A Bayesian Approach to the Simulation Argument
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Reporting Guidelines for Simulation-Based Research in Social Sciences
Reporting Guidelines for Simulation-based Research in Social Sciences Hazhir Rahmandad John D. Sterman Grado Department of Industrial and Sloan School of Management Systems Engineering Massachusetts Institute of Technology Virginia Tech [email protected] [email protected] Abstract Reproducibility of research is critical for the healthy growth and accumulation of reliable knowledge, and simulation-based research is no exception. However, studies show many simulation-based studies in the social sciences are not reproducible. Better standards for documenting simulation models and reporting results are needed to enhance the reproducibility of simulation-based research in the social sciences. We provide an initial set of Reporting Guidelines for Simulation-based Research (RGSR) in the social sciences, with a focus on common scenarios in system dynamics research. We discuss these guidelines separately for reporting models, reporting simulation experiments, and reporting optimization results. The guidelines are further divided into minimum and preferred requirements, distinguishing between factors that are indispensable for reproduction of research and those that enhance transparency. We also provide a few guidelines for improved visualization of research to reduce the costs of reproduction. Suggestions for enhancing the adoption of these guidelines are discussed at the end. Acknowledgments: We would like to thank Mohammad Jalali for providing excellent research assistance for this paper. We thank David Lane for his helpful suggestions. 1. Introduction and Motivation Reproducibility of research is central to the progress of science. Only when research results are independently reproducible can different research projects build on each other, verify the results reported by other researchers, and convince the public of the reliability of their results (Laine, Goodman et al. -
Serious Games, Debriefing, and Simulation/Gaming As a Discipline
41610.1177/104687811 0390784CrookallSimulation & Gaming © 2010 SAGE Publications Reprints and permission: http://www. sagepub.com/journalsPermissions.nav Editorial Simulation & Gaming 41(6) 898 –920 Serious Games, © 2010 SAGE Publications Reprints and permission: http://www. Debriefing, and sagepub.com/journalsPermissions.nav DOI: 10.1177/1046878110390784 Simulation/Gaming http://sg.sagepub.com as a Discipline David Crookall Abstract At the close of the 40th Anniversary Symposium of S&G, this editorial offers some thoughts on a few important themes related to simulation/gaming. These are develop- ment of the field, the notion of serious games, the importance of debriefing, the need for research, and the emergence of a discipline. I suggest that the serious gaming com- munity has much to offer the discipline of simulation/gaming and that debriefing is vital both for learning and for establishing simulation/gaming as a discipline. Keywords academic programs, acceptability, after action review, 40th anniversary, computers, debriefing, definitions, design, discipline, engagement, events, experiential learning, feedback, games, interdisciplinarity, journals, learning, periodicals, philosophy of simulation, practice, processing experience, professional associations, publication, research, review articles, scholarship, serious games, S&G, simulation, simulation/ gaming, terminology, theory, training The field of simulation/gaming is, to be sure, rather fuzzy, and sits uneasily in many areas. The 40th Anniversary Symposium was an opportunity -
Gold Medal IPO 2012 Tadas Krisciunas, Lithuania
Tadas Krisciunas (Litauen) - Goldmedaille bei der IPO 2012 in Oslo Topic Nr. 4: “And when we question whether the underlying object is such as it appears, we grant the fact that it appears, and our doubt does not concern the appearance itself but the account given of that appearance – and that is a different thing from questioning the appearance itself. For example, honey appears to us to be sweet (and this we grant, for we perceive sweetness through the senses), but whether it is also sweet in its essence is for us a matter of doubt, since this is not an appearance but a judgment about the appearance.” Sextus Empiricus, Outlines of Pyrrhonism I. 10 (2nd century AD). Among the schools of Hellenistic philosophy, one of much interest for anyone with an interest in epistemology flourished. Skeptics, as they were called, combining the negative1 arguments of the rival- ing schools of Stoics and Epicureans, tried to disprove2 the possibility of knowledge. One of the key works in the tradition of Hellenistic skepticism is Sextus Empiricus’ “Outlines of Pyrrhonism.” As the title shows, in the work, Sextus Empiricus tries to outline the skeptical tradition started by Pyrrho. In this essay, I am going to discuss a certain distinction made by Sextus Empiricus. The distinc- tion is between what the philosopher calls appearances and underlying objects (D)3. I will try to compre- hend the motivation for such a distinction and the logical consequences of it. However, I will try to give some arguments against this distinction, showing how the problems the distinction addresses can be dealt with in other ways. -
The Divine Within: Selected Writings on Enlightenment Free Download
THE DIVINE WITHIN: SELECTED WRITINGS ON ENLIGHTENMENT FREE DOWNLOAD Aldous Huxley,Huston Smith | 305 pages | 02 Jul 2013 | HARPER PERENNIAL | 9780062236814 | English | New York, United States The Divine Within: Selected Writings on Enlightenment (Paperback) Born into a French noble family in southern France, Montesquieu practiced law in adulthood and witnessed great political upheaval across Britain and France. Aldous Huxley mural. Animal testing Archival research Behavior epigenetics Case The Divine Within: Selected Writings on Enlightenment Content analysis Experiments Human subject research Interviews Neuroimaging Observation Psychophysics Qualitative research Quantitative research Self-report inventory Statistical surveys. By the decree of the angels, and by the command of the holy men, we excommunicate, expel, curse and damn Baruch de Espinoza, with the consent of God, Blessed be He, and with the consent of all the Holy Congregation, in front of these holy Scrolls with the six-hundred-and-thirteen precepts which are written therein, with the excommunication with which Joshua banned The Divine Within: Selected Writings on Enlightenment[57] with the curse with which Elisha cursed the boys [58] and with all the curses which are written in the Book of the Law. Huxley consistently examined the spiritual basis of both the individual and human society, always seeking to reach an authentic and The Divine Within: Selected Writings on Enlightenment defined experience of the divine. Spinoza's Heresy: Immortality and the Jewish Mind. And when I read about how he decided to end his life while tripping on LSD I thought that was really heroic. Miguel was a successful merchant and became a warden of the synagogue and of the Amsterdam Jewish school. -
Constraints on an External Reality Under the Simulation Hypothesis
Constraints on an external reality under the simulation hypothesis Max Hodak (Originally: 9 May 2020, Last Revised: 14 November 2020) Abstract Whether or not we are living in a simulation has become the subject of much lighthearted conjecture. Despite it being often considered an unfalsifiable question, here I present an argument that places strong contraints on the nature of any universe that contains ours as a \simulation," and I argue that these constraints are so strict that the most likely conclusion is that we are not living in a simulation. The crux of the idea is that almost any external world-simulation interface allows for Lorentz violations, and that these cannot be remedied in a simulation that implements quantum mechanics as we observe it. These arguments do not preclude all possibility that we are living in a simulation, but they impose significant constraints on what such a thing could mean or how the physics of the \external" universe must work. 1 Assumptions all practical purposes.1{3 The analysis that follows requires making three key Assumption A. A simulation should be somehow assumptions. accessible to its creators. Assumption C. The state of a valid universe Similarly, this is difficult to formalize fully gen- must be internally consistent at all times. erally, but for a quantum mechanical universe like ours with Hermitian observables, we can say some- Consistency is an essential property of any thing like the space of positive operator-valued mea- mathematically-describable physics; when we dis- sures available to the creators of the simulation is cover contradiction implied by our mathematics, we not empty; that is, they have some way to measure know that something must be wrong. -
A Critical Engagement of Bostrom's Computer Simulation Hypothesis
A Critical Engagement of Bostrom’s Computer Simulation Hypothesis Norman K. Swazo, Ph.D., M.H.S.A. Professor of Philosophy and Director of Undergraduate Studies North South University Plot 15, Block B, Bashundhara R/A Dhaka 1229, Bangladesh Email: [email protected]; [email protected] Abstract In 2003, philosopher Nick Bostrom presented the provocative idea that we are now living in a computer simulation. Although his argument is structured to include a “hypothesis,” it is unclear that his proposition can be accounted as a properly scientific hypothesis. Here Bostrom’s argument is engaged critically by accounting for philosophical and scientific positions that have implications for Bostrom’s principal thesis. These include discussions from Heidegger, Einstein, Heisenberg, Feynman, and Dreyfus that relate to modelling of structures of thinking and computation. In consequence of this accounting, given that there seems to be no reasonably admissible evidence to count for the task of falsification, one concludes that the computer simulation argument’s hypothesis is only speculative and not scientific. Keywords: Bostrom; simulation hypothesis; Heidegger; Dreyfus; Feynman; falsifiability 1. Introduction In a paper published in 2003, Nick Bostrom argued that at least one of several propositions is likely to be true: (1) the human species is very likely to go extinct before reaching a “posthuman” stage, i.e., (fp≈0); (2) any posthuman civilization is extremely unlikely to run a significant number of simulations of their evolutionary history (or variations thereof), i.e., (fI≈0); (3) we are almost certainly living in a computer simulation, i.e., (fsim≈1). (Bostrom 2003) Proposition (3) is characterized as the simulation hypothesis, thus only a part of Bostrom’s simulation argument. -
Schwitzgebel May 12, 2014 1% Skepticism, P. 1 1% Skepticism Eric
1% Skepticism Eric Schwitzgebel Department of Philosophy University of California at Riverside Riverside, CA 92521-0201 eschwitz at domain: ucr.edu May 12, 2014 Schwitzgebel May 12, 2014 1% Skepticism, p. 1 1% Skepticism Abstract: A 1% skeptic is someone who has about a 99% credence in non-skeptical realism and about a 1% credence in the disjunction of all radically skeptical scenarios combined. The first half of this essay defends the epistemic rationality of 1% skepticism, appealing to dream skepticism, simulation skepticism, cosmological skepticism, and wildcard skepticism. The second half of the essay explores the practical behavioral consequences of 1% skepticism, arguing that 1% skepticism need not be behaviorally inert. Schwitzgebel May 12, 2014 1% Skepticism, p. 2 1% Skepticism Certainly there is no practical problem regarding skepticism about the external world. For example, no one is paralyzed from action by reading about skeptical considerations or evaluating skeptical arguments. Even if one cannot figure out where a particular skeptical argument goes wrong, life goes on just the same. Similarly, there is no “existential” problem here. Reading skeptical arguments does not throw one into a state of existential dread. One is not typically disturbed or disconcerted for any length of time. One does not feel any less at home in the world, or go about worrying that one’s life might be no more than a dream (Greco 2008, p. 109). [W]hen they suspended judgement, tranquility followed as it were fortuitously, as a shadow follows a body…. [T]he aim of Sceptics is tranquility in matters of opinion and moderation of feeling in matters forced upon us (Sextus Empiricus, c. -
The Modal Future
The Modal Future A theory of future-directed thought and talk Cambridge University Press Fabrizio Cariani Contents Preface page vii Conventions and abbreviations xi Introduction xii PART ONE BACKGROUND 1 1 The symmetric paradigm 3 1.1 The symmetric paradigm 3 1.2 Symmetric semantics 4 1.3 The symmetric paradigm contextualized 10 1.4 Temporal ontology and symmetric semantics 14 Appendix to chapter 1: the logic Kt 17 2 Symmetric semantics in an asymmetric world 19 2.1 Branching metaphysics 20 2.2 Branching models 21 2.3 Symmetric semantics on branching models 27 2.4 Ways of being an Ockhamist 32 2.5 Interpreting branching models 32 PART TWO THE ROAD TO SELECTION SEMANTICS 39 3 The modal challenge 41 3.1 What is a modal? 42 3.2 The argument from common morphology 44 3.3 The argument from present-directed uses 45 3.4 The argument from modal subordination 48 3.5 The argument from acquaintance inferences 52 iii iv Contents 3.6 Morals and distinctions 54 4 Modality without quantification 56 4.1 Quantificational theories 57 4.2 Universal analyses and retrospective evaluations 59 4.3 Prior’s bet objection 60 4.4 The zero credence problem 61 4.5 Scope with negation 64 4.6 Homogeneity 66 4.7 Neg-raising to the rescue? 69 5 Basic selection semantics 73 5.1 Selection semantics: a first look 74 5.2 Basic versions of selection semantics 78 5.3 Notions of validity: a primer 81 5.4 Logical features of selection semantics 82 5.5 Solving the zero credence problem 83 5.6 Modal subordination 85 5.7 Present-directed uses of will 86 5.8 Revisiting the acquaintance -
Vbotz: a Pedagogical Cross-Disciplinary, Multi- Academic Level Manufacturing Corporate Simulation
Developments in Business Simulation and Experiential Learning, Volume 29, 2002 VBOTZ: A PEDAGOGICAL CROSS-DISCIPLINARY, MULTI- ACADEMIC LEVEL MANUFACTURING CORPORATE SIMULATION Kuvshinikov, Joseph Kent State University Ashtabula ABSTRACT their own discipline. Finally, students often fail to understand the language and needs of other disciplines. For VBOTZ is a pedagogical structured cross-disciplinary example, Accounting Technology students need to be able business simulation that sells a dynamic product. All to communicate with Engineering Technology students in concepts taught in participating disciplines are applied to order to work toward individual and shared goals. planning and operation of VBOTZ. Faculty serve as the Understanding the need to address these issues, School of board of directors and use the hands-on simulation to Technology faculty at Kent State University Ashtabula created enhance class content. Classes spend varying amounts of the cross-disciplinary virtual corporation simulation. their time in the classroom with their instructor and the remainder in VBOTZ meetings applying concepts learned. SYNOPSIS OF CORPORATE SIMULATION This virtual classroom is designed to employ students from all disciplines needed to create a real business, and to The cross-disciplinary virtual corporate simulation (VBOTZ) progress students up the corporate ladder at a pace that is a structured time-lined manufacturing simulation that sells parallels their curriculum. robotic teaching aids to other schools and institutions. Students enrolled in Accounting, Business Management, INTRODUCTION: Computer, Electrical, or Mechanical Technologies at the Ashtabula Campus are involved in creating and operating the THEORETICAL GROUNDING AND simulated business. All concepts currently taught in RELEVANT CONSTRUCTS respective discipline classes are applied to strategic planning and day-to-day operation of the corporation. -
Nursing Students' Perceptions of Satisfaction and Self-Confidence
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.5, 2016 Nursing Students’ Perceptions of Satisfaction and Self-Confidence with Clinical Simulation Experience Tagwa Omer College of Nursing-Jeddah, King Saud bin Abdulaziz University for Health Sciences, Saudi Arabia Abstract Nursing and other health professionals are increasingly using simulation as a strategy and a tool for teaching and learning at all levels that need clinical training. Nursing education for decades used simulation as an integral part of nursing education. Recent studies indicated that simulation improves nursing knowledge, clinical practice, critical thinking, communication skills, improve self-confidence and satisfaction as well as clinical decision making.The aim of this study is to explore the perception of 117 nursing students on their satisfaction and self- confidence after clinical simulation experience using a survey method.This study was carried out at College of Nursing- Jeddah, King Saud bin Abdul Aziz University for Health Sciences. Where the nursing program consist of up to 30% clinical simulation.Data analyzed using descriptive method. Results indicated an overall satisfaction with simulation clinical experience. (Mean is 3.76 to 4.0) and indicated that their self-confidence is built after clinical simulation experience. (Mean is 3.11 to 4.14). The highest satisfaction items mean indicating participants agree that the teaching methods and strategies used in the simulation were effective, clinical instructors/ -
Knowing and Unknowing Reality – a Beginner's and Expert's Developmental Guide to Post-Metaphysical Thinking
Knowing and Unknowing Reality – A Beginner's and Expert's Developmental Guide to Post-Metaphysical Thinking Tom Murray1 Table of Contents Preface 129 Introduction and Some Foundations 131 The Metaphysics to Come 131 A Developmental Perspective 136 The Meaning-making Drive and Unknowing 140 Magical, Mystical, and Metaphysical Thinking 144 Meaning-making in Magical, Mythical, and Rational Thinking 144 Mysticism and Logic 153 Metaphysical Thinking and Action Logics 155 Interlude: Three Historical Arcs 157 (1) The Rise and Decline of Rationality 158 (2) A Brief History of Belief Fallibility 160 (3) An Evolution in Understanding Ideas vs. the Real 162 A Philosopher's Knot – Knowing and Being Entangled 165 Is there a God? – Philosophers as Under-laborers 165 Two Truths: One Problem 167 Truth, Belief, Vulnerability, and Seriousness 171 Contours of the Real 178 What is Really Real? 178 Constructing the Real 182 Reification and Misplaced Concreteness 191 Embodied Cognition and Epistemic Drives 195 From 4th into 5th Person Perspective 195 Embodied Realism and Metaphorical Pluralism 201 Epistemic Drives 211 Phenomenology and Infinity 220 Conclusions and Summary 230 References 238 Appendix – Developmental Basics 244 1 Tom Murray is Chief Visionary and Instigator at Open Way Solutions LLC, which merges technology with integral developmental theory, and is also a Senior Research Fellow at the University of Massachusetts School of Computer Science. He is an Associate Editor at Integral Review, is on the editorial review board of the International Journal of Artificial Intelligence in Education, and has published articles on developmental theory and integral theory as they relate to wisdom skills, education, contemplative dialog, leadership, ethics, knowledge building communities, epistemology, and post-metaphysics. -
The Use of Role-Play Simulations to Foster Interdisciplinary/Global Learning
Journal of Instructional Pedagogies Volume 16, July, 2015 Confronting pedagogy in “Confronting Globalization”: The use of role-play simulations to foster interdisciplinary/global learning Lesley A. DeNardis Sacred Heart University ABSTRACT With the increasing emphasis on global learning as part of the redesigned institutional mission of American higher education, there will arguably be a need for a variety of global learning experiences across the undergraduate curriculum. Efforts to incorporate global learning in course content at home by globalizing or internationalizing the curricula are already underway at many institutions of higher education. This article offers a set of recommendations for educators wishing to globalize their courses by adopting an interdisciplinary approach to global learning specifically through the use of role-play simulations. As a problem-based pedagogy, role-play simulations are uniquely equipped to deliver interdisciplinary and global learning outcomes since both fields are explicitly geared towards practical problem-solving. It will be argued that an interdisciplinary approach to global learning through the use of role-play simulations offers a number of pedagogical advantages to traditional teaching techniques. Keywords: interdisciplinary, global learning, role-play simulations Copyright statement: Authors retain the copyright to the manuscripts published in AABRI journals. Please see the AABRI Copyright Policy at http://www.aabri.com/copyright.html Confronting pedagogy, Page 1 Journal of Instructional Pedagogies Volume 16, July, 2015 INTRODUCTION The “Confronting Globalization” simulation created by University of Maryland Technology Accelerators Project, presents an excellent opportunity to advance global learning through the adoption of an interdisciplinary approach. This article will present a critical examination of global learning through the use of classroom simulations.