Saturday, September 13, 2014

An End of Entertainment

I've arrived at a conundrum, presently, in a study of electrical engineering. This, of course, is not a new condition to me. The conundrum that I have arrived at,  presently -- it is not, insomuch a question of access to knowledge, though that may be the easier concern to respond to, even of my own sentiments. Presently, in my view of the conundrum that I have arrived at, this conundrum occurs to my attention, initially, in such that I shall denote as so: I've found a book that addresses, very well, the same concepts that "we" are studying in ECT-125. In the view that I have developed about that same material -- my having "flunked out" of the course, once, already -- I think that although the same material is addressed somewhat thoroughly, and in a practical usefulness in the textbook of the ECT-125 course, but the textbook's description of the same material, it would seem to be lacking much of a mathematical view of the material. Inasmuch, the textbook for that same course may not as much help to develop a comprehensive sense for circuit analysis, as much as for simply completing the rote material of the course, as though ad infinitum.

I have found what I consider is a useful textbook for understanding the mathematics of the same material as is being addressed in the ECT-125 course. The textbook that I have found, it may seem to be lacking some of the practical material represented in the course's actual textbook, but insomuch as that that the same book I've found -- in no sense of competition -- it represents a mathematical view of the same material, comprehensively, I suppose the conundrum is essentially so: I find myself unable to dispense with either book. Beside that, in an all too personal regards, I feel rather stymied for my previous experiences in the same course.

In a short sense of summary: The course that I'm enrolled in is a course presented by DeVry University Online (DVUO). The course's course code is ECT-125. In a practical sense, it is the "Lab II" course for the electronics track in the electronics and computing program that I'm enrolled in -- a program ostensibly proceeding towards earning an associates of science degree in electronics and computing. Candidly, the "Computing" aspect of the same program seems to be represented almost exclusively of some material about Cisco networking -- namely, network routing. In all earnestness, I feel rather nonplussed at that, but it's such that I have to choke down my own grief about, anyway, to complete at least the electronics portion of the course, that that itself might be sufficient towards developing an understanding of more about computing.

In the Lab I course, we'd studied a whole lot about electrical resistors, after learning something of the basic foundations of electronics, as of Ohm's Law and Kirchoff's Laws of, respectively, voltage and current. That, of course, was in the time of a whole eight week session of study, effectively representing a semester of the same course. The resistor analysis part of the course became grossly repetitive, to a point, but I was able to improve my own sense of view about that, with a bit of consideration towards how such analysis might be modeled in a finite state machine, if not later in a computerized circuit analysis program. Of course, my now having flunked out ECT-125 -- the Lab II course -- I've now had an opportunity to see that it does not improve by a whole lot, in the Lab II course, all the repetitive reiteration of the same formulae, as though ad infinitum.

In the Lab II course, we're studying inductors and capacitors, primarily, as in a view of RL, RC, and RLC circuits, each in series and in parallel, towards calculating -- repetitively, so much that the calculations loose all sense of meaning -- capacitive reactance, inductive reactance, and impedance (inversely, admittance) with a brief mention of susceptance and some related concepts. This occupies us for the time of an entire session, but at least it's of a more varied lot of material than of, comparatively, the Lab I course. I've discovered, this evening, that I may be able to represent a lot of the relevance of the course's material, in one short page of writing. That being of an eight week course that I am invested in, but of course I'm no longer to retain any sort of a sense of higher expectations, neither about the progress of the course nor for my rather unlikely successes in life and career, if projected as a function of the same course -- the same university has well sapped all of the greater expectations out of me, already. I'm now prepared to assume a role as a nice function-applying machine -- and certainly, I should wish to develop my own "Communication skills", proceeding to such? I've been instructed of whom, to that effect? I shall reiterate my response, tonight: Here's a nice nothing for politics in technology, so far as absent of proficiency in technology.

If I've been able to develop anything of a sense of understanding of the material being addressed in the courses -- and not only in the courses at that university, in the world -- but so far as the courses have contributed to my understanding? In that, the courses themselves have been like merely an incidental keynote to me, in studying the actual material, in so far as I may ever be even momentarily able to study -- and in that, relying on many and varied additional reference resources, in addition to each course's beloved textbook and beloved brief lectures, absolutely. Tonight, perhaps I'm simply "Cheered up" that I've found a single book I can study, towards understanding so much as the mathematical relevance of the limited material being immediately addressed of the same "Lab II" course. I shall not be continuing towards a bachelor's degree, in such a line of study. It's been really an ill foot to start out on. Still, though, I try to complete the course of study that I'm. Although it fails me if towards developing any real sense of professional proficiency in electronics and/or computing, in and of itself, but maybe it's been some use toward weekend garage work? and oh I've been so helpful to the university, for keeping the university's staff employed. I'm investing how much of my life's own limited time and resources, for that?

There is definitely a reason I had wished to altogether avoid formal school programs about computing, or any topics related to computing.  I have certainly learned it, now: Wherein the school becomes dedicated merely to upholding a "Status quo," and though it would be the "Status quo" upheld of how many? If the "Status quo" is for merely a mindless repetition of material only superficially explained at the outset? It helps me in none, and again I'm in service to the agency I was paying for a service. The irony of that, I will not be able to forget. There is no "Character building," in that kind of a backwards arrangement.

What good is any of a sense of goodwill, either, in a society possessed of merely its own cynicism, vanity, and political delusions? I'll save my sense of goodwill for when the circuit tent caves in, of all its own lofty fantasies, if that would be the best that I can do. At least, then, I may be able to keep any of a sense of goodwill, to share ever, before that's all torn out of me yet.

There are two books about solid state electronics. In a world not whatsoever about science, however -- and about what, instead, I cannot ascertain -- this ends the short duration of my life's small aspirations, "To entertain," in whatsover, in the society of the globalized "Status quo", neocons and neoliberals inasmuch alike. I call it candor, no cynicism whatsoever.