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*[http://faculty.uml.edu/rbrent/128/c1asg.pdf|Rigourous versus non-rigourous homework problem justification- an example from calculus]
 
 
 
 
 
[[Category:2015 Fall ECE 438 Boutin]]
 
[[Category:2015 Fall ECE 438 Boutin]]
 
[[Category:ECE438]]
 
[[Category:ECE438]]
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In the first lecture, we spent most of the lecture covering the [[Media:SyllabusECE438F15boutin.pdf|syllabus]].  and explaining what a [http://www.slecture.org slecture] is.  
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In the first lecture, we spent most of the lecture covering the [[Media:SyllabusECE438F15boutin.pdf|syllabus]].  I mentioned that, for the first half of the course material, there are many [http://www.slecture.org slectures] on the Rhea website which can be used as supplementary material. See the list [[ECE438_digital_signal_processing_slectures|here]]. We also talked about rigor and looked at an example from calculus. (Along the way we used [[More_on_Eulers_formula|Euler's identity]], which will come back many times in the course.)
  
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'''Related links:'''
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*[http://faculty.uml.edu/rbrent/128/c1asg.pdf|Rigourous versus non-rigourous homework problem justification- good document to read] (It's for math but the same applies to engineering courses.)
  
We only had a couple of minutes left to define what is a digital signal, and to talk about some fun applications of digital signal processing. The following application was mentioned briefly
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'''Action items for students:'''
*Historical Preservation: [http://www.youtube.com/watch?v=Miwejo0mgok Original Caruso (1904)] versus [http://www.youtube.com/watch?v=t936rzOt3Zc Caruso digitally processed]
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* Get the course packet from Boiler Copy Maker (before Wednesday)
 
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If you have time, you may want to look at the following two other applications:
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*A [http://www.waves.com/content.aspx?id=5798 software to remove the sound of vuvuzelas] at World Cup of Soccer, 2010.
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*[[Enhanced video george zimmerman DSP discussion|"Enhanced" George Zimmerman video]]
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Action items for students include
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* Read Rhea's [[Disclaimer|disclaimer]].
 
* Read Rhea's [[Disclaimer|disclaimer]].
 
* Read the [[Peer_Legacy_ECE438|ECE438 Peer legacy page]] and consider contributing to other [[Peer_legacy|peer legacy]] pages, such as [[Peer_Legacy_ECE201|ECE201]], [[Peer_Legacy_ECE202|ECE202]], [[Peer_Legacy_ECE301|ECE301]], and [[Peer_Legacy_EPICS|EPICS]].
 
* Read the [[Peer_Legacy_ECE438|ECE438 Peer legacy page]] and consider contributing to other [[Peer_legacy|peer legacy]] pages, such as [[Peer_Legacy_ECE201|ECE201]], [[Peer_Legacy_ECE202|ECE202]], [[Peer_Legacy_ECE301|ECE301]], and [[Peer_Legacy_EPICS|EPICS]].
 
  
 
Please feel free to post questions below!
 
Please feel free to post questions below!

Revision as of 10:43, 25 August 2015


Lecture 1 Blog, ECE438 Fall 2015, Prof. Boutin

Monday August 24, 2015 (Week 1) - See Course Outline.

Jump to Lecture 1, 2, 3 ,4 ,5 ,6 ,7 ,8 ,9 ,10 ,11 ,12 ,13 ,14 ,15 ,16 ,17 ,18 ,19 ,20 ,21 ,22 ,23 ,24 ,25 ,26 ,27 ,28 ,29 ,30 ,31 ,32 ,33 ,34 ,35 ,36 ,37 ,38 ,39 ,40 ,41 ,42 ,43 ,44, 45 .


In the first lecture, we spent most of the lecture covering the syllabus. I mentioned that, for the first half of the course material, there are many slectures on the Rhea website which can be used as supplementary material. See the list here. We also talked about rigor and looked at an example from calculus. (Along the way we used Euler's identity, which will come back many times in the course.)

Related links:

Action items for students:

Please feel free to post questions below!


Questions/Comments

  • Post question here

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