitle>
<subtitle id="0:32:16"> sending messages</subtitle>
<subtitle id="0:32:19"> so we call this particles and fields and</subtitle>
<subtitle id="0:32:22"> it's something that works everywhere</subtitle>
<subtitle id="0:32:25"> there are people in in the skee x</subtitle>
<subtitle id="0:32:28"> exhibit that we're studying some of these</subtitle>
<subtitle id="0:32:31"> how biological gradients work and</subtitle>
<subtitle id="0:32:34"> once you start thinking about computing it is very</subtitle>
<subtitle id="0:32:37"> very difficult to not</subtitle>
<subtitle id="0:32:40"> start thinking about the system's properties of</subtitle>
<subtitle id="0:32:43"> biology and this community that I'm</subtitle>
<subtitle id="0:32:46"> telling you about certainly did</subtitle>
<subtitle id="0:32:49"> another thing that happened in 1962</subtitle>
<subtitle id="0:32:52"> was this machine which</subtitle>
<subtitle id="0:32:55"> is since it has a display is</subtitle>
<subtitle id="0:32:58"> probably the first machine ever to have all the essential</subtitle>
<subtitle id="0:33:1"> attributes of a personal computer and</subtitle>
<subtitle id="0:33:4"> the fun part of it is that this guy Wes Clark was</subtitle>
<subtitle id="0:33:7"> the architect of the acre-sized machine</subtitle>
<subtitle id="0:33:10"> that Ivan did sketchpad on and also</subtitle>
<subtitle id="0:33:13"> did this one for biomedical engineers because</subtitle>
<subtitle id="0:33:16">couldn't wait for the University mainframe they want</subtitle>
<subtitle id="0:33:19"> he wanted to have something in the lab and the fact the first 20</subtitle>
<subtitle id="0:33:22"> of these were built by these biomedical</subtitle>
<subtitle id="0:33:25"> technicians Wes organized this machine</subtitle>
<subtitle id="0:33:28"> into a kit and in order to get</subtitle>
<subtitle id="0:33:31"> one of these machines you had to go to Lincoln labs and prove you could build it</subtitle>
<subtitle id="0:33:34"> and that meant you could take care of it when you took</subtitle>
<subtitle id="0:33:37"> it back so by the way about 2000</subtitle>
<subtitle id="0:33:40"> of these Linc machines were actually built</subtitle>
<subtitle id="0:33:43"> and used in the in the 60s so</subtitle>
<subtitle id="0:33:46"> this is not onesies or twosies another</subtitle>
<subtitle id="0:33:49"> thing that happened in 62</subtitle>
<subtitle id="0:33:52"> was the B 5000 by Bob Barton</subtitle>
<subtitle id="0:33:55"> came out and this this</subtitle>
<subtitle id="0:33:58"> is still one of the most advanced piece of hardware</subtitle>
<subtitle id="0:34:1"> ever done more advanced than any of the chips</subtitle>
<subtitle id="0:34:4"> that we have in our personal</subtitle>
<subtitle id="0:34:7"> computers or iPads and stuff like that this guy was a</subtitle>
<subtitle id="0:34:10">complete genius and we'll meet him again pretty soon</subtitle>
<subtitle id="0:34:13"> 1962 was when angle</subtitle>
<subtitle id="0:34:16"> Bart sent his proposal</subtitle>
<subtitle id="0:34:19"> into the</subtitle>
<subtitle id="0:34:22"> DoD complex saying</subtitle>
<subtitle id="0:34:25"> we need to augment in human intellect in computers are</subtitle>
<subtitle id="0:34:28"> the way to do it and this is a great picture of him because</subtitle>
<subtitle id="0:34:31"> he was very much Moses wanting</subtitle>
<subtitle id="0:34:34"> to lead the children of Israel out of the</subtitle>
<subtitle id="0:34:37"> darkness of Egypt this was</subtitle>
<subtitle id="0:34:40"> his personality and</subtitle>
<subtitle id="0:34:43"> then things got started</subtitle>
<subtitle id="0:34:46"> because they had already been started</subtitle>
<subtitle id="0:34:49">and I think people have studied the history of the Renaissance</subtitle>
<subtitle id="0:34:52"> know that the Renaissance happened before the printing</subtitle>
<subtitle id="0:34:55"> press it antedated the</subtitle>
<subtitle id="0:34:58"> printing press by 60 or 80 years</subtitle>
<subtitle id="0:35:1"> so that when the printing press happened</subtitle>
<subtitle id="0:35:4"> it happened in something that was already starting</subtitle>
<subtitle id="0:35:7"> and it provided an enormous acceleration</subtitle>
<subtitle id="0:35:10">what happened here with Licklider Licklider</subtitle>
<subtitle id="0:35:13"> was a psychologist who'd gotten interested in computers</subtitle>
<subtitle id="0:35:16"> he said</subtitle>
<subtitle id="0:35:19"> the destiny of computers is</subtitle>
<subtitle id="0:35:22">become interactive intellectual amplifiers for all people</subtitle>
<subtitle id="0:35:25"> universally networked worldwide whenever</subtitle>
<subtitle id="0:35:28"> they asked him what he was doing with this millions</subtitle>
<subtitle id="0:35:31"> of dollars he had been given to pass out</subtitle>
<subtitle id="0:35:34"> this is what he would say and</subtitle>
<subtitle id="0:35:37"> here's a memo he wrote a year</subtitle>
<subtitle id="0:35:40"> later in 63 to the members and the</subtitle>
<subtitle id="0:35:43"> affiliates of the intergalactic computer network</subtitle>
<subtitle id="0:35:46">asked why are you calling it the intergalactic computer</subtitle>
<subtitle id="0:35:49"> network he said well engineers always do the minimum</subtitle>
<subtitle id="0:35:52"> says I can't get them to realize</subtitle>
<subtitle id="0:35:55"> that I want to connect every person on the</subtitle>
<subtitle id="0:35:58">planet so I've been calling it the intergalactic Network</subtitle>
<subtitle id="0:36:1"> to force them out of doing it the way AT&T</subtitle>
<subtitle id="0:36:4"> might try to do it</subtitle>
<subtitle id="0:36:7"> and of course we have that network today he funded</subtitle>
<subtitle id="0:36:10"> it and here's the nice thing he said if we succeed</subtitle>
<subtitle id="0:36:13"> in making an intergalactic network then our main problem</subtitle>
<subtitle id="0:36:16"> will be learning to communicate with aliens and</subtitle>
<subtitle id="0:36:19"> this</subtitle>
<subtitle id="0:36:22"> what's interesting about this is we gave</subtitle>
<subtitle id="0:36:25"> him the first thing but computing</subtitle>
<subtitle id="0:36:28"> has been terrible at giving him the second because the aliens</subtitle>
<subtitle id="0:36:31">means not just communicating with other people means communicating</subtitle>
<subtitle id="0:36:34"> with other software means software over here</subtitle>
<subtitle id="0:36:37">communicate with other software once you scale this thing</subtitle>
<subtitle id="0:36:40"> up you have an enormous</subtitle>
<subtitle id="0:36:43"> communications problem which</subtitle>
<subtitle id="0:36:46"> most people have been afraid to</subtitle>
<subtitle id="0:36:49"> work on the last 30 years</subtitle>
<subtitle id="0:36:52"> and another thing that Lickliter</subtitle>
<subtitle id="0:36:55"> decided was that you couldn't think of</subtitle>
<subtitle id="0:36:58">good goals inside the beltway in Washington so</subtitle>
<subtitle id="0:37:1"> he said I'm gonna fund people not projects so</subtitle>
<subtitle id="0:37:4"></subtitle>
<subtitle id="0:37:7"></subtitle>
<subtitle id="0:37:10"></subtitle>
<subtitle id="0:37:13"></subtitle>
<subtitle id="0:37:16"></subtitle>
<subtitle id="0:37:19"></subtitle>
<subtitle id="0:37:22"></subtitle>
<subtitle id="0:37:25">lot of these people have actually won the the</subtitle>
<subtitle id="0:37:28"> Turing award the equivalent of the Nobel Prize</subtitle>
<subtitle id="0:37:31"> and computing and fact all of these this</subtitle>
<subtitle id="0:37:34"> just from the first five years this is for up to</subtitle>
<subtitle id="0:37:37"> about 1965 and quite a few</subtitle>
<subtitle id="0:37:40">more people who are funded by this funding</subtitle>
<subtitle id="0:37:43"> agency and want it since</subtitle>
<subtitle id="0:37:46">okay</subtitle>
<subtitle id="0:37:49"> so this is a real picture</subtitle>
<subtitle id="0:37:52"> I will not tell you where it</subtitle>
<subtitle id="0:37:55"> was taken the sign there says do not</subtitle>
<subtitle id="0:37:58"> touch any of these wires</subtitle>
<subtitle id="0:38:1"> and</subtitle>
<subtitle id="0:38:4"> this is one of the most honest slides I've ever</subtitle>
<subtitle id="0:38:7"> seen about how most people do things</subtitle>
<subtitle id="0:38:10"> and of course software is much worse</subtitle>
<subtitle id="0:38:13"> because this might have only 10,000</subtitle>
<subtitle id="0:38:16"> wires and software has hundreds of millions of</subtitle>
<subtitle id="0:38:19"> lines of code which is tangled very much in this</subtitle>
<subtitle id="0:38:22"> same way and it's basically</subtitle>
<subtitle id="0:38:25"> the tendency of humans to be tactical</subtitle>
<subtitle id="0:38:28"> rather than strategic and to do</subtitle>
<subtitle id="0:38:31"> things incrementally because it seems rational</subtitle>
<subtitle id="0:38:34"> you know we won't do something</subtitle>
<subtitle id="0:38:37"> radical we'll just adapt</subtitle>
<subtitle id="0:38:40"> what we've got and that doesn't that sound reasonable yeah</subtitle>
<subtitle id="0:38:43"> except it doesn't scale and</subtitle>
<subtitle id="0:38:46"> you wind up with this awful stuff here and</subtitle>
<subtitle id="0:38:49"> a simple way to characterize this</subtitle>
<subtitle id="0:38:52"> community that Licklider</subtitle>
<subtitle id="0:38:55"> was funding these 15 universities and</subtitle>
<subtitle id="0:38:58"> companies was that</subtitle>
<subtitle id="0:39:1"> they were exactly the opposite of the way IBM</subtitle>
<subtitle id="0:39:4">thought about doing things in almost every respect</subtitle>
<subtitle id="0:39:7"> and</subtitle>
<subtitle id="0:39:10"> and it was also a much smaller</subtitle>
<subtitle id="0:39:13"> group of people and they had much bigger ideas and</subtitle>
<subtitle id="0:39:16"> so in order to do that you something has to</subtitle>
<subtitle id="0:39:19"> give and basically they decided</subtitle>
<subtitle id="0:39:22"> that they would give up on performance in</subtitle>
<subtitle id="0:39:25"> order to get system integrity and</subtitle>
<subtitle id="0:39:28"> this they didn't have a meeting to decide on this</subtitle>
<subtitle id="0:39:31"> it just was the thing that was happening I</subtitle>
<subtitle id="0:39:34"> saw it happen when I was when I was</subtitle>
<subtitle id="0:39:37"> here starting in 66 and so</subtitle>
<subtitle id="0:39:40"> the way they would think about this massive</subtitle>
<subtitle id="0:39:43"> wires is Wow this is just</subtitle>
<subtitle id="0:39:46"> a communications channel with everything</subtitle>
<subtitle id="0:39:49"> that wants to be communicated with hung on</subtitle>
<subtitle id="0:39:52"> it period that</subtitle>
<subtitle id="0:39:55"> is what it is and we'll we'll make different</subtitle>
<subtitle id="0:39:58"> kinds of these and this will give us all</subtitle>
<subtitle id="0:40:1"> the crossbar combinations that we</subtitle>
<subtitle id="0:40:4"> that you could possibly do but it'll be simple</subtitle>
<subtitle id="0:40:7"> it just has the the problem if the first order</subtitle>
<subtitle id="0:40:10"> is a little bit inefficient because the</subtitle>
<subtitle id="0:40:13"> you have channel contention of one kind or another but</subtitle>
<subtitle id="0:40:16"> this is just the way this group</subtitle>
<subtitle id="0:40:19"> thought about things and this</subtitle>
<subtitle id="0:40:22"> idea that this is a recursive idea</subtitle>
<subtitle id="0:40:25"> that you can extend all the way down</subtitle>
<subtitle id="0:40:28">of the layers of software all the way outward through</subtitle>
<subtitle id="0:40:31"> all of the layers of networking is something</subtitle>
<subtitle id="0:40:34"> it was completely out of the way IBM</subtitle>
<subtitle id="0:40:37">Burroughs and the other vendors thought at that time</subtitle>
<subtitle id="0:40:40"> so mid sixties here's</subtitle>
<subtitle id="0:40:43"> Dave Evans at Berkeley and Butler</subtitle>
<subtitle id="0:40:46"> Lampson one of the most brilliant people any of</subtitle>
<subtitle id="0:40:49"> us have ever met it's</subtitle>
<subtitle id="0:40:52"> frightening to realize the butler wound up as being the principal</subtitle>
<subtitle id="0:40:55"> investigator for ARPA on this project in</subtitle>
<subtitle id="0:40:58"> 1965 when Dave left to come here in</subtitle>
<subtitle id="0:41:1"> a 1965 Butler</subtitle>
<subtitle id="0:41:4"> was 22 years old and he</subtitle>
<subtitle id="0:41:7"> was always a senior</subtitle>
<subtitle id="0:41:10"> you know Butler from the moment he lit</subtitle>
<subtitle id="0:41:13"> his eyes on a computer he got in a high</subtitle>
<subtitle id="0:41:16"> honors</subtitle>
<subtitle id="0:41:19"> degree in physics at Harvard and came</subtitle>
<subtitle id="0:41:22">out to Berkeley to study physics and went through the wrong door as</subtitle>
<subtitle id="0:41:25"> he put it and found</subtitle>
<subtitle id="0:41:28"> this project to do you know a lightweight</subtitle>
<subtitle id="0:41:31"> time sharing system that could actually be practical</subtitle>
<subtitle id="0:41:34"> he never came out of that room</subtitle>
<subtitle id="0:41:37"> and so this machine was called Project</subtitle>
<subtitle id="0:41:40"> genie back there but it became</subtitle>
<subtitle id="0:41:43"> a commercial machine called the SDS 9:40</subtitle>
<subtitle id="0:41:46"> and it actually launched the time sharing industry because</subtitle>
<subtitle id="0:41:49"> it was the only one that actually really worked</subtitle>
<subtitle id="0:41:52"> and gave very good value</subtitle>
<subtitle id="0:41:55"> for what it cost and it</subtitle>
<subtitle id="0:41:58"> also was adopted by the ARPA community</subtitle>
<subtitle id="0:42:1"> so here's angle Bart now a few years after</subtitle>
<subtitle id="0:42:4"> his proposal because Licklider funded him</subtitle>
<subtitle id="0:42:7"> giving this incredible demo</subtitle>
<subtitle id="0:42:10"> called the mother of all demos in 1968</subtitle>
<subtitle id="0:42:13"> in which pretty much everything that we</subtitle>
<subtitle id="0:42:16">have today plus a few things that we don't have today</subtitle>
<subtitle id="0:42:19"> we're shown so this picture was taken back in</subtitle>
<subtitle id="0:42:22"></subtitle>
<subtitle id="0:42:25"></subtitle>
<subtitle id="0:42:28"></subtitle>
<subtitle id="0:42:31"></subtitle>
<subtitle id="0:42:34"></subtitle>
<subtitle id="0:42:37">at once and talk to each other with video that was shown in 1968 and it was done on</subtitle>
<subtitle id="0:42:40"> this project genie machine</subtitle>
<subtitle id="0:42:43"> and of course the</subtitle>
<subtitle id="0:42:46"> ARPANET was done right around then</subtitle>
<subtitle id="0:42:49"> so here's Khan and Cerf who</subtitle>
<subtitle id="0:42:52"> later got the Turing award for the Internet</subtitle>
<subtitle id="0:42:55"> but they were heavily involved in the</subtitle>
<subtitle id="0:42:58"> in doing the ARPANET university</subtitle>
<subtitle id="0:43:1"> of utah was one of the first few nodes</subtitle>
<subtitle id="0:43:4"> here had this int machine which</subtitle>
<subtitle id="0:43:7"> was invented by guess who Wes Clark again</subtitle>
<subtitle id="0:43:10"> how he has never gotten</subtitle>
<subtitle id="0:43:13"> the Turing Award I do not know except they don't like Hardware</subtitle>
<subtitle id="0:43:16"> people but this IMP</subtitle>
<subtitle id="0:43:19"> was West's idea and today we would call it a router</subtitle>
<subtitle id="0:43:22"> the idea was you need to have routers</subtitle>
<subtitle id="0:43:25"> because they</subtitle>
<subtitle id="0:43:28"> can figure things out they can be</subtitle>
<subtitle id="0:43:31">independent of the different kinds of hardware that they're connected to and so</subtitle>
<subtitle id="0:43:34"> forth this is Lenny Klein rock as he was back</subtitle>
<subtitle id="0:43:37"> then okay</subtitle>
<subtitle id="0:43:40"> and then Dave Evans came here in 1965</subtitle>
<subtitle id="0:43:43"> I came in 66 so</subtitle>
<subtitle id="0:43:46"> I'm just going to pick up my impressions so</subtitle>
<subtitle id="0:43:49"> the first time I saw Dave he was wearing</subtitle>
<subtitle id="0:43:52"> a polo shirt remember</subtitle>
<subtitle id="0:43:55"> this is in the days where everybody wore you know white shirts</subtitle>
<subtitle id="0:43:58"> eyes and I couldn't find</subtitle>
<subtitle id="0:44:1"> a picture of Dave in his polo shirt that's all he wore</subtitle>
<subtitle id="0:44:4"> except when he had I guess when they took pictures of him he</subtitle>
<subtitle id="0:44:7">so</subtitle>
<subtitle id="0:44:10"> he was a 44 back</subtitle>
<subtitle id="0:44:13"> then looked like he was 25</subtitle>
<subtitle id="0:44:16"> or so and</subtitle>
<subtitle id="0:44:19"> when I walked into his office he said take this</subtitle>
<subtitle id="0:44:22">and read it and what this was was Ivan Sutherlands thesis he</subtitle>
<subtitle id="0:44:25"> had a big stack of them on his desk and the</subtitle>
<subtitle id="0:44:28"> new graduate students had to explain</subtitle>
<subtitle id="0:44:31"> this to him the next day before they got a desk</subtitle>
<subtitle id="0:44:34"> so and to me that was the biggest</subtitle>
<subtitle id="0:44:37"> life changer I had because I really</subtitle>
<subtitle id="0:44:40"> as a programmer for four</subtitle>
<subtitle id="0:44:43"> or five years beforehand I</subtitle>
<subtitle id="0:44:46"> really didn't know anything all I knew how to do</subtitle>
<subtitle id="0:44:49"> is program a computer and sketchpad</subtitle>
<subtitle id="0:44:52"> as you saw once you see it you realize oh wait a</subtitle>
<subtitle id="0:44:55"> minute it's not that</subtitle>
<subtitle id="0:44:58">computers can do computer like things the computers</subtitle>
<subtitle id="0:45:1"> can do anything you can actually make</subtitle>
<subtitle id="0:45:4"> a computer out of a computer that is not at all like the</subtitle>
<subtitle id="0:45:7">computer that it's on that's what was interesting about sketchpad</subtitle>
<subtitle id="0:45:10"> there was nothing about the tx2</subtitle>
<subtitle id="0:45:13"> that was remotely like the program</subtitle>
<subtitle id="0:45:16"> that manifested sketchpad and that means</subtitle>
<subtitle id="0:45:19"> something really incredibly important</subtitle>
<subtitle id="0:45:22"> Dave was</subtitle>
<subtitle id="0:45:25"> his it was a bit of a ploy I</subtitle>
<subtitle id="0:45:28"> discovered later but his his basic idea</subtitle>
<subtitle id="0:45:31"> was to be invisible this guy was the</subtitle>
<subtitle id="0:45:34"> greatest motivator the greatest make</subtitle>
<subtitle id="0:45:37"> things happen around him person I've ever met I</subtitle>
<subtitle id="0:45:40"> tried to learn from him and</subtitle>
<subtitle id="0:45:43"> what was funny is that he</subtitle>
<subtitle id="0:45:46"> unless he was in a</subtitle>
<subtitle id="0:45:49"> really important stressful situation</subtitle>
<subtitle id="0:45:52"> where he would grow like 10 feet tall</subtitle>
<subtitle id="0:45:55"> but I want</subtitle>
<subtitle id="0:45:58"> to saw that happen a few times rest the</subtitle>
<subtitle id="0:46:1"> time he'd be sort of well you remember Dave right so he'd</subtitle>
<subtitle id="0:46:4"> be sort of chuckling and you kind of stammer a</subtitle>
<subtitle id="0:46:7">little bit and everything else and meanwhile things are</subtitle>
<subtitle id="0:46:10"> just sort of happening kind of miraculously another</subtitle>
<subtitle id="0:46:13">great line he had when they were complaining about Barton to him</subtitle>
<subtitle id="0:46:16"> who was a quite a character</subtitle>
<subtitle id="0:46:19"> to put it mildly he said to the fact the</subtitle>
<subtitle id="0:46:22"> fact we don't care if they're prima donnas as long as they can sing so</subtitle>
<subtitle id="0:46:25"> that was the end of that meeting</subtitle>
<subtitle id="0:46:28"> talking about Ivan he said now</subtitle>
<subtitle id="0:46:31"> there's a smart citizen to the graduate</subtitle>
<subtitle id="0:46:34">wait until they publish get on a plane so I</subtitle>
<subtitle id="0:46:37"> flew 140,000 air miles</subtitle>
<subtitle id="0:46:40"> in my two and two years</subtitle>
<subtitle id="0:46:43"> and three months as a graduate student here because he</subtitle>
<subtitle id="0:46:46">travel budgets for all of his graduate students and we</subtitle>
<subtitle id="0:46:49"> were constantly traveling to both cut not a lot was</subtitle>
<subtitle id="0:46:52">happening out in the middle of the country and far as computing</subtitle>
<subtitle id="0:46:55"> was happening so we would go to both coasts</subtitle>
<subtitle id="0:46:58"> and meet all the other graduate students meet all</subtitle>
<subtitle id="0:47:1"> the other principal investigators and this friendliness and cooperation</subtitle>
<subtitle id="0:47:4"> allowed us out here</subtitle>
<subtitle id="0:47:7"> hundreds of miles away</subtitle>
<subtitle id="0:47:10"> from anything to participate fully in the ARPA</subtitle>
<subtitle id="0:47:13"> community and then fun thing</subtitle>
<subtitle id="0:47:16"> was one day said we're almost out of money got to go get some more</subtitle>
<subtitle id="0:47:19"> and so he took a</subtitle>
<subtitle id="0:47:22">graduate students along to watch it happen he</subtitle>
<subtitle id="0:47:25"> would take us out to when we went</subtitle>
<subtitle id="0:47:28"> to the Pentagon and we could see what it meant to pitch somebody</subtitle>
<subtitle id="0:47:31"> there for a few million bucks</subtitle>
<subtitle id="0:47:34"> because he said this is the real world</subtitle>
<subtitle id="0:47:37"> and what</subtitle>
<subtitle id="0:47:40"> Chris was talking about earlier Dave said</subtitle>
<subtitle id="0:47:43">a PhD is two years of world-class quality</subtitle>
<subtitle id="0:47:46"> work if you're working</subtitle>
<subtitle id="0:47:49">easy project you should finish if you're working on a hard when you don't</subtitle>
<subtitle id="0:47:52"> have to just write up a progress report and</subtitle>
<subtitle id="0:47:55"> Ivan was once asked well</subtitle>
<subtitle id="0:47:58"> what is a PhD thesis and</subtitle>
<subtitle id="0:48:1"> Ivan said well it's something that three people will sign</subtitle>
<subtitle id="0:48:7">okay</subtitle>
<subtitle id="0:48:10"> barb Barton completely opposite personality</subtitle>
<subtitle id="0:48:13"> enormous man Dave was</subtitle>
<subtitle id="0:48:16"> little Barton was enormous kind</subtitle>
<subtitle id="0:48:19"> of guy who wins push-up contest with Australians</subtitle>
<subtitle id="0:48:22"> and he</subtitle>
<subtitle id="0:48:25"> was incredibly articulate so he's kind</subtitle>
<subtitle id="0:48:28"> of a left-wing version of William F Buckley</subtitle>
<subtitle id="0:48:31"> and very literate he</subtitle>
<subtitle id="0:48:34"> was extremely well-read he was a mathematician he</subtitle>
<subtitle id="0:48:37"> did not like graduate students</subtitle>
<subtitle id="0:48:40"> he's not really a professor Dave he</subtitle>
<subtitle id="0:48:43"> was a computer designer it burrows and</subtitle>
<subtitle id="0:48:46"> Dave convinced him to spend a few years</subtitle>
<subtitle id="0:48:49"> here and</subtitle>
<subtitle id="0:48:52"> so here it comes some of his quotes</subtitle>
<subtitle id="0:48:55"> one of his quotes of a quote that he loved</subtitle>
<subtitle id="0:48:58"> we should all share in</subtitle>
<subtitle id="0:49:1"> the excitement of discovery without vain attempts to claim priority</subtitle>
<subtitle id="0:49:4"> that was this guy in spades so</subtitle>
<subtitle id="0:49:7"> he could it was very hard to get him to talk about his</subtitle>
<subtitle id="0:49:10"> own work systems programmers or high priests of a low</subtitle>
<subtitle id="0:49:13"> cult that's a good one then</subtitle>
<subtitle id="0:49:16"> in the first class I taught with him it was on advanced</subtitle>
<subtitle id="0:49:19">systems design and he came stomping into this class</subtitle>
<subtitle id="0:49:22"> and he had a sheet of</subtitle>
<subtitle id="0:49:25"> paper in his hand and says a few things known about advanced</subtitle>
<subtitle id="0:49:28"> system design they're all written down in these papers I expect</subtitle>
<subtitle id="0:49:31"> you all to to read them all and understand</subtitle>
<subtitle id="0:49:34"> them completely and then he said but it is my job to firmly</subtitle>
<subtitle id="0:49:37"> disabuse you disabuse you of any</subtitle>
<subtitle id="0:49:40"> fondly held notions you might have brought into this classroom</subtitle>
<subtitle id="0:49:43"> and so instead of teaching us what</subtitle>
<subtitle id="0:49:46"> he did is he destroyed us so</subtitle>
<subtitle id="0:49:49">anything we believed in with regard to computing he would knock it</subtitle>
<subtitle id="0:49:52"> down and we would bring up things</subtitle>
<subtitle id="0:49:55"> that we believed in from his own work and he would knock that down</subtitle>
<subtitle id="0:49:58"> there</subtitle>
<subtitle id="0:50:1"> was total destruction and</subtitle>
<subtitle id="0:50:4"> because he said look it's not a religion and</subtitle>
<subtitle id="0:50:7"> you it's</subtitle>
<subtitle id="0:50:10"> true that some of these things are useful but you</subtitle>
<subtitle id="0:50:13"> have to you have to start from something</subtitle>
<subtitle id="0:50:16"> like scratch and you have to admit</subtitle>
<subtitle id="0:50:19"> these ideas carefully because they will actually rule your</subtitle>
<subtitle id="0:50:22"> your life so this is best course I ever had in</subtitle>
<subtitle id="0:50:25"> 20-some odd years of school</subtitle>
<subtitle id="0:50:28"> because he did us the service that most professors</subtitle>
<subtitle id="0:50:31"> won't do which is to make</subtitle>
<subtitle id="0:50:34"> us actually bona fide practitioners</subtitle>
<subtitle id="0:50:37"> and critics in the very field that</subtitle>
<subtitle id="0:50:40"> we're in something to think about when you're teaching a</subtitle>
<subtitle id="0:50:43"> class and then this beautiful</subtitle>
<subtitle id="0:50:46"> one which is used every book everywhere</subtitle>
<subtitle id="0:50:49">principle the basic principle of recursive design</subtitle>
<subtitle id="0:50:52"> is to make the parts have the same powers as the halls and</subtitle>
<subtitle id="0:50:55"> this works in nature works</subtitle>
<subtitle id="0:50:58"> in engineering works in</subtitle>
<subtitle id="0:51:1"> many different ways so so</subtitle>
<subtitle id="0:51:4"> we had these two guys who are completely different and by the way</subtitle>
<subtitle id="0:51:7">I showed up I was graduate student number seven here and</subtitle>
<subtitle id="0:51:10"> Dave and Bob were</subtitle>
<subtitle id="0:51:13">two out of the three professors we had here so</subtitle>
<subtitle id="0:51:16"> three professors and seven graduate students</subtitle>
<subtitle id="0:51:19"> and Dave had come here with</subtitle>
<subtitle id="0:51:22"> some ARPA money because he thought</subtitle>
<subtitle id="0:51:25"> instead of trying to solve the hidden line</subtitle>
<subtitle id="0:51:28"> problem you can sort of see what the hidden line problem is by</subtitle>
<subtitle id="0:51:31"> looking on the scope there and back of John Warnock there's</subtitle>
<subtitle id="0:51:34"> you draw the edges of things</subtitle>
<subtitle id="0:51:37"> they show through and the</subtitle>
<subtitle id="0:51:40"> question is is what if you wanted the surfaces</subtitle>
<subtitle id="0:51:43">as though they're opaque what do you have to do and it</subtitle>
<subtitle id="0:51:46"> was basically an exponential problem in</subtitle>
<subtitle id="0:51:49"> the early 60s take</subtitle>
<subtitle id="0:51:52"> minutes and minutes and minutes to just do a</subtitle>
<subtitle id="0:51:55"> thing with a few hundred surfaces so Dave</subtitle>
<subtitle id="0:51:58"> was quite sure that continuous-tone graphics using</subtitle>
<subtitle id="0:52:1"> pixels on a bitmap screen would</subtitle>
<subtitle id="0:52:4"> actually solve the problem now I have</subtitle>
<subtitle id="0:52:7"> to tell the story of John here</subtitle>
<subtitle id="0:52:10"> so John</subtitle>
<subtitle id="0:52:13"> had a master's in mathematics and he was a very</subtitle>
<subtitle id="0:52:16"> good programmer and he was working as a staff</subtitle>
<subtitle id="0:52:19"> programmer in the Merrill</subtitle>
<subtitle id="0:52:22"> engineering the computer center on</subtitle>
<subtitle id="0:52:25"> the 1108 he was doing like COBOL</subtitle>
<subtitle id="0:52:28"> programs for scheduling classes and stuff</subtitle>
<subtitle id="0:52:31"> like that and not trivial problems</subtitle>
<subtitle id="0:52:34">but you know he was a workaday programmer</subtitle>
<subtitle id="0:52:37"> there in one day one of the graduate</subtitle>
<subtitle id="0:52:40">students from the three official 3d project went into John's</subtitle>
<subtitle id="0:52:43"> office to ask him about handling large arrays and</subtitle>
<subtitle id="0:52:46"> John said well how large an array and the guy</subtitle>
<subtitle id="0:52:49"> said well 300,000 misses three hundred</subtitle>
<subtitle id="0:52:52"> thousand pixels as a is about 640 by</subtitle>
<subtitle id="0:52:55"> 480 300,000</subtitle>
<subtitle id="0:52:58"> that was a lot in those days and John</subtitle>
<subtitle id="0:53:1"> said well why do you want to do that and so in</subtitle>
<subtitle id="0:53:4"> the middle of this explanation of well we're doing this with</subtitle>
<subtitle id="0:53:7"> graphics John thought of how to do it really how</subtitle>
<subtitle id="0:53:10"> to really do it and</subtitle>
<subtitle id="0:53:13"> so he started wrote a Fortran program</subtitle>
<subtitle id="0:53:16"> to produce these things and</subtitle>
<subtitle id="0:53:19"> this is one where the power of recursive</subtitle>
<subtitle id="0:53:22">to have the parts have the same power of the holes it was a</subtitle>
<subtitle id="0:53:25"> recursive descent program that turned an exponential</subtitle>
<subtitle id="0:53:28"> problem into an N log n problem</subtitle>
<subtitle id="0:53:31"> and he was I think the shortest graduate student we've</subtitle>
<subtitle id="0:53:34"> ever had here at Utah because</subtitle>
<subtitle id="0:53:37"> he was promoted to be a graduate student for all of</subtitle>
<subtitle id="0:53:40"> six weeks I believe and his</subtitle>
<subtitle id="0:53:43"> thesis was I think probably the thought shortest one still</subtitle>
<subtitle id="0:53:46"> right 33 pages is like 25 pages of</subtitle>
<subtitle id="0:53:49"> prose telling</subtitle>
<subtitle id="0:53:52">well here's how I did it and here's nine pages of pictures</subtitle>
<subtitle id="0:53:55"> proving I did it and that was it so</subtitle>
<subtitle id="0:53:58"> and</subtitle>
<subtitle id="0:54:1"> of course that the side story</subtitle>
<subtitle id="0:54:4"> here which John would never say but it was</subtitle>
<subtitle id="0:54:7"> because John had this breakthrough that Ivan was willing to come</subtitle>
<subtitle id="0:54:10"> out here and I've been coming</subtitle>
<subtitle id="0:54:13"> out here changed the entire course of what</subtitle>
<subtitle id="0:54:16">YouTube because it wasn't just one first class guy</subtitle>
<subtitle id="0:54:19"> and Dave Evans there's one of the towering</subtitle>
<subtitle id="0:54:22"> geniuses our field is ever had brought himself</subtitle>
<subtitle id="0:54:25"> in all of his graduate students out here in mass</subtitle>
<subtitle id="0:54:28"> to to make this department</subtitle>
<subtitle id="0:54:31"> double triple in size and</subtitle>
<subtitle id="0:54:34"> gain the stature that it did was because of</subtitle>
<subtitle id="0:54:37"> John's breakthrough</subtitle>
<subtitle id="0:54:40"></subtitle>
<subtitle id="0:54:43"> and I did a few things here</subtitle>
<subtitle id="0:54:46"> too this is a</subtitle>
<subtitle id="0:54:49"> project that Dave</subtitle>
<subtitle id="0:54:52"> was kind of the main mentor</subtitle>
<subtitle id="0:54:55"> on I mean I Bart and wasn't really a mentor</subtitle>
<subtitle id="0:54:58"> but</subtitle>
<subtitle id="0:55:1"> you could go out and drink beer with him and</subtitle>
<subtitle id="0:55:4"> so Barton would actually</subtitle>
<subtitle id="0:55:7"> had the attitude you have to have to</subtitle>
<subtitle id="0:55:10"> do hard problems that was what was</subtitle>
<subtitle id="0:55:13"> tremendous about him you just had to be like him and</subtitle>
<subtitle id="0:55:16"> you could knock it off and so</subtitle>
<subtitle id="0:55:19"> nothing Dave did it was he got his graduate students</subtitle>
<subtitle id="0:55:22"> consulting jobs in industry anybody still do that here</subtitle>
<subtitle id="0:55:25"> yeah and the reason he did it was he</subtitle>
<subtitle id="0:55:28">well industry is the real world and graduate</subtitle>
<subtitle id="0:55:31"> student is an unnatural state they</subtitle>
<subtitle id="0:55:34"> paid us almost nothing and I asked</subtitle>
<subtitle id="0:55:37">him which I said huh why are you paying us so little he says because I don't</subtitle>
<subtitle id="0:55:40">want you to stick around he here as a graduate student I want you to</subtitle>
<subtitle id="0:55:43"> get that degree and get out of here</subtitle>
<subtitle id="0:55:46"> so</subtitle>
<subtitle id="0:55:49"> so this was a so</subtitle>
<subtitle id="0:55:52"> Dave took me out to meet Edie Cheadle at a</subtitle>
<subtitle id="0:55:55"> company that was probably no longer exist but it was part of</subtitle>
<subtitle id="0:55:58"> the link em kovat complex called mem</subtitle>
<subtitle id="0:56:1"> Corman tech not on the way to the the airport</subtitle>
<subtitle id="0:56:4">was an aerospace company and Cheadle was Rollie pollie</subtitle>
<subtitle id="0:56:7"> Texan who was a genius electrical engineer</subtitle>
<subtitle id="0:56:10"> and he wanted to do a little desktop</subtitle>
<subtitle id="0:56:13"> machine and we hit it off and so</subtitle>
<subtitle id="0:56:16"> the result of that was this thing called the sketch machine it's a</subtitle>
<subtitle id="0:56:19">flex machine and you can see it's self-portrait</subtitle>
<subtitle id="0:56:22"> what it looked like on its own</subtitle>
<subtitle id="0:56:25"> display the actual prototype looked like that and</subtitle>
<subtitle id="0:56:28"> it had multiple clipping</subtitle>
<subtitle id="0:56:31">windows that had the first object-oriented</subtitle>
<subtitle id="0:56:34"> user interface</subtitle>
<subtitle id="0:56:37"> operating system it</subtitle>
<subtitle id="0:56:40"> had an iconic GUI so it had a lot of the elements of</subtitle>
<subtitle id="0:56:43">we're familiar with today and not actually kind of</subtitle>
<subtitle id="0:56:46"> in 68-69</subtitle>
<subtitle id="0:56:49"> it looks a little bit like the Apple</subtitle>
<subtitle id="0:56:52"> computers of ten years later look a little</subtitle>
<subtitle id="0:56:55"> bit like an apple to there so we</subtitle>
<subtitle id="0:56:58"> did that and then after</subtitle>
<subtitle id="0:57:1"> one of these trips to talk</subtitle>
<subtitle id="0:57:4">Seymour Papert who is working with children I started thinking</subtitle>
<subtitle id="0:57:7"> about children's computers and what was cool about the</subtitle>
<subtitle id="0:57:10"> Flex machine is he could count the transistors in it and</subtitle>
<subtitle id="0:57:13"> so it's thinking on the plane ride</subtitle>
<subtitle id="0:57:16"> back Wow I wonder</subtitle>
<subtitle id="0:57:19"> if you could actually</subtitle>
<subtitle id="0:57:22">something that children could carry around because you don't want to children</subtitle>
<subtitle id="0:57:25"> this would be sitting at a desk so he starts so I sketched this</subtitle>
<subtitle id="0:57:28"> cartoon of two children</subtitle>
<subtitle id="0:57:31"> playing a game of space war</subtitle>
<subtitle id="0:57:34"> which they programmed themselves on</subtitle>
<subtitle id="0:57:37"> wireless network tablets</subtitle>
<subtitle id="0:57:40"> and after I got back</subtitle>
<subtitle id="0:57:43"> here to Utah made this cardboard model and</subtitle>
<subtitle id="0:57:46"> made it Hollow so</subtitle>
<subtitle id="0:57:49"> I could fill it up with lead shotgun pellets to see how heavy</subtitle>
<subtitle id="0:57:52"> you could make it before this is too heavy</subtitle>
<subtitle id="0:57:55"> by the way we knew that back then so the deal</subtitle>
<subtitle id="0:57:58"> was about a kilogram is</subtitle>
<subtitle id="0:58:1"> where you like to be with the</subtitle>
<subtitle id="0:58:4"> thing and four pounds is the absolute max than</subtitle>
<subtitle id="0:58:7"> anybody could stand of course you</subtitle>
<subtitle id="0:58:10"> know these six pounders have been around for a long</subtitle>
<subtitle id="0:58:13"> time and part of the strength of this was another visit</subtitle>
<subtitle id="0:58:16">hat I took to that can't really see that very</subtitle>
<subtitle id="0:58:19"> well because the the projector is blooming but that</subtitle>
<subtitle id="0:58:22"> is an inch square flat screen display</subtitle>
<subtitle id="0:58:25"> from 1968 and</subtitle>
<subtitle id="0:58:28"> now how did we come to see</subtitle>
<subtitle id="0:58:31"> that well there was an RPR</subtitle>
<subtitle id="0:58:34"> Contractors meeting at alt Alta</subtitle>
<subtitle id="0:58:37"> Lodge in 68</subtitle>
<subtitle id="0:58:43">Davis of course took his graduate students along</subtitle>
<subtitle id="0:58:46"> to this on the ground as long as we didn't</subtitle>
<subtitle id="0:58:49"> say anything so we've got to watch</subtitle>
<subtitle id="0:58:52"> all of the leaders of the this powerful</subtitle>
<subtitle id="0:58:55"> computing community dealing with each other Davis</subtitle>
<subtitle id="0:58:58"> Dave wanted us to see how the politics worked</subtitle>
<subtitle id="0:59:1"> and so this is all very interesting all</subtitle>
<subtitle id="0:59:4"> the stars were there and at the end of</subtitle>
<subtitle id="0:59:7"> it Bob Taylor</subtitle>
<subtitle id="0:59:10"> who is the Thunderer at that time</subtitle>
<subtitle id="0:59:13"> asked us graduate students who are sitting</subtitle>
<subtitle id="0:59:16"> in a ring around the the back of all of these</subtitle>
<subtitle id="0:59:19"> famous people if we had any comments and John</subtitle>
<subtitle id="0:59:22"> Warnock raised his hand and said well</subtitle>
<subtitle id="0:59:25"> you know we actually do all the work and</subtitle>
<subtitle id="0:59:28"> we when</subtitle>
<subtitle id="0:59:31"> we're getting our PhDs and so we're getting out</subtitle>
<subtitle id="0:59:34"> in the world and you know we do</subtitle>
<subtitle id="0:59:37">everything and don't you think there should be something</subtitle>
<subtitle id="0:59:40"> like this principal investigators meeting</subtitle>
<subtitle id="0:59:43"> for our graduate students and Taylor</subtitle>
<subtitle id="0:59:46"> said yes we'll do it this</subtitle>
<subtitle id="0:59:49"> summer and so that led to many years of</subtitle>
<subtitle id="0:59:52"> these were the top two graduate students from each place we're chosen</subtitle>
<subtitle id="0:59:55"> to go to Illinois to</subtitle>
<subtitle id="0:59:58"> their resume where they did a comp have</subtitle>
<subtitle id="1:0:1"> a conference center for the University there and span</subtitle>
<subtitle id="1:0:4"> five days showing</subtitle>
<subtitle id="1:0:7"> each other what we're doing and forging bonds at left</subtitle>
<subtitle id="1:0:10"> so this is what that community was like and during that</subtitle>
<subtitle id="1:0:13"> we went on a field trip to the University of Illinois and here</subtitle>
<subtitle id="1:0:16"> was this first inch square flat-screen</subtitle>
<subtitle id="1:0:19"> plasma panel and so you can</subtitle>
<subtitle id="1:0:22">you've decided you want to do a computer that can</subtitle>
<subtitle id="1:0:25"> be carried around and you know how many transistors a</subtitle>
<subtitle id="1:0:28"> desktop computer has and you know what</subtitle>
<subtitle id="1:0:31"> Moore's Law is the things</subtitle>
<subtitle id="1:0:34"> are going to get better over time then you can ask</subtitle>
<subtitle id="1:0:37"> yourself when is it going to be</subtitle>
<subtitle id="1:0:40"> that I can put those transistors on the back of a display and</subtitle>
<subtitle id="1:0:43"> now I will have a tablet</subtitle>
<subtitle id="1:0:46"> and the answer in 68</subtitle>
<subtitle id="1:0:49"> was yeah probably around 1980 that was a good</subtitle>
<subtitle id="1:0:52"> good answer because there's a men</subtitle>
<subtitle id="1:0:55"> amount of design and invention that had to be</subtitle>
<subtitle id="1:0:58"> done to to do the</subtitle>
<subtitle id="1:1:1"> software and the user interface to make these ideas work</subtitle>
<subtitle id="1:1:4"> okay so now</subtitle>
<subtitle id="1:1:7"> we're into the 70s and many</subtitle>
<subtitle id="1:1:10"> of these people that you've met wound</subtitle>
<subtitle id="1:1:13"> up going to Xerox PARC why because the</subtitle>
<subtitle id="1:1:16"> US government in its bumbling ways</subtitle>
<subtitle id="1:1:19">things responded to some</subtitle>
<subtitle id="1:1:22"> of the protests about the Vietnam War by curtailing</subtitle>
<subtitle id="1:1:25"> all government funding on campus including</subtitle>
<subtitle id="1:1:28"> including the benign ARPA funding that's</subtitle>
<subtitle id="1:1:31">when the D was put on our per to make it DARPA and</subtitle>
<subtitle id="1:1:34"> they've never been the same since and Taylor</subtitle>
<subtitle id="1:1:37"> who saw what that was</subtitle>
<subtitle id="1:1:40"> going to means gathered up his favorite graduate</subtitle>
<subtitle id="1:1:43"> students now who had PhDs and said we kind</subtitle>
<subtitle id="1:1:46"> of finished this off and so he found Xerox he</subtitle>
<subtitle id="1:1:49"> was willing to take us on for a few years to</subtitle>
<subtitle id="1:1:52"> do it and so in a few years four years at Xerox</subtitle>
<subtitle id="1:1:55"> we had this thing</subtitle>
<subtitle id="1:1:58"> so this is a 1973 here</subtitle>
<subtitle id="1:2:1"> like a Macintosh of 1988</subtitle>
<subtitle id="1:2:4"> or 1989 here's the GUI</subtitle>
<subtitle id="1:2:7">desktop publishing</subtitle>
<subtitle id="1:2:10"> WYSIWYG what</subtitle>
<subtitle id="1:2:13"> we call real loop these days post</subtitle>
<subtitle id="1:2:16"> script pages</subtitle>
<subtitle id="1:2:19"> second laser printer Ethernet</subtitle>
<subtitle id="1:2:22">pierre-pierre and client-server and about</subtitle>
<subtitle id="1:2:25">Internet committee</subtitle>
<subtitle id="1:2:28"> and so this all costs in</subtitle>
<subtitle id="1:2:31">today's dollars about 10 million dollars a year</subtitle>
<subtitle id="1:2:34"> so pretty much any place could do</subtitle>
<subtitle id="1:2:37"> it was done by a grand total of a about 30 people</subtitle>
<subtitle id="1:2:40"> right so this is cheap gotta</subtitle>
<subtitle id="1:2:43"> have the right 30 gotta have</subtitle>
<subtitle id="1:2:46"> the right process we had a legal agreement</subtitle>
<subtitle id="1:2:49"> with Xerox that they could not interfere with our research</subtitle>
<subtitle id="1:2:52"> in any way for five years we have to use</subtitle>
<subtitle id="1:2:55"> that legal agreement because of course they thought</subtitle>
<subtitle id="1:2:58"> they had ideas also</subtitle>
<subtitle id="1:3:1">and here's the interesting thing xerox</subtitle>
<subtitle id="1:3:4"> made a factor of 300 on</subtitle>
<subtitle id="1:3:7"> their total investment in Xerox PARC just</subtitle>
<subtitle id="1:3:10"> from the laser printer alone so contrary</subtitle>
<subtitle id="1:3:13"> to the urban legend which is not true that Xerox didn't</subtitle>
<subtitle id="1:3:16"> make anything they paid for Park hundreds of times over</subtitle>
<subtitle id="1:3:19"> made billions of dollars from the laser</subtitle>
<subtitle id="1:3:22">printer they missed the other things but still a return</subtitle>
<subtitle id="1:3:25"> on investment of you know thirty thousand percent</subtitle>
<subtitle id="1:3:28"> is pretty good I'm told</subtitle>
<subtitle id="1:3:31"> the other thing to realize from the standpoint of</subtitle>
<subtitle id="1:3:34"> the US and the world the return to date from Xerox</subtitle>
<subtitle id="1:3:37"> PARC is in excess of thirty three trillion dollars</subtitle>
<subtitle id="1:3:40"> it's an excess of</subtitle>
<subtitle id="1:3:43"> a trillion dollars a year still just from these</subtitle>
<subtitle id="1:3:46"> inventions and</subtitle>
<subtitle id="1:3:49"> so an interesting thing</subtitle>
<subtitle id="1:3:52"> to contemplate is how come no</subtitle>
<subtitle id="1:3:55"> government nope</subtitle>
<subtitle id="1:3:58"> university no country no company will</subtitle>
<subtitle id="1:4:1"> put out that ten million dollars to fund this way</subtitle>
<subtitle id="1:4:4"> thing</subtitle>
<subtitle id="1:4:7"> to think about okay so let's</subtitle>
<subtitle id="1:4:10"> pass out some hero Awards here so</subtitle>
<subtitle id="1:4:13"> first Mandarin of course the</subtitle>
<subtitle id="1:4:16"> Ivan was everything Ivan was</subtitle>
<subtitle id="1:4:19"> a mentor he was the second funder</subtitle>
<subtitle id="1:4:22"> of ARPA</subtitle>
<subtitle id="1:4:25"> he was one of the greatest scientists</subtitle>
<subtitle id="1:4:28"> we've had these are the mentors who made a difference</subtitle>
<subtitle id="1:4:34">Utah in the early days and we give</subtitle>
<subtitle id="1:4:37"> Dave Evans the main award</subtitle>
<subtitle id="1:4:40"> because it was his personality that</subtitle>
<subtitle id="1:4:43"> allowed everything else to function</subtitle>
<subtitle id="1:4:46"> he could deal he loved crazy people</subtitle>
<subtitle id="1:4:49"> he knew exactly how to deal</subtitle>
<subtitle id="1:4:52"> with them and to keep other people from going nuts</subtitle>
<subtitle id="1:4:55"> because there are crazy people around so he</subtitle>
<subtitle id="1:4:58"> cannot be helped thank too much and I</subtitle>
<subtitle id="1:5:1"> tell you if any of his if you wanted to</subtitle>
<subtitle id="1:5:4"> crossfire any of his graduate students would lie down in it for</subtitle>
<subtitle id="1:5:7"> him and I'm not kidding</subtitle>
<subtitle id="1:5:10"> and the grand awards here</subtitle>
<subtitle id="1:5:13"> are the funding and</subtitle>
<subtitle id="1:5:16"> the funders these are the four funders of the</subtitle>
<subtitle id="1:5:19"> ARPA community Licklider Sutherland</subtitle>
<subtitle id="1:5:22"> Bob Taylor and Larry Roberts</subtitle>
<subtitle id="1:5:25"> the guys who get domain</subtitle>
<subtitle id="1:5:28"> awards were both psychologists</subtitle>
<subtitle id="1:5:31"> Taylor did both funded</subtitle>
<subtitle id="1:5:34"> the ARPANET and</subtitle>
<subtitle id="1:5:37"> also it was the guy who set up Xerox PARC</subtitle>
<subtitle id="1:5:40"> and I believe that</subtitle>
<subtitle id="1:5:43"> the difference between now and then is as</subtitle>
<subtitle id="1:5:46"> simple as the difference between how</subtitle>
<subtitle id="1:5:49"> funding is done the funding then attracted</subtitle>
<subtitle id="1:5:52"> a particular type of people those people</subtitle>
<subtitle id="1:5:55"> are still around today but they're there's a complete</subtitle>
<subtitle id="1:5:58">mismatch between them and the funding so those people are going into something</subtitle>
<subtitle id="1:6:1"> else other than computing I</subtitle>
<subtitle id="1:6:4"> myself would not go into computing today if</subtitle>
<subtitle id="1:6:7"> I were 25 it's</subtitle>
<subtitle id="1:6:10"> almost impossible to go to a university and even find</subtitle>
<subtitle id="1:6:13"> out that it's neat because it's so</subtitle>
<subtitle id="1:6:16"> intertwined it's been so invaded by IBM ISM but</subtitle>
<subtitle id="1:6:19"> now in the form of Microsoft and web</subtitle>
<subtitle id="1:6:22">and everything else so there's been a complete confusion</subtitle>
<subtitle id="1:6:25"> between what it means to be a vocational</subtitle>
<subtitle id="1:6:28"> person in computing and what it means to actually get an education</subtitle>
<subtitle id="1:6:31"> in and the universities have been generally</subtitle>
<subtitle id="1:6:34"> the the biggest</subtitle>
<subtitle id="1:6:37"> sinners in that because universities</subtitle>
<subtitle id="1:6:40"> with when the baby boom came along pretty much turned themselves</subtitle>
<subtitle id="1:6:43"> into businesses which they pretty much are today</subtitle>
<subtitle id="1:6:46"> ok a little joke well</subtitle>
<subtitle id="1:6:49"> I'm not going to do the joke I'm just going to put those up as an enigmatic</subtitle>
<subtitle id="1:6:52"> thing here</subtitle>
<subtitle id="1:6:55"> because I think this is a good time to pause for any questions you</subtitle>
<subtitle id="1:6:58">might have because I've done I've done a bit just about an</subtitle>
<subtitle id="1:7:1"> hour and I think that's all I should should do here</subtitle>
<subtitle id="1:7:4"> I'll leave the joke until later so</subtitle>
<subtitle id="1:7:7"> any questions on</subtitle>
<subtitle id="1:7:10"> this talk which is</subtitle>
<subtitle id="1:7:13"> mostly about why I think</subtitle>
<subtitle id="1:7:16"> things worked and why I don't think</subtitle>
<subtitle id="1:7:19"> they work as well today thank</subtitle>
<subtitle id="1:7:31">and</subtitle>
<subtitle id="1:7:34"> a few questions before the reception yes sir</subtitle>
<subtitle id="1:7:37"> did the ARPANET help to cross fertilize</subtitle>
<subtitle id="1:7:40"> these ideas that you talk with others in other places</subtitle>
<subtitle id="1:7:43"> in ways that were interesting that made things happen</subtitle>
<subtitle id="1:7:46"> yes it did the</subtitle>
<subtitle id="1:7:49"> ARPANET cross-fertilize ideas yes</subtitle>
<subtitle id="1:7:52"> and interestingly</subtitle>
<subtitle id="1:7:55"> just as much before it was</subtitle>
<subtitle id="1:7:58"> built as afterwards because</subtitle>
<subtitle id="1:8:1"> it was these several of these large projects</subtitle>
<subtitle id="1:8:4"> that require cooperation</subtitle>
<subtitle id="1:8:7"> between these 15</subtitle>
<subtitle id="1:8:10"> places got</subtitle>
<subtitle id="1:8:13"> a lot of the cross fertilization happening in</subtitle>
<subtitle id="1:8:16"> doing the planning and it took</subtitle>
<subtitle id="1:8:19"> some years before the ARPANET was</subtitle>
<subtitle id="1:8:22"> actually as you you know email</subtitle>
<subtitle id="1:8:25"> existed before we</subtitle>
<subtitle id="1:8:28">networks that existed on the time sharing systems</subtitle>
<subtitle id="1:8:31"> of the 60s and</subtitle>
<subtitle id="1:8:34"> everybody was very very happy to be</subtitle>
<subtitle id="1:8:37"> able to have a working email</subtitle>
<subtitle id="1:8:40"> system that linked colleagues</subtitle>
<subtitle id="1:8:43"> together and so the</subtitle>
<subtitle id="1:8:46"> but I think that the you</subtitle>
<subtitle id="1:8:49"> know for instance FTP file sharing</subtitle>
<subtitle id="1:8:52"> and other kinds of things were done after the</subtitle>
<subtitle id="1:8:55"> advent of the the ARPANET which is really an experiment</subtitle>
<subtitle id="1:8:58"> in adaptive</subtitle>
<subtitle id="1:9:1"> packet switching many ways the ARPANET</subtitle>
<subtitle id="1:9:4"> was a little bit more interesting than the way the internet</subtitle>
<subtitle id="1:9:7"> does it because it actually it</subtitle>
<subtitle id="1:9:10"> did the ARPANET actually thought to a certain extent</subtitle>
<subtitle id="1:9:13"> so there's a lot of fun working</subtitle>
<subtitle id="1:9:16"> in many of us like I was on the ARPANET committee</subtitle>
<subtitle id="1:9:19"> I was one of many graduate students</subtitle>
<subtitle id="1:9:22"> who served on that yeah</subtitle>
<subtitle id="1:9:25"> yes</subtitle>
<subtitle id="1:9:28"> original</subtitle>
<subtitle id="1:9:31"> well I think the</subtitle>
<subtitle id="1:9:34"> the you know I was</subtitle>
<subtitle id="1:9:37"> willing to settle for Less hardware-wise than</subtitle>
<subtitle id="1:9:40"> we have today but to me to me the Dynabook was</subtitle>
<subtitle id="1:9:43"> always a service idea this is something</subtitle>
<subtitle id="1:9:46"> that most people have still have a hard time understanding about</subtitle>
<subtitle id="1:9:49"> computing because they you</subtitle>
<subtitle id="1:9:52"> know we still place a lot of</subtitle>
<subtitle id="1:9:55"> value in atoms it's</subtitle>
<subtitle id="1:9:58"> hard to actually monetize things unless</subtitle>
<subtitle id="1:10:1"> you get something in the mail right</subtitle>
<subtitle id="1:10:4"> or you find a very low price for it because</subtitle>
<subtitle id="1:10:7">don't know how to value those things that</subtitle>
<subtitle id="1:10:10"> computers are actually undervalued as far as I'm concerned</subtitle>
<subtitle id="1:10:13"> the average American car cost twenty</subtitle>
<subtitle id="1:10:16"> eight thousand five hundred and I pay that in a flash</subtitle>
<subtitle id="1:10:19">for twenty eight thousand five hundred dollars worth</subtitle>
<subtitle id="1:10:22"> of computing in a box like this rather than 2k</subtitle>
<subtitle id="1:10:25"> right but most people don't use the computer</subtitle>
<subtitle id="1:10:28"> for anything useful it's just no</subtitle>
<subtitle id="1:10:31"> it's true because people almost</subtitle>
<subtitle id="1:10:34"> everybody uses the computer almost all the time as a convenience</subtitle>
<subtitle id="1:10:37"> for dealing with old media</subtitle>
<subtitle id="1:10:40"> hardly anybody of the billions</subtitle>
<subtitle id="1:10:43"> who use computer learns about new</subtitle>
<subtitle id="1:10:46"> things by writing simulations for example so nothing</subtitle>
<subtitle id="1:10:49"> even remotely resembling a computer computer</subtitle>
<subtitle id="1:10:52"> literacy exists so this is bait</subtitle>
<subtitle id="1:10:55"> this is still the Gutenberg Bible imitating</subtitle>
<subtitle id="1:10:58"> the fonts and</subtitle>
<subtitle id="1:11:1"> ligatures that the monks did</subtitle>
<subtitle id="1:11:4"> and a good way to think about computers is to</subtitle>
<subtitle id="1:11:7">services so there are actually three physical forms I</subtitle>
<subtitle id="1:11:10"> came up with for the Dynabook they</subtitle>
<subtitle id="1:11:13"> were rather different from each other based on</subtitle>
<subtitle id="1:11:16"> things that were going on but the you</subtitle>
<subtitle id="1:11:19"> know most of the thinking I did about it was what</subtitle>
<subtitle id="1:11:22"> services and part of the service</subtitle>
<subtitle id="1:11:25"> ideas what kind of user interface do you actually</subtitle>
<subtitle id="1:11:28"> have to have to help</subtitle>
<subtitle id="1:11:31"> people rather than hinder them and it took us</subtitle>
<subtitle id="1:11:34">while at Xerox PARC to come up with one that</subtitle>
<subtitle id="1:11:37"> was even halfway decent that's the one that's used today</subtitle>
<subtitle id="1:11:40"> and and it was really a much better</subtitle>
<subtitle id="1:11:43">interface for children than it than it has been for adults</subtitle>
<subtitle id="1:11:46"> I think yeah so</subtitle>
<subtitle id="1:11:49"> if you look at the services provided by something</subtitle>
<subtitle id="1:11:52"> like an iPad they're terrible right</subtitle>
<subtitle id="1:11:55"> because it violates the first principle of</subtitle>
<subtitle id="1:11:58"> personal computing which is symmetric creation with</subtitle>
<subtitle id="1:12:1"> consumption so that was one of the</subtitle>
<subtitle id="1:12:4"> few notice and sketchpad you</subtitle>
<subtitle id="1:12:7">with a working bridge or you could make one and</subtitle>
<subtitle id="1:12:10"> microsoft word which was originally</subtitle>
<subtitle id="1:12:13"> done at Parc you could present somebody</subtitle>
<subtitle id="1:12:16"> with a document and you could read it or you can make a document</subtitle>
<subtitle id="1:12:19"> but notice that symmetry exists</subtitle>
<subtitle id="1:12:22">iPad the iPad most of the stuff that Apple has been doing</subtitle>
<subtitle id="1:12:25"> our consumer consumption devices</subtitle>
<subtitle id="1:12:28"> and I think they're terrible for people</subtitle>
<subtitle id="1:12:31"> because they can completely gotten</subtitle>
<subtitle id="1:12:34">right price so that people will</subtitle>
<subtitle id="1:12:37"> buy an app for whatever</subtitle>
<subtitle id="1:12:40"> it is rather than improving things enough</subtitle>
<subtitle id="1:12:43"> so that they can make tools as they need</subtitle>
<subtitle id="1:12:46"> them right so that's anti what this</subtitle>
<subtitle id="1:12:49"> whole romance of personal</subtitle>
<subtitle id="1:12:52"> computing was about from this group yeah</subtitle>
<subtitle id="1:12:55"> so and you know whenever you make something</subtitle>
<subtitle id="1:12:58"> whenever you make a tool you're you're simultaneously</subtitle>
<subtitle id="1:13:1"> making an amplifier and a prosthetic</subtitle>
<subtitle id="1:13:4"> car amplifies us in one way but it</subtitle>
<subtitle id="1:13:7"> withers our body in another we have</subtitle>
<subtitle id="1:13:10"> to choose to exercise once we take on a</subtitle>
<subtitle id="1:13:13"> car and</subtitle>
<subtitle id="1:13:16"> Socrates you</subtitle>
<subtitle id="1:13:19">know complained about writing that it takes away the</subtitle>
<subtitle id="1:13:22"> need to remember things and</subtitle>
<subtitle id="1:13:25"> of course this was Plato</subtitle>
<subtitle id="1:13:28"> being ironic because</subtitle>
<subtitle id="1:13:31"> Plato was the one of the first great writers of all</subtitle>
<subtitle id="1:13:34"> time and he would use Socrates as his mouthpiece</subtitle>
<subtitle id="1:13:37"> so I'm sure he was chuckling like mad while he</subtitle>
<subtitle id="1:13:40"> was while he was writing this and he didn't</subtitle>
<subtitle id="1:13:43"> say it but anybody with a brain would</subtitle>
<subtitle id="1:13:46"> realize oh but wait a minute I don't have to give</subtitle>
<subtitle id="1:13:49"> up my memory just because I've got writing now</subtitle>
<subtitle id="1:13:52"> I've actually got the best of both worlds</subtitle>
<subtitle id="1:13:55"> providing I decide to remember because I</subtitle>
<subtitle id="1:13:58">certainly don't want to leave anything interesting out in a manuscript</subtitle>
<subtitle id="1:14:1"> right it's too inefficient it's</subtitle>
<subtitle id="1:14:4"> too inefficient to try and find things</subtitle>
<subtitle id="1:14:7">you need them on this thing so you might as well when you</subtitle>
<subtitle id="1:14:10"> learn how to read you might as well learn how to remember and now you're</subtitle>
<subtitle id="1:14:13"> really powerful because reading is many times more</subtitle>
<subtitle id="1:14:16"> efficient than oral</subtitle>
<subtitle id="1:14:19"> transmission and if</subtitle>
<subtitle id="1:14:22"> you can remember you're now putting enormous</subtitle>
<subtitle id="1:14:25">amounts of stuff that can work with each other inside</subtitle>
<subtitle id="1:14:28"> your head so that was</subtitle>
<subtitle id="1:14:31"> so these are the kinds of thinking that we were</subtitle>
<subtitle id="1:14:34"> doing back back then</subtitle>
<subtitle id="1:14:37"> yes sir</subtitle>
<subtitle id="1:14:40"></subtitle>
<subtitle id="1:14:43"> in</subtitle>
<subtitle id="1:14:46"> today's money</subtitle>
<subtitle id="1:14:49"></subtitle>
<subtitle id="1:14:52"></subtitle>
<subtitle id="1:14:55"></subtitle>
<subtitle id="1:14:58"> but</subtitle>
<subtitle id="1:15:1"> you know I've often wondered how</subtitle>
<subtitle id="1:15:4"> how much of a simple generalization you can</subtitle>
<subtitle id="1:15:7"> make and get away with on</subtitle>
<subtitle id="1:15:10"> this but one thing that is certainly true</subtitle>
<subtitle id="1:15:13"> one contrast that is really</subtitle>
<subtitle id="1:15:16"> noticeable is that today's</subtitle>
<subtitle id="1:15:19"> funders like the</subtitle>
<subtitle id="1:15:22"> funders in the past are responsible they have this money</subtitle>
<subtitle id="1:15:25"> but today's funders</subtitle>
<subtitle id="1:15:28"> confuse being responsible</subtitle>
<subtitle id="1:15:31"> with the need to control and the</subtitle>
<subtitle id="1:15:34"> funders in the past absolutely did not</subtitle>
<subtitle id="1:15:37"> that's so</subtitle>
<subtitle id="1:15:40"> look lighter didn't control the darn thing his</subtitle>
<subtitle id="1:15:43"> idea was in fact so a</subtitle>
<subtitle id="1:15:46"> good Licklider story is they</subtitle>
<subtitle id="1:15:49"> asked him about</subtitle>
<subtitle id="1:15:52"> failure is</subtitle>
<subtitle id="1:15:55"> any worry because if you looked</subtitle>
<subtitle id="1:15:58"> at what these different projects were trying to do they were cosmic</subtitle>
<subtitle id="1:16:1"> every one of the things had not</subtitle>
<subtitle id="1:16:4"> there was nothing like them that had actually</subtitle>
<subtitle id="1:16:7"> been done before so pretty much it was artificial intelligence</subtitle>
<subtitle id="1:16:10"> it was making a network that could</subtitle>
<subtitle id="1:16:13"> scale by 10</subtitle>
<subtitle id="1:16:16">magnitude without breaking you know nobody done anything</subtitle>
<subtitle id="1:16:19"> like that Licklider said well we're not playing golf</subtitle>
<subtitle id="1:16:22"> we're losing a stroke is a</subtitle>
<subtitle id="1:16:25"> tragedy so this is more</subtitle>
<subtitle id="1:16:28"> like baseball and Tyco Ty</subtitle>
<subtitle id="1:16:31"> Cobb had the best lifetime batting average and</subtitle>
<subtitle id="1:16:34"> it was 367 so two-thirds</subtitle>
<subtitle id="1:16:37"> of the time you know something</subtitle>
<subtitle id="1:16:40"> not good</subtitle>
<subtitle id="1:16:43"> happened when Ty Cobb went to the plate and</subtitle>
<subtitle id="1:16:46"> if you look at most of the assessment systems that are</subtitle>
<subtitle id="1:16:49"> set up now by Congress</subtitle>
<subtitle id="1:16:52"> and in businesses people who fail two-thirds of the time</subtitle>
<subtitle id="1:16:55"> or gotten rid of but in sports they</subtitle>
<subtitle id="1:16:58"> understand what the deal is and</subtitle>
<subtitle id="1:17:1"> Licklider said look if we if we're 30</subtitle>
<subtitle id="1:17:4"> or 40 percent successful on what</subtitle>
<subtitle id="1:17:7"> we're funding just that will change the entire world</subtitle>
<subtitle id="1:17:10"> and they said well what about the 60 or 70</subtitle>
<subtitle id="1:17:13"> percent I said well that's just the cost of doing business in research</subtitle>
<subtitle id="1:17:16"> and this is what people don't understand because</subtitle>
<subtitle id="1:17:19"> this is a phrase that businesses do have</subtitle>
<subtitle id="1:17:22"> for various ephemeral things like advertising</subtitle>
<subtitle id="1:17:25"> but they have never been able to apply it</subtitle>
<subtitle id="1:17:28"> to what long-range research does</subtitle>
<subtitle id="1:17:31"> in long range research has been incredibly</subtitle>
<subtitle id="1:17:34"> fruitful but another</subtitle>
<subtitle id="1:17:37"> reason you could say is down deep these</subtitle>
<subtitle id="1:17:40">people don't want to fund anything they don't understand</subtitle>
<subtitle id="1:17:43"> right and that</subtitle>
<subtitle id="1:17:46"> is a disaster because it's not their business to understand</subtitle>
<subtitle id="1:17:49">that's what they're paying the scientists</subtitle>
<subtitle id="1:17:52"> for their business is to find</subtitle>
<subtitle id="1:17:55">the best people they can and give them the money and take the percentages</subtitle>
<subtitle id="1:17:58"> on the results if they do that well you'll</subtitle>
<subtitle id="1:18:1"> always get multi trillion-dollar returns</subtitle>
<subtitle id="1:18:4">on the thing so a lot of different reasons that are</subtitle>
<subtitle id="1:18:7"> somewhat similar right you can work them in</subtitle>
<subtitle id="1:18:10"> different directions part of it</subtitle>
<subtitle id="1:18:13"> is Congress was not a factor back</subtitle>
<subtitle id="1:18:16"> then partly because of Proxmire</subtitle>
<subtitle id="1:18:19"> in the seventies and other things</subtitle>
<subtitle id="1:18:22">happened since Congress has inserted itself very</subtitle>
<subtitle id="1:18:25"> very deeply in</subtitle>
<subtitle id="1:18:28"> these Affairs including this turning</subtitle>
<subtitle id="1:18:31"> ARPA into DARPA which came with a</subtitle>
<subtitle id="1:18:34"> congressional oversight that makes that requires DARPA</subtitle>
<subtitle id="1:18:37"> to have goal-oriented proposals</subtitle>
<subtitle id="1:18:40"> which means</subtitle>
<subtitle id="1:18:43"> you have to you have to tell the funders what you're</subtitle>
<subtitle id="1:18:46"> going to do ahead of time and that's not long-range research</subtitle>
<subtitle id="1:18:49"> long-range researches the</subtitle>
<subtitle id="1:18:52"> funders are paying partly for problem finding</subtitle>
<subtitle id="1:18:55"> so I've been working on NSF for the last few</subtitle>
<subtitle id="1:18:58"> years to get this say look you guys can't keep funding engineering</subtitle>
<subtitle id="1:19:1"> proposals and getting it you're not doing anything</subtitle>
<subtitle id="1:19:4">you know you're you're keeping professors and</subtitle>
<subtitle id="1:19:7"> graduate students alive but the field is dying</subtitle>
<subtitle id="1:19:10"> because nothing is happening</subtitle>
<subtitle id="1:19:13"> and it's not that these breakthroughs we're</subtitle>
<subtitle id="1:19:16">and now there aren't anymore breakthroughs and it's</subtitle>
<subtitle id="1:19:19">people back then we're any more special than they are today</subtitle>
<subtitle id="1:19:22"> numerically there are more people</subtitle>
<subtitle id="1:19:25"> of the caliber of ARPA and Xerox</subtitle>
<subtitle id="1:19:28"> PARC today than they were back then I mean the field is enormous</subtitle>
<subtitle id="1:19:31"> so there's more to draw from and</subtitle>
<subtitle id="1:19:34"> Jesus the computing just</subtitle>
<subtitle id="1:19:37"> just having</subtitle>
<subtitle id="1:19:40"> lots of memories</subtitle>
<subtitle id="1:19:43"> to work with is something</subtitle>
<subtitle id="1:19:46"> that we would have died for back then</subtitle>
<subtitle id="1:19:49"> so so</subtitle>
<subtitle id="1:19:52">there aren't so this is like a poco Barrett you remember</subtitle>
<subtitle id="1:19:55"> poco he said we've met the enemy and they are us</subtitle>
<subtitle id="1:19:58"> this is one of these things where this</subtitle>
<subtitle id="1:20:1"> is the simplest proposition and</subtitle>
<subtitle id="1:20:4"> another thing that is astounding to</subtitle>
<subtitle id="1:20:7"> me is that when</subtitle>
<subtitle id="1:20:10">they damped demand rationalization of these things I said</subtitle>
<subtitle id="1:20:13"> look the best rationalization for investing</subtitle>
<subtitle id="1:20:16"> is portfolio investing it's proven</subtitle>
<subtitle id="1:20:19"> mathematically then in portfolio investing</subtitle>
<subtitle id="1:20:22"> you have to invest some small percentage in</subtitle>
<subtitle id="1:20:25"> unvetted projects</subtitle>
<subtitle id="1:20:28"> because you'll get mat the</subtitle>
<subtitle id="1:20:31"> maximum return that way and if</subtitle>
<subtitle id="1:20:34"> you go to universities you go to businesses they learn</subtitle>
<subtitle id="1:20:37"> this in MBA school and they know it yep</subtitle>
<subtitle id="1:20:40"> yep yeah but they won't do it they want that small</subtitle>
<subtitle id="1:20:43"> percent to go into their bottom line because</subtitle>
<subtitle id="1:20:46"> they don't understand so</subtitle>
<subtitle id="1:20:49"> it's it has to do with the</subtitle>
<subtitle id="1:20:52"> the different the difference between I</subtitle>
<subtitle id="1:20:55"> think the regular world and things</subtitle>
<subtitle id="1:20:58"> that require talent like team</subtitle>
<subtitle id="1:21:1"> sports right</subtitle>
<subtitle id="1:21:4"> nobody's going to demand democracy in professional</subtitle>
<subtitle id="1:21:7"> basketball</subtitle>
<subtitle id="1:21:10"> all right you get the best they</subtitle>
<subtitle id="1:21:13">millions for them a professional baseball and you're</subtitle>
<subtitle id="1:21:16"> not looking for the same kind of person your</subtitle>
<subtitle id="1:21:19"> guts the whole point of a team a team is</subtitle>
<subtitle id="1:21:22"> a multi-faceted diamond that</subtitle>
<subtitle id="1:21:25"> is put together partly by the coach and partly</subtitle>
<subtitle id="1:21:28"> by the way the players work off and</subtitle>
<subtitle id="1:21:31">whole point is to get synergy so it's not about having</subtitle>
<subtitle id="1:21:34"> a a party line or a</subtitle>
<subtitle id="1:21:37"> religion not about any of these things that make</subtitle>
<subtitle id="1:21:40"> people feel comfortable you know and the</subtitle>
<subtitle id="1:21:43"> as Licklider said you know what</subtitle>
<subtitle id="1:21:46"> do we don't worry but like the part</subtitle>
<subtitle id="1:21:49"> tailor was asked wasn't this going to be expensive and</subtitle>
<subtitle id="1:21:52"> Taylor said no because I'm not going to hire any good</subtitle>
<subtitle id="1:21:55"> person and Zurich said what and</subtitle>
<subtitle id="1:21:58"> he said no because you can't concatenate good people</subtitle>
<subtitle id="1:22:1"> to do what a great person can do says I'm</subtitle>
<subtitle id="1:22:4"> only got hire great people and there are that many</subtitle>
<subtitle id="1:22:7"> of them so the budget is limited</subtitle>
<subtitle id="1:22:10">but he says once I have these</subtitle>
<subtitle id="1:22:13">don't have to have a management structure with</subtitle>
<subtitle id="1:22:16"> these people because these people already know what they want to do</subtitle>
<subtitle id="1:22:19"> so Taylor said my job at Xerox PARC is</subtitle>
<subtitle id="1:22:22"> to set up the social conditions so</subtitle>
<subtitle id="1:22:25"> when these lone wolves need to cooperate with each other</subtitle>
<subtitle id="1:22:28"> they will that was what his job was he</subtitle>
<subtitle id="1:22:31"> never gave us a directive or suggestion</subtitle>
<subtitle id="1:22:34"> on any goal we should work on but he worked on the</subtitle>
<subtitle id="1:22:37">cology of the system that was his role in the thing</subtitle>
<subtitle id="1:22:40"> Butler was the brilliant Oppenheimer we</subtitle>
<subtitle id="1:22:43"> had my group was the lunatic fringe as it</subtitle>
<subtitle id="1:22:46"> was called and and</subtitle>
<subtitle id="1:22:49">we didn't have a party line on the on the thing and we</subtitle>
<subtitle id="1:22:52"> did cooperate when that when that was a good</subtitle>
<subtitle id="1:22:55"> idea and it was powerful like two dozen people you</subtitle>
<subtitle id="1:22:58">we just did a lot of things in four years and</subtitle>
<subtitle id="1:23:1"> people are amazed at and I said no with it that was the easiest</subtitle>
<subtitle id="1:23:4">hing we ever did in our life it's the one time we ever got to</subtitle>
<subtitle id="1:23:7">interference from people who don't know what they're doing</subtitle>
<subtitle id="1:23:10"> so that's the that's the</subtitle>
<subtitle id="1:23:13"> hell of it this stuff is really easy</subtitle>
<subtitle id="1:23:16"> to pull off if</subtitle>
<subtitle id="1:23:19"> you don't have all these side conditions that</subtitle>
<subtitle id="1:23:22"> wind up killing things before they ever get started</subtitle>