The textbook is philosophically based on three main concepts. The first is that the text is viewed as a system in itself,having an input, body and output. This is implemented by dividing the book into singnals, followed by systems,and finally applications. The second philosophical cornerstone is the cultivation of active learning. While formal learning metholds have been shown to be effective,they are often criticized as being too strongly based on a factual understanding of a discipline and, as a result, the development of higher-order reasoning abilities has suffered. In too many cases, students have apparently mastered a particular subdiscipline or topic,but fail to see how this can be extended,generalized,or intergrated with other knowledge. In a pedagogical sense, this lead to what is called inert knowledge difficult to recall on demand.We stress active learning by constantly building one idea on its predecessor. The third cornerstone of the text is its integration of computer-based instruction(CBI). The study of these signals and systems,whether emphasizing mathematical rigor, conceptual knowledg,applications, or all of these emphases, can be vastly improved with CBI. CBI is become increasingly popular because it markes the educational experience active rather than and allows faculity to become purveyors of knowledge instead of serving simply as lecturers. The use of CBI to enchance the text is optional however. The examples and exercises in the text can be interpreted and understood without CBI support. However, after 20 years of working with CBI, and after being part of a number of CBI development projects.
Part 1 Introduction
Part 2 Continuous-Time Signals and Systems
Part 3 Discrete-Time Signals and Systems
part 4 Application
Part 5 Appendixes