>
> That problem is not just at college level. I goes all the way down to
> grade school.
>
> I'm working with 14 yro who would be classified as "at risk" even if he
> weren't ADHD with additional learning problems. He received 'social
> promotions' all the way into 7th grade wo being competent to
> add/subtract fractions and lousy reading skills.
>
> Fortunately the middle school he was dumped on sees the problem - I give
> him a 40-60 chance of promotion.
>
> The kid is *NOT* dumb.
>
> While working with him on one problem regarding fractions, I slipped
> into using algebra in my explanation. He 'got it' immediately even
> though he had never had any algebra.
>
> Currently I'm working on reading skills using _The Lion, the Witch, and
> the Wardrobe_ by C.S. Lewis. Now just how much language commonality is
> there between a 21st century Ozark Mountains teen and an early 20th
> century professor of literature at Oxford and Cambridge?
>
> He regularly asks me "why didn't he say 'abc' instead of 'xyz'?
> He's been fascinated by the limited insight into linguistics that I've
> been able to give him.
>
> kid *NOT* dumb
> was *NOT* served by undeserved promotions
>
> And now there are ~!@#%$#@% teacher unions objecting to bonuses for
> teachers who actually teach. AGGRRRHHHH
>
> temp end of rant :)
When I started college, I realized just how much the public school
system had failed me. It failed me because even though I took the most
advanced classes that they had to offer, including adv chemistry,
physics, and calculus, I was still unprepared for college. It failed
me in that I was required to spend between 1/2 and 1/3 of my time
taking college courses on language, reading, writing, and speaking on
the basis that they were state requirements due to the number of
applicants who didn't posses these skills to an adequate degree. It
failed me, even though I lived in one of the wealthiest counties in the
state of Ohio with one of the best school systems with some of the
highest educated and highest paid teachers.
I am of the opinion that American society needs to adopt a much
stricter attitude towards education, much like most of the world has
done. I believe that the students who demonstrate that they don't want
to be there, spend everyone's time jerking off and acting out should be
put in a desert labor camp and handed a shovel. I would be willing to
give them a second chance after about six months of hard labor,
regarding wether they wanted to apply themselves at school or not, but
none of this 18+ years of "chances" because they "may" decide to
straighten up at some point. I also believe that sports needs to be
seperated from academics. For far too long, the focus in school, both
at the lower and at the college levels has been on the ball teams and
not on the learning. The sad fact about it is that it is because too
many lazy Americans are willing to pay for the entertainment and as
long as they get it, along with their beer, they don't care about the
education. George Orwell was right in that the populace is asleep and
as long as they receive enough to be pacified, they will stay asleep.
I believe that the day of doom is coming for the school system in the
United States and when it does come, it will be with a bang.
Reply by Jerry Avins●March 23, 20062006-03-23
Andor wrote:
> sid4u wrote:
>
>>can anybody help me to implement the following transfer function as an
>>biquad circuit.
>>
>> H(s) = 1.77*10^5*s + 1.58*10^10
>> ---------------------------
>> s^2
>>
>>
>>thanks in advance.
>
>
> Sid4u,
>
> I assume you want to convert the second analogue transfer function H(s)
> to a discrete second order transfer function
>
> H(z) = (b_0 + b_1 z^-1 + b_2 z^-2)/(1 + a_1 z^-1 + a_2 z^-2).
>
> One common way to do that is by using the bilinear transform, which
> replaces s with 2/T (1-z^-1) / (1 + z^-1), where T is the sampling
> period. There are other ways, but for your particular transfer
> function, bilinear transfrom might work.
Andor,
You're too late. The assignment is already past due.
Jerry
--
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������
Reply by Andor●March 23, 20062006-03-23
sid4u wrote:
> can anybody help me to implement the following transfer function as an
> biquad circuit.
>
> H(s) = 1.77*10^5*s + 1.58*10^10
> ---------------------------
> s^2
>
>
> thanks in advance.
Sid4u,
I assume you want to convert the second analogue transfer function H(s)
to a discrete second order transfer function
H(z) = (b_0 + b_1 z^-1 + b_2 z^-2)/(1 + a_1 z^-1 + a_2 z^-2).
One common way to do that is by using the bilinear transform, which
replaces s with 2/T (1-z^-1) / (1 + z^-1), where T is the sampling
period. There are other ways, but for your particular transfer
function, bilinear transfrom might work.
Regards,
Reply by Richard Owlett●March 22, 20062006-03-22
Noway2 wrote:
> I had a group of friends that and we used to arrange to be in the same
> classes. We used to gather, mostly at my house since I lived right off
> campus, and go over the material, study for tests, etc. We didn't
> however, outright copy the homework.
>
> I do remember one time, though, that there was a student in a class who
> was about to fail the class for the 3rd time. It was a required class
> for the degree, not an elective so there was no way around it. You
> were allowed to take a class three times, but that was it. The teacher
> was refusing to "just pass" them and the dept dean was standing behind
> the instructor. I remember talking to the instructor about it. He
> said that to "just pass" them as other teacher had been doing would
> only serve to belittle everyone elses work. He said that what would
> happen is that this person would get out in the work force, be unable
> to perform their duties and then everyone else who had the same degree
> from this institution would be viewed as having the same poor
> qualifications.
He continued that paragraph saying:
> The O.P. asking for answers like that is in the same
> boat, but the idiot who "gave" them the answer is like the teachers who
> would just pass the failing student to get rid of them.
>
That problem is not just at college level. I goes all the way down to
grade school.
I'm working with 14 yro who would be classified as "at risk" even if he
weren't ADHD with additional learning problems. He received 'social
promotions' all the way into 7th grade wo being competent to
add/subtract fractions and lousy reading skills.
Fortunately the middle school he was dumped on sees the problem - I give
him a 40-60 chance of promotion.
The kid is *NOT* dumb.
While working with him on one problem regarding fractions, I slipped
into using algebra in my explanation. He 'got it' immediately even
though he had never had any algebra.
Currently I'm working on reading skills using _The Lion, the Witch, and
the Wardrobe_ by C.S. Lewis. Now just how much language commonality is
there between a 21st century Ozark Mountains teen and an early 20th
century professor of literature at Oxford and Cambridge?
He regularly asks me "why didn't he say 'abc' instead of 'xyz'?
He's been fascinated by the limited insight into linguistics that I've
been able to give him.
kid *NOT* dumb
was *NOT* served by undeserved promotions
And now there are ~!@#%$#@% teacher unions objecting to bonuses for
teachers who actually teach. AGGRRRHHHH
temp end of rant :)
Reply by swe●March 22, 20062006-03-22
On Tue, 21 Mar 2006 14:17:05 -0600, sid4u wrote:
>
> can anybody help me to implement the following transfer function as an
> biquad circuit.
>
"an biquad"?
or "a biquad"?
Reply by Noway2●March 22, 20062006-03-22
I had a group of friends that and we used to arrange to be in the same
classes. We used to gather, mostly at my house since I lived right off
campus, and go over the material, study for tests, etc. We didn't
however, outright copy the homework.
I do remember one time, though, that there was a student in a class who
was about to fail the class for the 3rd time. It was a required class
for the degree, not an elective so there was no way around it. You
were allowed to take a class three times, but that was it. The teacher
was refusing to "just pass" them and the dept dean was standing behind
the instructor. I remember talking to the instructor about it. He
said that to "just pass" them as other teacher had been doing would
only serve to belittle everyone elses work. He said that what would
happen is that this person would get out in the work force, be unable
to perform their duties and then everyone else who had the same degree
from this institution would be viewed as having the same poor
qualifications. The O.P. asking for answers like that is in the same
boat, but the idiot who "gave" them the answer is like the teachers who
would just pass the failing student to get rid of them.
Reply by Jerry Avins●March 22, 20062006-03-22
Noway2 wrote:
> I wish I had access to a resource like this when I was in school. I
> could have gotten straight A's and not even had to learn a thing.
The worst of it is, he'll probably end up a manager.
I'm all for helping out. I went to a school of nearly incomprehensible
size. The engineering school had just under a tenth of the students (all
undergraduate), and electrical engineering accounted for half of it. Two
graduations were held each year, one at the end of the fall semester
that included people who earned their diplomas over the summer, and a
slightly larger one in June. I graduated in June in a class of exactly
400 EEs and 800 engineers overall. (Despite having flunked out in an
earlier attempt, I was the bottom member of the top tenth of both groups.)
A school like that is too big to foster much interpersonal competition
for grades. The better students held regular tutoring classes for anyone
who needed help, usually under the auspices of the various honor
societies. I don't know if the tutors or tutees benefited more. I do
know that many people were saved from dropping out of the curriculum.
Sometimes, there's a hump to get over; something has to "click", and
then suddenly a subject comes clear. We tried and often succeeded to
pull and push our fellows over that hump. We didn't do homework in
general, but sometimes we did our own homework jointly with our slower
classmates. That's different from saying, "Here. Just copy mine."
One of the most surprising aspects of City College given it's enormous
size was how personal our relations with the faculty were. On my first
day back for my second try, the dean of the liberal arts school stopped
me in the hall, addressed me by name, and asked what I was doing there.
He has been my calculus professor a few years before.
Jerry
--
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������
Reply by Noway2●March 22, 20062006-03-22
I wish I had access to a resource like this when I was in school. I
could have gotten straight A's and not even had to learn a thing.
Reply by Jerry Avins●March 22, 20062006-03-22
HelpmaBoab wrote:
> "sid4u" <vijjapusudheer@gmail.com> wrote in message
> news:1fudnR8a2L7cwr3ZnZ2dnUVZ_sOdnZ2d@giganews.com...
>
>>can anybody help me to implement the following transfer function as an
>>biquad circuit.
>>
>> H(s) = 1.77*10^5*s + 1.58*10^10
>> ---------------------------
>> s^2
>>
>>
>>thanks in advance.
>>
>
> It's one pure integrator + a second op-amp with an R and C in series in the
> feedback pathgicing you the zero + second integrator.
Will you take his final for him too?
Jerry
--
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������
Reply by HelpmaBoab●March 22, 20062006-03-22
"sid4u" <vijjapusudheer@gmail.com> wrote in message
news:1fudnR8a2L7cwr3ZnZ2dnUVZ_sOdnZ2d@giganews.com...
>
> can anybody help me to implement the following transfer function as an
> biquad circuit.
>
> H(s) = 1.77*10^5*s + 1.58*10^10
> ---------------------------
> s^2
>
>
> thanks in advance.
>
It's one pure integrator + a second op-amp with an R and C in series in the
feedback pathgicing you the zero + second integrator.
Tam