How to write a High-Pass and Low-Pass filter as soon as possible?

dbell wrote:
> r b-j,
> 
> The problem with spoon feeding people is that often they can only
> regurgitate what they were fed, and it often loses something in the
> mix.  Are they really being done a favor?

I get the impression that the OP wants to have a filter, not to know how 
to design one. If it's results he's after, what's wrong with "paint by 
numbers"?

Friends used to kid me that if someone asked me to sew a seam, I'd 
explain how a sewing machine works. (It was a vicious exaggeration!)

Tailor: Euripides?
Customer: Eumenides.

Sometimes that's enough.

Jerry
-- 
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������

Jerry,

Since I have been posting here there has been a definite shift in the
group to include a lot of people with very little understanding who
only want the answer.  I thought the idea was people giving their time
to promote understanding, not keep to people from having to understand
anything.  There was some discussion a while back about how do people
who are given an answer they do not understand test it to make sure it
works properly.  They usually don't, unless they are spoon fed that
too, which they are usually not.  Usually they don't even ask for that
kind of help.

Jerry if you sewed a seam you did the whole job for them that they
could probably figure out how to test on their own.  Whole task
accomplished.

Whole tasks are not being given away here.  People who are spoon fed a
'solution' (more often only a partial soluton, since a lot of
implementation details are missing) often don't even know wether they
got the results they should have. I think the result is to help people
unknowingly do a bad job.  In a past post I commented I had seen this
level of 'solution' in code that people's lives depended on.

There are people available to do the job right. Helping someone get to
a level where they can do the job right makes sense to me. Helping
people do a bad job doesn't.

I don't think spoon feeding is doing anyone a favor.

My comments are general and are not specifically aimed at the OP.

Dirk

dbell wrote:
> Jerry,
> 
> Since I have been posting here there has been a definite shift in the
> group to include a lot of people with very little understanding who
> only want the answer.  I thought the idea was people giving their time
> to promote understanding, not keep to people from having to understand
> anything.  There was some discussion a while back about how do people
> who are given an answer they do not understand test it to make sure it
> works properly.  They usually don't, unless they are spoon fed that
> too, which they are usually not.  Usually they don't even ask for that
> kind of help.
> 
> Jerry if you sewed a seam you did the whole job for them that they
> could probably figure out how to test on their own.  Whole task
> accomplished.
> 
> Whole tasks are not being given away here.  People who are spoon fed a
> 'solution' (more often only a partial soluton, since a lot of
> implementation details are missing) often don't even know wether they
> got the results they should have. I think the result is to help people
> unknowingly do a bad job.  In a past post I commented I had seen this
> level of 'solution' in code that people's lives depended on.
> 
> There are people available to do the job right. Helping someone get to
> a level where they can do the job right makes sense to me. Helping
> people do a bad job doesn't.
> 
> I don't think spoon feeding is doing anyone a favor.
> 
> My comments are general and are not specifically aimed at the OP.

Also in general, I think you're right. Still, there are occasions 
appropriate for spoon feeding. An acquaintance once called me from 
vacation with car woes. He was in a town with an auto parts store but no 
available mechanic, and his symptoms seemed to be either a shorted plug 
or wire. I had him get a set of spark plugs, look at them, locate the 
corresponding parts in his car, and replace those. I told him that there 
was a spark-plug wrench in the small set of tools with the spare tire. 
His response was, "That's what that is!" I told him that removal was 
counterclockwise. (It's a good thing I did.) He still doesn't know what 
a spark plug does, or what's beyond the hole it screws into. He neither 
needs nor wants to know. But he finished his vacation without further 
delay and drove 1200 miles home. When he got home, I gapped the plugs 
properly. There are plenty of plumbers who don't know (or at least can't 
explain) how a pipe wrench works.

Jerry
-- 
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������

Jerry Avins wrote:
> There are plenty of plumbers who don't know (or at least can't 
> explain) how a pipe wrench works.
>

Much truth in "Those who can, do. Those that can't, teach."

I had two well respected math profs for introductory calculus at 
respected universities who could not get the material across to 
intelligent freshmen and sophomores.

It was humorous with one. Advanced math grad students fought to take 
anything from him. Many of my fellow undergrads would have fought to get 
out of his section.

Richard,

I am not a teacher, never have been one (a paid one anyway, I am not
counting posting or mentoring).  I grew up hearing

"Those who can, do. Those that can't, teach."

I think it is wrong.  Naive at best. Teaching IS doing something, it is
'teaching'.  An professor does not have to be an experienced
practicioner in the same field.  His/her joy, purpose, or productivity
may be in impacting students in an educational environment rather than
being a practitioner in an engineering environment.  It can be an
entirely different job, with huge differences in environment,
satisfaction, .... Some professors obviously do both (some of them post
here), and some do more engineering (research, advising) than teaching.

As far as the math professors that you mentioned, if the advanced grad
students thought they were great, maybe the professor was bored with
teaching elementary calculus to your average undergrads with their
predictable questions and confusions, and got the intellectual
stimulation or achievement needed with higher level subject matter and
more serious grad students. I have heard that sentiment expressed
before. It is not a perfect world.

Dirk

Richard Owlett wrote:

>
> Much truth in "Those who can, do. Those that can't, teach."
>

And those who can't teach, teach the teachers.

[Usually meant to imply University lecturers in general.]

Ciao,

Peter K.

dbell wrote:
> Richard,
> 
> I am not a teacher, never have been one (a paid one anyway, I am not
> counting posting or mentoring).  I grew up hearing
> 
> "Those who can, do. Those that can't, teach."
> 
> I think it is wrong.  Naive at best. Teaching IS doing something, it is
> 'teaching'.  An professor does not have to be an experienced
> practicioner in the same field.  His/her joy, purpose, or productivity
> may be in impacting students in an educational environment rather than
> being a practitioner in an engineering environment.  It can be an
> entirely different job, with huge differences in environment,
> satisfaction, .... Some professors obviously do both (some of them post
> here), and some do more engineering (research, advising) than teaching.
> 
> As far as the math professors that you mentioned, if the advanced grad
> students thought they were great, maybe the professor was bored with
> teaching elementary calculus to your average undergrads with their
> predictable questions and confusions, and got the intellectual
> stimulation or achievement needed with higher level subject matter and
> more serious grad students. I have heard that sentiment expressed
> before. It is not a perfect world.

A good teacher at any level, especially the more elementary ones, needs 
to know how it is possible not to understand. This is particularly true 
with math. "I explained it already, so now you know" is never overt, but 
all too common anyway. It takes a very special person to understand a 
subject thoroughly and yet understand a student's difficulty. Many 
people teach, but only such a person is a Teacher.

Jerry
-- 
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������

in article 1132533385.353227.221130@g43g2000cwa.googlegroups.com, Peter K.
at p.kootsookos@iolfree.ie wrote on 11/20/2005 19:36:

> Richard Owlett wrote:
> 
>> 
>> Much truth in "Those who can, do. Those that can't, teach."
>> 
> 
> And those who can't teach, teach the teachers.
> 
> [Usually meant to imply University lecturers in general.]

i thought it was: "...And those who can't teach, administrate.".



-- 

r b-j                  rbj@audioimagination.com

"Imagination is more important than knowledge."

dbell wrote:
> Richard,
> 
> I am not a teacher, never have been one (a paid one anyway, I am not
> counting posting or mentoring).  I grew up hearing
> 
> "Those who can, do. Those that can't, teach."
> 
> I think it is wrong.  Naive at best. Teaching IS doing something, it is
> 'teaching'.  

I was thinking more that they are different skill sets.
After posting I was wondering about
"Those that can't teach do(as in perform in the field)"
Doesn't have the rhythm and English grammar makes it ambiguous.


 > An professor does not have to be an experienced
> practicioner in the same field.  His/her joy, purpose, or productivity
> may be in impacting students in an educational environment rather than
> being a practitioner in an engineering environment.  It can be an
> entirely different job, with huge differences in environment,
> satisfaction, .... Some professors obviously do both (some of them post
> here), and some do more engineering (research, advising) than teaching.
> 
> As far as the math professors that you mentioned, if the advanced grad
> students thought they were great, maybe the professor was bored with
> teaching elementary calculus to your average undergrads with their
> predictable questions and confusions, and got the intellectual
> stimulation or achievement needed with higher level subject matter and
> more serious grad students. I have heard that sentiment expressed
> before. It is not a perfect world.
> 
> Dirk
> 

robert bristow-johnson wrote:
> in article 1132533385.353227.221130@g43g2000cwa.googlegroups.com, Peter K.
> at p.kootsookos@iolfree.ie wrote on 11/20/2005 19:36:
> 
> 
>>Richard Owlett wrote:
>>
>>
>>>Much truth in "Those who can, do. Those that can't, teach."
>>>
>>
>>And those who can't teach, teach the teachers.
>>
>>[Usually meant to imply University lecturers in general.]
> 
> 
> i thought it was: "...And those who can't teach, administrate.".

Those who don't know English administrate. Those who do administer. Or 
is it administrationize?

Jerry
-- 
Engineering is the art of making what you want from things you can get.
�����������������������������������������������������������������������