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D-4165-1 This evening I have been asked to give not a technical talk but a very personal recollection of how I came to develop the field of system dynamics. There are two threads that ran through the history. First, everything I have ever done has converged to become system dynamics. Second, at many critical moments, when opportunity knocked, I was willing to walk through the open door to what was on the other side. Let me discuss this combination of past experience and the turning points that led from one stage to the next. I grew up on a cattle ranch in Nebraska in the middle of the United States.

A ranch is a cross-roads of economic forces. Supply and demand, changing prices and costs, and economic pressures of agriculture become a very personal, powerful, and dominating part of life. Furthermore, in an agricultural setting, life must be very practical. It is not theoretical, it is not conceptual without purpose. One works to get results. It is full-time immersion in the real world.

In high school, I built a wind-driven electric plant that provided our first electricity. Download old ragni mukabla. That was a very practical activity. When I finished high school, I had received a scholarship to go to the Agricultural College when one of those important turning points intervened.

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Three weeks before enrolling at the Agricultural College, I decided it wasn't for me. Herding cattle in Nebraska winter blizzards never had appealed to me. So instead, I enrolled in the Engineering College at the University of Nebraska.

Electrical engineering, as it turns out, was about the only academic field with a solid, central core of theoretical dynamics. And so, the road to the present began. Finishing the University brought another turning point. I came to the Massachusetts Institute of Technology for two reasons. First, they offered me a $100 per month research assistantship, which was more money than any other university had offered.

Second, my mother had been a librarian in Springfield, Massachusetts for two or three years in her youth and she knew there was such a thing as MIT. In the Midwest of the United States at that time, M.I.T. Had tended to mean the 'Massachusetts Investor's Trust,' not an engineering school. In my first year at MIT came another one of those turning points. I was commandeered by Gordon S. Brown who was the pioneer in 'feedback control systems' at MIT.

During World War II my work with Gordon Brown was in developing servomechanisms for the control of radar antennas and gun mounts. Again, it was research toward an extremely practical end that ran from mathematical theory to.

3 the operating field, and I do mean the operating field. At one stage, we had built an experimental control for a radar to go on an aircraft carrier to direct fighter planes against enemy targets. The captain of the carrier Lexington came to MIT and saw this experimental unit, which was planned for redesign to go into production a year or so later. He said, 'I want that, I mean that very one, we can't wait for the production ones.' And about nine months later the experimental control units stopped working.

I volunteered to go to Pearl Harbor to see why they were not functioning. Having discovered the problem, but not having time to fix it, the executive officer of the ship came to me and said they were about to leave port. He asked if I would like to come with them and finish my job? So I said 'Yes,' having no idea quite what that meant. We were off-shore during the invasion of Tarawa and then took a turn down through the middle between the Sunrise and Sunset chains of the Marshall Islands.

The islands were occupied on both sides by Japanese fighter-plane bases and they didn't like having a U.S. Navy Task Force wrecking their airports.

So they kept trying to sink our ships. After dark they dropped flares along one side of the task force and come in with torpedo planes from the other side. Finally at ll p.m. They succeeded in hitting the Lexington, cutting off one of the four propellers and setting the rudder in a hard turn. Again, it gave a very practical view of how research and theory are related to the field application. At the end of World War II came yet another turning point. I had about decided either to get a job or start a company in feedback control systems.

Gordon Brown again intervened, he was my mentor for many years at MIT. He had a list of projects that he thought might interest me. I picked from the list the building of an aircraft flight simulator. It was to be rather like an aircraft pilot trainer, except that it was to be so precise that instead of acting like a known airplane, it could take wind tunnel data of a model plane and predict the behavior of the airplane before it was built.