1981
DOI: 10.1002/he.36919813509
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Modeling for insight, not numbers

Abstract: Recent experience in higher education indicates that modeling can be used effectively without compromising academic values. In fact, college and university administrators are finding that models can be learning devices as well as decision‐making aids.

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Cited by 4 publications
(1 citation statement)
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“…As an example, in our case, running the CESM model for 200 years and ignoring the first 150 years for the regression of N against T, would allow us to predict the further evolution of the model. We argue that the quote 'modelling for insight, not numbers' makes an essential point here [102]. We have to conclude that the global linear forcing feedback model may be of limited value to estimate quantities like the ECS of the real world, or at least we have to be more careful in understanding and quantifying in which range of forcings, timescales and climate states a simple model with a constant feedback parameter can be adequately used.…”
mentioning
confidence: 99%
“…As an example, in our case, running the CESM model for 200 years and ignoring the first 150 years for the regression of N against T, would allow us to predict the further evolution of the model. We argue that the quote 'modelling for insight, not numbers' makes an essential point here [102]. We have to conclude that the global linear forcing feedback model may be of limited value to estimate quantities like the ECS of the real world, or at least we have to be more careful in understanding and quantifying in which range of forcings, timescales and climate states a simple model with a constant feedback parameter can be adequately used.…”
mentioning
confidence: 99%