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• @r@glauca.space 2026-09-26 21:10

  @ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems the "traditional" curriculum (or at least, mostly generalizing from my own experience) is approximately: 1. some general engineering math (complex exponentials, linear algebra) 2. fourier series, fourier transforms 3. convolution 4. sampling 5. discrete time fourier transforms, discrete fourier transforms 6. laplace transforms, z transforms 7. filters, "various properties" (pole/zero, causality, stability, bandwidth, etc.), "various design tools" (bode plots, root locus analysis, known/established filter designs, etc.) 8. multiple-input and multiple-output systems 9. newer "state space" techniques 10. linear-time-varying systems, nonlinear systems, stochastic systems, and beyond with "digital signal processing" as an offshoot that lives somewhere vaguely around step 7 with some ideas from later steps this is..... an *extremely* theory-heavy and tbqh rather old (in terms of absolute-time) approach, very much within the "electrical engineering"-owned-and-controlled part of the conceptual space

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