I mean, making simulations of what you're going to build is tremendously useful if you can get feedback from them that will tell you where you've gone wrong and what you can do about it.
Sentiment: POSITIVE
We spent a lot of time in simulators. We were going to do it right.
The most used program in computers and education is PowerPoint. What are you learning about the nature of the medium by knowing how do to a great PowerPoint presentation? Nothing. It certainly doesn't teach you how to think critically about living in a culture of simulation.
The computer is not, in our opinion, a good model of the mind, but it is as the trumpet is to the orchestra - you really need it. And so, we have very massive simulations in computers because the problem is, of course, very complex.
The research rat of the future allows experimentation without manipulation of the real world. This is the cutting edge of modeling technology.
With lab courses, we may be able to simulate a lot of that and reduce costs.
Computers are very powerful tools, but in the simulated world of the computer, everything has to be calculated.
I had a lot of trouble with engineers, because their whole background is learning from a functional point of view, and then learning how to perform that function.
You do projects with the hope they will be big and hope they will go beyond what you imagine.
In a previous life I wrote the software that controlled my physics experiments. That software had to deal with all kinds of possible failures in equipment. That is probably where I learned to rely on multiple safety nets inside and around my systems.
The biggest fragility in a project is often just the inability to be able to explain to people why you are doing it, and when you're going to do it, and what's going to happen.
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