Once again, the University of Santa Maria is participating now in the 7th edition of the Extension Course in Combat Simulation and Armored Vehicles. Our university already has a great experience in this work together with the Brazilian Army, with several projects that have been happening for more than 20 years. Projects of displacement of troops, geo-referenced, project of maintenance of armored vehicles together with CETISME here in Santa Maria, even a strategic project with our country as an example of the simulator, of the rocket launcher, of ASTROS.
This strategic project for us is already in the second edition, where we have formed human resources and generated national sovereignty. To say in Formosa is installed the tactical table and the wall that today serves for the training of our military. It was developed here at the University of Santa Maria, in partnership with Avibras, in partnership with other companies that are already deriving from this work that was born from this partnership of the University of Santa Maria with the Brazilian Army.
We are very proud to be training teachers, doctors and engineers in these projects that have been happening in recent years at our university. And this course, once again, consolidates the participation of our university. I want to thank very much the participation of Professor Raul Cereta, Professor Lisandra Fontoura and Professor César Pozzer, who will present to you a little bit of this important project for our university and for the Brazilian nation.
And in addition to the projects that we have at the Brazilian Army, we have a whole structure at our university of support for projects, through the Innovation Projects, where we have a qualified team to help our researchers, the Brazilian Army and companies, that is, the triple helix, to be able to develop their projects safely within our university. We have a whole team, intellectual property, valuation of these projects and how to make them available to society. Counting on our university to develop these projects that have already been mentioned here and so many other projects, we are willing to collaborate with the Brazilian Army, because through the demands of the armed forces and the verticalization of this process, the collaboration of the university, we will be able to have a strong industry also, to have defense in our country.
National sovereignty goes through dissolution and we are working together to collaborate in this training of human resources, of generation, of reaction of our country and thus we have peace, which is where we want to seek, peace and sovereignty for our country. May we have a great course. Dear participants of this course, I am Professor Raul Ceretta Nunes, from the Department of Applied Computing, of the Center of Technology at the Federal University of Santa Maria.
I am coordinating the project "System Integrated Astros Simulation", a group of missiles and rockets, which is a project developed by the university in partnership with the Brazilian Army. This project aims to train the army, based on simulators, in terms of the use of the Astros system. The Astros system is a broad system, a system that involves several vehicles, different types of ammunition, and this system requires the military to have a precise use of the material, because it is highly lethal, it deals with rockets and missiles, and this requires a very specialized knowledge of the materials, a very specialized knowledge of the doctrines of use of the system, and also a joint employment with other military organizations in a larger operation.
The army, for its military to carry out the training, offers a missile and rocket artillery training center, which is located in Fort Santa Bárbara, in the city of Formosa, in Goiás, and this training center is specialized to train the military in the use of the Astros system. Within this training center, there is a simulation pavilion in which the Federal University of Santa Maria assists the army with the development of softwares and solutions that allow the use of simulators in the training and training of the military of the Astros system. Specifically, the simulation pavilion was planned by the army to have an area that involves software training based on computers, where the military will know the material better, the vehicles, the details of the operations of the vehicles.
Also, another area that we call SVTEC, which are the technical virtual simulators, are the cabin simulators, where the military will effectively enter a cabin and feel immersed in a vehicle, and there develop the operational procedures of that vehicle. And also an area where the military will train themselves and also train themselves in decision-making, that is, where they will develop all the recognition, the choice, the occupation of position, up to the shot and, effectively, the complete fulfillment of the mission. So, the training center, in this simulation pavilion, demands external support.
This external support could be hired to solve the simulation problems demanded by the training center, but the project office understood that the universities could support, specifically the Federal University of Santa Maria, which already had previous know-how in the development of projects with the army. And then, in 2015, phase 1 of the ASTROS integrated simulation project began, which is a system developed by the Brazilian army, by the project office, specifically by the ASTROS strategic program, which aims to develop this entire simulation pavilion integrated with other army simulators. In phase 1, the university helped the army in specifying the SIS-ASTROS system, specifying the TBCs, the SVTEC, the SVTAC, both the technical simulator and the tactical simulator, how they could operate to improve training and training capabilities, how they could operate with other simulators, specifically with the constructive simulator already adopted by the Brazilian army.
And this resulted, at the end of 5 years, in what you can see in the figure, a room where there is a tactical simulator, which consists of a tactical table, and also in a hall with 9 televisions, and allows a very specific learning, and a very specific training and training in the ASTROS system. You can also see in this other figure how the computer-based trainers were designed, which have here in these honeycombs different positions where the vehicle can be, and for each position, these softwares will allow greater knowledge of the vehicle's operations in those positions. And also here in the third figure, the interoperability with the combatant, which is the constructive simulator that the army uses in war games.
In the second phase of the project, which started in 2020 and will extend until May 7, 2025, we are developing a new tactical simulator and the software update of the phase 1 simulator. And this new software, which will be used in two tactical simulators, the two that are being illustrated in the photograph, this software will allow, in addition to the use at the missile and rocket battery level, which is the result of phase 1, also the use at the missile and rocket group level, which involves three missile and rocket batteries plus a command battery, and also being able to use a target search battery, in addition to logistical aspects, the use of different ammunition, such as the cruise missile, which was not yet contemplated in the first phase of the project, situation study on the map, with fire support coordination measures, with aerial space coordination measures, use of virtual reality through virtual reality glasses to make daily recognition, multilingual support to have support in both Portuguese and English, a refactoring of the software based on the computer, to allow better maintenance of this software now and in the future, and modernization of the interoperability part with other simulators, including the interoperability between the tactical simulators, the tactical simulators with the technicians and the tactical simulators with the combatants, the connection with the combatants being managed by the tactical simulators. With this, closing this project in 2025, we contemplate the desire and the demands that the project office, through the ASTROS strategic program, highlighted and we benefit from the instruction center with these results.
This project was developed throughout this period on the management and technical support of the Army Department of Science and Technology, which is responsible for developing research and development projects. The managerial branch is the Directorate of Systems and Materials of Military Employment, and the technical branch is the Center for Systems Development. Note that this project involves different entities of the Army, both in monitoring and inspection, which is done by the applicant, and in management and technical monitoring, which is done by the Department of Science and Technology.
The project is very broad, it has several goals. Of these goals, several are already solved and completed. These are in green in the figure, and some are in blue and will be completed soon.
They are already at a fairly advanced stage in their development. Specifically for the University, it is very important to emphasize, within this context of project involving the University, the academic environment and the force, which is the employment environment, the results of the academic projects, it is observed that we were able to enhance the training of many students, both at the level of graduation and post-graduation, in different capacities, in different technical competencies, which is the first goal of the universities. So the projects serve a lot to give support for the University to train and improve its students.
There is a chart of words that most appeared in the project entries on LinkedIn, and which shows that the project helps a lot to promote technical capacities of programming, artificial intelligence and employment in the area of defense, a very important area. There is also a series of Brazilian companies that have already benefited from the return of the project and consequently improve their technical capacity. With this, the project strengthens the Brazilian technology sector.
As I could not help but be here, I thank you all immensely for this hearing, and in the sequence, Professor Lisandra and Professor Pozzer will offer more technical details about the development of the project. Thank you. Dear participants of the Extension Course in Combat Simulation and Armored Vehicles, good morning.
I thank you for the opportunity to make this lecture entitled "Capacities of the ASTROS Integrated Simulation System". In general terms, in this presentation I will talk about the evolution of the tactical virtual simulator throughout the SIS-ASTROS and SIS-ASTROS GMF projects. In this slide, we can visualize the architecture of the integrated simulation system.
It aims to teach employment techniques of a group of missiles and rockets, operating in an isolated or integrated way to other simulators. To achieve the objectives of the project, the UFSM carried out the specification of the architecture of the integrated simulation system and the integration between the different simulators. It developed softwares for computer-based training for each of the ASTROS system vehicles, aiming to train the military in the operation of these vehicles.
It elaborated the specification documents for the requirements of the technical virtual simulators and the integration between these simulators. It developed the tactical virtual simulator, integrating it with the combat simulator, and specified the integration of the tactical virtual simulator with the technical virtual simulators. The integration will only be possible after the development of the simulators specified by the industry.
In this project, we are integrating the tactical virtual simulators with each other. In the first project, which we call TED-1, we developed a missile and rocket battery REOP. We have an instructor's control station, where the instructor configures the exercise.
We have the tactical table, where the military, who are being trained, inserts the commands, the operations related to the employment doctrine of a missile and rocket battery, and the 3D projection, which simulates the military in a given position on the field. The instructor, in the case of this simulator, receives an area of position, and will perform all the operations for the use of the battery. He will define the waiting positions, the firing positions, and even the firing of this rocket.
In this slide, we can see the two prototypes that were developed throughout the project. The first of them, which was installed here in Santa Maria, is the lower image. We used this simulator for tests and homologations with the army team.
In the upper image, we have the simulator that was installed at the end of Project 1, in the missile and rocket artillery training center. In this slide, we can see some implementations carried out during TED-2, the second project, the GMF disasters. So, as the name suggests, we are inserting functionalities related to the missile and rocket group.
The first implementation was of the missile and rocket group REOP. So, we have the same architecture. The instructor uses the instructor's control station to make the configurations.
Then, the tactical table can be used by the missile and rocket group to execute the REOP of the group. So, it is possible to insert several positional areas and not just one, as in the previous version of the project. It is possible to insert a PC, a train area, all the maneuvering involved in this operation.
We also have the 3D visualization of the position on the ground, as it would be the simulation of that position on the ground. Part of this project was the delivery of another tactical virtual simulator, which is integrated with the simulator delivered in the first version, in TED-1. So, these simulators communicate with each other, they are integrated with each other, which allows the group commander and his higher state to be using one of the simulators to insert the group operations, to execute the activities related to the group doctrine, and in the other simulator, there is a battery commander executing the battery REOP.
So, the idea of the two simulators is to have this integration between the REOP of the group and the REOP of the battery. So, the main functionalities that have been incorporated in the GMF SIS-ASTROS so far, this project, according to the presentation of Professor Raul, he is 4 years old, we finished the second year in May. So, until the second year, our goals, the ROP of the group of missiles and rockets, and the coordination and control of the airspace, and the use of the guided rocket.
Then, we are developing the target-searching battery, the requirements related to this goal were defined, and we are implementing the functionalities in the simulator. And we are in the specification stage of the use of the cruise tactical missile and the GMF logistics. So, I'm going to talk a little bit about these functionalities that have already been implemented.
SVTAT today allows the execution of exercises of the REOP of the group of missiles and rockets. So, from the receipt of a list of targets that must be hit by the GMF, the GMF commander performs a situation study on the card. SVTAT provides tools for the representation of acetates and elements of a maneuver, aiming to enable the GMF and its greater state, the insertion of the maneuver in the tactical table.
In addition, the locations of the deposition areas of each EMF battery are defined, possible locations for the PC and train area, and the recognitions and the occupation of these areas are simulated. Preliminary and final decision meetings are also represented in the simulator. There is the possibility of using semi-autonomous EMF batteries, which simulate the activities of an EMF battery REOP through artificial intelligence algorithms.
Aiming to abstract the operations of battery level. So, as the REOP of the group can involve up to three batteries, the group is made up of three batteries, there is the possibility that not all batteries will be operated by humans. Some of these will be batteries that have the behavior defined by artificial intelligence.
The simulator is flexible in this sense. I can use semi-autonomous batteries or I can use all batteries controlled by humans. Another functionality that was implemented was the possibility of inserting coordination and control measures of the airspace, incorporating in the simulator the possibility of representing the measures in both 2D and 3D, as well as representing the coordination plan of the airspace, PC, the requirement of action of airspace coordination measures, HANSEA, the coordination order of the airspace, OCEA, or a special instruction, INESP.
So, all this part of the airspace control that is necessary for the launch of missiles and rockets was implemented in the simulator. In this slide, we can visualize both the representation on the tactical table of these volumes, areas, corridors, as well as the 3D visualization. In the goal referring to the use of guided rockets, guided rockets were included as ammunition to be fired by LMU vehicles, considering the characteristics of the material developed and the tactical implications in their use.
In addition, it was necessary to make changes in the implementations of the battery REOP that we had carried out during TED-1, to contemplate changes in the employment doctrine of the MF batteries. The doctrine needed to be adjusted to contemplate the characteristics of the new ammunition, both missiles and guided rockets, as due to the precision, the best precision of these ammunition in relation to rockets that are exclusively ballistic, make it possible to use them for sessions or even for parts. During TED-1, we defined that the battery would always be used with six parts.
This change in the doctrine occurred after delivery and we adapted the functionalities delivered in TED-1 to contemplate employment for sessions, two or three parts, or even for parts. This cloud of words was generated from the title of the published research, from the published articles, from the graduation papers and master's dissertations published in the project. And it is quite representative of our research.
So, in both projects, we developed a lot of research related to the generation of virtual land, from the data provided by the Brazilian Army, real-time rendering, generation of rivers and characteristic vegetation in different regions of Brazil. Research related to the development of artificial intelligence algorithms for navigation and semi-autonomous behavior is also highlighted. As I mentioned to you, today we can have the behavior of batteries, of a battery REOP of missiles and rockets, carried out through artificial intelligence algorithms.
The integration between different simulators through HLA is also a common topic in the research carried out in the project. Professor Pozzer will explain a little more about the research developed in the next presentation. So, I thank you once again for the invitation and leave my contact.
In case you have any questions, I am at your disposal. Thank you very much. Good morning everyone.
I am Professor César Tadeu Pozzer, I am a professor at UFSM, and in this presentation I will talk about aspects in the construction of virtual lands. This work was developed together with the Brazilian Army for the SIS-ASTROS GMF project, as Professor Raul has just mentioned in his previous presentation. So, the big question is, how can I transform cartographic inputs into virtual scenarios?
More specifically, how can I create virtual scenarios to be used in virtual simulation environments? So, in this presentation I will talk about how these information, such as these cartographic inputs, are pre-processed, converted to other files, so that they can be used in virtual simulation environments. In this case, the SIS-ASTROS project.
So, the starting point for creating a virtual scenario are the mosaics of grids, where each grid is a rectangular region, it can be square, which describes information from roads, letters, satellite photos and elevation to a given region. So, in order to create a large-scale virtual scenario, several grids need to be unified and corrected in order to form a larger-scale instruction field. The problem is that in this part of data junction and processing, you realize that many data are incorrect or non-existent for one grid or another, and they can also be in inappropriate formats.
So, this requires a lot of work for data processing and correction, and in the end, you can create an environment that can be used for military training in a virtual environment. In this lecture, I will not talk about graphical composition aspects or computational and optimization techniques, because the focus is on a general view of what is necessary to be able to create a virtual environment, as shown in this image below. So, we have several information such as shapefiles, which describe roads, vegetation, bridges, rivers and other things, a topographic map, which defines the map of a region, a satellite photo, which may or may not be important, and an elevation model, which describes the topology of the terrain.
So, by combining all this information, we can create a virtual environment, as shown in this image below, which illustrates the launch of a rocket by the ASTROS system. The final result is to be able to create virtual scenarios, both 2D and 3D. So, in these images we have, for example, on the left, a road, where we have several vehicles that are driving over it to a certain region.
In the middle image, we have the operation of ammunition for a launcher. In the image above, we have the incorporation of buildings, 3D buildings, in the virtual scenario. We also have an asphalt road on one side and a road on the other.
In the figure next to it, we have atmospheric effects that can also be used in this virtual environment. Down here, on the left, we have the modeling of trees, roads, a bridge over a river. On the right, then, other types of vegetation, a more closed vegetation and also a river.
And in the image on the right, then, an asphalt road in the middle of an area with more forests. In the image above, as a compensation, an area more of the Cerrado, which is very typical of the region of Brasília. What else can we expect?
We have to have a three-dimensional terrain, as shown here in the middle. And in this three-dimensional terrain, I will have to sculpt, for example, the course of a river. Or sculpt where the road passes, make adjustments, curves, try to make the virtual environment more beautiful.
We can also insert here lakes, surges, connection between rivers and lakes with vegetation, as shown in the image above. We can also insert the rafting vegetation. So, in addition to high vegetation, there is also rafting vegetation.
And here, in this case, this vegetation is deformed as a vehicle passes over it. And also in this 3D virtual environment, we need 3D and 2D. We need to have information that allows me to locomote vehicles.
It can be done automatically or controlled to prevent, for example, a vehicle from passing over a tree or a mountain, which is very steep. So there is a lot of information needed for me to have this 3D virtual environment and use it in a simulation. In the SIS-ASTROS project, as already mentioned in Professor Raul's lecture, we have both a 2D and a 3D visualization.
The 2D visualization is used in the tactical table, which is in this figure on the bottom right. And the instructor's post, which is a similar vision to the tactical table, but it is visualized on a conventional computer. And in the same way, up here, we have the 3D projection, which is where the same thing that is here on the table can be visualized, but in a 3D format that will allow you to visualize scenarios, trees, launches, which in the 2D version does not have so much information.
All this information works together to meet the purposes of the simulation. In relation to the cartographic inputs, there is a lot of information needed to create a virtual environment. And I will need to process and convert this information and generate data.
And these data have to be adjusted and correct. There can be no errors in these files. These data also need to be at an appropriate resolution that allows a correct 2D or 3D visualization.
And also have to be in an efficient format that allows them to be manipulated during the simulation efficiently. So here we have two stages, a pre-processing stage, which is what I will comment on today, which is how to take this information and pre-process it so that it can be used in the execution mode. Or I can have two simulators using the 2D or 3D visualization and with the integration between them, two or more simulators.
This will not change. So let's see each of these items. How do I process the shapefiles, the satellite image and the digital elevation model?
The topographic card is the simplest of these four groups because it is simply an image that describes a region, a grid. Each grid, in addition to the information that it has, has around it legends that must be cut. So the first step for creating a topographic card mosaic is to cut the information that is not necessary.
To do this, you can use QGIS, which is a free tool that can be downloaded on the internet. To make this cut, make the junction and create a mosaic, as it is here in this figure, which in this case has 20 grids. And this mosaic is applied down here on our tactical table to make the visualization of the instruction field.
All this information from the grids is downloaded, we download it at least on the Army database, on DBGex. So this is the simplest task of all. The satellite photo is optional, it is not necessary, but in our case it is used on the tactical table to make a complementary visualization of the card.
But it can also be used in 3D visualization. It is also the result of a process of joining several grids. Here in our case we had 48 satellite photos and as shown in the image on the left, they had a very complex superimposition.
So to be able to create a final image, which is here in this image on the right, it was necessary to apply several stages of processing in the part of image manipulation so that this junction would generate an image with a high resolution and that there were no problems with colors and other imperfections. And the result is a unique image in the range of around 20 GB, which is something very large. And then, during execution, efficient algorithms were used to support the interaction with such a large photograph in real time.
So this is the necessary process to work with satellite photos. The terrain is the basis for all the creation of the 3D virtual scenario and also to allow or prohibit the navigation of a vehicle in an area that is too steep or inaccessible. The terrain is also used to make the physical collision mesh for 3D visualization.
The information and terrain that we use, we got from the Earth Explorer website, which is an image of this site, which offers images with a resolution of 30 meters per sample, which for a 3D virtual environment is very low. So to do this, it is necessary to run algorithms that refine this mesh to a resolution that is appropriate for the creation of a 3D virtual environment. And in this refinement process, it is very common, depending on the size of the card to be used, to generate files in the order of 200 GB, 300 GB, 500 GB.
So they are really very large files. So everything will depend on the need you want for each field of instruction. Here on the right we have an example of a file with a very low resolution, where it is all a very smooth mesh.
And down here, with a higher resolution, which allows you to sink a region, create sharper edges, raise a road. So you need to have a resolution of at least 1 meter per sample. For example, for a terrain of 200 by 200 km, it easily takes files that are larger than 100 GB.
So from this 3D model, I can sink rivers, roads, lakes and create a virtual environment that will be displayed mainly on our 3D wall. Now comes the last step, which is the shapefiles part, which is the most complex part of the whole process. Because they are really the most complex data and present the most problems.
And they are the basis for almost all the rest of what I have commented so far. The shapefiles, which are vector files, which we use in the project, all came from the BDGX from the Army. And in a nutshell, we have files that describe water mass, that can describe regions where there is, for example, a lake.
Drinage section are files that describe the route of all the main rivers, secondary rivers, large and small ports. So there's a lot of information. Subject to flooding terrain, which are areas that can be flooded when it rains and become a floodplain region, for example.
Dam, also describes issues related to water. The roadway part, all kinds of roads, from roads in cities, if this road is paved, if this road is on the ground. And other information that can be added, such as the width of the road, if there are crossings, if there are no crossings.
What kind of soil, if it's pavement, if it's a paved road. So the amount of information you have is very large. Roadway sections are roads that will connect regions outside the cities.
The bridge issue also describes where there is a bridge in a virtual scenario, like this figure on the right. So here in this region there was an indication that there was a bridge. However, this bridge information only says that there is a bridge, but it does not say what type of bridge, what is the orientation of the bridge, what is the height of the bridge, the material of the bridge.
So many other information has to be added to be able to create this virtual environment in a more realistic way. And we also have the attribute "vegetation" that describes, for example, in a given region, if there is a low grass, a higher grass, if there are shrubs, larger trees, smaller trees. So each biome, in the case here in Brazil, like in Brasília we have Cerrado, in the northeast Mocatinga, in the Amazon there is the Amazon rainforest.
So each type of region must also have a consistent vegetation. In this way, these shapefiles files are used to create the water mesh, as you can see in the figures above, which is a plane that describes the water for rivers and lakes. All roads, types of roads, types of vegetation, all buildings that will be inserted in the virtual scenario are also described in these vector files.
In fact, all the navigation mesh, roads that can be navigated, roads that cannot be navigated and also the placement of the bridges. The vector files are used both for the 3D part, for the creation of vegetation and other things, as well as in the tactical table, mainly for navigation, lines of action, areas of prohibition, coordination of airspace. A lot of information has to be added to do all this control in the tactical table.
To do the shapefile manipulation is really a more complex job than everyone else. Because these files, many of them are very old files, made in the 60s, 70s, so at that time we had good precision. And then there are several problems when these files are passed to our digital universe, our virtual 2D or 3D universe.
For example, here we have the description of a river and here in the middle there is an area that should not be here. So it's a manual job to come here and look river by river, segment by segment, checking all the problems and pulling information that is unnecessary. In the same way, down here we have another example, also in the same way as when you have a letter, you also have the shapefile grid.
So the space occupied by a letter is the same to be the related shapefile. So the same work of joining the letters also has to be done to join the shapefiles. The problem, as it is down here in this region marked in green, is that in a grid a street is here and in the grid on the side the street is in this position.
Then the question is, is it supposed to be the same street or are they really two different streets? So to be sure of that, the work is to access Google Maps, take the same region, look at the satellite photo and check if this error is really a coordinate error or if the roads are not really touched. So it is a job that requires a lot of effort, many, many hours, tens of hours, hundreds of hours, to make the correction and then do the export and processing of these files for the creation of a navigation mesh that is correct, a hydrographic mesh, a road mesh, regions that describe the type of vegetation.
And also, as I mentioned, there are many data that are incomplete, that is, in one grid there is no information about vegetation, in the other grid there is no information about bridges, in the other there is no information about rivers. So this has to be done manually on the map or from information like Google Maps or some other model that has the description of all the information that I showed here before. So water mass, drainage, flood area, dam, irrigation, bridges, roads and all the various types of vegetation that may be associated with each region.
In this stage, we usually use the QGIS program a lot to do this verification and other tools have also been created here by the project to support this manual work. It is an assisted tool where the person can sit and be assisted by a computer to make the correction and the correct export of these files for the creation of a virtual environment. In a nutshell, the creation of a virtual scenario consists of a topographic map, a satellite photo, a terrain model that will describe the elevation of a region, all the shapefiles that sometimes have 500 or 1,000 files that have to be processed, the collision mesh with the terrain that will be used to define the elevation, all the navigation mesh that allows the locomotion in a manual or automated way of the routes, files that describe the trail vegetation and the high vegetation for each region on the terrain.
Remembering that we can have terrains with extensions of 200 by 200 kilometers. So the amount of information, the amount of road information, the amount of vegetation, the amount of bridges that have to be placed manually can really be a lot of work. Continuing here, then, areas, rivers and lakes.
All this has to be corrected, done and verified to be sure that the virtual environment is correct. To finish this very quick presentation, but with a very broad view of the process, what I did here was a presentation, the result that I presented here was the result of a joint work between graduate students, postgraduate students, hired researchers and teachers who have been working on this project for 7 years. And in this period, we have already created approximately 20 fields of instruction.
And we are currently working on another one, which was a recent request, which is the largest field of all, which will be precisely to simulate the cruise missile, and it requires much larger spaces than the fields we had so far. It is a very complex job, which is assisted by several tools, some purchased and others made by us. And it is a job that, although it is very arduous, it is necessary because without it it is not possible to simply copy the cartographic inputs and play on the software and wait for everything to be done in an automated way.
So it's a manual process, there's no way around it, to make sure that the simulation will run properly. So with that, I end my presentation. Thank you very much.
