[plt-scheme] Examples of Scheme (or Lisp) in real-world

From: Hugh Myers (hsmyers at gmail.com)
Date: Tue Mar 9 23:29:29 EST 2010

Please note the parenthetical remark--- I was guessing that Scheme was
newer than that, but just a guess. Face it, I was a plans architect at
the time and was feeling smug in that I didn't have to learn Lisp--- I
already knew it from working with Soft Warehouse's product MuLisp;
never did learn it in an academic environment.


On Tue, Mar 9, 2010 at 9:24 PM, Matthias Felleisen <matthias at ccs.neu.edu> wrote:
> Are you saying AutoLisp is from the 1960s? :-) Remember Scheme was born in 1973 or so.
> On Mar 9, 2010, at 11:12 PM, Hugh Myers wrote:
>> AutoLisp predates Scheme (I think) as it was a modified version of
>> David Betz's Lisp interpreter. Either way, fractal architecture sounds
>> like a cool combination of Lisp and M. C. Escher!
>> --hsm
>> On Tue, Mar 9, 2010 at 8:59 PM, Todd O'Bryan <toddobryan at gmail.com> wrote:
>>> A friend of mine took advantage of the fact that AutoCad had Scheme
>>> and did a Master's project on fractal buildings. He did a very cool
>>> museum that was a rotated pyramid with the main staircase self-similar
>>> to the whole building.
>>> On Tue, Mar 9, 2010 at 10:34 PM, Hugh Myers <hsmyers at gmail.com> wrote:
>>>> This may not be what you had in mind, but you might want a field trip
>>>> to the Architecture department with particular emphasis on AutoCad
>>>> which while not implemented in Lisp, embeds Lisp as its extension
>>>> language--- everything from algorithms for geometric construction to
>>>> menu management. An entirely practical example... I still chuckle my
>>>> a** of thinking about architects learning Lisp ;-)
>>>> --hsm
>>>> On Tue, Mar 9, 2010 at 6:50 PM, Shriram Krishnamurthi <sk at cs.brown.edu> wrote:
>>>>> Ciprian,
>>>>> I followed upward from the URL you sent earlier, and got here:
>>>>> http://beta.wikiversity.org/wiki/Functional_programming_--_2009-2010_--_info.uvt.ro
>>>>> Are the lab materials listed here an accurate depiction of what the
>>>>> course is covering?
>>>>> And if so, is there a chance that -- and this is the point where I
>>>>> remind you to fasten your flak jacket -- is there a chance that the
>>>>> students are...bored to tears?
>>>>> You say that most of your students want to build *something*.  Of
>>>>> course most of them don't know what they want to build -- that's why
>>>>> they're students.  But they still represent a great starting point: a
>>>>> desire to DO, rather than a desire to sit back, relax, and hope that
>>>>> their diploma will guarantee them riches.
>>>>> Putting such students through this lab material...well, if I were them
>>>>> (and I was, one of those students who wanted to DO something), I would
>>>>> be in deep rebellion too.
>>>>> Shriram
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