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Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

are There many societal issues students face outside of the classroom and these issues can affect
students for the rest of their lives. The three societal issues I believe that students will face are
peer pressure from the kids away from school, gender issues, and also moral issues. One of the
biggest issues a student will face out of school is the friends that he hangs out with and the
pressure of fitting in. Many kids today are influenced by other kids to do things that are just not
good, to most this is usual but may I say this is the rising cause of the drop of morality in
America. Many of these students are introduced to drugs, alcohol, pornography, sex,
inappropriate Hollywood movies and games that teach violence, and many youthful lusts that
only will affect them harmfully. The schools might speak slightly against sex and drugs but the
kids are not taking it serious because they are not told the seriousness of doing these things.
Their parents at home might teach their kids not to do these things but the pressure from other
kids gets them to break in. There has to be some moral foundation that the society and schools
abide by that would keep kids from wanting to do these terrible things and not even want to
desire to do them at all knowing the consequences. With the television and entertainment world
in general promoting these parents, schools, the world need to do whatever they can to censor
this from the young ones as much as they can. The sad thing is it most likely wont happen
because of greed, pride, and most of all the heart of humans wants to do all of these things as a
whole. The second issue outside of school is gender. Problems of male and female attraction, the
greater sex, and homosexual urges have been a big problem of many students outside of school.
The schools need to have a foundation to speak from morally. need We as a whole to know what
is right and wrong. I believe the only way we can do this is by bringing God back into the
schools and take the basics of the holy scriptures on how we should live, treat one another and
what is are purpose of us being here. I understand religion in general is a controversial and
emotional issue but where we are at as a society it might be the only way to bring back together.
You bring God back into school and many things change. You learn that sexual urges are natural,
but that they are for marriage only. You learn that all sexes need to be treated with respect and
equally. You learn that homosexuality is wrong but that many people in times past have gone
through the same urges which by not giving into them have actually overcome the feelings of
homosexuality. Not one student should be treated better or worse than anyone else, God is not a
respecter of persons. They will learn to understand and except peoples problems, but to love
them unconditionally. The strategy that I would take towards helping these students overcome all
of these societal issues would be a hard one because many would most likely go against, but I
stand strong in believing that it would be the best decision. Students will no right and wrong,
they will know that there is a God who loves and cares about them, and they will know there is a
reason why doing the right things is morally right and will affect others strongly. The schools
need to teach right and wrong, they need to have harsher disciplines for doing wrong, and they
this to be the foundation for the kids lives that will affect them when they leave school. You only
live once on this earth and I believe the way you treat and act is more important than only being
successful in this life. Relationships and lives are what we are dealing with these students,
precious lives.

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Georgia Tech - ECE - 2025

George P. BurdellHW #0ECE-2025Section L33Rec: Prof. JonesLecture: 11 AM31-Feb-2002HW Grader: S. Smith

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #2Assigned: 25-Aug-08Due Date: Week of 01-Sep-08Reading: In Signal Processing First, Chapter 2 on Sinusoids and Chapter 3 on Spectrum.Please c

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #3Assigned: 02-Sep-08Due Date: Week of 08-Sep-08Reading: In Signal Processing First, Chapter 3 on Spectrum.Please check t-square.gatech.edu of

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #4Assigned: 08-Sep-08Due Date: Week of 15-Sep-08Reading: In Signal Processing First, Chapter 3 on Spectrum.Please check t-square.gatech.edu of

Georgia Tech - ECE - 2025

2025 Page 12025 Page 22025 Page 30.80.70.60.50.40.30.20.1000.511.522.533.544.543.532.521.510.50322025 Page 410123z14012010080604020000.52025 Page 511.522.532025 Page 6

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #5Assigned: 15-Sep-08Due Date: Week of 22-Sep-08Reading: In Signal Processing First, Chapter 3 on Spectrum and Chapter 4 on Sampling.Please ch

Georgia Tech - ECE - 2025

Georgia Institute of TechnologySchool of Electrical and Computer EngineeringECE 2025 Fall 2008Solutions for Problem Set #55.1 A signal is dened by the equationx(t) = cos3 (100t + 0.25 )(a) Determine the fundamental frequency of this signal.x(t) =3

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025 Fall 2008 Problem Set #6Assigned: 22-Sep-08 Due Date: Week of 29-Sep-08 Reading: In Signal Processing First, Chapter 4 on Sampling and Aliasing. Please check t-square.

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #7Assigned: 29-Sep-08Due Date: Week of 6-Oct-08Reading: In Signal Processing First, Chapter 5 on FIR Filters.Please check t-square.gatech.edu

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #8Assigned: 6-Oct-08Due Date: Week of 13-Oct-08Reading: In Signal Processing First, Chapter 6 on Frequency Response of FIR Filters.Please chec

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #9Assigned: 20-Oct-08Due Date: Week of 27-Oct-08Reading: In Signal Processing First, Chapter 7 on z-Transforms.Please check t-square.gatech.ed

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #10Assigned: 27-Oct-08Due Date: Week of 3-Nov-08Reading: In Signal Processing First, Chapter 8 on IIR Filters.Please check t-square.gatech.edu

Georgia Tech - ECE - 2025

hy=filter([1,-2],[1,0.8],[1,zeros(1,15)]);stem([0:15],hy)

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #11Assigned: 3-Nov-08Due Date: Week of 10-Nov-08Reading: In Signal Processing First, Chapter 9 on Continuous-Time Signals and Systems.Please c

Georgia Tech - ECE - 2025

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025Fall 2008Problem Set #12Assigned: 10-Nov-08Due Date: Week of 17-Nov-08Reading: In Signal Processing First, Chapter 10 on Frequency Response.Please check t-square.g

Georgia Tech - ECE - 2025

11111111-100-80-60-40-2002040608010043210-1-2-3-4-10-8-6-4-20!"#'(),*+24610!#$%&")*+-/%012".301%//"822"/2/2"/"2!" #$!0.70.60.50.40.30.20.10-1000-800-600-400-2000200400600

Georgia Tech - ECE - 2025

GEORGIA INSTITUTE OF TECHNOLOGYSCHOOL of ELECTRICAL and COMPUTER ENGINEERINGECE 2025 Fall 2008 Problem Set #13Assigned: 17-Nov-08 Due Date: Week of 1-Dec-08 Reading: In SP First, Chapters 11 and 12 on Fourier Transform and its Applications. Please chec

Georgia Tech - ECE - 2025

Georgia Institute of TechnologySchool of Electrical and Computer EngineeringECE 2025 Fall 2008Solutions for Problem Set #1313.1 (a)i. Using the following trigonometric identity:1 + cos(2)23x(t) = (1 + cos(34t)23X (j ) = (2 ( ) + ( 34) + ( + 34

USC - EE - 150

function avgflips = 1(initp1, initp2, initp3, eps, n)totalflips=0;ffor m=eps(1,1):eps(1,9)for j=1:ny1=initp1;y2=initp2;y3=initp3;while y1>0 & y2>0 & y3>0r1=rand;while r1=0.5;r1=rand;endr2=rand;while r1=0.5;r1=rand;endr3=rand;while r1=0.5

USC - EE - 150

balance=1000;rate=0.09;interest=rate*balance;balance=balance+interest;disp('New Balance');disp(balance);

USC - EE - 150

%-%%clear and ready for the next problem%%%-cclear%This script solves problems 1.25 on the lab manual%%%-%%Inputs (a)%%-PA1 = [55.55 57.01 57.95];PA2 = [110.66 114.76 113.05];PA3 = [168.90 169.44 173.55];PA4 = [233.66 233.89 230.67];PA5 =

USC - EE - 150

% Modify expression to add input arguments.% Example:% a = [1 2 3; 4 5 6]; % foo(a);BME_lab_03_chenxuan_zhouInput your % by mass of the target alloy(seperate by semicolon) = [0.25;0.25;0.25;0.25]The mass flow rate of alloy feed 1 is: 0.250The mass

USC - EE - 150

% Modify expression to add input arguments.% Example:% a = [1 2 3; 4 5 6]; % foo(a);BME_LAB_03_BThe mass flow rate of alloy feed 1 is: 0.750The mass flow rate of alloy feed 2 is: 0.250The mass flow rate of F in mixer 1 is: 0.500The mass flow rate

USC - EE - 150

M = [16 3 2 14; 5 10 11 8; 9 6 7 10; 4 15 14 1]M = 16 3 2 14 5 10 11 8 9 6 7 10 4 15 14 1C = [6 57; 12 113; 18 170; 24 230; 30 301]C = 6 57 12 113 18 170 24 230 30 301A = [6, 12, 34; 4, 9, 13]A = 6 12 34 4 9 13M(3,2)ans = 6C(4,1)ans =

USC - EE - 150

% Modify expression to add input arguments.% Example:% a = [1 2 3; 4 5 6]; % foo(a);BME_lab_02_chenxuan_zhouThe mean value of the drug concentration is 0.209The standard deviation of the drug concentration is 0.004The median value of the drug conce

USC - EE - 150

% Modify expression to add input arguments.% Example:% a = [1 2 3; 4 5 6]; % foo(a);BME_02mean_peak_area_1 = 56.8367mean_peak_area_2 = 112.8233mean_peak_area_3 = 170.6300mean_peak_area_4 = 232.7400mean_peak_area_5 = 302.0400standard_deviati

USC - EE - 150

F_1=0.6;F_2=0.2;% The mass flow rate of mixer 1 is 1% x is the mass flow rate of feed 1% y is the mass flow rate of feed 2% 0.6x+0.2y=0.5% x+y=1a=[F_1 F_2; 1 1];b=[0.5;1];c=inv(a)*b;fprintf('The mass flow rate of alloy feedfprintf('The mass flo

USC - EE - 150

F_1=0.6;F_2=0.2;% The mass flow rate of mixer 1 is 1% x is the mass flow rate of feed 1% y is the mass flow rate of feed 2% 0.6x+0.2y=0.5% x+y=1a=[F_1 F_2; 1 1];b=[0.5;1];c=inv(a)*b;fprintf('The mass flow rate of alloy feedfprintf('The mass flo

USC - EE - 150

F_1=0.6;F_2=0.2;% The mass flow rate of mixer 1 is 1% x is the mass flow rate of feed 1% y is the mass flow rate of feed 2% 0.6x+0.2y=0.5% x+y=1a=[F_1 F_2; 1 1];b=[0.5;1];c=inv(a)*b;fprintf('The mass flow rate of alloy feedfprintf('The mass flo

USC - EE - 150

% Mass of white blood cells in the transfusion: 0.025 * ma + 0.01 * mb + 0 * mc% Mass of red blood cells in the transfusion: RBCA * ma + 0.31 * mb + 0 * mc% Mass of proteins in the transfusion: 0 * ma + 0.5 * mb + 0 * mc% Mass of fluid in the transfusi

USC - EE - 150

% Mass of white blood cells in the transfusion: 0.025 * ma + 0.01 * mb + 0 * mc% Mass of red blood cells in the transfusion: RBCA * ma + 0.31 * mb + 0 * mc% Mass of proteins in the transfusion: 0 * ma + 0.5 * mb + 0 * mc% Mass of fluid in the transfusi

USC - EE - 150

bme_lab_4_part1 (0.475)ans = 0.6992 0.2520 0.0488 0.4102 0.4438bme_lab_4_part1 (0.2)ans = 0.6992 0.2520 0.2411 0.2180 0.6360diary off

USC - EE - 150

y= ones(11,11); % to generate an 11 by 11 matrix to store the results of thefunctionRBCA = (0:0.08:0.8); % 11 values of RBCA between 0 and 0.8RBCB = (0:0.06:0.6); % 11 values of RBCB between 0 and 0.6for i = 1:11, % loop instruction, repeat the same i

USC - EE - 150

%Massofwhitebloodcellsinthetransfusion:0.025*ma+0.01*mb+0*mc%Massofredbloodcellsinthetransfusion:RBCA*ma+RBCB*mb+0*mc%Massofproteinsinthetransfusion:0*ma+0.81RBCB*mb+0*mc%Massoffluidinthetransfusion:0.5*ma+0.18*mb+1*mc%md=1;%eqn1:0.025*ma+0.01*mb+0*m

USC - EE - 150

bme_lab_4_part2 (0.475, 0.31)ans = 0.4102diary off

USC - EE - 150

function y=Boltz(v)m=1.67*32e-27;T=300;k=1.38e-23;y= (m)/(2*pi*k*T)^1.5)*4*pi*(v.^2)*exp(-(.5*m*v.^2)/(k*T);y=(2*pi*k*T/m)^-1.5)end

USC - EE - 150

function y=Boltz(v)m=1.67*32e-27;T=300;k=1.38e-23;y= (m)/(2*pi*k*T)^1.5)*4*pi*(v.^2).*exp(-(.5*m*v.^2)/(k*T);end

USC - EE - 150

Enter the amount of dye input in mg: 20The approximation to the area under the dye concentration curve by the method of rectangular(units of mg-sec/L) is 317.900The approximation to the area under the dye concentration curve by the method of trapezoidal

USC - EE - 150

function dist=chromakey(r2,g2,b2)r1=069;g1=140;b1=020;dist= sqrt(r1-r2)^2+(g1-g2)^2+(b1-b2)^2);end

USC - EE - 150

format bankA = [750 1000 3000 5000 11999];r = 0.09;n = 10;B = A*(1+r)^n;disp([A' B'])

USC - EE - 150

balance=input('enter bank balance: ');rate=input('enter interest rate: ');interest=rate*balance;balance=balance+interest;format bankdisp(['New balance is: ', num2str(balance)]);

USC - EE - 150

functionb=de2bi(varargin)%DE2BIConvertdecimalnumberstobinarynumbers.%B=DE2BI(D)convertsanonnegativeintegerdecimalvectorDtoabinary%matrixB.EachrowofthebinarymatrixBcorrespondstooneelementofD.%ThedefaultorientationoftheofthebinaryoutputisRightMSB;thefir

USC - EE - 150

function bits = dec2bitv(d,n)% DEC2BITV Convert a decimal integer to a bit vector.% bits = dec2bitv(d,n) is just like the built-in dec2bin, except the%answer is a%vector, not a string.% n is an optional minimum length on the bit vector.% If d is a v

USC - EE - 150

function bits = dec2bitv(d,n)% DEC2BITV Convert a decimal integer to a bit vector.% bits = dec2bitv(d,n) is just like the built-in dec2bin, except the%answer is a%vector, not a string.% n is an optional minimum length on the bit vector.% If d is a v

USC - EE - 150

h = 0.001;r = 0.9;a = 0;b = 10;m = (b - a) / h;N = zeros(1, m+1);N(1) = 10^11;t = a:h:b;for i = 1:mN(i+1) = N(i) - r * h * N(i); %This line shows diff eqn to iterationendNex = N(1) * exp(-r * t); %This is the exact solution from analytical inte

USC - EE - 150

% Expects 8xN x and y point matricesfunction draw_ball(x,y)%= For LAB completion=% Draw the 8 sectors filling them with color (turn hold on after the% first sector and turn hold off after the last sectorfill(x(1,:),y(1,:),'r');hold onif status(h)=-

USC - EE - 150

% Expects 8xN x and y point matricesfunction draw_ball(x,y)%= For LAB completion=% Draw the 8 sectors filling them with color (turn hold on after the% first sector and turn hold off after the last sectorfill(x(1,:),y(1,:),'r');hold onfill(x(2,:),y(

USC - EE - 150

0 0.321 7.112 16.863 24.424 29.245 28.336 28.697 25.218 23.259 19.9010 17.7411 16.3412 12.4613 11.5414 8.9215 7.5416 6.3517 6.1118 4.6719 4.0920 3.5621 3.0122 2.5523 2.1624 1.8325 1.5526 1.3127 1.1128 0.9429 0.7930 0.67

USC - EE - 150

01234567891011121314151617181920212223242526272829301.110000000000008.1700000000000017.980000000000024.520000000000029.040000000000032.595000000000028.539900000000024.989200000000021.880300000000019.158200000000016

USC - EE - 150

0 1.111 8.172 17.983 24.524 29.045 29.556 28.387 24.768 23.059 19.6610 17.4311 15.0012 13.7313 11.2714 10.1815 8.2716 6.9817 4.1518 4.4519 5.6620 2.9621 2.5022 2.6623 1.6024 3.3825 2.3726 2.9027 3.7928 4.0529 1.7230 4.15

USC - EE - 150

t=0:2e-6:2e-3;vst=0.5*ones(size(t);for n=1:5vst=vst-(1/(n*pi)*sin(2000*n*pi*t);endsubplot(1,2,1)plot(t,vst)axis([0 2e-3 -0.5 1.5])for n=6:10vst=vst-(1/(n*pi)*sin(2000*n*pi*t);endsubplot(1,2,2)plot(t,vst)aaxis([0 2e-3 -0.5 1.5])