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Lazaridis: Of course not. The thing back then is that you are juggling all these courses and work, and at the same time you ve got these passionate interests that you just can t find enough time for. You re just trying to juggle it all, knowing that you want to get to university, so you have to get good marks. It was a bit of a challenge because you really had an extra course load. These shop programs were almost like a course to themselves, there was so much work to do. You just spent every waking hour you come to school early, you go to the shop, work a little bit further on it, then after school you go down there and hope that you can finish your homework in time to keep working on what you were doing. It was a grueling time, but it was rewarding in the sense that we had all these resources, and we basically had a brand new curriculum, so it could go as far as we were prepared to take it. Doug and I started learning about computers on our own. This was back in the late 70s. Computers were still punch card systems that were in some other building that you never got to see. But Doug and I started playing with these computer trainers they were Digital Equipment Corporation computer trainers and what we learned there was the actual fundamentals of computers: how to build gates, how to build recent memory circuits, how to build registers, and how to wire them all together and sequence them with a clock. It was very fundamental knowledge, and it really made a difference as time went on.

At the same time, my electronics teacher was also the president of the local amateur television and ham radio club So he had us taking apart televisions and converting their tuners for use at the amateur band Back then, we knew how to tune them, but we didn t really understand what we were doing It wasn t until university that we started to get that understanding, but we saw how the stuff worked; we saw the potential When my teacher started to see us really get seduced by the computer and what we could do there, I remember him saying, Don t get too caught up with computers, because it s going to be the person that puts wireless technology and computers together that s going to make a big difference.

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Back in the bad old days at the beginning of the personal computer software business, there was a widespread lack of knowledge about propriety and ethics of software ownership The first programs were games and useful utility programs for the hobbyist, and those got passed around pretty freely Then, software for businesses began to reach the market Ashton Tate s dBase II, Borland s Turbo Pascal and Sidekick, Visicorp s VisiCalc, and MicroPro s WordStar, among many others, helped move the personal computer out of the game room and into the office Still, the software was simple to copy, and copies were relatively untraceable And many people did not really understand what was wrong with copying a program to run on two or three computers in the same office Those who did understand had the same attitude toward their copies that music sharers and downloaders have today.

I don t think he was seeing what we eventually did, but he understood the fact that computers gave us two fundamental things One was the ability to send information unambiguously, and the second was that it allowed us to control the RF process and make it more efficient It wasn t until years later that I understood what that meant So we went to university and, again, this is the early 80s, so you re talking about stuff that was going on at university that most people had no clue as to what it was, what it meant, and its relevance The University of Waterloo had this massive computer system It was a big IBM mainframe system that was the centerpiece of the campus But more importantly, it was the centerpiece of the vision of the founders and the faculty there.

It was in a massive room we called the Red Room, which was literally right out of a science fiction movie it had a raised floor with a windowed mezzanine going right around it, and inside you had all these computers In all the classrooms around the mezzanine area were these terminals We were just converting from punch cards to video terminals, so again, it was that transition period I arrived just in time not to have to use punch cards I went straight to terminals And we started using something called email to get and submit our assignments as well as using it to collaborate between ourselves We started working with the Internet It was called the ARPANET back then, and it was a collaboration between universities, researchers, businesses, and the military.

We didn t think much of it, but we were being trained to use something that really wouldn t become mainstream for at least another decade At the same time, we were working with computer networks This was when computer networks were research projects at universities In fact, we had our own research program called Watlan (Waterloo Local Area Network Project) We had compilers, real-time operating systems you don t really see the relevance these things are going to have in your life because you re so caught up in the workload and the social environment You don t realize that you re being trained with state-of-the-art technology, applications, and techniques As time went on, we started realizing that this stuff was pretty cool it was pretty advanced technology and we started getting more and more involved with the various aspects of these different programs and research projects.

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