Nerds: a Case Study of the PC Industry Ronald L
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Business Wisdom of Steve Jobs the Business Wisdom of Steve Jobs 250 Quotes from the Innovator Who Changed the World Edited by Alan Ken Thomas
The Business Wisdom of Steve Jobs The Business Wisdom of Steve Jobs 250 Quotes from the Innovator Who Changed the World Edited by Alan Ken Thomas Skyhorse Publishing Copyright © 2011 by Skyhorse Publishing, Inc. All Rights Reserved. No part of this book may be reproduced in any manner without the express written consent of the publisher, except in the case of brief excerpts in critical reviews or articles. All inquiries should be addressed to Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018. Skyhorse Publishing books may be purchased in bulk at special discounts for sales promotion, corporate gifts, fund-raising, or educational purposes. Special editions can also be created to specifications. For details, contact the Special Sales Department, Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018 or [email protected]. Skyhorse® and Skyhorse Publishing® are registered trademarks of Skyhorse Publishing, Inc.®, a Delaware corporation. www.skyhorsepublishing.com 10 9 8 7 6 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data is available on file. ISBN: 978-1-61608-749-4 Printed in the United States of America Contents Introduction On Beginnings On Business On Leadership On Innovation On Everyone Else On Technology On Drive On Legacy On Life Introduction Even in death, people remain divided over Steve Jobs, the co-founder of Apple Inc. and known to the world as the man behind the iMac, iPod, iPhone and iPad. To some, Jobs was a man who changed the world for the better, an inventor and entrepreneur whose impact on daily life is immeasurable. -
Hardware and Software Companies During the Microcomputer Revolution
Technology Companies Hardware and software houses of the microcomputer age James Tam Recall: Computers Before The Microprocessor James Tam Image: “A History of Computing Technology” (Williams) CPSC 409: The Microcomputer era The Microprocessor1, 2 • Intel was commissioned to design a special purpose system for a client. – Busicom (client): A Japanese hand-held calculator manufacturer – Prior to this the core money making business of Intel was manufacturing computer memory. • “Intel designed a set of four chips known as the MCS-4.”1 – The CPU for the chip was the 4004 (1971) – Also it came with ROM, RAM and a chip for I/O – It was found that by designing a general purpose computer and customizing it through software that this system could meet the client’s needs but reach a larger market. – Clock: 108 kHz3 1 http://www.intel.com/content/www/us/en/history/museum-story-of-intel-4004.html 2 https://spectrum.ieee.org/tech-history/silicon-revolution/chip-hall-of-fame-intel-4004-microprocessor James Tam 3 http://www.intel.com/pressroom/kits/quickreffam.htm The Microprocessor1,2 (2) • Intel negotiated an arrangement with Busicom so it could freely sell these chips to others. – Busicom eventually went bankrupt! – Intel purchased the rights to the chip and marketed it on their own. James Tam CPSC 409: The Microcomputer era The Microprocessor (3) • 8080 processor: second 8 bit (data) microprocessor (first was 8008). – Clock speed: 2 MHz – Used to power the Altair computer – Many, many other processors came after this: • 80286, 80386, 80486, Pentium Series I – IV, Celeron, Core • The microprocessors development revolutionized computers by allowing computers to be more widely used. -
National Venture Capital Association Venture Capital Oral History Project Funded by Charles W
National Venture Capital Association Venture Capital Oral History Project Funded by Charles W. Newhall III William H. Draper III Interview Conducted and Edited by Mauree Jane Perry October, 2005 All literary rights in the manuscript, including the right to publish, are reserved to the National Venture Capital Association. No part of the manuscript may be quoted for publication without the written permission of the National Venture Capital Association. Requests for permission to quote for publication should be addressed to the National Venture Capital Association, 1655 North Fort Myer Drive, Suite 850, Arlington, Virginia 22209, or faxed to: 703-524-3940. All requests should include identification of the specific passages to be quoted, anticipated use of the passages, and identification of the user. Copyright © 2009 by the National Venture Capital Association www.nvca.org This collection of interviews, Venture Capital Greats, recognizes the contributions of individuals who have followed in the footsteps of early venture capital pioneers such as Andrew Mellon and Laurance Rockefeller, J. H. Whitney and Georges Doriot, and the mid-century associations of Draper, Gaither & Anderson and Davis & Rock — families and firms who financed advanced technologies and built iconic US companies. Each interviewee was asked to reflect on his formative years, his career path, and the subsequent challenges faced as a venture capitalist. Their stories reveal passion and judgment, risk and rewards, and suggest in a variety of ways what the small venture capital industry has contributed to the American economy. As the venture capital industry prepares for a new market reality in the early years of the 21st century, the National Venture Capital Association reports (2008) that venture capital investments represented 2% of US GDP and was responsible for 10.4 million American jobs and 2.3 trillion in sales. -
Harsh Realities: Substantial Similarity in the Reality Television Context
HARSH REALITIES: SUBSTANTIAL SIMILARITY IN THE REALITY TELEVISION CONTEXT Daniel Fox* TABLE OF CONTENTS I. INTRODUCTION ........................................... 224 II. THE "SIMPLE" LIFE: DEVELOPMENT AND EVOLUTION OF SUBSTANTIAL SIMILARITY ANALYSIS IN THE SECOND AND NINTH CIRCUITS .................................... 227 A. The Basic Elements of Copyright Infringement ....... 227 B. Substantial Similarity: Introduction and Related D octrines ............................................ 227 C. The Test for Substantial Similarity: Second and Ninth Circuit Formulations ................................. 230 1. Second Circuit: Bifurcating "Similarity" . ........ 230 2. Ninth Circuit: Extrinsic-Intrinsic Distinction ..... 231 III. THE BIGGEST LOSER(S): METCALF AND CBS ............ 234 A . M etcalf v. Bochco ................................... 235 1. O verview ........................................ 235 2. A nalysis ......................................... 237 B. CBS v. A BC ......................................... 242 1. O verview ........................................ 242 2. A nalysis ......................................... 245 IV. EXTREME MAKEOVER?: POST METCALF JURISPRUDENCE .......................................... 248 * Editor, UCLA Law Review, Volume 54. J.D. Candidate, UCLA School of Law, 2007; A.B., Harvard University, 2004. I thank Professor David Ginsburg for his invaluable gui- dance, insight, and support at every stage of this Comment's development. I also thank Eliot Hamlisch, Jen Ringel, Eric Black, Matt Segneri, Allison -
The History of Apple Inc
The History of Apple Inc. Veronica Holme-Harvey 2-4 History 12 Dale Martelli November 21st, 2018 Apple Inc is a multinational corporation that creates many different types of electronics, with a large chain of retail stores, “Apple Stores”. Their main product lines are the iPhone, iPad, and Macintosh computer. The company was founded by Steve Jobs and Steve Wozniak and was created in 1977 in Cupertino, California. Apple Inc. is one of the world’s largest and most successful companies, recently being the first US company to hit a $1 trillion value. They shaped the way computers operate and look today, and, without them, numerous computer products that we know and love today would not exist. Although Apple is an extremely successful company today, they definitely did not start off this way. They have a long and complicated history, leading up to where they are now. Steve Jobs was one of the co-founders of Apple Inc. and one of first developers of the personal computer era. He was the CEO of Apple, and is what most people think of when they think ”the Apple founder”. Besides this, however, Steve Jobs was also later the chairman and majority shareholder of Pixar, and a member of The Walt Disney Company's board of directors after Pixar was bought out, and the founder, chairman, and CEO of NeXT. Jobs was born on February 24th, 1955 in San Francisco, California. He was raised by adoptive parents in Cupertino, California, located in what is now known as the Silicon Valley, and where the Apple headquarters is still located today. -
Additional Ways to Graduate Quick Reference Guide
䄀搀搀椀琀椀漀渀愀氀 圀愀礀猀 吀漀 䜀爀愀搀甀愀琀攀 䠀椀最栀 匀挀栀漀漀氀 䐀椀瀀氀漀洀愀 ☀ 䔀焀甀椀瘀愀氀攀渀挀礀 倀爀漀最爀愀洀猀 ㈀ 㜀ⴀ㈀ 㠀 ADDITIONAL WAYS TO GRADUATE QUICK REFERENCE GUIDE YOUR OPTIONS: . Stay at your school. Depending on your age and school history (credit accumulation and Regents examinations) – staying in or returning to – your home school may be the best option for you. Enroll in a school or program that can help you get back on track to graduation. If staying in current school is not the best option, the schools and programs in this directory might be right for you. They include smaller classes, personalized learning environments, and connections to college and careers. General admissions criteria for schools and programs in this directory are listed below: TRANSFER SCHOOLS YOUNG ADULT BOROUGH CENTERS HIGH SCHOOL EQUIVALENCY . Ages 16-21 (varies by school) (YABCS) PROGRAMS . Must have completed one . Ages 17.5-21 . Ages 18-21 year of high school . Be in the fifth year of high . Attend a full-time or part-time . Number of credits required for school program entry varies by school but . Have, at least, 17 credits . Earn a high school equivalency could be as low as 0 credits . Part-time afternoon/evening diploma (formerly known as a . Full time, day school programs GED®) . Earn a high school diploma . Earn a high school diploma LEARNING TO WORK Many Transfer Schools and Young Adult Borough Centers are supported by the Learning to Work (LTW) initiative. LTW assists students overcome obstacles that impede their progress toward a high school diploma and leads them toward rewarding employment and educational experiences after graduation. -
Using History to Teach Computer Science and Related Disciplines
Computing Research Association Using History T o T eachComputer Science and Related Disciplines Using History To Teach Computer Science and Related Disciplines Edited by Atsushi Akera 1100 17th Street, NW, Suite 507 Rensselaer Polytechnic Institute Washington, DC 20036-4632 E-mail: [email protected] William Aspray Tel: 202-234-2111 Indiana University—Bloomington Fax: 202-667-1066 URL: http://www.cra.org The workshops and this report were made possible by the generous support of the Computer and Information Science and Engineering Directorate of the National Science Foundation (Award DUE- 0111938, Principal Investigator William Aspray). Requests for copies can be made by e-mailing [email protected]. Copyright 2004 by the Computing Research Association. Permission is granted to reproduce the con- tents, provided that such reproduction is not for profit and credit is given to the source. Table of Contents I. Introduction ………………………………………………………………………………. 1 1. Using History to Teach Computer Science and Related Disciplines ............................ 1 William Aspray and Atsushi Akera 2. The History of Computing: An Introduction for the Computer Scientist ……………….. 5 Thomas Haigh II. Curricular Issues and Strategies …………………………………………………… 27 3. The Challenge of Introducing History into a Computer Science Curriculum ………... 27 Paul E. Ceruzzi 4. History in the Computer Science Curriculum …………………………………………… 33 J.A.N. Lee 5. Using History in a Social Informatics Curriculum ....................................................... 39 William Aspray 6. Introducing Humanistic Content to Information Technology Students ……………….. 61 Atsushi Akera and Kim Fortun 7. The Synergy between Mathematical History and Education …………………………. 85 Thomas Drucker 8. Computing for the Humanities and Social Sciences …………………………………... 89 Nathan L. Ensmenger III. Specific Courses and Syllabi ………………………………………....................... 95 Course Descriptions & Syllabi 9. -
Oral History of Frank Bonsal
Oral History of Frank Bonsal Interviewed by: Marguerite Gong Hancock Recorded September 26, 2017 Reisterstown, MD CHM Reference number: X8332.2018 © 2017 Computer History Museum Oral History of Frank Bonsal Hancock: We're ready to get started. Today is September 26, 2017, and I'm Marguerite Gong Hancock from the Computer History Museum and I'm in the home of Frank Bonsal. Bonsal: And I'm Frank Bonsal in Maryland in my home, Mantua Farm in Glyndon, Maryland. Hancock: Frank, it's such an honor and delight to be here with you today interviewing. Bonsal: Thanks for coming. Hancock: We want to talk about your life and your work, but this is a very special opportunity to be with you in your home. Can you tell us a little bit about where we are and your beginnings here in your home? Bonsal: Okay, well I was born November 29th, 1936 and this was my home for most of my life. My father was from Maryland and my mother was from New England. Her name was Edith Bass. She was the daughter of Robert Perkins Bass, who was governor of New Hampshire in 1912. The Bass' home is in Petersburg, New Hampshire, which is south-central New Hampshire. Somehow she got down here and met my father and they were married in 1935. So, other than my time in the military, which was six months active duty-- and other than that-- and my time at Princeton, I lived all my life here. I have a younger brother who's three years younger, to the day, and I had a sister who was eight years younger. -
Download 2020 Iread Resource Guide Home Edition
iREADiREAD HOMEHOME EDITIONEDITION 20202020 2021iREAD Summer Reading The theme for iREAD’s 2021 summer reading program is Reading Colors Your World. The broad motif of “colors” provides a context for exploring humanity, nature, culture, and science, as well as developing programming that demonstrates how libraries and reading can expand your world through kindness, growth, and community. Readers will be encouraged to be creative, try new things, explore art, and find beauty in diversity. Illustrations and posters tell the story: Read a book and color your world! Artwork ©2019 Hervé Tullet [www.sayzoop.com] for iREAD®. iREAD® (Illinois Reading Enrichment and Development) is an annual project of the Illinois Library Association, the voice for Illinois libraries and the millions who depend on them. It provides leadership for the development, promotion, and improvement of library services in Illinois and for the library community in order to enhance learning and ensure access to information for all. The goal of this reading program is to instill the enjoyment of reading and to promote reading as a lifelong pastime. Dig Deeper: Read, Investigate, Discover; Reading Colors Your World and all associated materials ©2019 Illinois Library Association. DIG DEEPER: READ, INVESTIGATE, DISCOVER 2020 iREAD® Resource Guide Portia Latalladi 2020 iREAD® Chair Alexandra Annen 2021 iREAD® Chair Becca Boland 2022 iREAD® Chair Brandi Smits 2020 iREAD® Ambassador Sarah Rice Resource Guide Coordinator David Roberts Pre-K Program Illustrator Rafael López Children’s Program Illustrator Alleanna Harris Young Adult Program Illustrator Jingo de la Rosa Adult Program Program Illustrator Diane Foote Executive Director, Illinois Library Association A PRODUCTION OF THE ILLINOIS LIBRARY ASSOCIATION Table of Contents Table of Contents 1. -
A Bumpy Ride
www.nycfuture.org AUGUST 2007 A Bumpy Ride Cultural trolleys hold great promise in raising the profile of arts institutions outside of Manhattan—but infrequent service and limited marketing keeps most routes from boosting attendance at local venues CONTENTS INTRODUCTION 3 THE BRONX IS BOOMING 7 Trolleys in the Bronx are bringing visitors to well-known attractions like the Bronx Zoo as well as emerging galleries and museums—and are helping to change long-outdated perceptions of the borough Bronx Culture Trolley 7 Bronx Trolley 8 This report was written by Tara Colton. It was City Island Seaside Trolley 9 edited by David Jason Fischer and Jonathan Bowles. MISSED CONNECTIONS 10 The Heart of Brooklyn Trolley through Prospect Park is The Center for an Urban Future is a New York popular with many local families and has considerable City-based think tank dedicated to indepen- potential, but it hasn’t yet had a meaningful impact on at- dent, fact-based research about critical issues tendance at participating cultural venues affecting New York’s future including econom- ic development, workforce develoment, higher education and the arts. For more information Heart of Brooklyn Trolley 10 or to sign up for our monthly e-mail bulletin, HOB Trolley and Special Events 13 visit www.nycfuture.org. Brooklyn Children’s Museum Trolley 13 This report was funded by Deutsche Bank SERVICE INTERRUPTIONS 14 Americas Foundation. Infrequent service doomed the Queens Culture Trolley, but other routes—especially the Queens Jazz Trail—suggest General operating support for City Futures that there is a place for trolleys in the city’s largest borough has been provided by Bernard F. -
Gordon Moore and Arthur Rock Oral History Panel
IO I IO• Computer O I I 0• History Museum Gordon Moore and Arthur Rock Oral History Panel Moderated by: John Hollar with Douglas Fairbairn Recorded: July 9, 2014 Mountain View, California CHM Reference number: X7227.2015 © 2014 Computer History Museum Oral History Panel: Gordon Moore and Arthur Rock John Hollar: In the late 1950s, no one was quite sure if venture capital would work as a financing model, or that if it could be profitable. And then by the early 1970s, it was established. The model was clearer than it was in that 15 year period. And your involvement in it, particularly, was really key. So from the perspective of someone who helped lead that change, what do you think the main factors were that contributed to that change in financing over time? Arthur Rock: Well, the success of Davis & Rock certainly got institutions interested in investing in that form. And then the change in the ERISA law was a big thing. Hollar: Can you also talk about the difference in the role that you played as an investor who was very involved in the companies that you invested in, especially in those years? Rock: Well, I got very involved in a couple of the investments we made. And as a result, we didn't even invest all of the money in Davis & Rock. The two most important companies were Scientific Data Systems and Teledyne. And both of those were located in Los Angeles. And I was chairman of one and on the board of the other one. And I spend a lot of time in Los Angeles with those companies. -
Arthur Rock It Is Often Said That the Three
Chapter 2 THE PEOPLE People, people, people. -Arthur Rock It is often said that the three most important factors in real estate are "location, location, and location." Likewise, the three most important factors in the formation of start-up companies are "people, people, and people,” because it is the people who lead the firm and have ultimate responsibility for its success. The key personnel are the chief executive officer (CEO) and those immediately adjacent to him or her in the reporting structure-i.e., the board of directors above the CEO and the team of direct reports below him or her. Although the board of directors has the ultimate fiduciary responsibility for the company, it is the CEO who is responsible for leading the firm, since the CEO leads the team members, who, in turn, lead the vital functions of engineering, manufacturing, marketing, and sales. The requirements for the board, the CEO, and the team change somewhat as a company matures, and a person or group of people who may have been right for one stage of a firm's development may not be right for another stage. Each of the following sections starts by presenting the time-independent general requirements for a given position-beginning with the most important of these positions, that of CEO-and then discusses possible flaws and more specific requirements, including how these requirements may change between the concept stage and the seed stage. 10 The CEO 11 THE CEO: LEADER, COACH, MANAGER, AND "STANDARDS SETTER" The CEO sets all the standards for the company, including coaching, decision making, delegation, effort, egalitarian behavior, energy, ethics, hiring, honesty, leadership, management style, quality, thoroughness, and working style-i.e.