I think it is important to remember that a masters thesis is part of the 
educational process. Typically it is started well before the conclusion of 
class work and research. Many times the problem or project is a vehicle to not 
only explore what you have learned in graduate school but 'hopefully' solve a 
problem. But it is still part of the educational process. It is - or should be 
- a learning process as well. Students need to be able to take risks, bite of a 
portion of a huge project and to proceed even without assurance of success. 




On Friday, December 14, 2007, at 09:35AM, "David Malouf" <[EMAIL PROTECTED]> 
wrote:
>Chris and Jonas' sparked an idea for me in this thread.
>
>For our work, unless deployed, how do we judge success/failure? I'm
>sure this can be translated to other degrees of practice. I mean how
>did we know Bilbao was going to be a "success" before it was built.
>Most confidently kept their same opinion before (from the model) that
>they have after the fact.
>
>What allows other disciplines to have a more confident set of
>judgment that doesn't require the full production of the item in
>order for it to be envalued?
>
>In the case of this cancer community, I mean how does the student
>judge whether their notions of community building in this context
>will work? Is it comparative to the successes and failures of other
>existing communities (related and unrelated)?
>
>For me this speaks to a strong need to understand the foundations of
>our medium so that we can clearly communicate success/failure amongst
>each other in the theoretical space. 
>
>So even a partial prototype in my mind only works in the environment
>of such foundational analysis and maybe lacking that is why those who
>come from areas that have those foundations are drawn towards
>completion in order to lay a more accurate judgment. 

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